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  • 1.
    Aerila, Juli-Anna
    et al.
    University of Turku.
    Kokkola, Lydia
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Multicultural literature and the use of literature in multicultural education in Finland2013In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 51, no 2, 39-50 p.Article in journal (Refereed)
    Abstract [en]

    This paper traces the presentation of these traditional minority groups in Finland and the emergence of literature incorporating the more recently arrived groups of immigrants in the history of Finnish language children’s literature. We contextualize the development of multicultural themes in children’s literature within the history of Finnish nation-building and the country’s struggles for independence. We conclude with a brief consideration of how these less than ideal books might, nevertheless, serve to promote pluralism.

  • 2.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Det pedagogiska rummet: Om erfarenheter, känslor och den rumsliga gestaltningen2015In: Thule: Kungl. Skytteanska samfundets årsbok. 2016 / [ed] red: Roger Jacobsson, Umeå: Kungl. Skytteanska samfundet , 2015, 69-78 p.Chapter in book (Other academic)
  • 3.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Places and spaces for learning: cultural differences and similarities in north-south perspectives2016Conference paper (Other academic)
  • 4.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Places and spatiality in higher education2015Conference paper (Refereed)
  • 5.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The existential issues of children and youth when facing contemporary challenges2016Conference paper (Other academic)
  • 6.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Delaktighet för lärande2015Report (Other academic)
  • 7.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Student Participation and Influence in Education: Possibilities and Challenges2016In: Successful Approaches to Raising Attainment and Tackling Inequity: CIDREE Yearbook 2016 / [ed] Stephen Edgar, Livingston: Education Scotland , 2016, 168-182 p.Chapter in book (Refereed)
    Abstract [en]

    Education is one way for society to promote active engagement and participation as forms of civic responsibility. The decline in academic achievement in schools in Europe, and particular in Swedish schools, can be addressed through working with issues related to teaching, where student participation is an important part.

    In this article, we aim to illustrate and exemplify how student participation can be described and understood as a continuous process that includes both students’ influence over formal decision-making and student active education. The content of the text emerges from a research overview (Swedish National Agency for Education, 2015), in which current research about student participation and influence in schools was collected, illuminated, analysed and discussed.

    The article illustrates existing challenges and opportunities identified in educational research, relating to students’ influence over decision-making processes and students being active in their education. The article concludes with a few thoughts about the future, including how student voices are becoming a clearer part of school improvement. Furthermore, we discuss the need for staff training, organisational conditions for developing participation work and the importance of further educational research that will highlight student participation and influence. 

  • 8.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Arndt, Sonja
    University of Waikato.
    Embodiment, Places and Relationships: Re-imagining creativity and innovation in the university2016Conference paper (Refereed)
  • 9.
    Anderson, Agnes
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    En funktionell tradition?2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Because Swedish teachers rely heavily on teaching materials in the form of grammar education, the content and structure thereof should be important for which knowledge is taught. The purpose of the present study is to analyse and problematise how teaching materials for the college preparatory course Swedish 2 structure the sections dealing with grammar. The empirical material of the study consists of five teaching materials for the upper secondary school subject Swedish 2, which were analysed on the basis of qualitative text analyses. The results of the study showed that the teaching materials are characterised by either a functional grammar, where the grammar is seen as a normative tool for writing, or as a static and unproblematised conceptual knowledge. Furthermore, it is also shown that many of the study's teaching materials have shortcomings and are far from always completely in line with the curriculum’s objectives. There is also a significant difference between the school grammar presented in the study's teaching materials and the one that linguistics advocates. This suggests that it is highly central to question the legitimacy of the teaching materials. Finally, it is concluded that the teaching materials should be removed from the traditional grammar description so that teachers can choose teaching materials whose grammar sections are similar to linguistics.

