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  • 101.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Internationalisering av den högre utbildningen: en utvärdering av akademiskt lärarutbyte mellan länder2002Rapport (Annet vitenskapelig)
  • 102.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Internationalization in Higher Education – “what does the Russians think..”: an interview study2016Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to study academic teachers’ understanding and experiences of internationalization in relation to the current efforts to internationalize Higher Education. A qualitative interview study was conducted with seven academic teachers in Higher Education from a state university and a private university in Russia with experiences from international activities. The results were analysed by reflexive methodology related to theories about globalisation, conscious critical dialogue and the need for professional development among academic teachers. A common result was the notion of different strategies of the internationalization process in different countries. A common result was also the experiences of differences in the relationship between teachers and students at the foreign universities. Another shared result among the academic teachers was the experiences of self-development and professional development. Differences between the teacher´s experiences of internationalization seemed to be due to various causes e.g. which type of academic subject they were teaching.

  • 103.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Living the everyday life of internationalization: Russian academic teachers experiences of internationalization in higher education2012Inngår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this study has been to study the academic teachers’ understanding and their experiences of internationalization in relation to the current efforts to internationalize higher education. Participation in international projects, the increase of student and teacher mobility and also the strong concern of policy writing about internationalization has caused the need to know more about the acquired experiences of internationalization. What do we learn by taking part in international activities and what do we know by living ”the everyday life of internationalization”? A qualitative study was done, we interviewed seven academic teachers coming from state and private Russian universities that had experience from international activities. The results were analysed by reflexive methodology related to theories about the culture of globalisation, a conscious critical dialogue, transformative learning and a need for competence development among academic teachers.A recurring result was the notion that universities in different countries applied different strategies towards the internationalisation process. Another result was that from one international university to another not only did the relationship between students and their teachers differed but also in how they went discussing about these experiences. Another shared outcome among the academic teachers was their experiences of selfdevelopment and professional development. Differences between the teacher’s experiences of internationalization seemed to be based upon specific individual experiences of internationalization like e.g. if they had worked in international projects, taken care of student exchanges or if they themselves had worked or visited other universities in other countries. The relevance of this study to Nordic educational research is the inclusion of Russian academics from the Barents region into research about internationalization in the northern region.

  • 104.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Partial sic leave, work and life situation: an evaluation with a gender perspective2008Inngår i: Formirovanie zdorovogo obraza zhizni v sovremennykh sot︠s︡iokulʹturnykh uslovii︠a︡kh: problemy, tendent︠s︡ii, perspektivy materialy mezhdunarodnogo nauchno-prakticheskogo seminara, 27 noi︠a︡bri︠a︡ 2007 goda, Murmansk: Murmanskiĭ gos. pedagogicheskiĭ universitet , 2008, s. 170-175Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 105.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Some starting points for a discussion about intercultural communication and internationalisation in higher education2012Inngår i: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, nr 1, s. 50-54Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The main aim of this study is to develop some deeper understanding of the experiences of intercultural meetings and intercultural communication in the process of internationalization on higher education. The theoretical approach is based on the anatomy of culture meetings which deal with the concept of culture, the relationship between time and space, the language and the influence of the situation in the current context. An intercultural project between Russian and Swedish academic teachers and students with the purpose to arouse interest in Swedish and Russian culture was used as a case study. The method was action research oriented. To analyze the case, a reflexive methodology was used including a tri-view model of intercultural communication. An extended reflective strategy with visual aids like photos was practiced. The result shows that by using extended reflections, it was easier to avoid using stereotypes and discuss sensitive or controversial topics between teachers and students, to conclude the understanding of internationalization and intercultural communication in an intercultural project increased by developing the reflective process together with extended reflections and aesthetical aids.

  • 106.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Some starting points for a discussion about intercultural communication and internationalisation in higher education: Examples from a Russian - Swedish intercultural project2009Inngår i: Proceedings of the Conference Reality of Ethnos: St. Petersburg, Russia, 2009, s. 782-787Konferansepaper (Fagfellevurdert)
  • 107.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Womens world1999Inngår i: Kvinnoforskningsnytt : nyhetsblad från Centrum för kvinnoforskning, Luleå tekniska universitet, ISSN 1401-5390, nr 2, s. 12-15Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 108.
    Annerblom, Marie-Louise
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ekberg, MayvorLuleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Vår bild av Sverige - Vår bild av Ryssland: Intercultural communication Russia-Sweden2010Collection/Antologi (Annet vitenskapelig)
  • 109.
    Annerblom, Marie-Louise
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Prpic, J. Kaya
    Using images to facilitate the exploration of isssues in the internationalsiation of higher education2006Inngår i: International education, a matter of heart: conference proceedings : information, program and papers of Monash International Higher Education Conference, held in Kuala Lumpur, Sunway Lagoon Resort Hotel, 13 - 16 February, 2006, Monash University , 2006Konferansepaper (Fagfellevurdert)
  • 110.
    Annerblom, Marie-Louise
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Sjöström, Stefan
    Luleå tekniska universitet.
    Partiell sjukskrivning, arbete och livssituation: en utvärdering med genusperspektiv2001Rapport (Annet vitenskapelig)
    Abstract [sv]

