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  • 101.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Nyman, Carin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Trolle-Schultz Jensen, Jette
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Delutvärderingsrapport 2 i projekt Salut Halland, Halmstad2015Report (Other academic)
  • 102.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Nyman, Carin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Trolle-Schultz Jensen, Jette
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Delutvärderingsrapport 3 i projekt Salut, Halmstad2015Report (Other academic)
  • 103.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Nyman, Carin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Trolle-Schultz Jensen, Jette
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Gabrielsson, Jonas
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Samverkansinsatser inom Samordningsförbundet Halland: Slutrapport av följeforskningsuppdrag 2013-20172018Report (Other academic)
  • 104.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nyman, Carin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Trolle-Schultz Jensen, Jette
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Delutvärderingsrapport 1 styrelsen i Samordningsförbundet Halland2016Report (Other academic)
  • 105.
    Högdin, Sara
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Eriksson, Helena
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Isaksson, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Urbas, Anders
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Strategies to strengthen outlook of life among young people: A case study in a Swedish municipality2016In: SWSD 2016: Joint World Conference on Social Work, Education and Social Development 2016, 2016Conference paper (Refereed)
    Abstract [en]

    There is a continuous increase in mental health problems, such as stress symptoms, among young people in the Nordic countries. One source of stress concerns young people’s outlook of life in general, and more specific the choice of education and future carrier. Previous studies show that high education has positive impact on a person’s health, but also on regional development. The research project is based on a case study in a Swedish municipality with low educational level. The aim of the study is to explore and understand the low education among the citizens. The study starts in young person’s perspective on their future. Further, how adults in home, school and the neighborhood, influence the young person’s educational and carrier choices. The analyses of the results are based on theories on gender and cultural/social capital. The empirical material consists of surveys and interview studies with young people, teachers and guidance counsellors. The results show that young people often feel unsure of their future chooses and often ask for more support from adults regarding their future education. Several students find it stressful to manage their career choices, particularly if their parents do not have sufficient knowledge to support them in such matters. Teachers and guidance counselors describe a lack of strategies to support and addressing issues of education and future work, but also how they should be passive in relation to influencing the students. In conclusion, the results show the importance, when it comes to social work and social development practices on preventing mental health problems among young people, to develop strategies for working with young person’s educational and carrier choices. In this project some strategies have been identified, on local political and school level, to strengthen outlook of life among young people.

  • 106.
    Högström, Per
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Science and Digitalization in Preschool Teacher Education: Student Teachers’ Experiences2019Conference paper (Refereed)
    Abstract [en]

    The widespread use of digital devices has had considerable implications for Swedish preschools. While research has identified digital technology as a key learning resource, many preschool teachers are sceptical and lack in digital competence. The study reports on preschool student teachers’ experiences of a digitalization initiative in preschool teacher education and how the combination of slowmation and teaching and learning science influence professional development. The results provide insights on how professional development within science education can improve preschool teacher education.

  • 107.
    Ideland, Malin
    et al.
    Malmö högskola, Malmö, Sverige.
    Hillbur, Per
    Malmö högskola, Malmö, Sverige.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Det KRAV-märkta barnet: Om subjektskonstruktioner i lärande för hållbar utveckling2015In: Resultatdialog 2015 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 85-95Chapter in book (Refereed)
  • 108.
    Ideland, Malin
    et al.
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Environmental education as epistemological imperialism: How Swedish exceptionalism is constructed through the Otherness Machinery2015Conference paper (Other academic)
    Abstract [en]

    Introduction: Sustainable development is often described as a global project, including everyone everywhere in the fight for a better ‘common future’. Theaim of this paper is to problematize this inclusive project through an analysis of how good intentions in Environmental and Sustainability Education (ESE)construct and maintain differences between ‘Us’ and ‘Them’. We are interested in exposing social constructions of normality and otherness in the taken-for- granted good intentions within ESE.Objectives: The analysis focuses textbooks used in Swedish schools, how texts and pictures operate as cogwheels in what we call Otherness machinery,discursively constructing who is ‘normal’ and who is ‘the Other’. We examine how representations of race and nationality construct (un)desirable subjects inside the discourse of ESE. The theoretical framework builds on 1) critical race theory and whiteness studies and 2) theories on double gestures of inclusion and exclusion in education. When trying to help or foster the Orher, we are, at the same time, in a double gesture, constructing the ones in need asabjects, those who ‘need to be saved’ into a specific norm.Methods: The empirical material consists of teaching material about sustainable development: five textbooks in science, civics and geography for primary and lower secondary school and two thematic fact books for school. From the books, we extracted parts that were concerned with sustainable development and environmental issues for a closer analysis.In the analysis of the material, we studied how normality (in this case Swedishness) and Otherness are constructed and who (in terms of the entanglement ofrace and nationality) is representing what. The question is how Sweden, or ‘We’, is constructed in relation to the Other and what discursive consequences these positions have attached to them.Results: The result is presented through five dichotomies structuring the ESD discourse: Tradition/Civilization, Dirtiness/Purity, Chaos/Order, Ignorance/Morality and Helped/Helping. Through these dichotomies we show how differences between ‘Us’ and ‘Them’ are constructed and maintained inthe textbooks about sustainable development and environment. Sweden, and Swedishness, are with help from different - uncivilized or immoral others - constructed as exceptional. We claim that these representations of race and nationality imply a colonial gaze.Conclusion: The paper addresses the risk that a child who engages in the ESE practice come to meet the world with a colonial gaze and an aim to foster the Other into a specific way of living. It discusses how the global project of sustainable development is transformed through a discourse of “Swedish exceptionalism”. In a double gesture of inclusion and exclusion, the rest of the world appears in need of help, development, or – in some cases – higher moral standards. The including ESE project must thus be understood as a colonial, and excluding practice – a form of epistemological imperialism.

  • 109.
    Isaksson, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Design, Critique and Creativity – Exploring norms and constructions of masculinity in the fire and rescue service2016In: Association for Cultural Studies, Crossroads in Cultural Studies Conference 14-17th December, 2016, 2016, p. 235-235Conference paper (Refereed)
    Abstract [en]

    This paper is based on a study of the Swedish re and rescue service where norm critical design has been used to make constraining (gender) norms visible. The norm critical design concepts problematize notions regarding physical strength, bodies and sexuality within the re and rescue service and question the binary construction of women and men. They are questioning the habitual ways of doing and thinking of gender but at the same time they are norm creative as they involve rethinking and opening up for alternative solutions and ways of to relate to a phenomenon. This paper is just about how research through design interventions can be both critical and creative. 

