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  • 201.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Developing Science Teachers´ Pedagogical Content Knowledge (PCK) through the approach of Learning Study2013Conference paper (Refereed)
  • 202.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Digitalt läromedel Liber – Att planera undervisning i naturvetenskap2018Other (Refereed)
  • 203.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Self-Study and Pedagogical Content Knowledge2012Conference paper (Refereed)
  • 204.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    When Teaching Makes Difference: Developing Science Teachers ́ Pedagogical Content Knowledge (PCK) Through the Approach of Learning Study2013In: NARST 2013 Annual Conference Abstracts, 2013Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to develop science teachers ́ PCK through their participation in a learning study. The research question that frames the study is “How do science teachers ́ learning about science teaching (PCK) develops as a shared practice through their participation in a learning study? As such, the project aims to investigate how teachers ́ increased (or not) professional knowledge of teaching is enhanced, and further, how students ́ learning might be developed as a consequence. During one semester, three secondary science teachers and a science education researcher worked together in a learning study in which the object of learning was to understand the concept of ion and how ions are formed. Data were collected from video recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze how the teachers developed knowledge of students learning and the impact of that knowledge on their own teaching. The results indicate that teachers ́ participation in the learning study proved to be helpful in their (re)considerations of their science teaching in that it points to the particular role of research-based learning in providing a metacognitive lens through which to analyze science teaching and learning.

  • 205.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Elm, Annika
    University of Gävle, Gävle, Sweden.
    Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes2017In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 28, no 5, p. 406-424Article in journal (Refereed)
    Abstract [en]

    During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher Education

  • 206.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Karlsson, Göran
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 4, p. 419-447Article in journal (Refereed)
    Abstract [en]

    During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organizing teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-actionduring their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 207.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Loughran, John
    Monash University, Melbourne, Australia.
    Developing professional knowledge as a science teacher educator2013Conference paper (Refereed)
  • 208.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Loughran, John
    Faculty of Education, Monash University, Melbourne, Australia.
    Formative assessment in learning to teach science2013In: Valuing assessment in science education: Pedagogy, curriculum, policy / [ed] Corrigan, D., Gunstone, D. & Jones, A., Dordrecht: Springer Netherlands, 2013, p. 325-345Chapter in book (Refereed)
    Abstract [en]

    This chapter explores one way of formatively assessing student teachers’ development of their learning about teaching science. This chapter is based on the use of formative interactions as a way of understanding how their learning develops. In so doing, this chapter also offers insights into how student teachers’ professional learning might be catalysed and enhanced. The data for this study is based on a primary science teacher education research project (N = 24 participants) that aimed to connect research on [formative] assessment with the development of student teachers’ learning to teach science, and, as a consequence, sets out to illustrate how an articulation of this knowledge might inform approaches to science teacher education. The results of this project highlight the potential to positively focus student teachers’ self-reflection and self-assessment through formative interactions.

  • 209.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Murphy, Colette
    Trinity College, Dublin, Ireland.
    Catching the Moments – Coteaching to Stimulate Science in the Preschool Context2017Conference paper (Refereed)
    Abstract [en]

    An important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science.

  • 210.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Rundberg, Mattias
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Ämnesdidaktik i det digitaliserade klassrummet2018Other (Refereed)
  • 211.
    Norell Pejner, Margaretha
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Lundström, Jens
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Ourique de Morais, Wagner
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Laurell, Hélène
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Centre for International Marketing and Entrepreneurship Research (CIMER).
    Isaksson, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Stranne, Frida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Skärsäter, Ingela
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Smart medication organizer – one way to promote self-management and safety in drug administration in elderly people2017Conference paper (Refereed)
  • 212.
    Nygård Larsson, Pia
    et al.
    Malmö högskola, Malmö, Sverige.
    Jakobsson, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Semantiska vågor – elevers diskursiva rörlighet i gruppsamtal2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 17-35Article in journal (Refereed)
    Abstract [en]

    In order to use and understand a scientific language students need the ability to move between everyday and scientific discourses. This article analyses exploratory talks, and use of language when students collaboratively discuss a science assignment. The aim is to develop an analytical tool that can facilitate understanding and visualization of students' language use. The concepts of discursive mobility (Nygård Larsson, 2011) and semantic waves (Martin, 2013; Maton, 2013) constitute the starting point in the analysis and the students’ discussions are explored by using the concepts of semantic gravity and semantic density. The results display that all of the students’ conversations contain a certain degree of discursive mobility. However, there exists differences in how the conversations move between everyday and scientific languages and in terms of how successful the students are to formulate a specific subject language. In some conversations, everyday expressions become a productive resource and a bridge to a more scientific language.