  • 10.
    Andersson, Märtha
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Berättandets möjligheter: Multimodala berättelser och estetiska lärprocesser2015Conference paper (Refereed)
    Abstract [sv]

    Läs- och skrivförståelse är centralt för att förstå andra ämnen än svenska. Internationella studier visar att undervisning med stöd av olika konstformer har stor inverkan på barns lärande och att det finns en tydlig koppling mellan konst och läs- och skrivutveckling. Att undersöka hur barn använder sig av olika typer av resurser i sitt berättande är angeläget i en tid då det skrivna ordet i allt högre grad får konkurrens med andra medier. Syftet med studien är att, med stöd av etnografiska metoder och teorier om berättande och multimodalitet, undersöka vilka meningsskapande resurser och strategier eleverna använder i sina multimodala berättelser, vilka skapats genom estetiska lärprocesser. Det empiriska materialet bygger på fem kultur- och berättarprojekt som bedrivits i samarbete mellan grundskolor och Kulturskolan. Målet i projekten var att stimulera till språkutveckling och språkanvändning med hjälp av fantasi och kreativitet, där elevernas eget skapande stod i centrum. Materialet bygger på egna observationer, loggboksanteckningar och intervjuer med lärare, pedagoger och elever samt elevernas egna bilder och texter. I mitt föredrag kommer jag att lyfta fram resultat som visar att eleverna i sina bilder och berättelser skapar mening genom att blanda fiktion med en för dem igenkännbar värld, där de fiktiva karaktärerna lever ett liv som de kan identifiera sig med. Meningsskapande strategier som framträder är främst identifikation, stereotypa könsmönster, humor, strukturer från skräck- och sagogenren och remediering. Jag kommer också att visa hur eleverna söker, tolkar och värderar information via olika kanaler som sedan synliggörs i deras berättelser. ReferenserBruner, Jerome. (2002). Kulturens väv. Göteborg: Daidalos AB.Kress, Gunther. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Selander, Staffan. & Kress, Gunther. (2010). Design för Lärande – ett multimodalt perspektiv: Stockholm: Norstedts.

  • 11.
    Andersson, Märtha
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Berättandets möjligheter: Multimodala berättelser och estetiska lärprocesser2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of this study is to investigate meaning-making in pupils' multimodal narratives that have emerged in aesthetic learning processes. To, with the support of ethnographic methods and theories of narrative and multimodality, study the resources and strategies used by the pupils. The study also examines how teachers and educators make use of aesthetic learning processes and multimodal narrative in practice-based reality. The empirical material is based on four cultural and narrator projects that have been conducted in a collaboration between nine-year compulsory schools and Kulturskolan (School of Culture) in a municipality in northern Sweden. The projects included pupils from the preschool level up to and including 5th grade in the compulsory school level. These projects were monitored for a total of three semesters. The pervading goal in all projects was to stimulate language development and language use with the help of imagination and creativity, where the pupils' own creation was the key focus. The empirical material consists of observations, log book entries and interviews with teachers, educators and pupils, as well as the pupils' own pictures and texts. The results show that the pupils exemplify from the fictional world. Although they do not directly say that they draw inspiration from computer, television and film media, this is made visible in and embodies their narratives. The pupils' multimodal narratives show that they create meaning by mixing fiction with a world recognisable to them, where fictional characters live a life that they can identify with. The meaning-making strategies that emerge in the pupils' narratives are: identification, gender stereotypes, humour, structures from the horror and fairy-tale genres and remediation. In the interviews with the teachers it is noted that the use of narrative has declined in teaching. Reasons cited include a lack of time and the stress of everyday life, as well as the individualisation which has led to a reduction in the collaboration between pupils and thus the use of narrative. The teachers, however, expressed great enthusiasm for providing pupils with the tools to develop different narrative forms, a way to create meaningful contexts for the pupils.

  • 12.
    Andersson, Märtha
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Nyfikenhetens lov: Snooks detektivbyrå tar grepp om Norrbotten2015In: DramaForum, ISSN 1652-9286, Vol. 2015, no 3-4, 6-8 p.Article in journal (Other (popular science, discussion, etc.))
  • 13.
    Andersson, Ninnie
    Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.
    Teacher’s conceptions of quality in dance education expressed through grade conferences2016In: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 7, no 2, 11-32 p.Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.