  • 110.
    Isaksson, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Börjesson, Emma
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Andersson, Camilla
    Aalto University, Helsingfors, Finland.
    Ehrnberger, Karin
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS). KTH, Stockholm, Sweden.
    Att vara (norm)kritisk i samverkansprojekt2018In: Samverkansformer: Nya vägar för humaniora och samhällsvetenskap / [ed] Martin Berg, Vaike Fors & Robert Willim, Lund: Studentlitteratur AB, 2018, p. 153-173Chapter in book (Other academic)
  • 111.
    Isaksson, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Börjesson, Emma
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Gunn, Maja
    Gothenburg University, Gothenburg, Sweden.
    Andersson, Camilla
    Aalto University, Helsinki, Finland.
    Ehrnberger, Karin
    Royal Institute of Technology (KTH), Stockholm, Sweden.
    Norm Critical Design and Ethnography: Possibilities, Objectives and Stakeholders2017In: Sociological research online, ISSN 1360-7804, E-ISSN 1360-7804, Vol. 22, no 4, p. 232-252Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe the potential of combining norm critical design and ethnography in a collaborative project seeking to promote social change. In doing so the article will contribute with new perspectives on how design and ethnography can be practised in a joint effort between researchers and organisations. The article examines the following research questions: How can norm critical design and ethnography be used in a collaborative project seeking to promote change towards gender equality in an organisation? What distinguishes a norm critical design approach from other approaches using design and ethnography for intervention and social change? By taking their point of departure in a collaborative project with the Swedish fire and rescue service the authors demonstrate how a norm critical perspective on design in combination with ethnography provides a pedagogical tool for different stakeholders seeking to promote change in organisations. Even though a norm critical design approach like this shares the same interest in social change as more conventional ethnography and design projects do, there are some crucial and interesting differences when it comes to objectives and the collection of stakeholders that will be explored in this article. © The Author(s) 2017

  • 112.
    Isaksson, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Eriksson, Helena
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Högdin, Sara
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    The consequences of individualization for boys in the Swedish school system2016Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation/working paper is to contribute to the knowledge about why young men generally are less likely to study at the university than young women. Previous studies and reports have pointed out a number of explanations for that. Young men’s reluctance to go on to higher education, as well as boys’ relatively low grades in primary and secondary schools, has been explained with reference to gender theoretical arguments about constraining constructions of masculinity. Several gender-oriented studies show that it is not considered compatible with certain types of masculinity constructions to make an e ort in school and show an interest in further studies. A term used to explain the boys’ poor performance in school and lack of interest in higher studies is antiplugg kultur (cf. eg Nordberg 2008 SOU 2009: 64). is presentation/working paper aims to challenge these explanations and expand the understanding of why young men tend to not to see higher education as an option. e empirical data consists of extensive quanti- tative and qualitative studies in a western Swedish municipality during 2011-2014. e point of departure is primarily in the young men’s own stories about teaching in primary and secondary school and their perceptions of their interactions with teachers, study and career counsellors and others. e interplay between and consequences of contemporary constructions of masculinity (Connell, 1995-2003), and the individualisation of society (Giddens 1991; Beck 1992), which is reflected in the teachers and study and career counsellors practitioners, are the main theoretical elements to interpret the empirical material.

  • 113.
    Jalhed, Frida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Namn på karaktärer i fantasylitteratur genom tiderna: En onomastisk jämförelse av namn i svensk och engelsk fantasylitteratur2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här undersökningen har jag haft som syfte att se om det finns ett förändrat namn­givningsmönster i fantasylitteratur som har skett över tid och om denna förändring sker samtidigt och på samma sätt i fantasy från Sverige och i fantasy från Storbritannien. Till denna undersökning valdes 14 engelska böcker och 14 svenska böcker. Det valdes två från varje årtionde, från 50-talet till 2010-talet. Dessa böcker excerperades och namnen analyserades. Det framkom att namntypernas användning i svensk och engelsk fantasy skiljer sig mycket från varandra. Det kan observeras att det varierar vilka namntyper som används under vissa perioder. 

  • 114.
    Johansson, Jonna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Bridging the Digital Divide: Digital Skills, Digital Competences and Digital Literacy in the European Union Discourse2018Conference paper (Other academic)
  • 115.
    Johansson, Jonna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Representations of European Citizenship since 19512018In: Journal of Common Market Studies, ISSN 0021-9886, E-ISSN 1468-5965, Vol. 56, no 4, p. 995-996Article, book review (Refereed)
  • 116.
    Johansson, Jonna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Rethinking Education – A Critical Analysis of the Increased Emphasis on Digital Skills in EU (Higher) Education Policy2017Conference paper (Other academic)
  • 117.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Forskningsöversikt - demokratiutveckling i kommunerna : Underlag för följeforskning om demokratiutveckling i Ängelholms kommun2016Report (Other academic)
  • 118.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Forskningsöversikt - demokratiutveckling i kommunerna: Underlag för följeforskning om demokratiutveckling i Ängelholms kommun2016Report (Other academic)
  • 119.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Regionalt och lokalt engagemang för en hållbar landsbygdsutveckling2017In: Så här ligger landet – tankar om landsbygdsprogram och landsbygdsutveckling, Jönköping: Jordbruksverket , 2017, p. 119-125Chapter in book (Other (popular science, discussion, etc.))
  • 120.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Samhällskunskap i den nya ämneslärarutbildningen - samhällskunskapens innehåll vid 14 lärosäten i Sverige2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 4, p. 1-27Article in journal (Refereed)
    Abstract [sv]

