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  • 6851.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions2017In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 42, no 8, p. 29-42Article in journal (Refereed)
    Abstract [en]

    Higher education in general and teacher education in particular have been subjected to significant changes. As there are few studies examining how actors rhetorically position themselves within this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education. The aim of the paper is to study interpretative repertoires and subject positions that are constructed in conversations between teacher educators and to discuss these in relation to qualities in teacher education.The theoretical framework emanates from post-structuralist and social constructionist theories. The empirical material consists of group conversations with teacher educators. The findings reveal that the practical and theoretical appear to be in contrast, which in turn seem to affect education quality. Finally, implications of the findings are discussed, where a future diagonal diverse discourse, combining theoretical and practical knowledge, is argued for.

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  • 6852.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Why using a digital learning platform?: Teacher and school leader conversations about digital devices in teaching2018In: ICERI2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, Seville: The International Academy of Technology, Education and Development, 2018, p. 9372-9376Conference paper (Refereed)
    Abstract [en]

    At present, digital technologies are implemented in school and as such, influence teachers´ practices in different ways. Digital resources could involve a reconsideration of the concept of learning in educational contexts, as well as a change in teachers´ roles and practices in the classroom. In an implementation process, different agendas and arguments could be in conflict. This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying arguments concerning digital resources in school. Based on these considerations, this study focuses on a secondary school, where the municipality has decided to implement a software related to a digital learning platform for different teaching subjects. For the specific software, the software company needs to approve teachers´ design before allowing them to accomplish their teaching. In this way, it might be assumed that the software company governs the teachers´ in a way that could have consequences for their possibilities to implement their professional knowledge into their teaching practice. The aim of this paper is to study dialogues between principal and teachers related to the implementation of a digital platform in teaching, and further to discuss in what way this digital platform influences on teachers´ teaching practices. The empirical material consists of group conversations during staff meetings between principal and teachers. The theoretical framework emanates from social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach. Findings reveal several aspects in the conversations, presented as different interpretative repertoires. From a principal perspective, the repertoire of persuasion is characterized by stressing positive aspects of the learning platform, regardless of subject. The principal is positioning himself as knowledgeable of the digital platform on a general level. From a teacher perspective, two repertoires appear. The repertoire of promoting is characterized by emphasizing the digital platform as user friendly for the students, while the repertoire of resistance implies questioning the adequacy of the platform related to subject matter content and student learning. The former implies that the teachers are positioning themselves as supporters of the digital platform whereas the latter means teachers positioning themselves as disputing the adequacy of the platform related to student needs. Concludingly, according to the repertoire of persuasion and the repertoire of promoting, student learning and student needs related to a specific subject matter content is considered as less important, than implementing the digital platform per se. From an educational perspective, several problematic aspects on teaching quality as well as on teacher agency appear. These aspects, as well as implications for secondary school settings, are finally discussed in addition to digital technologies as an influential tendency.

  • 6853.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Studenter med intellektuell funktionsnedsättning i rytmikundervisning inom högre musikutbildning: subjektspositioner, identitet och kunskapsbildning2013In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 14, p. 105-125Article in journal (Refereed)
    Abstract [en]

    This article is based on a larger research project where the overall ambition is to critically discuss the encounter between students with intellectual disabilities and the Academy of Music. The aim of the article is to study the subject positions that are offered to the students, and how identity is constructed in interaction between the participants in teaching situations. The aim is also to describe the knowledge formation in a broad sense. The theoretical points of departure are the poststructuralist and the social constructionist theories, where the subject is considered as an agent that constructs reality in social interaction, but also as restricted by prevailing discourses. Discourse analysis is being used, with the aid of analytic tools developed within discursive psychology. Two different promi- nent discourses in rhythmics are identified: the protective therapeutic discourse, and the reproductive musical discourse. As a final conclusion, subject positions as well as knowledge formations contained in these discourses are discussed. 

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  • 6854.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The silenced discourse2012In: NORDISCO 2012, Book of Abstracts, 2012, p. 77-77Conference paper (Refereed)
    Abstract [en]

    In this study, based on a larger research project, the ambition is to problematize the first appointment between persons with intellectual disabilities and Swedish Higher Music Education. The aim of the study is to investigate subject positions that are constructed in eurhythmics related to the appointment between a group of students with intellectual disabilities and a group of student teachers, and to study how identity is constructed in interaction between the actors. Also, the aim is to describe the knowledge formation that is materialized. The theoretical framework is built on post-structuralist and social constructionist theory. Discursive psychology has been useful in the micro analysis of the situations in the classroom. A Foucault inspired analysis has contributed with an overarching view on the concept of discourse as well as a point of departure to reveal the silent discourse. Finally, Discourse theory as it is formulated by Laclau and Mouffe is suitable for discussing different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of one term in order to develop an understanding of the culture constructed in the practice. The results show that the silenced discourse, the unspeakable, is constructed from the fact that the students with intellectual disabilities both are insufficiently skilled for the task as leaders in eurhythmics, and less skilled than the student teachers. When the teachers feel awkwardness spreading among the visiting students, they use verbal and bodily strategies trying to cover up the fact that the disabled students do not possess adequate skills. Finally, the silenced discourse is discussed in addition to a hegemonic discourse in the Swedish politics of education.

  • 6855.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Fritzdorf, Liselott
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Panzio, Fredrik
    Halmstad University, School of Health and Welfare.
    Mission Possible 2.0: Livesändning som fördjupning av examination2017In: Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?: Program 16 november 2017, 2017Conference paper (Refereed)
    Abstract [sv]