    Partiell sjukskrivning innebär att kombinera sjukskrivning med arbete. För individen innebär detta en möjlighet kunna hålla kontakt med arbetslivet trots sjukdom. Ur Försäkringskassans och samhällets perspektiv har förhoppningen också varit att man bättre kan rehabilitera människor till arbete, samt att kostnader inom sjukförsäkringssystemet minskar. Denna rapport redovisar resultat från en utvärdering av partiell sjukskrivning på uppdrag från Förskringskassorna i Västerbotten och Norrbotten. Syftet har varit att belysa partiell sjukskrivning ur den försäkrades perspektiv, att ge en överblick över hur gruppen av partiellt sjukskrivna ser ut, samt analysera läns- och könsskillnader rörande partiell sjukskrivning. Inom projektet har två delstudier genomförts: en kvalitativ studie där sju partiellt sjukskrivna har djupintervjuats, samt en enkätundersökning på ett slumpmässigt urval av 550 personer som varit partiellt sjukskrivna i mer än tre dagar (bortfall 34%). En majoritet av dem som tillfrågats tycks vara nöjda med att ha varit partiellt sjukskrivna. I intervjustudien framkommer dock problem som handlar om problem på arbetsplatsen, till exempel att man förväntas utföra samma arbete som tidigare på mindre tid, och att arbetsgivaren inte visar tillräckllig förståelse för den sjukskrivnes situation. Resultaten visar att 80% av de partiellt sjukskrivna är kvinnor. Bland dem som fortfarande är sjukskrivna är andelen män störrebland de som fått sin sjukskrivning förändrad till heltid. Män återgår också i större utsträckning till samma sysselsättningsgrad som tidigare efter avslutad sjukskrivning. Andelen partiellt sjukskrivna i Norrbotten var 1997 20.2%, jämfört med 26,9 i Västerbotten. När vi tittar närmare på hur gruppen partiellt sjukskrivna i länen upplever sin situation, finner vi mycket små skillnader. I Norrbotten är det dock vanligare att man använder sjukskrivningsgraden 50% i stället för 25%. Vidare förefaller de tillfrågade i Norrbotten vara något mer tillfreds med bemötandet från Försäkringskassans personal. Många är partiellt sjukskrivna under relativt långa perioder, för hälften av de tillfrågade handlar det om mer än fem månader. Detta faktum pekar på vikten av att betrakta varje fall av partiell sjukskrivning som potentiellt långvarigt, och behovet av att man på ett tidigt stadium tänker i rehabiliteringstermer. Så många som 48% av de som varit sjuksvrivna i mer än sex månader uppger att det inte gjorts någon planering för återgång till arbete i samma omfattning som tidigare. Intrycket att rehabiliteringen är ett problem förstärks av att 69% i enkäten uppgivit att de inte tror att de i framtiden kan återgå till tidigare sysselsättning i samma omfattning. Dock förefaller de flesta som blivit föremål för rehabiliteringsinsatser vara ganska nöjda. Av de faktorer som bidragit till sjukskrivning som uppgivits i enkäten, är 64% relaterade till arbetet. Knappt hälften av dessa berör för hög arbetsbelastning. Ett huvudproblem i en studie som denna är att isolera hur just partiell sjukskrivning påverkar individens totala livssituation. En slutsats blir att partiell sjukskrivning är en ganska liten besåndsdel i det större sammanhanget av arbete, familj, fritid och ohälsa. Detta visar sig bland annat i att det är mycket svårt att hitta några signifikanta samband i enkätmaterialet. För framtida forskning om partiell sjukskrivning vill vi framhålla vikten av att göra mersystematiska jämförelser med alternativen: ingen sjukskrivning alls och heltidssjukskrivning, men också med förtidspension och sjukbidrag, då problemen ofta är långvariga. Den anmärkningsvärda överrepresentationen av kvinnor motiverar också en ingående orsaksanalys. Uppdragsgivare: Försäkringskassorna i Norrbottens och Västerbottens län

  • 111.
    Annerblom, Marie-Louise
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Sjöström, Stefan
    Luleå tekniska universitet.
    Partiell sjukskrivning: bra rehabilitering för kvinnor?2001Inngår i: Svensk rehabilitering, ISSN 1403-4468, nr 2, s. 54-55Artikkel i tidsskrift (Annet vitenskapelig)
  • 112.
    Arndt, Sonja
    et al.
    University of Waikato, New Zealand.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Editorial: Affect, embodiment and interrelationships: Reconceptualising educational policy through encounters with learning spaces and places2019Inngår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, nr 4, s. 455-459Artikkel i tidsskrift (Fagfellevurdert)
  • 113.
    Arndt, Sonja
    et al.
    Te Kura Toi Tangata Faculty of Education, The University of Waikato, Hamilton.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Places and Spaces for Embodiment: Developing an Aotearoa New Zealand/Sweden Partnership2017Inngår i: Realising Innovative Partnerships in Educational Research: Educational Partnerships and Collaborations / [ed] Rachel McNae, Bronwen Cowie, Rotterdam: Sense Publishers, 2017, s. 291-300Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Put together three researcher/lecturers at a philosophy of education conference and what do you get? Our first meeting in Chiayi, Taiwan at the Philosophy of Education Society of Australasia (PESA) conference in 2012 is responsible for our Aotearoa New Zealand/Swedish partnership, which is now an internationally funded research project