  • 213.
    Nyman, Carin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Holmquist, Mats
    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 1 i Individsamverkansteam (IST) Halmstad2015Report (Other academic)
  • 214.
    Nyman, Carin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Holmquist, Mats
    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 1: Projekt Individsamverkansteam (IST) Kungsbacka2014Report (Other academic)
  • 215.
    Nyman, Carin
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Holmquist, Mats
    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: Projekt Individsamverkansteam (IST) Kungsbacka2016Report (Other academic)
  • 216.
    Nyman, Rimma
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Säfström, Anna Ida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Taflin, Eva
    Högskolan Dalarna, Falun, Sverige & Göteborgs universitet, Göteborg, Sverige.
    Rika lösningar på rika problem: att dela smörgåsar2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 199, no 3, p. 21-24Article in journal (Other (popular science, discussion, etc.))
  • 217.
    Nyman, Rimma
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Säfström, Anna Ida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Taflin, Eva
    Högskolan Dalarna, Falun, Sverige & Göteborgs universitet, Göteborg, Sverige.
    Rika lösningar på rika problem – att välja glasskulor2018In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 45, no 1, p. 9-12Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I en serie av tre artiklar tar vi upp erfarenheter från arbete med rika matematiska problem. I den förra artikeln presenterade vi problemet Att dela smörgåsar. I denna andra del har vi valt en enkel variant av ett klassiskt kombinatorikproblem i en elevnära kontext. Vi har samlat in lösningar från elever i årskurs 2–3 och synliggör olika uttrycksformer.

  • 218.
    O'Dell, Tom
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Lund University, Lund, Sweden.
    Multi-Targeted Ethnography2015Conference paper (Other academic)
    Abstract [en]

    As a concept, ethnography is currently riding on a wave of popularity. Having branched out from the folds of anthropology and ethnology it is now currently in vogue in a range of disciplinary fields from contemporary cultural sociology to architecture, design, marketing and management. But the question this article focuses upon concerns the ends of ethnography. What is it capable of becoming, and how might its limits be pushed?

    Pursuing this question, the article argues for a need to rethink and re-theorize ethnography from a slightly different direction than that which is predominantly taught in the cultural and social sciences. It is direction that the article describes as distributive in stance and orientation rather than accumulative. That is, while ethnography is usually framed and taught as an accumulative process of gathering and assembling materials (an endeavor of creating order) the article argues for a need to more systematically theorize (and teach) ethnography in relation to the audiences it is meant to touch, move, and have an impact upon.

    In order to do this, the text takes critical inspiration in George Marcus’ writings on multi-sited ethnography and pushes the concept in the direction of ethnography’s audiences, and towards the development and theorization of new modes of multi-targeted ethnography.

    Central to the line of argumentation made in the paper is an emphasis upon a metaphorical shift in how ethnography is thought of: a shift that moves from the realm of “writing culture” to one of composing ethnography. Writing culture, it is argued, is a cognitive textual endeavor, but composing ethnography moves further, bringing the senses and embodied experiences into play. It asks how, in addition to writing, can culture and cultural experiences be rendered sensually to engage and move different publics and to ever gauge, calibrate and configure that rendering to best meet the needs and competencies of the audience of the day. And the phrasing “of the day” is important here, because it is argued that a disposition to multi-targeted ethnography understands the ethnographic outcome to be temporary, contingent and ever open to change and development.