    Lärarlaget i Förskollärarutbildningen på Högskolan i Halmstad har sedan starten HT 2011 systematiskt arbetat med utbildningens digitala progression. Vi har hittills genomfört digitala projekt med studenterna trots att brist på utrustning och teknikstöd har gjort det komplicerat. I föreliggande projekt har vi tagit nästa steg i kvalitetsutvecklingen av den digitala progressionen med stöd av de nya möjligheter Digitalt laborativt center (DLC) erbjuder. Examinationsformer inom högre utbildning tenderar att präglas av kunskapsredovisning och akademiskt skrivande. Mot bakgrund av detta är motivet för projektet att bidra till att synliggöra hur digital ljud- och bildproduktion kan utgöra examinationsformer i lärarutbildning, vilket vi ser som strategiskt viktigt för utbildning vid såväl akademi som hela Högskolan. Motivet är också att lyfta fram hur kvalitet i lärarutbildningen kan utvecklas via studentaktivt lärande med stöd av DLC för redan befintliga utbildningsdelar. Vårt projekts ambition är sammantaget att uppmärksamma lärar- och studentroller i vår undervisning med nya digitala redskap och att beakta de kritiska aspekter som förs fram. Projektets syfte är att utveckla kursmomentet Mission Possible till 2.0, vad gäller digital visuell produktion. Detta har inneburit att del av examination har sänts live ifrån DLC, där det finns ljud och bild av god kvalitet. Studenter har skött den digitala tekniken respektive agerat experter utifrån de områden de har läst in sig på i kursen och ställt frågor till inbjudna gäster inom respektive område ifrån fältet. Lärarna har haft rollen som debattmoderatorer. Den live-sända examinationsdelen har utvärderats specifikt av studenterna, vilket också inbegriper deras perspektiv på projektet i relation till erfarenheter av deltagande. Under presentationen kommer examinationens utformning och genomförande att beskrivas närmare tillsammans med en problematisering av såväl process som produkt.

  • 6856.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Immanence, realism and construction: variations of posthumanistic subjects2015In: Abstract book, Gothenburg: University of Gothenburg , 2015, p. 163-163Conference paper (Refereed)
    Abstract [en]

    In recent years, posthumanist perspectives have become increasingly influential in the pedagogical research debate. The need for theories also capable of handling materialities as actors can be related to the increasing amount of technical devices present in everyday life, as in teaching contexts from preschool to university. Today, human´s use of different materialities is taken for granted, but materialities´ influence on the human has not been as obvious. From a posthumanist perspective characterized by anti-anthropocentrism where immanence and non-hierarchical approaches are emphasized, opportunities to understand materialities as acting subjects are created.

    Within this perspective, different ways of handling the subject have evolved which we find both interesting and important to further explore. The aim of the study is to analyze and problematize posthumanist subjects in pedagogical research. Thus, the ambition is to clarify subject formations and specify subjects that appear, which in turn contributes to visualizing different subject forms. Methodological tools from posthumanist theory are used to find different Entrances in the research Rhizome. The findings are presented as specific Entrances in the Rhizome. The Entrances show different subject formations, where subjects with similarities to poststructuralist perspectives, subjects in a critical framework, as well as more radical posthumanist subjects emerge. Finally, the subject variation that has appeared is further discussed and problematized. 

  • 6857.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Students served at all costs and rescued from difficulties: consequences of neoliberal ideas in teacher education in Sweden2014In: ICERI2014 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: IATED Academy , 2014, p. 867-873Conference paper (Refereed)
    Abstract [en]

    During the last decades, neoliberal ideas have increased their influence in society at large, as well as in higher education. As teacher educators, we experience a growing trend that emphasizes the teacher's ability to be “liked” and “popular” at different levels of the educational system. Also, teacher education at large seems to profile through management, where a good reputation becomes weapon in the race to gain market shares. As a consequence of this emphasis is placed on quantification of students´ apprehensions, as it becomes a tool for success in the popularity-rankings, which in turn create possibilities to attract more students. For students already in the system, we have identified that they are more concerned about them selves and their own education than they are taking collective responsibility for a mutual education.

    This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying consequences of neoliberal ideas in teacher education. Such a discussion opens up for issues as student freedom related to knowledge, teaching and becoming a teacher in a market-driven logic as well as issues related to the educational system at large and to society.

    Based on these considerations, the aim of this ongoing project is to study dialogues between students and teachers related to activities in teacher education and to discuss this in the light of neoliberal ideas. Data consists of written correspondence between teacher students and teachers produced during two months in 2014. The theoretical framework is built on social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach.

    Findings show several aspects in the dialogues between teachers and student teachers, presented as different interpretative repertoires. From a student perspective, the repertoire of demands implies claiming to be served at all costs, while the repertoire of resignation implies appealing to be rescued from difficulties. The students are positioning themselves as consuming children in need of support whereas the teachers are positioned as helping facilitators. From a teacher perspective, the repertoire of adherence is characterized by responsiveness, whereas the repertoire of resistance means questioning students´ matter. Here, the teachers position themselves as facilitators or as critics, where the latter is seen as an expression of a competing idea, challenging the repertoires from a student perspective. From an educational perspective, several problematic aspects on education quality as well as on the supply of teachers to society appears. Finally, implications for teacher education settings are discussed in addition to neoliberalism as an influential tendency. 

  • 6858.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lindgren, Monica
    Academy of Music and Drama, Gothenburg University, Gothenburg, Sweden.
    Zandén, Olle
    Academy of Music and Drama, Gothenburg University, Gothenburg, Sweden.
    Choral discipline or curriculum implementation?: Exploring Singing in Swedish Secondary schools2019In: Finnish Journal of Music Education, ISSN 1239-3908, Vol. 22, no 1-2, p. 59-69Article in journal (Refereed)
    Abstract [fi]

    Artikkelissa tutkitaan laulamista Ruotsin yläkouluissa ja kysytään poleemisesti: kuorokuria vai opetussuunnitelman toteuttamista? Useissa länsimaisissa kouluissa laulaminen ja kuorotoiminta ovat musiikkikasvatuksessa marginalisoituneita. Näin myös Ruotsissa, vaikka laulaminen muodostaa ydinsisällön peruskoulun (K-9) opetussuunnitelmassa. Laulamisen sijaan rockbändin käytännöt ovat hallinneet ruotsalaista musiikinopetusta yläkouluissa (lukuvuodet 7–9) lähes viiden vuosikymmenen ajan. Tässä artikkelissa kirjoittajien tavoitteena on tarkastella, miten laulaminen konstruoidaan ja legitimoidaan yhtäältä yläkoulun ja toisaalta musiikkipainotteisen yläkoulun musiikintunneilla, sekä kuvata miten osallistujat positioidaan opetustilanteissa. Teoreettinen viitekehys perustuu sosiaaliseen konstruktivismiin. Empiirinen materiaali koostuu videoiduista oppitunneista kahdessa ruotsalaisessa koulussa, joista toinen on normaali valtion yläkoulu ja toinen musiikkipainotteinen yläkoulu. Tuloksista nousee esiin kaksi erilaista luokkahuonekäytäntöä. Laulaminen kuorotoimintana kuvastaa musiikkipainotteisen yläkoulun toimintaa, jossa kuoroharjoittelu keskittyy musiikillisiin näkökohtiin. Laulaminen opetussuunnitelman toteuttamisena kuvastaa toisen yläkoulun käytäntöä, mikä tarkoittaa, että laulamisesta tulee väline opetussuunnitelman tavoitteiden toteuttamiseksi. Lopuksi käsitellään näiden käytäntöjen vaikutuksia yläkoulujen opetukseen kasvatuksellisesta näkökulmasta.