    Syftet med artikeln är att analysera samhällskunskapsämnets innehåll i ämnes­lärarutbildningen vid lärosäten i Sverige. Avsikten är att analysera hur man vid olika lärosäten utformat ämnesinnehåll och ämnesdidaktisk integrering i kursplaner. Studien besvarar fyra frågor; I vilken omfattning det förekommer lärandemål i samhällskunskap om (1) faktuell kunskapsöverföring, vetenskaplig metodologi, granskande undersökningar; (2) normativt innehåll; (3) ämnesdiscipliner respektive flervetenskapliga tematiseringar samt (4) ämnesdidaktik. Kursplaner i samhällskunskap från 14 lärosäten har analyserats vid två tillfällen, 2009 och 2015, dvs. före och efter den senaste lärarutbildningsreformen i Sverige. Resultaten visar att det totala antalet lärandemål i samhällskunskapskurserna ökat med 21 % och att detta i hög grad betingas av att statsmakten lagt in fler lärandemål i examensförordningen jämfört med tidigare. Analysen visar (1) att inslagen av ämnesdidaktisk integrering ökat i kursplanerna, (2) att andelen flervetenskapliga tematiseringar minskat, (3) att mängden ämnesteoretiska lärandemål varit oförändrade men fått fler inslag av normativt färgade problemställningar samt (4) att inslagen av vetenskaplig metodologi varit oförändrade. Analysen av kursplanerna indikerar behov av ytterligare analys och ämnesdidaktisk forskning om samhällskunskapsämnet möjligheter gällande bl.a. tvärvetenskaplig integrering, vetenskaplig metodologi samt betydelsen av normativa ansatser.

  • 121.
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Samhällskunskap i den nya ämnes­lärarutbildningen: samhällskunskapens innehåll och ämnesdidaktik vid 14 lärosäten i Sverige2016Report (Other academic)
  • 122.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Holmquist, Mats
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Mattsson, Marie
    Halmstad University, School of Business, Engineering and Science, The Rydberg Laboratory for Applied Sciences (RLAS).
    Ulvenblad, Per-Ola
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Weisner, Stefan
    Halmstad University, School of Business, Engineering and Science, The Rydberg Laboratory for Applied Sciences (RLAS).
    Slututvärdering av det svenska landsbygdsprogrammet 2007–2013: DELRAPPORT IV : Synteser för en hållbar landsbygdsutveckling : Utvärdering av programmets samlade effekter2017Report (Refereed)
    Abstract [sv]

    Denna rapport är en del av utvärderingen av landsbygdsprogrammet 2007–2013. Fyra grupper med forskare från universitet och högskolor har gjort slututvärderingen. Den publiceras i fyra delrapporter varav detta är en. Frågor som handlar om hela programmet besvaras huvudsakligen i delrapport IV. Frågor om enskilda åtgärder besvaras i de tre andra delrapporterna. En översikt av vilka frågor som besvaras i vilken rapport finns på följande sidor.

    Slututvärderingen görs för att besvara EU-gemensamma och specifika svenska utvärderingsfrågor om vilka effekter programmet har haft, i vilken utsträckning det har bidragit till att uppfylla målen och hur effektivt detta har gjorts.

    Utvärderingssekretariatet vid Jordbruksverket ansvarar för att de svenska EU-programmen där Jordbruksverket är förvaltande myndighet blir utvärderade. Det innebär att utvärderingssekretariatet beställer och genomför utvärderingar av landsbygdsprogrammet, havs- och fiskeriprogrammet samt programmet för lokalt ledd utveckling inom regionalfonden och socialfonden. Programmen utvärderas dels var för sig men också tillsammans. Utvärderingarna görs i relation till målen i programmen och de övergripande EU 2020-målen.

    De flesta utvärderingarna genomförs av externa aktörer. Vi tar hjälp av forskare för att kvalitetsgranska rapporterna innan de publiceras. I slutet av rapporterna finns ett utlåtande från granskarna. Rapporterna publiceras i en särskild rapportserie och rapportförfattarna är ansvariga för slutsatserna. Slutsatserna utgör inte Jordbruksverkets officiella ståndpunkt.

    /Utvärderingssekretariatet vid Jordbruksverket

  • 123.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmquist, Mats
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Åkesson, Maria
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    En god digital arbetsmiljö: Slutrapport2018Report (Other academic)
  • 124.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmquist, Mats
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Åkesson, Maria
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    IT-utveckling för hållbara arbetsplatser: Rapport I - Analysseminarium2017Report (Other academic)
  • 125.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmquist, Mats
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Åkesson, Maria
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    IT-utveckling för hållbara arbetsplatser: Rapport II - Analysseminarium2018Report (Other academic)
  • 126.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Niklasson, Lars
    Linköpings universitet, Linköping, Sverige.
    Persson, Bo
    Linköpings universitet, Linköping, Sverige.
    Kommunernas betydelse för regional utveckling i en storregion: Drivkrafter och hinder i ett underifrånperspektiv2017In: Regionala tillväxtpolitiska utmaningar – behov av strukturreformer och nya samverkanslösningar? / [ed] Ulf Tynelius & Torbjörn Danell, Östersund: Myndigheten för tillväxtpolitiska utvärderingar och analyser , 2017, p. 38-47Chapter in book (Other academic)
  • 127.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Karlstad University, Karlstad, Sweden.
    Niklasson, Lars
    Linköping University, Linköping, Sweden.
    Persson, Bo
    Linköping University, Linköping, Sweden.
    The role of municipalities in the bottom-up formation of a meta-region in Sweden: drivers and barriers2015In: Offentlig Förvaltning. Scandinavian Journal of Public Administration, ISSN 2000-8058, E-ISSN 2001-3310, Vol. 19, no 4, p. 71-88Article in journal (Refereed)
    Abstract [en]

    The sub-national level in the Nordic countries is currently undergoing a process of major transformation. A central issue concerns the role of municipalities in regionalization processes. The purpose of the article is to analyse the positions and strategies of municipalities regarding interlocal cooperation and regional governance, in relation to a failed attempt to create a new large region in southern Sweden during 2013-2014. This attempt was based on a reform strategy, initiated by the government, which gave the main role in the creation of larger regions to municipalities and regional actors in a bottom-up process. How can we understand the roles of municipalities, and what are the drivers and barriers in a bottom-up strategy of regional formation? Our study shows that the views expressed by municipal representatives in Sweden regarding regional governance are anchored in the strong institutional position of municipalities in that country. Our conclusion is that a bottom-up strategy has several shortcomings as a method for making institutional reforms in a system of regional governance. There are obvious drivers in such a process, but there are also difficulties in achieving cooperation that result from high transaction costs (which lead to a collective-action dilemma), from an uncertain national policy, and from problems of legitimacy. © Jörgen Johansson, Lars Niklasson, Bo Persson and School of Public Administration 2015