  • 14.
    Arndt, Sonja
    et al.
    University of Waikato.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Higher education in transformation: Spaces, places and world-wide rooms2016In: Annual PESA Conference, Coral Coast, Fiji, December 8-12 2016, 2016Conference paper (Refereed)
  • 15.
    Barza, Sorina
    et al.
    Department of Mathematics, Physics and Engineering Sciences, Karlstad University.
    Johansson, Maria
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Persson, Lars-Erik
    Luleå University of Technology, Department of Engineering Sciences and Mathematics, Mathematical Science.
    A Sawyer duality principle for radially monotone functions in Rn2005In: Journal of Inequalities in Pure and Applied Mathematics, ISSN 1443-5756, E-ISSN 1443-5756, Vol. 6, no 2, 44Article in journal (Refereed)
    Abstract [en]

    Let f be a non-negative function on ℝn, which is radially monotone (0 < f↓ r). For 1 < p < ∞, g ≥ 0 and v a weight function, an equivalent expression for sup ∫ℝ fg/f↓r(∫ℝn fp v)1/p is proved as a generalization of the usual Sawyer duality principle. Some applications involving boundedness of certain integral operators are also given. © 2005 Victoria University

  • 16.
    Bergman, Lotta
    et al.
    Malmö högskola.
    Hultin, Eva
    Örebro universitet.
    Molloy, Gunilla
    Stockholms Universitet.
    Lundström, Stefan
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Makt, mening, motstånd: litteraturundervisningens dilemman och möjligheter2009Book (Other (popular science, discussion, etc.))
  • 17.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ekberg, Niclas
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Leonardson, Joakim
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Westerberg, Mats
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Developing teachers for the 21st century by focusing on professional competences2017Conference paper (Refereed)
  • 18.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jonsson, Gunnar
    Karlstads Universitet.
    Nordlund, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lärarstudenter som medforskande aktörer i praxisnära ämnesdidaktisk forskning2014In: NU 2014: Umeå 8-10 oktober : abstracts, Umeå: Umeå universitet. Pedagogiska institutionen , 2014, 66- p.Conference paper (Refereed)
  • 19.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Students’ Experiences of Meaningful Situations in School2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.

  • 20.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mitra, Dana
    The Pennsylvania State University.
    McCormick, Paul
    State College School District.
    Developing the researcher’s ethical leadership when researching with students2015Conference paper (Refereed)
    Abstract [en]

    Increasingly, research in schools is carried out with students, teachers, and school leaders, i.e. participatory approaches. Central of this kind of research is, for example, listening to student experience and students’ active participation in the research process. This issue of student voice and participation in research has ethical dimensions affecting the overall well-being of students. Ethical research together with students should protect participants from harm, offer opportunities for them to have a say in matters affecting them, show respect for their views, trust their competency as well as facilitate all participants’ willingness to share their views and to participate actively.

     

    Thus, participatory research is carried out in close cooperation with the students and their teachers, building relationships between participants and researchers. The nature of such research makes new demands for how research is conducted, emphasizing the researcher’s ethical leadership. In this paper, we will explore and discuss different ways of acting as a researcher, exemplified by cases from our research with students. The discussion focuses on these questions: How can researchers handle different relationships with students, teachers, and researchers? How can researchers negotiate different power relations? How can researchers attend to formal ethical guidelines of confidentiality and informed consent and still create relationships important for the successful outcome of this kind of research?

     

    We argue, that a researcher’s ethical leadership can be developed through careful consideration on the researcher’s role and ethical values connected to the research process. Such leadership may be oriented towards students’ experiences and views, their self-understanding and individual agency, accompanied by the researchers’ self-understanding and awareness. 

  • 21.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Re-considering the epistemology of student engagement in higher education2016Conference paper (Refereed)
    Abstract [en]

    We want to reconsider and explore the epistemology of student engagement in higher education as part of a democratic and sustainable education, going beyond neo-liberal groundings. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet.

    In contemporary educational systems, teachers are often urged to work with student engagement in various forms due to the connection between academic success and student engagement. Student engagement is being perceived as an important factor in quality measurements – a trend which can be connected to the neoliberal marketization focusing on performance, individualization, competition, goal-rationality and linear progression. This neo-liberal agenda produces new demands on education, changing students’ and teachers’ possibilities to act and become within higher education. In addition, some theories are prioritized which lead to narrowed and limited epistemologies for higher education and accordingly student engagement.

    Deleuze’s way of thinking challenge linearity and dualistic views of subject/object and process/product when emphasizing becoming, appreciating multiplicities and the unpredictable; what has not yet come into being. When ”doing” Deleuze in teacher education, we have considered ‘pedagogical relations’ to involve both human and non-human relations - assemblages that are both intercorporeal and entangled. Such assemblages open, according to Deleuze, for a rhizomatic thinking about learning where events are created that bear possibilities for all actors involved to become-multiple-others for a while. These processes of becoming runs through on-going affective, entangled and moving relationships and modes of existence.