  • 6859. Zimmerman Nilsson, Marie-Helene
    et al.
    Lindgren, Monica
    Zandén, Olle
    Singing in Swedish Secondary Schools: A diverse discursive practice2018In: 23rd Conference of Nordic Network for Research in Music Education, 2018Conference paper (Refereed)
  • 6860.
    Zimmerman Nilsson, Marie-Helene
    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).
    Does content matter?: Developing preschool teachers' pedagogical content knowledge in music education2018In: The Finnish Journal of Music Education, ISSN 1239-3908, Vol. 21, no 1, p. 25-38Article in journal (Refereed)
  • 6861.
    Zimmerman Nilsson, Marie-Helene
    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).
    From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations2019In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 18, no 10, p. 233-247Article in journal (Refereed)
    Abstract [en]

    This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.

  • 6862.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Teaching in a digital learning platform: A case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflections2018In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 9366-9371Conference paper (Refereed)
    Abstract [en]

    During the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.

  • 6863.
    Zimmerman Nilsson, Marie-Helene
    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).
    When Content Matters - Capturing and Developing Preschool Student Teachers´ Pedagogical Content Knowledge in Music2017In: ABSTRACTS: SENIOR RESEARCH: NNMPF 2017: The 22nd Annual Conference of the Nordic Network for Research in Music Education, March 14-16 2017, 2017, p. 37-37Conference paper (Refereed)
    Abstract [en]

    This study focuses on a group of preschool student teachers´ reflections of their Pedagogical Content Knowledge (PCK) during a 10-week music methods course. The student teachers created Content Representations (CoRe) when planning before and reflecting after their music lessons in a preschool context. The analysis of written reflections in CoRe protocols about the teaching of “Dynamics” indicates changes in focus between CoRe 1 and CoRe 2, suggesting a development of PCK. More specifically it was a progress from children gaining experience to children´s understanding, from teaching strategies to children´s learning, and from the teacher governing the activity to involve children collaboration. In conclusion, this approach to enhancing preschool teachers´ professional development in music adapting a CoRe based methodology has a promising potential to make their PCK more explicit and elaborate.

  • 6864.
    Zimmerman Nilsson, Marie-Helene
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Sjöberg, Ulrika
    Malmö University, Malmö, Sweden.
    Tensions in communication – Teachers and academic facilitators in a critical friendship2018In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 16, no 1, p. 7-24Article in journal (Refereed)
    Abstract [en]

    This paper concerns the complex relationships between external facilitators and tea- chers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role. © The Author(s) 2016

  • 6865.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Estetisk verksamhet inom högre utbildning2011In: Musik och kunskapsbildning: En festskrift till Bengt Olsson / [ed] Monica Lindgren, Anna Frisk, Ingemar Henningsson, Johan Öberg, Göteborg: Konstnärliga fakulteten, Göteborgs universitet , 2011, p. 201-205Chapter in book (Refereed)
  • 6866.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Inclusion as exclusion2013In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education: Abstract book, 2013, p. 305-305Conference paper (Refereed)
    Abstract [en]

    In this study, which is a part of a larger research project, the ambition is to problematize and to critically discuss the first appointment between students with intellectual disabilities and the Academy of Music in Sweden. The aim of the study is to investigate subject positions which are constructed in an encounter between a group of music instrumentalist student teachers and a group of students with intellectual disabilities. Also, the aim is to study how identity is constructed in interaction between the actors. The theoretical framework is post-structuralist and social constructionist theory. Discursive psychology has been used in a micro analysis of the activities in the classroom. A Foucault inspired analysis has provided an overarching view on the concept of discourse and Discourse theory as it is formulated by Laclau and Mouffe is suitable for a discussion of different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of time in order to study how the culture was constructed in practice. The results show that inclusion can be considered as exclusion, since the teachers positions the group of students with intellectual disabilities in ways that obstruct interacting with the other student group, constructing a practice that widen the gap between them.

    Finally, the results are discussed in addition to inclusion as an ideal model in educational settings. The study´s relevance to Nordic educational research show as it is a pioneer study, covering the first time students with intellectual disabilities are gaining access to an university setting in Sweden, enabling a discussion of similar projects in other countries. Also, the issue of inclusion is of interest, as it constitutes a hegemonic discourse in Swedish, as well as in Nordic politics of education.

  • 6867.
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Muntlig gestaltande examination som lärtillfälle2015Conference paper (Refereed)
    Abstract [en]

    Många examinationsformer inom högskolan präglas av kunskapsredovisning och akademiskt skrivande. Mot bakgrund av lärarstudenternas missnöje med en sådan examinationsform i kursen estetiska lärprocesser påbörjades 2008 processen att förändra densamma. Idag ges kursen Estetiska lärprocesser och samspel där planeringen inför den avslutande muntliga, gestaltande examinationen börjar redan vid kursintroduktionen. Under kursens gång har studenterna flera handledningstillfällen inför examinationen samt ett litteraturseminarium där de presenterar kunskapsinnehållet praktiskt genom estetiska uttrycksformer samtidigt som de problematiserar litteraturen. För att studenterna ska befinna sig i sin utvecklingszon är instruktionerna till examinationen att de själva lägger upp genomförandet. Under examinationen redovisar sedan varje student individuellt sin lärprocess i kursen. Studenten ska beskriva den egna lärprocessen i relation till teoretiska perspektiv med hjälp av estetiska uttrycksformer som gestaltar det egna lärandet. Det egna kunskapandet står i centrum och studenten reflekterar ofta kring vad hon/han har lärt sig i processen och under genomförandet av examinationen. Efter examinationen får studenterna reflektera över sin kunskapsutveckling. Den fortsatta utvecklingen av examinationen pågår kontinuerligt tillsammans med studenterna. En aspekt är avvägningen mellan omfånget på det skriftliga underlaget till examinationen och den praktiska redovisningen. Under presentationen kommer examinationens utformning och genomförande att beskrivas närmare tillsammans med en problematisering av såväl process som produkt.