  • 128.
    Johansson, Jörgen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Severinsson, Ronny
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Årsrapport 2016: Kommunstyrelsens arbetsgrupper och de politiska beredningarna i Ängelholms kommun2017Report (Other academic)
  • 129.
    Johnsson, Annette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Granklint Enochson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Transfer of knowledge from group work to participants' own practice in a course about research methodology2019In: NERA 2019: Education in a Globalized World, 2019, p. 779-780Conference paper (Refereed)
    Abstract [en]

    Research topic/aim

    In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE). The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward (see e.g. Sales, Moliner, & Amat, 2017). In this study we have focus on the utilization of knowledge acquired in groups in participants own school context. The question we ask is “How is transfer of knowledge from group work to own practice perceived by participants participating in a course about research methodology?  

    Theoretical framework

    The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

    Methodological design

    The empirical material for the present study consists of a questionnaire disseminated to the participants after they had completed the course. A total number of 57 questionnaires were collected which counts for about 65-70 percent of the total number of participants. The questionnaires were analyzed with SPSS factor analysis to detect underlying variables.

    Expected conclusions/findings

    Preliminary results show that, while expecting quite the opposite, by using factor analysis, a strong negative relation between, on one hand, the variable “the usage of research methodology has developed in the group”, and on the other hand, the variables “I have increased my ability to use new analytical concepts in my practise and  “I have increased knowledge in evaluating my own practice”. Meaning that the participants do not feel they, themselves, have learned more about the use of scientific methods relating to their own practice. While the group is progressing, their own learning has been put back.

    Relevance to Nordic educational research

    Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

    References

    Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

    Tryfos, P. (1996). Sampling methods for applied research: text and cases. New York: Wiley.

    Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

    Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

  • 130.
    Jonasson, Kalle
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    'Sport qua science': Michel Serres's ball as an asset of knowledge2019In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 9, p. 1512-1527Article in journal (Refereed)
    Abstract [en]

    This article concerns the use of sport as an asset of knowledge in academia. The background to this is sport’s neglected role and isolation in academia, save for in sundry sports sciences. By mapping the academic use of philosopher Michel Serres’ sport metaphors, a new perspective of the relationship between sport and science is explored. A mixed-methods approach was chosen to review the literature using Serres’ concept of the ‘quasi-object’. The findings show that the concept appeals to a wide array of disciplines within the social sciences and the humanities. The article suggests that there exists a parallel sport science in academia that flies under the radar of regular sport disciplines, a sort of ‘sport AS humanities’. This proposed ‘sportive science’ focuses on other aspects of sport than its already existing sport study counterparts. Thus, sport qua science acknowledges its topic as an asset of knowledge, not as a mirror of society. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 131.
    Jonasson, Kalle
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    ‘What [I] talk about when [I] am running’: Revetment Running, Ethnography and Econarratological Poetry2018In: The Ethnographic Edge - Contemporary Ethnography Across the Disciplines, E-ISSN 2537-7426, Vol. 2, no 1, p. 9-20Article in journal (Refereed)
    Abstract [en]

    In this article, nonhuman poetry is explored. Departing from an autoethnographic project based on audio recordings made while running on revetments, and which  discussed how to give voice to nonhuman actors the possibilities of nonhuman poetry, this text aims at taking it one step further by extracting poetry from the material. Ethnographically, this is discussed in terms of affect, and an 'ethnography to be'. Theoretically, the study has a posthumanist approach, with a specific focus on the econarratology of philosopher Michel Serres. The method and theory are are discussed in tandem in relation to what philospher Peter Sloterdijk has coined 'amphibian anthropology'. By stacking the bracketed words in my transcriptions, four poems emerge in which background sounds, contextual descriptions, corrections and bodily sounds form the content. Each poem is accompanied by a map made from smartphone screenshots. The prose is found to be evocative of the surroundings of the recording, and also resonating with the ideas of human language as derivative of what Serres calls the Great narrative, the story of universe and nature themselves. The proximity to water and rocks discernible in the experiment is seen as a result stemming from practicing the hope-oriented 'ethnography to be'.

  • 132.
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    A Dry Martini2017In: Wassard Elea Rivista, no 2, p. 3-11Article in journal (Other academic)
    Abstract [en]

    This is a semi-philosophical inquiry into the subject of a Dry Martini, which is well known as an alcoholic drink. It is not truly a philosophical inquiry since I am not a philosopher. I am a geographer. The history of the American drink is rather murky. Some say that the town of Martinez in California invented the drink during the mid-1800s Gold Rush. When there was no Champagne to celebrate the good fortune in finding gold, the bartender insisted on something made from the ingredients he had on hand. There is also an assertion that it originated from New York’s Knickerbocker Hotel, named after Martini & Rossi vermouth, which was first created in the mid-1800s.

  • 133.
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Ethnographical mapping of thick places – teaching and learning practices in teacher training schools2019In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 14, no 1, p. 16-33Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between different activities as a starting point for understanding TaLP and where many students at the same school produce thick places of affect and meaning. The main conclusion from this study is that matters of where, what, and who are shaping TaLP. Another important conclusion from this study is that training schools offer new conditions for teacher students, but also offer new opportunities for ethnographic studies that aim at understanding these school environments with a range of new questions. © 2017 Informa UK Limited, trading as Taylor & Francis Group

  • 134.
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Horizontally organised and innovative spaces of dialogue for dealing with “wicked problems” related to housing in rural areas2016In: International journal of housing policy, ISSN 1461-6718, E-ISSN 1473-3269, Vol. 16, no 4, p. 458-472Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to discuss co-productive and collaborative processes in rural housing construction in Sweden. The ‘wicked problem’ addressed here is why it is so difficult to build new homes in Swedish rural areas. Our analysis shows that horizontally organised competences may be used in order to form innovative and creative spaces for dialogues around the realisation of house building. These spaces for dialogues are transformed into collaborative and coproductive social events for reconfiguring thoughts and actions in relation to ‘wicked problems’. Using Fagered, Sweden, as a case study, our results show that timing, as well as understanding the motivation of local groups and acknowledging the slowness of planning processes, are crucial for making change. © 2016 Taylor & Francis