    Although our exploration is mainly philosophical, we will connect our exploration to an ongoing project at our university. This attempt to reconsider the epistemology of student engagement, challenges structures, power-relations and epistemological pre-assumptions in higher education by creating disruptions, openings and lines of flight?

  • 22. Bergsten, Christer
    et al.
    Botten, G.
    Fuglestad, A-B
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Background document: The Education and competence development of mathematics teachers in Norway and Sweden2004In: Educating for the Future: proceedings of an International Symposium on Mathematics Teacher Education : preparation of mathematics teachers for the future / [ed] Rudolf Stræsser; G. Brandell; B. Grevholm; O. Helenius, Stockholm: The Royal Swedish Academy of Sciences , 2004, 9-38 p.Conference paper (Refereed)
  • 23. Bergsten, Christer
    et al.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Introduction Mathematics and language2004In: Mathematics and language: proceedings of MADIF 4 : the 4th Swedish Mathematics Education Research Seminar : [MADIF 4] / [ed] Christer Bergsten; Barbro Grevholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2004, 1-6 p.Conference paper (Refereed)
  • 24.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education: January 28th - February 1st 2009 / [ed] Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello, Institut National de Recherche Pédagogique , 2010, 1555-1564 p.Conference paper (Refereed)
    Abstract [en]

    This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One account uses categories from a psychological and the other from a sociological perspective. The interpretations result in different explanations for the students' struggles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.

  • 25.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A remark on didactic transposition theory2010In: Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, Stockholm, January 26-27, 2010 / [ed] Christer Bergsten; Eva Jablonka; Tine Wedege, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010, 58-68 p.Conference paper (Refereed)
  • 26.
    Bergsten, Christer
    et al.
    Linköpings universitet.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders2010In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, 150-160 p.Conference paper (Refereed)
    Abstract [en]

    The design and conduct of calculus courses has been and is an object of curricular debates and reforms. By the reconstruction of the establishment of the mathematical sub-area now called ‘calculus' and its fundamental theorem as a piece of institutionalized mathematical knowledge for the purpose of its reproduction, we reconsider the notion of knowledge recontextualization within the field of knowledge production by showing that standardization of knowledge evolves in a dynamic relationship with its production. Interviews with mathematicians suggest that they, as teachers, create different recontextualization principles. In undergraduate teaching calculus they suggest to include the criteria of the field of knowledge production (e.g. proof) for the future ‘insiders', while for those who will not pursue a career within this field, the ‘outsiders', the criteria change towards computational efficiency.

  • 27.
    Bjuhr, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Eleven och språkkunskapen i skolämnet svenska som andraspråk2015Conference paper (Refereed)
  • 28.
    Boglind, Ann
    et al.
    Göteborgs universitet.
    Nordenstam, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Från fabler till manga 1: Litteraturhistoriska och didaktiska perspektiv på barnlitteratur2015 (ed. 1)Book (Other academic)
  • 29. Brandell, Gerd
    et al.
    Grevholm, Barbro
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Soro, R.
    Stedøy, I.M.
    Women in mathematics - is that a problem in the Nordic countries?2004In: Mathematics education - the Nordic way: a pre ICME-10 production, Trondheim: Department of Geography, Norwegian University of Science and Technology, 2004, 84-94 p.Chapter in book (Other academic)
  • 30.
    Brandell, Gerd
    et al.
    Lunds universitet.
    Larsson, Sara
    Nyström, Peter
    Umeå universitet.
    Palbom, Anna
    Staberg, Else-Marie
    Sundqvist, Christina
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kön och matematik, GeMaprojektet, Gymnasierapport: Slutrapport för ett forskningsprojekt med stöd från Vetenskapsrådet2005Report (Other academic)
  • 31. Brandell, Gerd
    et al.
    Nyström, Peter
    Staberg, Else-Marie
    Sundqvist, Christina
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kön och matematik : GeMaprojektet : grundskolerapport2003Report (Other academic)
  • 32. Brandell, Gerd
    et al.
    Nyström, Peter
    Sundqvist, Christina
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mathematics - a male domain?2004In: The 10th International Congress on Mathematical Education: ICME 10, 2004Conference paper (Refereed)
  • 33. Breiteig, Trygve
    et al.
    Grevholm, Barbro
    The transition from arithmetic to algebra: to reason, explain, argue, generalize and justify2006In: Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education / [ed] J. Novotná; H. Moraová; M. Krátká; N. Stehlíková, Prague: PME, Charles University , 2006, Vol. 2, 225-232 p.Conference paper (Refereed)
    Abstract [en]