  • 6868.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden2012In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 37, no 9, p. 67-80Article in journal (Refereed)
    Abstract [en]

    In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, and less skilled than the student teachers. Finally, the silenced discourse is discussed, where assumptions of normality and issues of inclusion are addressed as well as a hegemonic discourse in the Swedish politics of education.

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  • 6869.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations2017In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 1, p. 103-112Article in journal (Refereed)
    Abstract [en]

    Traditionally, pedagogical research has been child centered, where materialities often have been considered as objects and tools. However, in recent posthuman research, attempts have been made to consider human materiality combinations to have impact on pedagogical activities in preschool, but to a large extent music as an issue has been neglected. Therefore, the aim of this research study is to discuss pedagogical quality and knowledge content in music activities in preschool by focusing on combinations of human and materiality subjects as “cyborgs.” Particularly, this is essential for preschool, teacher education, and research, contributing alternative understandings of learning settings. A theoretical framework emanates from posthumanist theories, where the authors apply methodological concepts used in their earlier work to study music activities. The empirical material was produced in Spring 2013. The analysis of video observations identifies two different characters of a cyborg, the guitar-human, and the CD human having quite different impacts on the music activities. Nevertheless, they have in common that they create intensities with the children, where entanglements between human and materiality become the activity. Finally, the cyborgs are discussed, where issues and dilemmas related to pedagogical quality, knowledge content, agency, and competence are addressed.

  • 6870.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    The Sounding iPad as a Resource for Teaching Children in Preschool2014In: Minding the Sound – Sounding the Mind: Soundscapes Past and Present, Imagined and Real: 27-28 November 2014, Halmstad: Halmstad University , 2014, p. 6-6Conference paper (Refereed)
    Abstract [en]

    In recent years, digital technologies have become more important in educational contexts in general and in preschool educational activities in particular. This paper is a part of a larger study focusing on every day activities in preschool where educators and children are using I-pads as musical and physical movement resources. More specifically, the aim in this paper is to study how musical activities with sounding I-pads in preschool are staged. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist ideas. Discursive psychology has been used in an extensive micro-analysis of video recorded I-pad related music activities in preschool. Data was collected during March/April 2013. Findings show that an increased space for children's participation and agency constructs an educator position that is challenged, transformed and opened up for negotiation. The educator position is questioned by the child's alternative music repertoire and prominent position related to the sounding I-Pad. At the expense of other sounding musical resources that enable the teacher to position him-/herself as a competent educator, the I-pad permeating the music activities implies a resource that both teachers and children have mutual access to. Hereby, the educator position becomes open to both teachers and children. Altogether, this legitimates a dismantled educator responsibility, Findings are considered problematic referred to quality and available knowledge formation in the music activities.

  • 6871.
    Zirnig, Bianca
    Halmstad University, School of Teacher Education (LUT).
    Ska vi leka med nå't?: - En studie om leksaksutbudet på två förskolorsamt två pedagogers argument kring valet avleksaker.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Följande studie handlar om leksaksutbudet på två förskolor i Småland. Leksaksutbudet harkartlagts och pedagogernas argument kring sina val av leksaker, har undersökts. I min studiehar jag valt en kvalitativ forskningsansats där jag har observerat leksaksutbudet samtintervjuat pedagogerna på förskolorna. Tidigare forskning ger en överblick på hurleksaksutbudet såg ut för ca 20 år sedan och beskriver vikten av att förskolepersonal gör ettaktivt val då leksaker köps in. Det finns olika syn på vilka leksaker som lämpar sig bättre änandra. Exempelvis är begreppet ”pedagogiska leksaker” ett uttryck som diskuteras. Mittresultat visar att leksaksutbudet på förskolorna är relativt klassiskt, samt att pedagogernasargument kring valet av leksaker, överensstämmer med det utbud av leksaker som finnstillgängligt för barnen på förskolorna.

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    Ska vi leka med nå't?
  • 6872.
    Zivanovic, Gordana
    Halmstad University, School of Social and Health Sciences (HOS).
    "Här lever vi, och här ska vi satsa på vår och våra barns framtid": -En "framgångsrik" berättelse om romska kvinnors liv i Sverige idag2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to find out how a few different women with a Roma heritage sees their to succeed possibilities in Sweden.

    To illustrate these issues has an hermeneutical approach been used. Materials were collected through interviews with Romani women in a municipality in western Sweden. The material created during the interview sessions is based on the five interviewees' interpretations of how they look at their life and the recognition of Roma people.

    The interview results show that Roma women have gone through various changes linked to school, language, family, work. Young women and their parents have become more aware that education is an important capital to invest in, in order to later obtain a good job and future. When it comes to school the results show that Roma children have become better at reading but there is still some Roma children who do not attend school, even though there is their native language, Romani, in many schools. Furthermore, the results show that the cooperation between home and school is still not good. With the recognition of Roma, Roma got their own national day and information on Romani at different authorities. However, books still lack on novel Chib. Despite recognition of the Roma as a minority group in Sweden, the results show that there is still discrimination against Roma people in the labor market. The results were used as a basis for the analysis based on theoretical approaches: Bourdieu, social and symbolic capital, individualization of women Beck & Beck-Gernsheim, "We and "the others "of Ålund respectability of Skeggs and Nancy Fraser recognition and redistribution

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  • 6873.
    Zivkovic, Philip
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Mygren, Emelie
    Halmstad University, School of Teacher Education (LUT).
    IKT - Möjligheter och hinder för lärare: Begreppets villkor ur ett sociologiskt perspektiv2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 6874.
    Zivkovic, Philip
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Persson, Magnus
    Halmstad University, School of Teacher Education (LUT).
    Mentorskap för elever i gymnasieskolan: Organisations- och professionsrelaterade villkor för lärare2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 6875.
    Zizzi, Sam J.
    et al.
    West Virginia University, Morgantown, USA.
    Andersen, Mark B.Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Sport.
    Being mindful in sport and exercise psychology: Pathways for practitioners and students2017Collection (editor) (Other academic)
  • 6876.
    Zlocki, Jakob
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Center for Sport and Health Science (CIHF).
    Johansson, Mattias
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Center for Sport and Health Science (CIHF).
    Mindfulness och dess effekt på uppmärksamhets- och perceptionsförmåga bland tävlingsinriktade idrottsutövare: En experimentell pilotstudie.: 2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the effect of one 45 minute mindfulness session on: (1) Sustained attention abilities, (2) executive attention abilities, and (3) perceptual abilities. An experimental study was carried out on athletes (n = 48) who all met the specific requirements for being able to participate in this study. The results showed no significant difference in all three variables between the experiment group and the control group. In conclusion, the results and implications are discussed in relation to previous research, supported by theoretical frames of references. 