    This requires a bricolage approach to the melding of analytical/theoretical perspectives with materials, but it also necessitates the development of performative techniques that move beyond textual representations, and it involves explicitly formulated distributive ambitions often not addressed in traditional anthropological courses: including, but not limited to the oral, visual, and digital skills needed to engage different publics and communicate results, the ability to translate concepts and explanations in ways that make them relevant in different contexts, and a belief in the ability of cultural analysis to provide solutions.

  • 219.
    Pelger, Susanne
    et al.
    Lund University, Lund, Sweden.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Observed learning outcomes of integrated communication training in science education: skills and subject matter understanding2017In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed)
    Abstract [en]

    In this paper we explore how different ways of training communication skills can be successfully implemented in higher education, and which effects these activities may have on science students’ learning. Using content analysis, we studied a material consisting of 34 reports, written by 70 academic science teachers, as part of a teacher-training course on communication in science higher education. In the course, the teachers developed and implemented communication tasks into their content courses, and analysed and reported on the observed learning outcomes. The tasks covered both written and oral communication addressing different audiences, inside as well as outside of academia. We found that integrating different ways of communication training in science courses entailed improved skills in sharing and discussing science information, and in addition, increased subject understanding. Thus, we conclude that the integration of communication training may effectively support students’ science learning in higher education.

  • 220. Persson, Hans
    et al.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Kreativ och likvärdig NO-undervisning2018Book (Refereed)
  • 221.
    Ring, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    En omvärldsanalys med utgångspunkt från att starta ett nytt utbildningsprogram2017Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Följande rapport utgör en bilaga till en ansökan om att starta ett nytt utbildningsprogram vid Högskolan i Halmstad. Analysen har till viss del använts i den faktiska ansökan och programutveckling vid Akademin för Lärande, Humaniora och Samhällsvetenskap. Avsikten är att publicera denna omvärldsanalys av det skälet att det kan finnas delar i omvärldsanalysen som kan användas av andra aktörer i regionen, och för andra syften och därför fanns det anledning att göra den tillgänglig via DIVA och Högskolans bibliotek. Dessa resonemang handlar om attraktionskrafter och pendling för studier och arbetsmarknad, samt drivkrafter för högre studier ur ett rumsligt perspektiv. 

  • 222.
    Ring, Mikael
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Kristén, Lars
    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).
    Norms and materialities in Physical Education and Health: - ”I feel that I cannot contribute enough in sport”2019In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 4, p. 349-360Article in journal (Refereed)
    Abstract [en]

    Many understandings about norms and norm criticism are based on imaginations of inclusion and exclusion, as if values about right and wrong, and acceptable and non-acceptable behaviors belong to a world of relations that can be separated from embodied and physical things and practices. Norm confirming or norm critical imaginations are difficult to judge and even more difficult to change if they are separated from the physical performance reflecting these imaginations. This preparatory study is based on interviews conducted with children with and without varied forms of disabilities. The aim of the study was to investigate how children describe their ability in relation to collaboration, materialities, disability and norms within Physical Education and Health (PEH). The results from this study show that embodied and collaborative goal-oriented practices generate imaginations of community and belonging through a notion of contributing. The results indicate that informing, teaching, and learning about inclusion and exclusion do not naturally produce physical and embodied practices. © 2017 Informa UK Limited, trading as Taylor & Francis Group

  • 223.
    Rosén, Jesper
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Kommunikation av ungdomsverksamheten inom Allsvenskan: En kvalitativ innehållsanalys av Allsvenska klubbars medieplattformar2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how football clubs in the Swedish first divisioncommunicate about their youth activities. The goal of the essay was also to contribute with newinsights about sports clubs; how they have adapted to the evolution of social media and whatinformation they prioritise. The study is inductive and mainly based on the empirical material,which was gathered with the aid of a content analysis method. The theoretical starting point ofthis study was based on the marketing phrases image, profile, and identity, together withstrategic communication. The results of this study paints a picture of how some first divisionclubs communicate on social media in the form of webpages and Instagram posts. Some ofthese clubs conduct extensive marketing concerning their youth activities, while some havechosen to focus on specific parts.