  • 114.
    Aspebo, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Det är inte bara elever i svårigheter som behöver stöd: En intervjustudie om att utmana och motivera begåvade elever i engelskundervisning2018Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Studien syftar till att synliggöra de strategier verksamma lärare i grundskolan beskriver att deanvänder sig av i mötet med begåvade elever i ämnet engelska. I bakgrundsdelen redogörs förbegreppet begåvning och andra för studien relevanta begrepp, samt tidigare forskning påområdet. Vidare behandlas vad de gällande styrdokumenten säger samt de olika förmågorna iförhållande till ämnet engelska. Två teorier om lärande utgör studiens teoretiska utgångspunkter,Vygotskijs teori om den proximala utvecklingszonen samt Blooms taxonomi omlärande i olika nivåer. Data har samlats in genom kvalitativa intervjuer med fem engelsklärarei grundskolans årskurs 4–6 verksamma i tre olika kommuner. Intervjuerna spelades in somljudfiler för att sedan transkriberas samt tolkas med hermeneutisk metod. Resultatet visar attmånga av de strategier som lärarna beskriver att de använder i undervisningen med begåvadeelever gäller det generella arbetet med samtliga elever. Dock visar resultatet även på någraspecifika strategier för de begåvade eleverna, där främst individanpassning har ett stort fokus.

  • 115.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik. ylva.backman@ltu.se.
    Circles of Happiness: Students' perceptions of bidirectional crossovers of subjective well-being2016Inngår i: Journal of Happiness Studies, ISSN 1389-4978, E-ISSN 1573-7780, Vol. 17, nr 4, s. 1547-1563Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The mental well-being of the world’s adolescents has decreased in the last 20–30 years. Such a trend is visible also in Sweden, a country otherwise considered a positive example in terms of child well-being. In Sweden, students in lower secondary school are especially exposed. From a salutogenic orientation, this study qualitatively explored 200 Swedish students’ (grades 5–9) perceptions of the role of happiness in school. Students perceived happiness as both promoting and being promoted by five aspects: learning, school engagement, appreciation of subjects or lesson content, others’ happiness, and prosocial behavior. Hence, five perceived bidirectional crossovers of subjective well-being were found. These were compared to the findings of previous research about the determinants and effects of happiness. The students’ perceptions both add new direction for future research and align in several respects with decades of earlier research.

  • 116.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Filosofi med barn och olika kunskapsformer2011Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 117.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Knowledge and justification in education for democracy and active citizenship2010Inngår i: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, s. 213-Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Primary schools, as well as universities, are avenues for learning. The gaining of new knowledge is significant to both of these educational institutions, no matter whether it regards spelling out a new word or recognizing how many percent of the universe that consists of dark matter. In this paper I discuss the relationship between issues in epistemology and learning. In Plato's dialogue Teaitetos he presents what is often called the "classical analysis of knowledge". According to this analysis, to have knowledge of a proposition is to have a true, justified belief about that proposition. This analysis has been criticised by for instance Gettier (1963) and restated in different versions. For instance, some versions excludes the truth condition, while the justification condition is often considered necessary for knowledge. In this paper I wish to remain fairly neutral regarding what constitutes sufficient conditions for knowledge, but I do focus on the relevance of justification in knowledge, learning and education for democracy and active citizenship.According to Kurfiss (1988), critical thinking, which is relevant to Swedish school curricula, is defined in terms of justification. Hence, justification seems relevant also to critical thinking and critical dialogue, which in turn is relevant to school. According to Longino (1990), a relevant property of a transformative critical dialogue (in scientific practice) is that it is not authoritarian. Hence, the status of a presented argument ideally does not depend on age or title of the person uttering an argument, but rather on the strength of the argument. I argue that this kind of critical dialogue is also relevant for learning democracy and active citizenship, as well as for the attaining of propositional knowledge in ordinary educational settings.