  • 135.
    Jonasson, Mikael
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Coteaching and the Collaborative Production of Embodied Learning SpacesArticle in journal (Refereed)
    Abstract [en]

    This paper aims at operationalize three concepts of embodied and situated learning in a coteaching setting; "hot situations" (Callon, 1998), "matters of concern" (Latour, 2003), and “controversies” (Whatmore, 2009). Teaching and learning in coteaching situations draws upon embodied and ontological effects called “intensities” (Deleuze, 1988). The questions that this study will answer are: what roles do these concepts play for learning between coteachers and what effects might this have on learning? The result from this study shows coteaching produces a place where different perspectives are allowed to emerge, as part of a co-conversational teaching style. Energies and affects, that may from a didactic view help teachers in penetrating layers of conceptual understanding of a phenomenon through the emotional and affective aspects of being two teachers, and from a student point of view work as energies that evoke a desire to share thoughts by taking part in this co-conversation.

  • 136.
    Jonasson, Mikael
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Smith, Phil
    Plymouth University, School of Humanities and Performing Arts, Plymouth, United Kingdom.
    Editorial2017In: Scandinavian Journal of Hospitality and Tourism, ISSN 1502-2250, E-ISSN 1502-2269, Vol. 17, no 4, p. 331-332Article in journal (Refereed)
    Abstract [en]

    Editorial

    Guides and tour operators as professionals play a key role in the growing global tourism industry, supporting, engaging and diverting visitors who travel to places they want to learn more about and be entertained by. Behind the scene there are challenges and tensions related to the particular professional roles, the vibrant matters and staff that stand-in for the guide, physical efforts, and the competitive and vulnerable position guides have on a highly competitive job market. ‘Key role’ is also ‘contested space’. This special issue focuses on the guides and tour operators and the challenges they face in their working role.

    Through the International Research Forum on Guided Tours (IRFGT) a systematic work has been going on for a while by further widening the questions and assembling scholars interested in guided tours as a scientific field of inquiry (Adolfsson, et al 2009; Jonasson, 2011; Zillinger, et al 2012). The latest conference, from which these contributions emerged was hosted by Estoril Higher Institute for Tourism and Hotel Studies (ESHTE), Portugal. IRFGT still continues to produce networks and publications that have opened up questions regarding guided tours. Rather than remaining a mystifying and closed skill-set in the hands of professional or semi-professional associations and licensed individuals, the IRFGT seeks to open the multiple practices of guiding to imaginative, careful and serious scrutiny from a variety of theoretical perspectives, initiated and deployed by an emerging interdisciplinary community.

    Every new place that the conference IRFGT has moved to has brought new perspectives into play. From the last conference in Estoril in 2015, it is clear that guided tours are increasingly seen by some researchers as productions of extraordinary experiences, emotions, and enjoyment of places. From this last conference it also became clear that practitioners had found their way into the conference. The dynamics between practice and research is perhaps one of the field’s most interesting and volatile characteristics, which in many ways could be exploited and explored more in order to create new ways of doing and understanding guided tours.

    The conference keynote speakers represented different areas of theory and practice. Professor Noel Salazar opened the conference with an anthropological take on guided tours in relation to tourism imaginaries and otherness in a global context. Ester Pereira, with her considerable experience from touristic expeditions, represented a sustainable view on guided tours and tourism from a tour operator and tourist perspective. Embodying both the theoretical and a practitioner’s perspective, Carles Picazo gave valuable insights from a long career of planning and education of tourist guides.

    Taking the study of guided tours on a route towards the practitioner and the professional roles of the guide contributes to yet another important piece of the puzzle. This special issue converges at a parallel line by considering students’ future careers as tourist guides in Jordan with a contribution by Areej Aloudat (2017, this issue). He concludes that the occupation of guides is unevenly perceived by these students, and reveals the perceived advantages of working for a tour operator, rather than being a freelancer in the business. Gurel Cetin and Sukru Yarcan (2017, this issue) continue the exploration of the professional relation between tour operators and tour guides in organized package tours. As it turns out, there are many identified gaps and differences in perceptions concerning these two professional perspectives, which could be further explored when their various parts are opened up for further scrutiny and discussion. Ester Pereira and Reidar Mykletun (2017) also explores the professional perspective by investigating how sustainability is integrated into tour guide training programmes in Belgium, France, Hungary, Italy, Malta, the Netherlands, Norway and Spain. They conclude that there is a need to integrate sustainability principles into these programmes. Finally, Jane Widtfeldt Meged (2017, this issue) also focuses on the professional craft of guiding, but by pointing sharply towards the stressful working conditions for guides. It is known that organizational structures shape the conditions under which self-employed, well-educated, and yet casual laborers in a liberal and competitive job market work, but Widtfeldt Meged freshly interrogates the subject by questioning tour guides about their actual views on these conditions.

    As can be concluded from the very brief summary of the papers included in this volume, the papers are concerned with the professional role of guiding as well as the relation between those who practice guiding or enrol guides, and those who do research or make a critical enquiry within guided tours. To the informed observer, it is becoming increasingly clear that research on guided tours is now beginning to accumulate a range of important research that has relevance for the industry and for society. We hope that this volume will provide inspiration as well as provoking new questions and new methods in this research domain. 

    Copyright © 2017 Informa UK Limited

  • 137.
    Kaderland, Annelie
    et al.
    Stenstorpsskolan, Halmstad, Sverige.
    Niit Ekstrand, Susanne
    Stenstorpsskolan, Halmstad, Sverige.
    Thornberg, Fredrik
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Folkeryd, Jenny W.
    Uppsala universitet, Uppsala, Sverige.
    Tväråna, Malin
    Stockholms universitet, Stockholm, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Att utveckla förmågor genom att prestera sitt yttersta2017In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karin Hamza & Anette Olin, Lund: Studentlitteratur AB, 2017, 1:1, p. 101-118Chapter in book (Other academic)
    Abstract [sv]

    Elevers förmåga att resonera ska genomsyra alla ämnen i grundskolan. Man kan se förmågan som en demokratisk aspekt i ett flerstämmigt klassrum och som oerhört väsentlig ur ett samhällsperspektiv. Vårt fall visar att elevers förmåga att resonera kan utvecklas på relativt kort tid när lärare samtidigt studerar sin egen praktik. I kapitlet diskuteras fallet ur perspektiv som: bedömning, kommunikation, ämnesdidaktik och skolutveckling. 