    This paper considers year eleven students' solutions of a specific task, which includes both a numerical part and a generalization of the task context that needs a transition from arithmetic to algebra. We investigate if students can solve the given problem, explain a solution and justify why the generalized problem always can be solved. Students prefer to explain in rhetoric rather than in symbolic algebra. Seven different ways of explaining are traced among the written answers. Few students are able to give an acceptable justification for the solution of the generalized problem, even after a course including work with this kind of problem. There are signs of students being unfamiliar with meta-cognitive activity.

  • 34.
    Brock, Malin Lidström
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Almost French: Food, Gender and Class in the American Expatriate Memoir2013In: American Writers in Europe: 1850 to the Present, New York: Palgrave Macmillan, 2013, 207-223 p.Chapter in book (Refereed)
    Abstract [en]

    This essay explores links among food, class and gender in two memoirs written by contemporary American expatriates in France. The argument made is that references to French cuisine simultaneously create and resolve the tensions that arise in the texts when the authors describe their ideal and elitist lives to a presumed American female readership. Food references highlight the elitism of the French lifestyle, yet they also contribute to making the memoirs and the lifestyle that they advocate more accessible to readers when presented in the form of simple recipes or as integral parts of a self-narrative of developing tastes.

  • 35.
    Brock, Malin Lidström
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Beyond Multiculturalism: Invisible Men in Percival Everett’s Erasure and Philip Roth’s The Human Stain2013In: Transcultural Identities in Contemporary Literature, Amsterdam: Rodopi, 2013, 159-176 p.Chapter in book (Refereed)
    Abstract [en]

    In Philip Roth’s The Human Stain (2000) and Percival Everett’s Erasure (2001) multiculturalism is described as moralistic and essentialist; both novels present black American male protagonists who feel victimized by multiculturalism. Although critics have maintained that the two novels present a universalist view of American identity, in this essay, the argument is made that the novels’ implicit criticism of multiculturalism is better understood in transcultural terms.

  • 36.
    Brock, Malin Lidström
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Philomena and Ireland’s Mother-and-baby Homes2015In: The Leaving of Ireland: Migration and Belonging in Irish Literature and Film, Bern: Peter Lang Publishing Group, 2015, 47-68 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter examines the portrayal of Ireland's mother-and-baby homes in the generally well-received film Philomena and the account on which the film is based, the British journalist Martin Sixsmith's portrayal of Philomena Lee's life and search for her son, who had been given up to an American couple for adoption under coercive circumstances. Enforced adoptions have long been a part of Irish life that was silenced within official discourse, just as the women themselves were silenced under a blanket of shame and denial within a form of patriarchal nationalism. Cultural representations such as film and trauma biography will of course tend towards certain structures of storytelling that reveal in dramatic form the deep emotional wounds inflicted on the survivors, yet are often challenged by an official discourse as shallow and untrustworthy. This controversy draws attention to other conflicts and paradoxes that can operate when there are attempts to give a voice to the silenced or marginalized, yet such efforts have begun a process of forcing a re-evaluation of Ireland's narratives of nationhood through the twentieth century

  • 37.
    Brock, Malin Lidström
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Switching It On/Off: Emotional Performativity and Melodrama in The Vampire Diaries2014In: Americana : E-Journal of American Studies in Hungary, ISSN 1787-4637, E-ISSN 1787-4637, Vol. 10, no 1Article in journal (Refereed)
    Abstract [en]

    In late capitalist society, it does not matter whether emotions are genuine; what matters is that questionable actions are accompanied by public displays of regret and apology. Vampires have long been used as metaphors for capitalism. Like the neoliberal subject, the vampires on the television show The Vampire Diaries feel conflicted by their inability to separate their feelings from their more violent instincts. As such, the vampires, too, must learn the balancing act of switching on and off their “humanity” as the situation demands. In other words, they must learn to play their part in the contemporary apology theatre.