  • 118.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ragnar Ohlsson och Kian Sigge: Den barnsliga relativismen2014Inngår i: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 2014, nr 3, s. 40-54Artikkel i tidsskrift (Fagfellevurdert)
  • 119.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Students’ Reasoning about Learning and Well-being in School: On the epistemic privilege of Swedish early adolescent students2016Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The recent emphasis on performance in standardized testing of Swedish students is visible in reports from both national and international agencies. According to the reports, there has been a steep decline in the internationally measured performance of Swedish students in school since the 1990s. In fact, the performance of Swedish students in the Programme for International Student Assessment (PISA) has declined more dramatically than any other OECD country in the last decade. This has influenced a national debate about factors promoting knowledge acquisition. Alongside the drop in performance, young Swedish people’s mental problems have increased since the 1990s. The impact of one’s well-being on performance has been widely acknowledged in previous research, and two explicit targets in both current andprevious Swedish national curriculum for the compulsory school are learning and well-being. Meanwhile, the importance of encouraging early adolescents’ (10–14 years) participation in improving their own standards is acknowledged in several recent reports from influential non-governmental organizations such as the WHO and UNICEF. However, advancing students’ development requires a keen understanding of their current situation, something impeded by the fact that data on early adolescents is relatively scarce. Furthermore, a large amount of previous research has been focused on risk factors related to illness in children, rather than factors promoting well-being. The aim of this thesis is to explore early adolescent students’ reasoning about learning and well-being in school. A qualitative design with open-ended writing tasksand interview questions was constructed in order to facilitate the incorporation of students’ reasoning about learning and well-being into the research, in accordance with the study’s salutogenic point of departure and the specific standpoint epistemology that I propose and use in the thesis.The empirical data includes (1) written reflections by 200 students in grades 5–9 from 11 classes in four different schools (rural and urban), which were part of the Swedish compulsory school system and which were located in two municipalities in the northern part of Sweden, and (2) interviews with 24 students, from 12 to 15 years old, from two municipally run schools, which were also part of the compulsory school program in northern Sweden. Four sub-studies were conducted and presented in four journal articles. The data in sub-studies I, II, and IV consisted of the written reflections described above, while the data in sub-study III consisted of the interviews described above. The first sub-study concerned early adolescent students’ previous positive experiences and indicated that the students found aspects both within and beyond the classroom relevant for having a good time in school. In more detail, the students’ positive experiences concerned (i) interaction with teachers, (ii) freedom of choice regarding work and workmates, (iii) the atmosphere for discussions, (iv) school subjects and success, (v) learning processes in outings, (vi) friends, and (vii) primary (basic) needs. The results show a perceived complex relation between learning and well-being in school, which may well be studied further in future research. The second sub-study investigated students’ preferred states of affairs. The students emphasized a variety of views of what kind of structures, content, actions and attitudesmay have a positive impact on the learning environment in school. The variousreflections provided by the students were understood as falling under four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Besides providing perceived opportunities for change in school concurring with previous research, the results also point towards great variety and certain inconsistencies in the students’ perceptions about factors promoting learning.In the third sub-study, the interview data was analyzed using a distinction between decision methods and criteria of rightness, which has rarely been used in empirical research. Six forms of variety in the students’ moral reasoning were found, denoted as follows: (i) interpersonal variety in decision method dimension, (ii) intrapersonal variety in decision method dimension, (iii) interpersonal variety in criterion of rightness dimension, (iv) intrapersonal variety in criterion of rightness dimension, (v) interpersonal variety between the two dimensions, and (vi) intrapersonal variety between the two dimensions. The use of the distinction between decision methods and criteria of rightness enabled a nuanced understanding of varieties in students’moral reasoning, and may be useful in large-scale studies, for example, to explore the rate of occurrence of each respective form of variety. Future research could also examine the potential context dependence of the different forms of varieties. In the fourth sub-study, five perceived bidirectional crossovers of subjective wellbeing (i.e., perceived two-way transmissions between happiness and other aspects within the school domain) were noted in the students’ written reflections. These were: (i) happiness and learning, (ii) happiness and school engagement, (iii) happiness and appreciation of subjects or lesson content, (iv) happiness and others’ happiness, and (v) happiness and prosocial behavior. Besides providing novel hypotheses aboutbidirectional crossovers of subjective well-being, this sub-study supplied a systematic framework for interpreting qualitative outputs and provided conceptual as well as analytical direction for future research about happiness in education. I provide a definition of the formal expression “bidirectional crossovers” of subjective well-being, which may provide analytic categories for future research, while the more informal expression “circles of happiness” could be used in education, allowing teachers and students to conceptualize everyday events in the classroom. In the final parts of this thesis, students’ reasoning about the conditions for and effects of learning and well-being in school in all the four sub-studies are compared with previous empirical research through the use of established and novel definitions and theory. The comparison shows considerable correspondence between the students’ reasoning and previous research, providing evidence to the effect thatSwedish early adolescent students’ reasoning is trustworthy regarding the conditions for and effects of learning and well-being in school. There are also novel researchgenerating hypotheses formulated directly based on the students’ reasoning. The trustworthiness and novelty of the students’ reasoning about the conditions and effects of learning and well-being in school provides evidence for an epistemic privilege for the students participating in this study. This constitutes a starting point for futureresearch in which the claims about epistemic privilege in the standpoint epistemology proposed here can be further tested for Swedish early adolescent students in general.KEYWORDS: education, epistemic privilege, happiness, learning, moral reasoning, standpoint epistemology, well-being

  • 120.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Improvement of school environment from a student perspective: Tensions and opportunities2012Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 1, s. 19-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.

