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  • 1.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Medreflektioner inom lärarutbildningens examensarbete2008In: Kongresrapport til den 10. nordiske læreruddannelseskongres: Relationen mellem lærreruddannelsen og skoleudviklingen., Reykjavik: School of Education, University of Iceland , 2008, p. 29-Conference paper (Refereed)
    Abstract [sv]

    Studenterna inom lärarutbildningen vid Högskolan i Halmstad skriver under sin sista termin ett examensarbete. Enligt de bedömningskriterier som tillämpas ska examensarbetet vara såväl vetenskapligt som skol- och yrkesrelevant. Examensarbetet bedöms av akademiska lärare och bedömningarna ligger till grund för betygsättningen av examensarbetena. Efter att examensarbetena betygsatts, kommenteras de godkända examensarbetena av personal inom för-, grund och gymnasieskolor, s.k. medreflektörer. I föreliggande paper undersöks ett 50-tal medreflektioner med utgångspunkt från tre frågeställningar: 1. Vad slags reflektioner förmedlas i medreflektörernas texter?; 2. Vilka likheter och skillnader finns mellan medreflektörernas kommentarer och de akademiska bedömningarna?; 3. Ger medreflektörernas verksamhet bidrag till kompetensutveckling och skolutveckling?

  • 2.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Logics of “Good teaching”: Exploring Mathematics Education in Primary School in Sweden2016In: Athens Journal of Education, ISSN 2241-7958, Vol. 3, no 3, p. 225-240Article in journal (Refereed)
    Abstract [en]

    The public and academic debate about mathematics education has been intensified during the last decade. In relation to this it is important to investigate what ideas concerning mathematics education that are expressed by teachers and students. The aim of this article is to study how teachers and students in primary school talk about the math book and to emphasize, discuss and problematize emerging discourses. The article is part of a larger project about mathematical education. Data consists of group conversations with 120 students and 8 teachers in two elementary schools in Sweden. The math project was supported by the National Agency for Education 2010-2012. All together 17 hours of video and audio documentation were produced. The theoretical framework is built on poststructuralist and social constructionist theory and two approaches to discourse analysis are applied; the micro oriented discursive psychology as formulated by Potter, and discourse theory as formulated by Laclau and Mouffe. Findings show three prominent discourses emerging from the empirical data: School mathematics, Balance and Mathematical ontology. Related to earlier research in mathematics education this article represent a shift of interpretation as it highlights how teachers and students themselves are talking about and describing what is desirable and not. The results are then discussed with respect to quality in mathematics education.

  • 3.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    The Math Book as an Ideological Dilemma in Elementary School?2014In: Mathematics Abstracts: Eighth Annual International Conference on Mathematics & Statistics: Education & Applications  30 June & 1-3 July 2014, Athens, Greece / [ed] Gregory T. Papanikos, Athens, Greece: Athens Institute for Education and Research , 2014, p. 28-28Conference paper (Refereed)
    Abstract [en]

    The public and academic debate about mathematical education has been intensified during the last decade. In relation to this it is important to investigate what ideas concerning mathematical education that are expressed by teachers and students. The aim of this article is to study repertoires and discourses related to mathematics education articulated by teachers and students in elementary school. The article is part of a larger project about mathematical education. Data consists of group conversations with 120 students and 8 teachers in two elementary schools in Sweden. The math project was supported by the National Agency for Education 2010-2012. All together 17 hours of video and audio documentation were produced. The theoretical framework is built on poststructuralist and social constructionist theory and two approaches to discourse analysis are applied; the micro oriented discursive psychology and discourse theory as formulated by Laclau and Mouffe. Findings show that the math book is central in the construction of the “good” mathematical education and can be seen as an ideological dilemma. On the one hand, the book becomes a symbol for security and support and is articulated as something associated with traditional and abstract mathematical education. The book becomes the home of mathematics, with power effects in the classroom activities. The book decides who is smart and who is not; it decides who needs help and when to wait for help. On the other hand, the ‘good’ mathematic education is excluding the math book. It is practical and built on students’ participation and delight at the same time as it is structured around the norms of the book. The results are discussed in relation to quality in mathematical education.