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    Kandidatuppsats
  • 6877.
    Zuckermann Hirsch, Jørgen
    Halmstad University, School of Business and Engineering (SET).
    How does a company Go green?: Important steps towards a sustainable business strategy2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The results of the supposed man-made climate change have lead to a concern for the environment that is affecting how businesses operate. Businesses are facing greater pressure from stakeholders and government regulations to take more responsibility and care for the environment. Thus companies are facing a wide spectrum of new problems, but also new opportunities. In facing these problems companies must react to how the world is changing and to integrate environmental concerns into the vision and company strategy to become a more environmentally friendly and thus greener company. An issue pressing is how to maintain sustainability for the environment as well as pursuing to be a sustainable company facing the threats of today and the future to come due to climate change. Important aspects a company must take into consideration in order to go green are: sustainability, company strategy, government regulations, internal processes and policies, corporate social responsibility and how to form a corporate culture as these are all parts of how a company changes into focusing on becoming greener and thus more environmentally friendly.

     

    This study brings forth the actions and reactions of three companies perceived as pioneers towards becoming greener in their respective industries. During the course of mapping out how a company goes green, an analytical model has been created with the help of already existing and accepted theoretical frameworks. The purpose of the model is to create structure and consistency to map out what important steps the company has taken to become greener. A qualitative method of research has been applied. Three respondents active in various fields, all with environmental connections, from Wilhelm Wilhelmsen (WW), Statkraft and Statoil has been interviewed with questions concerning their work towards sustainability and a green vision within the company. The analysis is based on relevant theories combined with the empirical data collected. What stands out in the conclusions is that the companies researched have taken different important steps when becoming greener and working to achieve sustainability. The differences can be illustrated in the own-developed model. The model is applied to crystallize what dimensions in the companies that are affected. Factors such as government regulations and how internal processes and policies are changed are standing out as examples of how a company’s dimensions are affected differently depending on the respective company’s strategy and business model. 

     

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  • 6878.
    Zukauskaite, Elena
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Variety of Regional Innovation Systems and Their Institutional Characteristics2018In: New Avenues for Regional Innovation Systems: Theoretical Advances, Empirical Cases and Policy Lessons / [ed] Arne Isaksen, Roman Martin & Michaela Trippl, Cham: Springer, 2018, p. 41-60Chapter in book (Refereed)
    Abstract [en]

    Regional Innovation Systems (RISs) come in many shapes. Current RIS typologies, however, pay insufficient attention to institutional factors and as a consequence they fall short of capturing an essential source of variety of RISs in a systematic way. This chapter contributes to a further conceptual development of the RIS approach by capturing regional variety not only in terms of actors and networks but also in terms of institutions. It is shown that an institutional perspective can enrich existing RIS typologies by providing insights into the distinctive institutional frameworks of different RIS types and their particular institutional bottlenecks. Three main causes of institutional bottlenecks are identified, that is, lack of or poorly developed institutions, inappropriate institutions, and contradicting/poorly aligned institutions. As shown in this chapter the institutional perspective advocated here holds a strong potential to contribute to a further conceptual development of the RIS approach. © Springer International Publishing AG 2018. All rights reserved.

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  • 6879.
    Zukauskaite, Elena
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Trippl, Michaela
    University of Vienna, Vienna, Austria.
    Plechero, Monica
    University of Venice, Venice, Italy.
    Institutional Thickness Revisited2017In: Economic Geography, ISSN 0013-0095, E-ISSN 1944-8287, Vol. 93, no 4, p. 325-345Article in journal (Refereed)
    Abstract [en]

    Over the last two decades, the notion of institutional thickness has become a key reference for a large body of work that has sought to provide profound insights into the link between institutions and regional development. However, only few attempts have been made to reassess the concept, to improve its methodology, and to reflect on its empirical application. The aim of this article is to revise the original concept of institutional thickness. We draw on and seek to contribute to current work in economic geography and related disciplines on the role of organizations and institutions in regional development. We identify some crucial limitations and provide suggestions for how they can be addressed. It is argued that much can be gained by (1) explicitly elaborating on the relation between the organizational and institutional dimensions of thickness, (2) moving beyond overly static views on thickness, (3) developing a multiscalar approach to thickness, and (4) identifying features for assessing thickness in absolute and relative terms. © 2017 Clark University.

  • 6880.
    Zuniga Johansson, Annelie
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Tufvesson, Johanna
    Halmstad University, School of Education, Humanities and Social Science.
    Förskolegården: En kvalitativ studie om barns uppfattningar2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att studera vad barn har för uppfattningar kring förskolegårdens

    utformning, innehåll och användningsområden utifrån ett pedagogiskt syfte.

    Ytterligare en aspekt är att synliggöra hur barn uppfattar delaktighet med sig själva

    som utgångspunkt samt pedagogerna i relation till förskolegården. Studien har utförts

    med hjälp av kvalitativ innehållsanalys, med en induktiv ansats. Det empiriska

    materialet har framställts med hjälp av semistrukturerade intervjuer med fjorton barn

    på två olika förskolor i Sverige. Barnen som intervjuats är i åldrarna mellan två och

    fem år. Resultatet visade att barnen är relativt nöjda med sin förskolegård samtidigt

    som de hellre vistas inomhus om de själva får välja miljö. Att barnen hellre vistades

    inomhus berodde på att det fanns fler möjligheter att välja lekredskap och material

    inomhus. Barnen uppfattade sig själva som mindre delaktiga och mindre erfarna då

    det gällde att ta beslut gällande förskolegården. Resultatet visade på att det fanns en

    viss bristande kunskap hos barnen när det gällde förskolegårdens pedagogiska syfte.

    Slutsatsen som dragits är att förskolegården behövs utvecklas och uppmärksammas då

    den är betydelsefull för barns lärande och utveckling.