  • 121.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Learning within and beyond the classroom: compulsory school students voicing their positive experiences of school2012Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, nr 5, s. 555-570Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 122.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Arbetsvetenskap.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Mental well-being and philosophy for persons with acquired brain injuries2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.

  • 123.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    P4PABI: Philosophy for persons with acquired brain injuries2012Inngår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    AimThe aim of this study is to examine to what extent philosophical dialogue can be a good tool for persons with acquired brain injuries (ABI) to regain lost abilities and develop new capabilities that are relevant for participating in the society.Methodological frameworkThe empirical data has been collected during nearly two years of philosophical practice with students at the Brain injury program at Framnäs folk high school in northern Sweden. All students at the program have ABI. Persons with ABI may have lost their ability to take positions and they often have difficulties to give arguments and to express themselves clearly. The students that participated in this study have had an ABI and are left with such severe residual functional capacity that their lives have totally changed. The philosophical practice has been inspired by basic ideas from philosophy with children. It is important that individuals with disabilities are viewed as experts in their own recovery process, where their feelings and experiences are treated as valuable in guiding subsequent rehabilitation decisions. Both students and staff have been provided the opportunity to make their voice heard during this project. Hereby, we have approached the experienced utility of philosophical dialogues for persons with ABI from three perspectives; that of the students, the staff and us as participating researchers in the project group.ConclusionsIn general, the preliminary results indicate that the philosophical practice with the students with ABI has been positive for the students to regain lost abilities and develop new capabilities relevant for participating in society

  • 124.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    P4PABI: Philosophy for persons with acquired brain injuries2012Konferansepaper (Fagfellevurdert)
  • 125.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Arbetsvetenskap.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Research methods for the Swedish research project Education for Participation : Philosophizing back a ‘new’ life after acquired brain injury2017Konferansepaper (Fagfellevurdert)
  • 126.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries2019Inngår i: International Journal of Disability, Development and Education, ISSN 1034-912XArtikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.

  • 127.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Människa och teknik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury2018Inngår i: Parecidos de familia: Propuestas actuales en Filosofía para Niños / [ed] García, F; Duthie, E. & Robles, R., Madrid: Anaya , 2018, s. 482-490Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. 

  • 128.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Six forms of variety in students' moral reasoning: an age-old distinction enabling new methods and findings2015Inngår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 10, nr 2, s. 227-240Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.

  • 129.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    PhilosoFilm: On the combination of film and philosophical dialogue2013Konferansepaper (Fagfellevurdert)
  • 130.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Philosophy with Children - How and why?2012Inngår i: Abstract book to the 40th Annual Congress of the Nordic Educational Research Association, Nordic educational research association, NERA , 2012, s. 92-93Konferansepaper (Fagfellevurdert)
  • 131.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Haglund, Liza
    Södertörns Högskola.
    Gardelli, Viktor
    Persson, Anders
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Philosophy with children: moral argumentation and the role of pictures2012Inngår i: Education for complex thinking through philosophical inquiry. Models, advances, and proposals for the new millennium.: Proceedings of the 14th ICPIC Conference / [ed] Marina Santi; Stefano Oliverio, Padova: Liguori , 2012, s. 131-140Konferansepaper (Fagfellevurdert)
  • 132.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Haglund, Liza
    Södertörns Högskola.
    Persson, Anders
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethics in school: from moral development to children's conceptions of justice2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where many take as their departure the work of Kohlberg. However, there has been little or no attention on how the individual learner conceptualizes and makes meaning out of ethical issues. That is, descriptions of processes. In this paper we will present what we take to be urgent questions that need to be investigated against the background of prior research and practical work at Södra teatern in Stockholm, Sweden. For eight years in a row, Södra teatern has had as a main project to lead a practice on the subject of philosophy with children. Several groups of youths in the age of nine to eighteen have regularly met to discuss philosophical thoughts and problems, which in a democratic manner are settled for discussion by the participants. Today this philosophical practice has spread to the north of Sweden. In Backman's final exam within the teacher education she has explored the development of children's (7‐8 years old) ability to argue for different ethical positions, both verbally and in writing and painting. This practice has been inspired by the tradition at Södra teatern, but customized to fit a regular school class in Luleå, with very little experience of philosophical discussion. In the very short period of five weeks Backman has been able to see quite significant changes in the children's ability to argue for their ethical positions. The study was initiated by examining some argumentative abilities of the pupils, for instance the ability of expressing an argument for an ethical position in writing. In the final part of the study, the same ability was examined in very similar circumstances, and the augment of expressed arguments in writing was significant. Another consideration that was raised as a consequence of the study regards the pupil's conceptualizing of ethical issues. In some conversations about the notion of justice it became clear that children interpreted the term very differently. This is not very surprising but important to pay further attention to. As mentioned earlier, there has been very little attention on how individual children conceptualize ethical issues. In this paper we argue that more interest should be put on investigating these issues in more depth, and we will do this by an outlining of a research application.