  • 224. Rånge, Max
    et al.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Political Cultures as Context of Civic and Citizenship Education2017In: 7th IEA International Research Conference: Researching education, improving learning: IEA Program, 2017, p. 51-51Conference paper (Refereed)
    Abstract [en]

    The overarching aim in this paper is to contextualize civic and citizenship education practices, something which promises to settle an old social scientific dispute about the sources of trust in institutions: Is trust in institutions rooted in social psychology, culture and socioeconomic factors, or is it a response to institutional performance? Here, we analyze ICCS 2009 (International Civic and Citizenship Education Study) data at student level (approximately 140,000 students) in 37 countries and territories merged with the 2009 Quality of Government dataset that includes the World Values Surveys (WVS) national aggregates on trust and confidence. We also added MaxRange institutional data for 2009. First, a regression tree analysis is made, second a series of orindary least squares (OLS) regressions, and third, a structural equation model. Results strongly support the institutional performance theory and further explains the interaction between the political institutions and the political culture. In fact the former make possible the latter, so that attitudes and participation may be critical to established institutions while taking part in them. Influences on trust in institutions thus exist on all three levels investigated: institutional, cultural and individual-psychological. However, the interacting political-institutional and political-cultural influences dominate.

  • 225.
    Rånge, Max
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Political Institutions and Regimes since 1600: A New Historical Data Set2017In: Journal of Interdisciplinary History, ISSN 0022-1953, E-ISSN 1530-9169, Vol. 47, no 4, p. 495-520Article in journal (Refereed)
    Abstract [en]

    A new data set provides vital information about the world’s political institutions, from 1789 on a monthly and yearly basis and from 1600 on a yearly basis. The yearly data set from 1600 has more than 90,000 country–year observations, and the monthly data set from 1789 more than 600,000 observations—by far the most comprehensive to date, offering several advantages over other available ones. The data set aggregates specific attributes to create nominal and ordinal rankings of political regimes on a scale of 1 to 1,000. In addition to supporting a rigorous classification of democratic and nondemocratic regimes, it allows researchers to trace institutional variations and to explore alternative ways of aggregating political institutions. As a research instrument, the MaxRange data set permits historically minded scholars to address a number of issues related to the dynamics of political institutions in an unprecedented manner. © 2017 by the Massachusetts Institute of Technology and The Journal of Interdisciplinary History, Inc.

  • 226.
    Rånge, Max
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Windfall gains or eco-innovation?: ‘Green’ evolution in the Swedish innovation system2016In: Environmental Economics and Policy Studies, ISSN 1432-847X, E-ISSN 1867-383X, Vol. 18, no 2, p. 229-246Article in journal (Refereed)
    Abstract [en]

    This paper therefore looks closer into climate gas emission and the shift to non-fossil energy in Sweden. What types of organizations are behind the shift to non-fossil energy use, what are the relative effects on emissions, to what extent can these interactive dynamics be considered eco-innovations? Do these effects vary between public and private organizations, and if so, can they be related to specific institutions and policies? Methods include statistical survival analyses, in particular Cox regression. These analyses inform us why energy sources shift. Results indicate that wood fuel and solid waste increase as sources of energy while fossil oil has decreased between 2003 and 2010. This result is in line with industrial and environmental policies of the Swedish governments that present these facts as institutionally and policy-related ‘green innovation’. However, our analysis contests such a conclusion and it is noticed that the shift to non-fossil sources of energy has not led to verifiable decreases in green-house gas emissions. Results instead suggest that ‘green’ innovation of non-fossil energy was mostly the effect of low-tech innovation in public organizations with no fundamental effect on CO2 emissions. © Springer International Publishing AG, Part of Springer Science+Business Media 2015