  • 38. Brändström, Anna
    Differentiated tasks in mathematics textbooks: an analysis of the levels of difficulty2005Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this work is to study differentiation in mathematics textbooks. Based on mathematics textbooks used in Sweden for year 7, the study is performed from the point of view that all students should be challenged and stimulated throughout their learning in compulsory school. Classroom studies and observations have shown textbooks to have a dominant role in mathematics education for both teachers and students. It is therefore important to study how tasks in textbooks are differentiated and how this can affect education in mathematics. The tasks are analysed with respect to their difficulty levels. The results of the study show that differentiation does occur in the textbooks tasks, but on a low difficulty level for all students regardless of their mathematical abilities. Besides this, the study shows the use of pictures to not have any differentiating role in the analysed tasks.

  • 39. Brännmark, Theres
    Individanpassad vuxenundervisning i grupp2015In: Symposium 2015, Nationellt centrum för svenska som andraspråk vid Stockholms universitet, 2015Conference paper (Other (popular science, discussion, etc.))
  • 40.
    Brännmark, Theres
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Samarbetsinlärning för individanpassning2016In: Flerspråkighet som resurs: symposium 2015 / [ed] Björn Kindenberg, Stockholm: Liber, 2016, 285-296 p.Chapter in book (Other (popular science, discussion, etc.))
  • 41.
    Brännmark, Theres
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jag skriver i dina ord: Lärarhandledning lyrik, svenska som andraspråk 12017Other (Other (popular science, discussion, etc.))
  • 42. Brännmark, Theres
    et al.
    Manderstedt, Lena
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jag skriver i dina ord: Lärarhandledning lyrik svenska som andraspråk 22017Other (Other (popular science, discussion, etc.))
  • 43.
    Byström, Johan
    et al.
    Luleå University of Technology, Department of Engineering Sciences and Mathematics, Mathematical Science.
    Persson, Lars-Erik
    Tillämpad matematik: en populär introduktion för lärare och ingenjörer2004In: Kvinnor och matematik : konferens den 12-14 april 2002: konferensrapport / [ed] Barbro Grevholm; Lisbeth Lindberg, Kristianstad: Högskolan Kristianstad , 2004, 37-48 p.Conference paper (Other academic)
  • 44.
    Cervantes, Sara
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Entrepreneur education: a strategy to establish positive attitudes towards enterprising?2005In: Youth & Generation: The 7th European Sociological Association (ESA) Conference in Torun, Polen, 9-12 September 2005, 2005Conference paper (Refereed)
  • 45.
    Cervantes, Sara
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Evidence-Based Practice: New Demands for Pre-School Leaders. International Research Conference2015In: : -, 2015Conference paper (Refereed)
  • 46.
    Cervantes, Sara
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Förskola på vetenskaplig grund.: Förskolechefers och ledningsstöds beskrivningar av arbetet med vetenskaplig grund i förskolans praktik ur ett nyinstitutionalistiskt perspektiv2016Report (Other academic)
  • 47.
    Cervantes, Sara
    Luleå kommun.
    Neo-liberal influences in the public sector: Education and privatisation in the north of Sweden2010In: Dilemmas for Human Services: Papers from the 12th international Reserch Conference / [ed] Chandler John, Barry Jim, Berg Elisabeth, Piippola Saila, London: University of East London , 2010Conference paper (Refereed)
  • 48. Cervantes, Sara
    Neo-liberalism and Education2011In: Changes and New directions in Human Services: Selected conference proceedings of the 14th international Research Conference held at Luleå University of Technology, Human Work Science, September 2010 / [ed] Berg Elisabeth, Luleå: Luleå University of Technology, 2011, , 8 p.39-46 p.Conference paper (Refereed)
  • 49.
    Cervantes, Sara
    Luleå kommun.
    Nyliberala influenser inom utbildningssektorn: Fristående skolors etablering och en kommuns uppfattning om dess konsekvenser2008Report (Other academic)
  • 50.
    Cervantes, Sara
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching. Luleå kommun.
    Heikka, Lena
    Luleå kommun.
    Utvärdering av Luleå Kommuns matematikstrategi 2012-2015: Fokus på styrning och ledning2016Report (Other academic)
1234567 1 - 50 of 621
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