  • 133.
    Balto, Asta
    et al.
    Luleå tekniska universitet.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gal dat oahppá go sturrola: hvordan styrke det samiske perspektivet i skolen? : et skoleinitiert forskningsprosjekt ved to skoler/förskolor/fritidshem i Sápmi2007Inngår i: Gal dat oahppá go sturrola: forskning och skolutveckling i sameskolor 2005-2007, Luleå: Luleå tekniska universitet, 2007Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 134.
    Balto, Asta
    et al.
    Sami University College.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gal dat oahppá go sturrola: teacher thinking, knowledge and discourse - to highlight cultural knowledge and decolonizing processes in indigenizing Sámi schools in the north of Sweden2007Inngår i: Nordic Perspectives of Lifelong Learning in the New Europe: NERA's 35th Congress. Abstracts, Faculty of Education, University of Turku , 2007Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The main idea of this project, which is initiated from the school level, is to strengthen the Sámi perspective in school activities. In this study teachers implement new practices. And by describing, analyzing and highlighting how cultural knowledge, decolonizing and vitalizing processes in teacher thinking, knowledge and discourse influence on the pedagogical activity, we will be able to study the process of the development in indigenizing Sámi schools (Many Indigenous Peoples struggle for indigenizing; maintaining and vitalizing their cultures).Researchers do use a critical perspective on this democratic approach of collaborative action research. Social constructivist models of analyzing teaching and learning hold both challenges and promises for educators. Teachers in Sámi preschools and in compulsory schools study characteristics of cultural practices and they integrate these findings in the daily work within groups of children of age 2 - 12 years old. Teacher's multicultural competence is considered to be the basic ground, deeply connected to the cultural heritage of the Sámi people and partly to the curriculum for Sámi schools. The study also involves parents, home environment and "elders" in the teaching and learning processes and the local cultural practice is partly integrated in the daily work.

  • 135.
    Balto, Asta Mitkijá
    et al.
    Sami University College, Samisk Högskole, Kautokeino.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden2015Inngår i: International Journal about Parents in Education, ISSN 1973-3518, E-ISSN 1973-3518, Vol. 9, nr 1, s. 106-118Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.

  • 136.
    Balto, Asta Mitkijá
    et al.
    Sámi University College (SUC), Alta.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Un processus fondé sur la culture: revitaliser la pédagogie dans les écoles sámi en Suède2017Inngår i: Quelle éducation pour les peuples autochtones?, Paris: L'Harmattan , 2017, s. 201-214Kapittel i bok, del av antologi (Fagfellevurdert)
  • 137.
    Berg, Jan
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Medier, ljudteknik och teater.
    Wingstedt, Johnny
    Perceived properties of parameterised music for interactive applications2006Inngår i: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 4, nr 2, s. 65-71Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Traditional implementations of sound and music in interactive contexts have their limitations. One way to overcome these and to expand the possibilities of music is to handle the music in a parameterised form. To better understand the properties of the musical parameters resulting from parameterisation, two experiments were carried out. The first experiment investigated selected parameters' capability to change the music; the second experiment examined how the parameters can contribute to express emotions. From these experiments, it is concluded that users without musical training perform differently from musicians on some of the parameters. There is also a clear association between the parameters and the expressed basic emotions. The paper is concluded with observations on how parameterisation might be used in interactive applications.

  • 138.
    Berg, Jan
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Medier ljudteknik och upplevelseproduktion och teater.
    Wingstedt, Johnny
    Relations between selected musical parameters and expressed emotions: extending the potential of computer entertainment2005Inngår i: Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology, IEEE Communications Society, 2005, s. 164-171Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A fundamental aspect of music is its ability to express emotions. To develop and extend the potential of music in computer entertainment, a deeper understanding of music's emotional aspects is essential. An experiment was designed to explore the suitability of a specially designed interface (REMUPP) as a means to investigate how musical parameters can contribute to expressing the emotions of 'happiness' and 'sadness'. In the experiment, a number of subjects listened to music examples where the musical performance was governed by a set of musical parameters that were controlled by the subject. The subjects adjusted the parameter settings to best express a given emotion. These settings were recorded and analyzed. The experiment verifies the REMUPP tool as a valid means for the investigation of musical parameters and emotion. Issues of importance for realization of music in the computer entertainment context are also addressed.

  • 139.
    Berg, Jan
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Medier ljudteknik och upplevelseproduktion och teater.
    Wingstedt, Johnny
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Liljedahl, Mats
    Sonic Studio, Interactive Institute.
    Lindberg, Stefan
    Sonic Studio, Interactive Institute.
    Perceived properties of parameterised music for interactive applications2005Inngår i: Proceedings 2005: July 10 - 13, 2005, Orlando, Florida, USA / [ed] Nagib Callaos, Orlando, Fla: IIIS , 2005, Vol. 1, s. 409-414Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Traditional implementations of sound and music in interactive contexts have their limitations. One way to overcome these and to expand the possibilities of music is to handle the music in a parameterised form. To better understand the properties of the musical parameters resulting from parameterisation, two experiments were carried out. The first experiment investigated selected parameters' capability to change the music; the second experiment examined how the parameters can contribute to express emotions. From these experiments, it is concluded that users without musical training perform differently from musicians on some of the parameters. There is also a clear association between the parameters and the expressed basic emotions. The paper is concluded with observations on how parameterisation might be used in interactive applications.