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  • 6881.
    Åberg, Louise
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Valsted, Madelene
    Halmstad University, School of Teacher Education (LUT).
    Pedagogers förhållningssätt:   - En intervjustudie av pedagoger och elever som har svenska som andraspråk samt allmänna matematiksvårigheter.2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det finns tidigare forskning om hur pedagoger bemöter elever som har allmänna matematiksvårigheter. Bemötandet påverkas av många olika faktorer som till exempel andra människors uppfattningar, värderingar och attityder. I denna uppsats har vi valt att belysa hur pedagogers bemötande och språk mot de elever som har svenska som andraspråk samt med allmänna matematiksvårigheter har för betydelse i lärande situationer. Utifrån det uppkom två frågeställningar som uppsatsen grundar sig på. Dessa två frågeställningar är hur uppfattar pedagoger att deras språkhandlingar bidrar till elevers lärande av matematik och hur uppfattar elever att pedagogers språkhandlingar bidrar till deras lärande av matematik?

    Denna uppsats är genomförd med kvalitativ metod och den grundar sig på tolv intervjuer varav fyra stycken intervjuer är från pedagoger och åtta stycken intervjuer från elever. Av alla elever hör två elever samman med en pedagog och samtliga elever har svenska som andraspråk och allmänna matematiksvårigheter. Det vi kom fram till var att pedagogernas synsätt på elevernas svårigheter inte alltid stämde överrens med elevernas synsätt. Därför är vår slutsats att det är viktigt som pedagog att granska sig själv för att utvecklas.

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  • 6882.
    Åberg, Marcus
    et al.
    Halmstad University, School of Business and Engineering (SET).
    Sönne, Johan
    Halmstad University, School of Business and Engineering (SET).
    Styrning och venture capital: En studie om styrningen förändras av venture capital i svenska företag2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Styrning och venture capital - En studie om styrningen förändras av venture capital i svenska företag
  • 6883.
    Åberg, Martin
    et al.
    University of Trollhättan-Uddevalla, Trollhättan, Sweden.
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Social Capital and Democratisation: Roots of Trust in Post-Communist Poland and Ukraine2003Book (Refereed)
    Abstract [en]

    First published in 1997, this collection of articles and essays analyses the political economy of reform and change in Eastern Europe during the years of Gorbachev's perestroika and the years immediately following the fall of the Berlin wall and the collapse of the Soviet Union.Written by Polish economist Jan Winiecki, between 1984 and 1996, this work explores the issue of the feasibility of reform and change during the period of decline and collapse of communist economic order and, later, the emergence of the capitalist economic order in the post-communist Eastern Europe. Split into three parts, the work considers firstly the failures of Gorbachev's political economy of reform, secondly the determining factors in the collapse of the Soviet system, and finally the feasibility of the systematic change which began in the wake of its collapse. © Martin Åberg and Mikael Sandberg 2003. All rights reserved.

  • 6884.
    Åberg, Sandra
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Wennerlund, Klara
    Halmstad University, School of Education, Humanities and Social Science.
    Barns kamratkonflikter - ett brett spektrumav färgstarka känslor och våld: En fenomenologisk studie om barns upplevelser och erfarenheter av fenomenet kamratkonflikter2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens problemområde ligger till grund på den rådande bristen av barns perspektiv på konflikter och konflikthantering i forskning, därför vill vi bidra med ny kunskap i forskningens tomrum av barns upplevelser och erfarenheter av kamratkonflikter i förskolan. Denna studie utgår från fenomenologin, där syftet är att närma oss barns, 3–6 år, livsvärldar för att beskriva deras erfarenheter av fenomenet kamratkonflikter i förskolan. Där forskningsfrågorna är “Hur kan kamratkonflikter upplevas av barn?” samt “Hur kan essensen av barns kamratkonflikter beskrivas?”. Studiens empiriska material samlades in genom fem stycken gruppintervjuer, intervjuerna utgick från en intervjuguide där barnen under intervjun hade tillgång till ett papper, en penna och bilder på känslofigurer. Totalt deltog 11 stycken förskolebarn i åldern 3–6 år. Som datainsamlingsmetod användes filmdokumentation via en Ipad, materialet har granskat samt transkriberats för att slutligen bearbetas och transformeras. Resultatet visade att barnen gav uttryck för olika känslor såsom arg, bamsearg, förbannad, en brännande känsla, oro, sur, ledsen, helt ledsen, upprördhet, rädd och livrädd, vilket kan förstås som att barnen gav uttryck för att kamratkonflikter “inte känns bra” och inte tillhör det vanliga. Kamratkonflikter beskriver barnen som “vanliga och stora bråk”, dessa innefattar fysisk konflikt i form av bland annat sparkar och slag mot motparten men även att subjektet tilltar objekt som medel för att kasta eller förstöra för motparten i kamratkonflikten. Kamratkonflikter kan samtidigt utifrån barnens upplevelser vara ett uttryck för meningsskiljaktigheter, med andra ord att det inte skett en överenskommelse mellan subjekten i leken. Slutsatsen för denna studien är att kamratkonflikter är känsloladdat, barnen beskriver kamratkonflikter allt från att blänka sura miner till att frukta sitt liv. Även essensenutgör slutsatsen där fenomenet kamratkonflikter utgör fysiska konflikter, känslorna arg och ledsen samt meningsskiljaktigheter. Utan dessa egenskaper slutar fenomenet kamratkonflikt att existera utifrån barnens livsvärldar. Denna studie har gett en röst åt barnen och möjliggör för pedagoger att kunna hantera och möta kamratkonflikter i förskolan utifrån barns perspektiv.

