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  • 1.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Alerby, Eva
    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.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    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.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Learning within and beyond the classroom: compulsory school students voicing their positive experiences of school2012In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 5, p. 555-570Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.

  • 2.
    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 Rehabilitation.
    Students’ Experiences of Meaningful Situations in School2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 4, p. 538-554Article 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.

  • 3.
    Carlsson, Britta
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Depicting experiences2001In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 45, no 2, p. 125-143Article in journal (Refereed)
    Abstract [en]

    This paper argues that photography is a helpful tool in understanding the ways people experience the world. Five arguments are presented in order to support this statement, each built on the methodological idea that respondents are asked to take, or produce, their own pictures related to a particular phenomenon under investigation. The arguments are: new unconventional methods enhance educational inquiry; photos can serve as communication bridges between strangers; photography makes it easier to represent a situation; photos can be regarded as complex expressions of the photographer's relation to the world; finally, photos enhance the expressing of feelings. These arguments are further discussed in the context of outcomes of a study, which used photography to probe ecological understanding. It is concluded that a deliberate use of the methodology will enhance not only the way photos might be used in research but also enrich educational research aiming at capturing the way people experience and relate to the world surrounding them.

  • 4.
    Parding, Karolina
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
    Liljegren, Andreas
    Institutionen för socialt arbete, Göteborgs universitet, Department of Social Work, Gothenburg University.
    Individual Development Plans as Governance Tools: Changed Governance of Teachers’ Work2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 6, p. 689-700Article in journal (Refereed)
    Abstract [en]

    Auditing, accountability, and transparency are concepts that greatly impact the working conditions of today’s public sector professionals, including teachers. Documentation requirements have been on the increase for some time, which can be seen in the education sector’s Individual Development Plans (IDPs), for example. These IDPs are pedagogical tools, but can also be seen as governance tools, which is how we will treat them here. In this conceptual paper, we argue that to improve knowledge of education policy changes, there is a need to consider the changed documentation requirements from the perspective of sociology of professions. To this end, we use Evetts’ occupational and organisational logics and Abbott’s three aspects of professional work.

  • 5.
    Sigvardsson, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Don't fear poetry! Secondary teachers' key strategies for engaging pupils with poetic texts2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Poetry is a key element of many literature curricula but poetry teaching is something with which many teachers struggle. Research indicates that teachers lack experience of poetry as well as subject knowledge and that current high-stakes testing poses challenges. While previous research has investigated teachers’ experiences through large quantitative studies, this study focuses on what teachers who are keen readers of poetry regard as key elements of pedagogy. The material comprises 15 interviews with secondary school teachers of Swedish. A thematic analysis identified four themes: drawing on personal engagementdiscussing pupils’ conceptions from the outset, creating a safe classroom atmosphere, and scaffolding pupils’ interpretations. The study highlights the centrality of the aesthetic experience and suggests that attention should be paid within research regarding how aesthetic content should be taught and that teacher educators should scaffold pre-service teachers’ individual exploration of poetry to help them become confident teachers of poetry.

  • 6.
    Sigvardsson, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Teaching Poetry Reading in Secondary Education: Findings from a Systematic Literature Review2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 5, p. 588-594Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were retrieved through a systematic literature review. The results show that many researchers suggest personal response pedagogies mainly developed from Louise M. Rosenblatt’s work. Further, a progression of poetry interpretations seems to require explicit teaching throughout the years of secondary education. Also, current educational politics, heavily influenced by neoliberalism, impose high-stakes examinations that challenge poetry curricula. Teacher education needs to address this issue. Minor themes found were: ontologies in relation to teaching poetry reading, and poetry reading as identity formation/tool for social critique. These could be possible areas for future research.

1 - 6 of 6
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