  • 138.
    Karlsson, Annika
    et al.
    Malmö högskola, Malmö, Sverige.
    Nygård-Larsson, Pia
    Malmö högskola, Malmö, Sverige.
    Jakobsson, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Flerspråkighet som en resurs i NO-klassrummet2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 30-55Article in journal (Refereed)
    Abstract [sv]

    Denna studie avser att bidra till att öka kunskapen om språkets betydelse för lärande genom att analysera språkanvändning i autentiska situationer i naturorienterande undervisning i ett flerspråkigt klassrum på mellanstadiet. Studien beskriver hur nyanlända elever använder sina språkliga resurser genom att kodväxla mellan första- och andraspråk i växelverkan mellan en vardaglig diskurs och mer vetenskapliga diskurser som elever möter i undervisningssammanhang. Elevernas språkliga rörelse mellan och inom de olika diskurserna analyseras genom att tydliggöra de samtal eleverna för i kommunikativa undervisningssituationer. Resultatet pekar på att elevernas användning av kodväxling som en resurs i undervisningen ökar deras diskursiva rörlighet vilket i sin tur kan ha en avgörande betydelse för deras språkutveckling och lärande inom ämnesområdet.

  • 139.
    Karlsson, Göran
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Virtual laboratory work for discovering gas solubility in water: Effects of altered guiding structures2018In: Innovative Applications of Online Pedagogy and Course Design / [ed] Ramesh C. Sharma, Hershey, PA: IGI Global, 2018, p. 281-297Chapter in book (Refereed)
    Abstract [en]

    Compared to hands-on experiments, virtual laboratory work has the advantage of being both more cost- and time-effective, but also invokes questions about its explorative capacities. The aim of this chapter is to study how students' scientific reasoning was contingent on altered guiding structures within a virtual laboratory experiment. The virtual laboratory was developed through a design experiment involving three successive versions with altered guiding structures. Analysis of 12 dyads' reasoning about gas solubility in water revealed that the problem was not primarily for the students to realize how the volume of gas changed, but rather to understand the concept of solubility of gases. It was also observed how the guiding structures within each version influenced the students' reasoning about the studied phenomenon in certain trajectories.

  • 140.
    Karlsson, Göran
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Virtual laboratory work with modified guiding structures2018In: INTED2018 Proceedings: 12th International Technology, Education and Development Conference, 5-7, 2018, Valencia, Spain / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, Valencia: IATED Academy , 2018, p. 7642-7647Conference paper (Refereed)
    Abstract [en]

    Laboratory work in science education is considered essential for students’ conceptual understanding of natural phenomena. Virtual laboratory work, compared to hands-on experiments, has the advantage of being both more cost- and time-effective, but it also invokes questions about its explorative capacities. Like all educational tools, digital learning materials involve certain problems, and educational gains from technical innovations cannot be taken for granted. To help students discover the intended scientific concept in simulated learning environments, guiding structures designed to support the learning process are recommended. An online virtual laboratory with the intention to give students the opportunity to discover oxygen and carbon dioxide solubility in water at various environmental conditions was created. In a design experiment, three successive versions of the virtual laboratory was developed; each with an increased degree of guiding structures. The aim of this research was to study how students’ scientific reasoning was contingent on the modified guiding structures within the virtual laboratory experiment. The students had to work in pairs and four student pairs were randomly selected at each test cycle to be video-recorded while conducting their collaborative work in the virtual laboratory. Thus, video recordings of four student dyads represented each version. Analysis of the 12 dyads’ reasoning about gas solubility in water revealed that the problem was not primarily for the students to realise how the volume of gas changed, but rather to understand the concept of solubility of gases in water. It was also observed how the guiding structures within each version influenced the students’ reasoning about the studied phenomenon in certain trajectories. The structure of guidance within the different versions of the virtual laboratory affected students’ scientific reasoning about the studied phenomenon in certain trajectories. So for example, the more guided structures the virtual lab was furnished with, the less the students reasoned about the investigated phenomenon. These results suggest that furnishing a virtual laboratory with an increased amount of guiding structures and aid enables students to produce the right answer on a test, but also risks quenching students’ constructive discussions and their discovery process. Thus, it is incumbent on designers of digital learning resources to decide what kind of scaffolding should be implemented in relation to the learners pre-knowledge, and how much one intends them to discover by themselves. The next development for this area of research is to focus on how results from this design-based study can contribute to improvements in the design of virtual laboratories, which has the potential to complement traditional laboratory work.

  • 141.
    Karlsson, Göran
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice2019In: International Journal of Web-Based Learning and Teaching Technologies, ISSN 1548-1093, E-ISSN 1548-1107, Vol. 14, no 3, p. 39-54Article in journal (Refereed)
    Abstract [en]

    Self-reflection based on video analysis of one’s own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections and a teacher educator’s feedback, might provide a beneficial method for student teachers’ self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework is to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

  • 142.
    Karlsson, Göran
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Artefacts for Developing Student Teachers´ Professional Knowledge Through Self-Reflective Practice2017In: ICERI2017 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, Sevilla: IATED Academy , 2017, p. 363-370Conference paper (Refereed)
    Abstract [en]

    Digital technologies have afforded new ways of organizing teacher education and enable for extramural activities. By associating captured video episodes with related teaching concerns it might be possible to extend student teachers´ self-reflection and at the same time, allow for accurate supervision feedback without the constraints of time and location.

    The aim of this study was to investigate how a guiding framework consisting of a pedagogical tool, annotated video recorded lessons, reflective writing, combined with a tutors’ feedback, might provide an affordable method for student teachers´ self-reflection on their teaching.