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  • 6885.
    Åberg, Sofie
    et al.
    Halmstad University, School of Teacher Education (LUT).
    Kärmander, Lisa
    Halmstad University, School of Teacher Education (LUT).
    TRADITIONELLA KÖNSMÖNSTER OCH KÖNSROLLER I FÖRSKOLAN: En kvalitativ studie omimplementering av ett uppdrag från förskolans läroplan2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete var att ta reda på huruvida förskollärare arbetar med följande uppdrag från läroplanen; ”förskolan ska motverka traditionella könsmönster och könsroller" (Lpfö 98 rev 10: 5). Det är inte självklart att förskolorna arbetar med det här. Förskollärare har ett brett handlingsutrymme och deras egenskaper är avgörande för genomförandet av uppdraget (Bengtsson, 1998: 42). Vi ville veta om förskollärarna förstod uppdraget samt om de kunde och ville arbeta med det, detta var också våra frågeställningar. Under litteraturgenomgången tar vi upp bakgrundsforskning om bland annat implementering, könsnormers uppkomst och genusarbete i förskolan. Detta tar vi upp för att man som läsare ska förstå betydelsen av att utföra detta uppdrag, hur viktigt det verkligen är. För att få svar på vårt syfte och våra frågeställningar intervjuade vi pedagoger på fyra olika förskolor. Vi använde oss av halvstrukturerade intervjuer då vi hade några grundfrågor, men lät samtalet löpa ganska fritt och ställde spontana följdfrågor. Intervjuerna spelades in med ljudinspelning och transkriberades. Resultatet visade att samtliga förskolor kunde arbeta med uppdraget med de resurser som redan fanns. Däremot varierade viljan mellan respondenterna. En del av respondenterna var mycket engagerade medan andra visade mindre lust till att arbeta med uppdraget. Vi kunde inte komma fram till huruvida förskollärarna förstod uppdraget eller inte p.g.a. det inte finns beskrivit några konkreta arbetssätt i läroplanen. Vi kunde inte bedöma om pedagogernas sätt att förstå och arbeta var rätt eller fel eftersom att tolkningsutrymmet av läroplanen är så brett.

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    TRADITIONELLA KÖNSMÖNSTER OCH KÖNSROLLER I FÖRSKOLAN
  • 6886.
    Ågren, Sandra
    Halmstad University, School of Teacher Education (LUT).
    Delaktighet och gemenskap i en inkluderande miljö: En aktionsforskningsstudie om en elevs delaktighet under matematiklektioner2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 6887.
    Åhlander, Sofia
    et al.
    Halmstad University, School of Health and Welfare.
    Westerberg, Johanna
    Halmstad University, School of Health and Welfare.
    Med andras ögon: Hur pedagogik gestaltar sig i omvårdnad2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Human beings who are in need of caring in nursing requires pedagogical learning in the form of support from the nurse facing the issues and challenges they are receiving. How pedagogical learning is designed in different care situations is not yet sufficiently scientifically explored, making it important to map the problem of the lack of pedagogical learning in nursing. The aim was to identify what pedagogical learning is in nursing. The method is a literature review of 8 scientific articles that formed the basis for the result. The results showed six different sub-themes; pedagogical flaws, pedagogical innovation, the nurse, the patient's life-world, pedagogical mutuality and pedagogical care and who formed the main theme "With the eyes of others”. Pedagogic is one of the most important key aspects in nursing in order to initiate a proper care to the patient. In order to integrate pedagogy as part of the care process, more training, knowledge and research in pedagogy is needed and learning how unique nursing situations for the unique patient should be applied.

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  • 6888.
    Åhlin, Josefin
    Halmstad University. Halmstad University, School of Teacher Education (LUT).
    Has the representation of masculinity and homosocial bonds changed since E.M. Forster wrote Maurice?:: A comparison between Forster’s novel and Jim Grimsley’s Dream Boy2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay provides some insight into how the representation of masculinity, homosocial bonds and homosexuality in two novels has changed during the last century. The essay analyzes the novels, Maurice (E.M Forster) and Dream Boy (Jim Grimsley). The main focus lies on how Maurice and Dream Boy handle certain topics; social behavior in private and public among the male protagonists and the role of the father figure. The essay points out similarities and differences between how each topic is being handled in the respective novels. The main theoretical concept focuses on masculinity, homosocial bonds and the perception of homosexuality and how it is constructed in the two novels. The representations of masculinity seem to change over time only to take the same shape as before. The same kinds of masculinities are represented in both Maurice and Dream Boy. The fact that young men have learned that their bodies can be used as instruments of power makes it difficult for them to allow intimacy within homophobic cultures which might threaten their male identities and therefore influence the way their homosocial bonds.

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  • 6889.
    Åhlund, Iren
    Halmstad University. Halmstad University, School of Social and Health Sciences (HOS).
    Fader Vår: om fäder med intellektuella funktionsnedsättningar2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Most studies on parenthood and learning difficulties focus on mother and child, and very little is know about fathers with learning difficulties. Moreover, people with learning difficulties are rarely asked to tell their own narratives. The aim of the current study is to identify the role of the father in families where one or both of the parents have learning difficulties. Laws and regulations concerning the rights of people with learning difficulties in Sweden are accounted for and the he social support system for all parents in Sweden are described .

    The empirical study is a qualitative phenomenological interview study, inspired by narrative traditions, and describes how fathers with learning difficulties experience these support systems. The main data are two life stories of fathers with learning difficulties and one observation in a family.

    The findings suggest that although Sweden has a highly regarded disability policy and social support system, and even though fathers with learning difficulties are assured equal rights as members of the society and as parents by the Act of Human Rights, they are not treated equal but still faces structural inequalities. Their strengths and needs are not recognized, gender based support is not used and last but not least there is a lack of adequate competence in the support system. As long as the fathers are not included in the discussions about strengths and weaknesses in families with at least one parent with learning difficulties, these families are not given reasonable chances of fulfilling their parenthoods.

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  • 6890.
    Åkerström, Annika
    Halmstad University, School of Teacher Education (LUT).
    Att vara ute i olika miljöer: Planerat och spontant2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Arbetet handlar om utomhuspedagogik, pedagogernas syn på detta och aktiviteternautformning. För att få fram det empiriska materialet har jag använt mig av halvstruktureradeintervjuer. I analysarbetet har grundad teori tillämpats. Jag har under arbetets gång haft etthermeneutiskt synsätt för att skapa en förståelse för förskollärarnas syn på utomhuspedagogikoch hur detta tillämpas.Mitt viktigaste resultat i arbetet är att kompetens, motivation och miljö bidrar både negativtoch positivt i arbetet med utomhuspedagogik. Att pedagogerna har större kunskap omutomhuspedagogik än vad de tror, detta visas genom den verksamhet de har ute. Men även närde berättar om sin syn på utomhuspedagogik.