  • 140.
    Bergh, Therese
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Blir alla barns röster hörda ?: En studie om specialpedagogiskt stöd i förskolan med fokus på alternativ och kompletterande kommunikation (AKK)2019Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie var att undersöka användningen av det specialpedagogiska stödet alternativ och kompletterande kommunikation (AKK) i förskolan och undersöka hur detta stöd var utformat och anpassat för barn som har kommunikationssvårigheter. Forskningen visade att de barn som är i behov av specialpedagogiskt stöd i förskolan främst är barn som har kommunikationssvårigheter. Det framkommer även i litteraturen att förskolans styrdokument är otydliga i sina formuleringar i hur det specialpedagogiska stödet ska vara utformat. Jag besökte en språkförskola där jag genomförde en kvalitativ intervju med en förskollärare som hade erfarenhet av AKK. Jag utförde även en observation som metod i undersökningen för att ta reda på vilka AKK-former som var synliga i förskolans miljö. Enligt resultatet är det mycket som talar för att förskolan har anpassat förskolemiljön efter barnens behov och förutsättningar, framförallt utifrån hur förskolan utformat det specialpedagogiska stödet AKK. Det förekommer kompensatoriska insatser men mycket av det pedagogiska lärandet tyder också på inkludering och miljöanpassning vilket det kritiska perspektivet framhåller. Detta kan också tolkas som att förskolan förhåller sig till ett dilemmaperspektiv, där man finner en mellanväg mellan dessa två perspektiv.

  • 141.
    Bergkvist, Simon
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Permansson, Jesper
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Barns sociala samspel i förskolans utomhusmiljö: Utomhusmiljöns betydelse för barns sociala samspel2017Independent thesis Basic level (university diploma), 210 hpOppgave
    Abstract [sv]

    Syftet med studien är att visa på hur olika utomhusmiljöer i förskolan används och hur barnen använder samförstånd, turtagning och ömsesidighet som gynnar deras samspel och samarbete.

    I bakgrunden lyfts det sociokulturella perspektivet som menar att barns utveckling bäst gynnas i samspel med andra. I förskolans läroplan står det att lärandet ska ske både i samspelet mellan barn och vuxna men även barnen emellan. Samspel innebär att människor interagerar och samverkar med varandra medan samarbete betyder att flera personer genomför en uppgift tillsammans.

    Genom att använda intervjuer kunde vi synliggöra några pedagogers syn på barns samarbete och samspel i utomhusmiljön. Observationer hjälpte oss sedan att studera hur barnens samspel och samarbete också såg ut i verkligheten. Resultaten visar att förskollärarna anser att utomhusmiljön är viktig för barns samspel och samarbete. I de olika utomhusaktiviteterna har barnen bland annat möjlighet att utveckla förmågan med turtagning, samförstånd och ömsesidighet. För att samspela på ett bra sätt krävs även god kommunikation, samarbetsförmåga, lyhördhet, förståelse för andra människor.

    Förskollärarna som vi intervjuat anser att det är viktigt för barnen att vara utomhus och att förskollärarnas uppmuntran till barnens samarbete och samspel är en viktig del av arbetet.  Resultatet visade på att det är viktigt att fånga barnens intresse för att det ska uppstå samspel och samarbete mellan dem. Den pedagogiska verksamheten bör fortsätta även i utomhusmiljön eftersom det finns mycket att upptäcka och lära för barnen.

  • 142.
    Berglund, Anders
    et al.
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Tretten, Phillip
    Luleå tekniska universitet, Institutionen för samhällsbyggnad och naturresurser, Drift, underhåll och akustik.
    Högström, Per
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Is video feedback in higher education worth a byte?2015Inngår i: Great Expectations: Design Teaching, Research & Enterprise: Design Teaching, Research & Enterprise - Proceedings of the 17th International Conference on Engineering and Product Design Education (E&PDE15) / [ed] Ahmed Kovacevic ; Guy Bingham; Brian Parkinsson, Glasgow: The Design Society Institution of Engineering Designers , 2015, s. 258-263Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Feedback can be given in various situations, like after examinations, project work, and course completion. It is widely accepted that feedback is important for students’ learning, and it can be used in various ways, such as, written, face-to-face, and with the assistance of video recordings. This study focuses on the use of video recorded feedback to gather knowledge on how video recorded feedback can enhance the students learning. Since feedback in the study was given in video recordings, an alternate way was introduced, which add further insights for teaching and learning at university levels. The results showed that 94% preferred video recorded feedback over written feedback and they, in general, preferred face to face feedback (59%). Although, follow-up questions showed that the students found the recorded option beneficial since they could review the video several times in order to see and hear exactly what was stated and what part of their work it related to. In conclusion, video feedback of student work was perceived to be beneficial and the students and the teacher positively accepted it.