  • 4.
    Kjellman, Cecilia
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Högdin, Sara
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Supportive tools for resilient, open minded and non-violent grassroot work in schools - Sweden2013In: Violence prevention and resilience promotion in schools: Report about the international research project STRONG, Supportive Tools for Resilient, Openminded and Non-violent Grassroots in schools / [ed] Kalus Fröhlich-Gildhoff, Cecilia Kjellman, Patrick Lecaplain, Miguel Prata Gomes and Tomaz Wojciechowski, Freiburg, Germany: FEL Verlag , 2013Chapter in book (Other academic)
    Abstract [en]

    The results of an erlier project "Implementation and evaluation of quality criteria concerning the professional support for violent children and adolescents" indicate that professionals in the context school (e.g. teachers) show an increased need of acquiring a wider range of options for dealing with phenomena related to violence in their schools. Within this project, a comprehensive conception which consider both the need for prevention and the need for intervention. The Main objecti was prevention of violence or violent behavior in schools by promoting pupils’ resilience and life skills. With focussing on the strengths of the children and adolescents a contribution to counteract social processes of exclusion and stigmatization which also use to occur in the organizational framework of the “institution school”. The project coaching the “institution school” in dealing with the great variety of the phenomenon of violence. In the Swedish part of the project used the method of research circles with teachers and other school staff, interviews with principals, interviews and questionairs with pupils, toolbox, mapping.

  • 5.
    Persson, Anders
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Kan läraryrkets hemligheter motstå kvalitetsarbetets styrning av lärarutbildningen?2010Conference paper (Refereed)
    Abstract [sv]

    Lärarutbildningen är en yrkesutbildning på vetenskaplig grund. I vårt paper undersöker vi vad det innebär att lära till lärare i samspelet och spänningarna mellan praxiskunskap, kvalitet och profession. Praxiskunskap är yrkets tysta kunskap som kommer till uttryck i bland annat undervisningspraktikens krav, skolans villkor och socialt relationsarbete. Kvalitet är föreställ- ningar om vad som är en god lärarutbildning och hur dessa tar sig uttryck i en extern styrning omvandlad till kvalitetsarbete. Där möts graden av måluppfyllelse, utbildningskvalitet och vetenskaplig kvalitet. Profession är en motsägelsefull konstruktion som i någon mening intar en mellanställning mellan praxiskunskap och kvalitet genom att förkroppsliga både yrkesmakt och uppdragsgivares styrning av yrkesutövare. Genom att relatera våra egna undersökningar av styrning, lärares yrkesutövning och villkor – t.ex. Perssons artikel Nöjda som lärare, missnöjda som anställda - skolexistens mellan mening och missnöje (2006) och Ranagårdens doktorsavhandling Lärares lärande om elever (2009) – till det konkreta kvalitetsarbete vi är involverade i inom lärarutbildningen i Halmstad vill vi försöka besvara två frågor: 1. Finns det gränser för extern styrning av och insyn i läraryrket och hur konstitueras de i så fall?; 2. Vad vinner och förlorar vi på att läraryrket avförtrollas?

  • 6.
    Persson, Anders
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Samspel,och spänningar mellan profession, styrning och kvalitet2010Conference paper (Refereed)
  • 7.
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lärares lärande om elever: en sociologisk studie av yrkespraktik2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This is a study of how professional teachers’ learning about students takes place in relation to changed requirements and new organisational preconditions. Based on an approach from the theory of professions with inspiration by Lipsky’s concept of street level bureaucrats, it examines which strategies or methods teachers develop in order to cope with the changes. Important points of departure for the study are theories of organisation, professions and knowledge. The three phases that are considered to distinguish professional work – diagnosis, inference, treatment – organise the disposition of the work. The study is empirically based on interviews with primary school teachers, recorded development conversations, and teachers’ written documentation for the latter. The teachers’ own accounts of their learning process, as well as how they interpret what is experienced, form an interpretive and analytical foundation together with analysis of the development conversations. Teachers’ meetings with students usually occur with the entire class as a collective, which makes the teaching profession special. Other professionals normally meet their clients individually. At the same time, teachers are expected to individualise the instruction. The study shows how the organisation creates obstacles by intensifying the teachers’ work. This diminishes the leeway for teachers to work professionally. A recurrent problem for the teachers’ teaching is therefore lack of time. They have to find standardised forms such as the categorising of students. The analyses demonstrate that there is great uncertainty about the measures’ effects, and that teachers do not have enough knowledge. One develops new knowledge by trial and error, and the study points to a need for the teachers’ teaching in and through its practice to be given room to develop. In this context the study discusses teachers’ professional language as a hindrance to professional development. As the study also shows, leeway for conversations is a prerequisite for learning about students. This in turn influences the possibilities of creating good relations. The study discusses teachers’ interest in relation-building from a power perspective and as an important tool for successful instruction. But teachers lack tools for handling certain students who challenge the teaching role, and the analysis reveals deficiencies in both the organisation in the profession. According to the study’s results, teachers do not have support for coping with the changes that were made in the schools. Especially the profession’s social dimensions prove to be a weakness for newly educated teachers, who need continued learning in professional practice, but more experienced teachers also lack tools for being able to individualise the instruction. While the causes are numerous, the bottom line is a scarcity of resources – in terms of time, institutional measures for solving problems, and knowledge about how the problems should be solved.

1 - 7 of 7
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • Other locale
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