    The study included 28 student teachers who practiced teaching science subjects in Swedish secondary schools. The participating student teachers set up a CoRe (Content Representation) for a chosen topic and video recorded a lessons. The video recorded lesson then had to be annotated; exposing critical incidents in relation to their CoRe and to be complemented with a written reflection. This was sent to their tutor who provided the student with a feedback that was in its turn to be commented on by the student. At the end of their assignment all participants completed a questionnaire where they had to respond to six questions about their experience of the guiding framework and grade them from one to five. They were also asked to give a written explanation for their choice and in groups, discussed how the framework could be developed. This provided both qualitative and quantitative data, which were analyzed statistically and thematically, respectively.

    From the results it was obvious that the student teachers had found the activity to be of great assistance for the development of their self-reflective practice. Comments on this were; the advantages of seeing themselves from a pupil’s perspective and direct their attention on specific learning concerns. The pedagogical tool CoRe was experienced as valuable for structuring and reflecting on their teaching, even if it was not seen as necessary per se for a video stimulated self-reflection. The annotations were perceived as facilitating as it made them examine their video thoroughly and concretize what happened in particular incidents. A written account was likewise seen as beneficial as it obliged them to put into words, and connect the process of planning, doing and reflecting. Some, however, remarked that it would have been valuable to discuss their lesson with e.g. colleagues or a more experienced teacher. Comments from a tutor were seen as valuable as it made them see additional aspects of their teaching and helped them reconsider their own inferences.

    It can be concluded that an integrated use of digital and other artefacts for a structured self-reflective process has the potential to develop student teachers’ professional knowledge and augment teacher education in several aspects. Each of the integrated artefacts in the framework filled an important role for a self-reflective practice and can be applied in distance education with the aid of digital technologies.

    The guiding framework was by the participants seen as advantageous although there might be other artefacts for video stimulated self-reflection which can be taken in consideration. There are also potentials for development of the framework in e.g. enabling synchronic discussions about the lesson with peers and tutors.

    © 2017, IATED

  • 143.
    Karlsson, Johanna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Törnqvist, Alice
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Barn som inte vill vistas utomhus i förskolans verksamhet: En kvalitativ studie om förskolepersonals resonemang kring utomhusvistelsen på förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande examensarbete är att undersöka hur förskolepersonal resonerar kring förskolans rutiner utomhus med fokus “Barn som inte vill vistas utomhus på förskolan”, vilket besvaras med forskningsfrågorna: Hur resonerar förskolepersonalen om hur de arbetar för att skapa attraktiva utomhusmiljöer och utomhusaktiviteter för att uppmuntra barnen att vistas utomhus? Hur resonerar förskolepersonalen om vilka faktorer som inverkar på barns utomhusvistelse?

    Studiens vetenskapsteoretiska utgångspunkt grundar sig i Kenneth Gergens socialkonstruktionistiska ansats. Insamling av materialet har skett kvalitativt genom fokusgruppssamtal med förskolepersonal. Resultatet i studien visar tre olika teman: Kläders inverkan på barns utomhusvistelse, kommunikation och gemenskap och barn som inte vill vara utomhus i förskolan. Det mest framträdande och givande i resultaten av vår studie var på vilket sätt förskolepersonalen samtalade om faktorer som inverkar på utomhusvistelse i förskolan. Det var tydligt framträdande att förskolepersonalen såg både möjligheter och begränsningar med utomhusvistelsen. Vi drar därmed slutsatsen att förskolepersonal är i behov av att samtala om ämnet barn som inte vill vara utomhus på förskolan i respektive arbetslag, eftersom det förekommer delade uppfattningar och åsikter angående möjligheter till barns inflytande i utomhusvistelsen samt möjligheterna som finns för barnen att vistas utomhus. Vidare drar vi även slutsatsen att kläder, kompisar och en osäkerhet av vad som finns utomhus leder till att barn inte vill vara utomhus på förskolan.

  • 144.
    Karlsson, Monica
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Idiomatic mastery in a first and second language2019Book (Refereed)
    Abstract [en]

    The comprehension, retention and production of idiomatic expressions is one of the most difficult areas of the lexicon for second language (L2) learners, even very advanced students, to master. This book investigates this under-researched and interesting aspect of language acquisition, shedding light on both conventional uses of idiomatic expressions as well as creative variant forms. The chapters in the book delve into different aspects of idiomatic mastery: students’ comprehension of canonically used idioms in both their first and second language; the effects of multimedia and visualization techniques on learners’ comprehension and retention of L2 idioms; students’ misinterpretations of L2 idioms; L2 learners’ comprehension of creative idiom variants and their use of idioms in free composition writing.

  • 145.
    Kennison, R.
    et al.
    California State University, Los Angeles, California, USA.
    Lindwall Ehrnlund, Malin
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Mitchell, M.
    Harvard Medical School, Boston, Massachusetts, USA.
    Cimino, C.
    University of South Florida, Tampa, Florida, USA.
    Benitez, A.
    Medical University of South Carolina, Charleston, South Carolina, USA.
    Brown, C.
    University of Victoria, Victoria, British Columbia, Canada.
    Gibbons, L.
    University of Washington, Seattle, Washington, USA.
    Between and within person effects of physical and cognitive activity on cognition in four studies2012In: The Gerontologist, ISSN 0016-9013, E-ISSN 1758-5341, Vol. 52, no Suppl. 1, p. 436-437Article in journal (Other academic)
  • 146.
    Knutes Nykvist, Helen
    et al.
    Stockholm University, Stockholm, Sverige.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Aspán, Margareta
    Stockholm University, Stockholm, Sverige.
    Balldin, Jutta
    Malmö University, Malmö, Sweden.
    The imperfect - a prerequisite for democracy in teacher education?2016Conference paper (Refereed)
  • 147.
    Kristén, Lars
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Klingvall, Bodil
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Sport.
    Jonasson, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Open norm critical innovation for relational inclusion (ONCIRI).- “Nya idrottsredskap för barn med och utan funktionsnedsättningar”.2016In: SVEBI-konferensen 2016: Idrott-Skola-Samhälle: Program, 2016, p. 31-31Conference paper (Refereed)
    Abstract [sv]