  • 143.
    Berglund, Jenny
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Vad vill läraren att vi ska lära oss?: – en fallstudie om elevers uppfattningar om lärarens avsikter med en naturvetenskaplig laboration i årskurs 4-62017Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Studien syftar till att synliggöra sambandet mellan en lärares avsikter med en laboration och elevernas uppfattningar om dessa avsikter. I denna variationsteoretiskt influerade fallstudie studerades en lärare och åtta elever. Den kvalitativa undersökningen genomfördes genom intervjuer, observationer och stimulated recall. Resultatet indikerade på fyra kategorier om de åtta elevernas uppfattningar om lärarens avsedda lärandeobjekt där kategorierna mer eller mindre överensstämde med lärarens avsikter. Vad som påverkade resultatet var lärarens implicita och explicita intentioner samt vilka variationsmönster som var tydliga för eleverna att urskilja under laborationen.

  • 144.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Activity: ArctiChildren project: A good example of giving voice and space to students in an international cross-border network2014Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 145.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Activity: Creating opportunities for diversity and unpredictability: inviting children to be co-researchers2014Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 146.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Betydelsen av att bli uppskattad som lärare: påverkan på lärares identitet ochutveckling av professionen2010Inngår i: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 19, nr 3, s. 79-95Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Att bli uppskattad som lärare - vilken roll spelar det i den pedagogiska vardagen? Hur kan en lärares erfarenheter om uppskattning förstås ur ett teoretiskt perspektiv? Syftet med artikeln är att synliggöra, skapa förståelse för och diskutera uppskattningens roll i pedagogisk praktik i allmänhet och i synnerhet lärares pedagogiska vardag. Artikeln vill erbjuda kunskapsbidrag om och möjligheter till reflektion över kopplingar mellan uppskattning, lärande och undervisning. För att belysa artikelns ämne inbjöds en lärare med lång erfarenhet av yrket att skriva ner reflektioner om betydelsen av att bli uppskattad som lärare. Att bli uppskattad har stor betydelse för en lärares identitet och vilja till fortsatt utveckling som lärare är något som denna studie visar. Uppskattning kan ges på olika sätt, vid olika tillfällen och av olika personer. Samtidigt finns det utmaningar i samband med uppskattning av lärares arbete. Det kan förekomma inneboende svårigheter för elever att ge sina lärare uppskattning, beroende på deras asymmetriska maktförhållande. En möjlighet är dock att lärare och elever tränar sig i att se sig som ett "vi" och inte som vi och dem. Detta för att skapa en dialog som kännetecknas av respekt som uppmuntrar till kreativa handlingar som ett led i att etablera en uppskattande miljö i skolan.

  • 147.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Building an ethical learning community in schools2009Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The overall aim of this thesis was to explore the school as a site for ethical practice. Specific objectives were to elucidate, encourage understanding for, and discuss: (i) teachers' and students' lived experience of ethical situations in school, (ii) teachers' and students' working together to promote learning in subjects and also to develop an ethical attitude towards society and the way people interact, and (iii) teachers' and students' working together to create an appreciative and positive climate in school. The research was conducted in a secondary school in Northern Sweden, which participated in a school improvement process, entitled Full of Value. The process has aimed at promoting learning through the development of an ethical attitude. This involves both the psycho-social and the physical community of the school.The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated in the study. To create empirical data, the following methods have been used: written reflection, interview, close observation, and photo documentation. Through empirical findings during the research process, some parts of the research were inspired by participatory and appreciative action research (PAAR).The thesis consists of five part studies, published in international pedagogical journals. The findings show essential values for teachers and students in school, such as: openness, communication, trust, respect, care, empathy, truth, justice, appreciation, participation, and mutual learning.Teachers' and students' experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools' mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.

  • 148.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Case commentary 5: Case: Striptease on Day Three2009Inngår i: Exploring Leadership and Ethical Practice through Professional Inquiry, Québec: Les Presses de l'Université Laval , 2009, s. 101-103Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 149.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical leadership interpreted as fostering an appreciative environment in schools in Sweden2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.

  • 150.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical learning through meetings with others2007Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Different kinds of meetings are natural for every student and teacher in schools around the world. This study deals with matters of ethics as a relation, meetings with Others, narratives, reflection and learning experiences. In a secondary school in northern Sweden eight students and one teacher worked within a course where different guests were invited into the classroom - a homosexual, a refugee and a disabled person. The aim of this article is to elucidate, enable understanding for and discuss students' and a teacher's learning experiences through their meetings with Others. The empirical data was created through close observation, field notes, reflective journals and e-mail communication. Theoretically the study is based on the philosophies of Emanuel Lévinas and Nel Noddings.

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