  • 227.
    Rönnerman, Karin
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet, Göteborg, Sverige.
    Olin, AnetteInstitutionen för pedagogik och specialpedagogik, Göteborgs universitet, Göteborg, Sverige.Moksnes Furu, EliUiT Norges arktiske universitet, Tromsø, Norge.Wennergren, Ann-ChristineHalmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Fångad av praktiken: skolutveckling genom partnerskap2016Collection (editor) (Refereed)
  • 228.
    Sanchez Preciado, Deycy Janeth
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL). University of Cauca, Popayán, Colombia.
    Rundquist, Jonas
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Effects of University-Industry-Government collaboration on National Capacity of Innovation2015In: Proceedings of the 3rd International Conference on Innovation and Entrepreneurship: Co-hosted by The University of KwaZulu Natal and the Ethekwini Municipality, Durban, South Africa, 19-20 March 2015 / [ed] Deresh Ramjugernath, Reading: Academic Conferences and Publishing International Limited , 2015, p. 171-179Conference paper (Refereed)
    Abstract [en]

    From an innovation perspective, collaboration between the different actors in a national innovation system (NIS) is imperative. Our concern is whether the Triple Helix idea of collaboration between universities, industry and government as conditional for innovation capacities is possible to estimate on the basis of data. The present paper therefore uses the Global Innovation Index 2013 and the Global Competitiveness Index 2013 for that purpose. The included variables relate to the characteristics of universities, industries, government and innovation. Using these data for 128 countries, this paper suggests a model that demonstrates, by the use of linear regressions, that there are significant statistical effects of university, industry and governmental variables on University-Industry-Government collaboration (UIG). Likewise, results indicate effects of the UIG collaboration on the capacity of innovation. Our results thus confirm most, but no all, implications of the Triple Helix hypothesis in national innovation systems. Copyright: The Authors, 2015. All Rights Reserved.

  • 229.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Adaptiva landskap och politiska system2018Other (Other academic)
  • 230.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Arpi, genuskonstruktivism och totalitär demokrati2017Other (Other academic)
  • 231.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Bloggen Samhällets rörelselag: 4356 visningar i 26 länder under 2017!2018Other (Other (popular science, discussion, etc.))
  • 232.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Dawkins Den själviska genen den mest inflytelserika vetenskapsboken någonsin!2017Other (Other academic)
  • 233.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Demokrati på nedgång?2018Other (Other academic)
  • 234.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Demokratinivån efter valet 2018 och Socialdemokratins historiska roll2018Other (Other academic)
  • 235.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Den politiska institutionsforskningens Linné?2018Other (Other academic)
  • 236.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Därför är jag inte på Statsvetenskapliga förbundets årstmöte som börjar idag2017Other (Other academic)
  • 237.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Ett år kvar till 2018 års riksdagsval. Hur går det för Rörelsen?2017Other (Other academic)
  • 238.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Evolutionsfobins väsen och orsaker inom statsvetenskapen2017Other (Other academic)
  • 239.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Evolutionär pionjär: Joseph A. Schumpeter2018Other (Other academic)
  • 240.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Förarbeten till Samhällets rörelselag2017Other (Other academic)
  • 241.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Herbert Tingsten och svensk demokrati2017Other (Other academic)
  • 242.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hur beteende sprids (forskningsböcker del 2: Centola)2018Other (Other academic)
  • 243.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hur demokratiskt är Sverige?2018Other (Other academic)
  • 244.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hur dör demokrati?2018Other (Other academic)
  • 245.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hur går det för Socialdemokraterna i valet 2018?2018Other (Other academic)
  • 246.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Hur var det nu? När dör demokratier?2018Other (Other (popular science, discussion, etc.))
  • 247.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    I väntan på att boken Samhällets rörelselag också finns att köpa…2017Other (Other academic)
  • 248.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle. Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Business Model Innovation (BMI).
    ICCS 2016 data for Bulgaria:: Prepared for analysis using Mplus.2016Data set
    Abstract [en]

    This is a version of the ICCS 2019 produced by IEA with only Bulgaria included and prepared for use in Mplus. In addition, some variables have been added, such as political system values from MaxRange data. 

  • 249.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Idag 100 år sedan ”Oktoberrevolutionen” = novemberstatskuppen2017Other (Other academic)
  • 250.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Idag 150 år sedan Marx’ Kapitalet kom ut (OBS boksläpp 19/9, inget annat!)2017Other (Other academic)
234567 201 - 250 of 337
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