    Introduktion

    Inom samhällets och skolans värld råder en rad normer som kan kopplas till genus, etnicitet, ålder och funktionshinder. Projektets målsättning är att, tillsammans med företag inom industrin för redskapsproduktion och produktutveckling utveckla innovativa idrottsredskap som gör det möjligt att förändra och utmana normer som påverkar delaktighet inom ämnet idrott och hälsa i skolan. Trots att skolan idag har ett uppdrag att inkludera alla elever oavsett etnicitet, genus eller funktionshinder är många uteslutna från deltagande, beroende på normer och det faktum att möjligheten att använda och utveckla redskapen för undervisningen inte ses som prioriterad. Barn med funktionsnedsättning skulle vinna mer på ökade förutsättningar att få röra sig, jämfört med barn utan funktionsnedsättning. Barn med funktionsnedsättning har i utgångsläget en mer sårbar hälso- och välbefinnandesituation, vilken dramatiskt kan förbättras genom en ökad delaktighet. Hindren för en inkluderande idrottsundervisning har hitintills betonat barriärer som sociala, personliga, motoriska eller materiella aspekter. Med ett normkritiskt perspektiv, har detta projekt som utgångspunkt att utmana sådana aspekter och istället testa och utveckla befintliga och framtagna redskap för en inkluderande idrottsundervisning i skolan och under hela skoldagen.

    Syfte & teoretisk ram

    Syftet med forskningsprojektet är dels att testa och utveckla produkter och tjänster som gör det möjligt för en inkluderande undervisning i idrott och hälsa i skolan. Dels är syftet att studera hur barnen uppfattar de produkter som finns och utvecklas inom ramen för projektet. Projektet kommer att fokusera på barn med och utan funktionsnedsättningar och deras användning av olika befintliga och framtagna idrottsredskap för undervisning i idrott och hälsa i skolan.

    Tanken är att inte bara utveckla redskap för idrottsundervisningen som beskrivs som betydelsefulla och ges mening genom att barn med funktionsnedsättning kan använda dem. Tanken är också att redskapen som tas fram ska kunna vara användbara för alla barn, oavsett funktion, genus, etnicitet eller liknande och ska kunna utgöra en ny norm för användandet av idrottsredskap inom ämnet idrott och hälsa i skolan. I det hänseendet är barn med funktionsnedsättning utmanare av gamla normer och skapande av nya normer inom ämnet idrott och hälsa. Som utmanare och skapare av nya normer har barn med funktionsnedsättning möjlighet att öka välbefinnandet, genom ökad delaktighet. The International Classification of Functioning, Disability and Health (ICF) är centralt för hälsa och välbefinnande. Det normkritiska perspektivet och lärandet med focus på ”Hur vi lär” står i centrum.

    Metod

    Projektet kommer att använda sig av kvalitativa ansatser genom deltagande observationer, intervjuer och filmande av sekvenser på lektioner i idrott och hälsa så att resultatet så småningom kan bilda utgångspunkt för utveckling och utvärdering av idrottsredskap i ämnet idrott och hälsa i skolan. Projektet genomförs på 3-4 grundskolorskolor med ca 10-15 barn med och utan funktionsnedsättningar, totalt ca 50 barn i åldrarna 10-15 år.

    Förväntade resultat

    På kort och längre sikt:

    - utveckling och verifiering av metoder, verktyg och processer för normkritisk innovation.

    - utveckling av idrottsredskap till stöd för lärande och delaktighet för barn med och utan funktionsned­sättningar i idrott och hälsa.

    - projektet kommer att mynna ut i prototyper och nya sätt att använda

    idrottsutrustning och idrottsmaterial för testning och utvärdering.

    Diskussion

    Föreliggande studie och utvecklingsarbete kommer att bidra med kunskap och redskap som gör det möjligt för alla att inkluderas i undervisningen om idrott och hälsa i skolan. Tidigare forskning har många gånger fokuserat på funktionsnedsattas rättigheter och har haft en utvärderande roll. Många tidigare utvecklingsprojekt har fokuserat på anpassade idrottsredskap som inte varit tillgängliga för alla. Målsättningen är att utmana befintliga normer och att barn med funktionsnedsättning ska utgöra normen för utveckling av idrottsredskap för alla. Delaktighet i idrott och hälsoundervisningen kommer att göra en skillnad i framtiden för barnen med funktionsnedsättning, dels genom en förbättrad hälsa, och dels utifrån förändrade självförväntningar och en större tilltro till den egna kapaciteten under hela skoldagen.

  • 148.
    Kristén, Lars
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Sport.
    Klingvall-Arvidsson, Bodil
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Ring, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ericsson, Anders
    Eleiko Sport AB, Halmstad, Sweden.
    Schough, Camilla
    Eleiko Sport AB, Halmstad, Sweden.
    Bohman, Anders
    Rantzows Sport AB, Hjärnarp, Sweden.
    Havdrup, Lotta
    Rantzows Sport AB, Hjärnarp, Sweden.
    Open norm critical innovation for relational inclusion (ONCIRI).- “New Sports material for children with and without disabilities”2017In: Proceedings of the Nordic Sport Science Conference – ‘The Double-Edged Sword of Sport: Health Promotion Versus Unhealthy Environments’: Halmstad University, 22-23 November / [ed] Krister Hertting & Urban Johnson, Halmstad: Halmstad University Press, 2017, p. 26-26Conference paper (Refereed)
  • 149.
    Kurnik, Mattias
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Testing the Cumulative Frequency Hypothesis with Multilinguals in Reading2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The non-selective and the cumulative frequency hypotheses offer competing explanations to the neurological origins of the cognate facilitation effect. Researchers have yet to establish which of these has the strongest empirical foundation, with important theoretical implications. This experiment tested the cumulative frequency hypothesis with 22 SwedishEnglish bilinguals in the eye-tracking paradigm. Data was gathered and analysed from sentence stimuli containing cognate and control words using mixed-effects statistical analysis. A significant interaction was found between Cognate Facilitation and Contextual Diversity in FFD. The results were inconclusive as regard to the dichotomy or symbiosis of non-selectivity and cumulative frequency as neurological phenomena. However, they did indicate the strong presence of cognate facilitation throughout both early and late stages of processing.

  • 150.
    Kyza, Eleni A.
    et al.
    Cyprus University of Technology, Limassol, Cyprus.
    Malmberg, ClaesHalmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Part 4 : Strand 4 : Digital resources for science teaching and learning2016Conference proceedings (editor) (Refereed)
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