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  • 6891.
    Åkerström, Camilla
    Halmstad University, School of Social and Health Sciences (HOS).
    Makt, påverkan och inflytande i den institutionella sfären: En studie av USA:s, EU:s och Sveriges säkerhetsstrategier 2010 och 20112012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att genom en jämförande kvalitativ textanalys av politiskt strategiska dokument studera i första hand hur valda strategier uttrycker idéer avseende antiterror-strategier, och i föreliggande fall om, USA:s terrorismstrategier har påverkat EU:s och Sveriges utformning av sina respektive strategidokument avseende synen på fenomenet terrorism. Syftet breddas för att om möjligt visa på om Sverige kan ses som närmare USA än EU i det institutionella antiterrorarbetet avseende de politiska uttrycken som används kring terrorism och antiterrorstrategier. Teorier som ligger till grund för analysen kommer från Giddens, Gramsci och Kagans tankar kring makt, hegemoni, påverkan och inflytande. Metoden för att genomföra analysen bygger delvis på Faircloughs diskursanalys. Resultatet indikerar att USA intar en proaktiv hållning i sin antiterrorstrategi och blir på detta sätt tongivande över sin egen såväl som över andras utformning av antiterrorstrategier. EU å sin sida väljer en reaktiv inställning och blir på det sättet följsam och underdånig USA:s strategi och Sverige pendlar mellan dessa lägen beroende på vilken aspekt av strategin som analyseras.

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  • 6892.
    Åkesson, Daniel
    Halmstad University, School of Social and Health Sciences (HOS).
    Europeiska Unionen: En innehållslig idéanalys av EU:s demokrati och utveckling2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Europeiska Unionens inflytande har ständigt ökat och med detta har en aktuell fråga uppstått, nämligen huruvida unionen är en demokratisk organisation eller inte. Syftet med uppsatsen är att undersöka Europeiska Unionens utveckling över tid sett till dess grad av demokrati. Undersökningen görs utifrån två tidpunkter och grundar sig i två fördrag. Den första tidpunkten är Maastrichtfördragets ikraftträdande och den senare är Lissabonfördragets ikraftträdande och utifrån dessa två tidpunkter undersöks den demokratiska utvecklingen inom unionen. Metoden för att uppnå syftet är en innehållslig idéanalys där Robert Dahls demokratikriterier utgör grunden för analysverktyg och definieras utifrån demokratin som ett ideal eller en idealtyp. Detta ideal ställs därefter mot mitt empiriska material i form av de två fördragen för att utröna utvecklingen under tidsperioden med avseende på demokratin. Resultatet visar på att Europeiska Unionen tenderar att gå mot ett mer demokratiskt funktionsätt men att demokratin inom unionen ännu inte kan ses som fullständig.

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  • 6893. Åkesson, Daniel
    Interaktivitet - En fråga om politik?: En kvantitativ innehållsanalys av interaktivitet på riksdagspartiernas bloggar2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sociala medier är ett relativt nytt begrepp och hur de fungerar som verktyg för den politiska debatten är långt ifrån kartlagt, följande undersökning syftar till att beskriva relationen mellan interaktivitet och politiska bloggar. Undersökningen grundas i en fallstudie av 14 politiska bloggar skrivna av riksdagsledamöter och undersökningsperioden sträcker sig över ett år från juni 2010 till maj 2011. För att undersöka interaktiviteten på bloggarna har en kvantitativ innehållsanalys genomförts. De resultat som dragits av undersökningen är främst att ett offentligt samtal mellan medborgare och politiker sker på bloggar på riksdagsnivå, åtminstone i viss mån. Även vad som skrivs om på bloggarna, det vill säga, vilket ämne som berörs påverkar interaktiviteten, ideologiska frågor och arbetslöshet är några av de ämnen som genererar interaktivitet från läsarnas sida.

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  • 6894.
    Åkesson, Karin
    Halmstad University, School of Education, Humanities and Social Science.
    Vägen till en god läsförståelse2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Litteraturstudien behandlar dels lässtrategier vid läsförståelse dels vilka förmågor som enligt forskning är väsentliga hos eleven för att en elev ska anses vara en läsare med god förståelse. Bakgrunden till innehållet är att det har pågått diskussioner angående elevers svaghet inom just det specifika området. Syftet med litteraturstudien är därför att ta reda på vad forskning säger angående hur barn utvecklar sin förmåga att förstå läst text, sin läsförståelse, samt vilka strategier som underlättar processen på en metanivå. Studien baserar sig på vetenskapliga artiklar och resultatet visar på att det är viktigt att eleven har tillägnat sig strategier vid läsförståelse som hen kan använda, samt att textsamtal är en bra metod. Slutsatsen utifrån denna litteraturstudie är att strategier är viktigt inom läsförståelse och att läraren spelar en stor roll för elevernas utvecklade läsförståelse. Vidare forskning som skulle vara intressant att bedriva handlar om vilka strategier och hur många av strategierna som skulle kunna användas på lågstadiet i läsförståelse.

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  • 6895.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Sörensen, Carsten
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Ihlström Eriksson, Carina
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Ambidexterity under digitalization: A tale of two decades of new media at a Swedish newspaper2018In: Scandinavian Journal of Management, ISSN 0956-5221, E-ISSN 1873-3387, Vol. 34, no 3, p. 276-288Article in journal (Refereed)
    Abstract [en]

    The digitalization of the newspaper industry represents a significant challenge for incumbent companies to engage new technologies. Many companies in the industry have had to seek new markets through digital technologies to survive. This paper explores how one of the largest Swedish newspapers, Aftonbladet, has strategically embraced new media and new markets. We report a decade of engaged scholarship based on interviews and archival analysis that covers 20 years of strategic acts at the company. We consider this effort as a case of organizational ambidexterity under digitalization. The analysis seeks to extend theoretical understanding of the interrelationships between strategic intent and technological choice. The paper contributes to the understanding of ambidexterity under digitalization by theoretically framing it in terms of strategic acts. The research suggests that digitalization implies a more complex ambidexterity interrelationship between old and new markets and technologies. As digitalization enables the loosening of previously tight couplings, the clear theoretical distinction between old and new, and critically, the unproblematic transition, is brought into question. The paper suggests replacing the notion of an orderly shift from the old to the new with ambidexterity under digitalization as a duality of both old and new undergoing continual reconfiguration. © 2018 Elsevier Ltd

  • 6896.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    A blended model for student-centered supervision of thesis work in higher education2016In: ICERI2016 Proceedings, Valencia: IATED , 2016, p. 906-914Conference paper (Refereed)
    Abstract [en]

    Thesis work is challenging to both students and supervisors. The traditional model of supervision is that one supervisor individually supervises thesis work. In higher education this model has been challenged with new approaches such as blended group supervision to make the process more interactive and to provide support for students to complete the thesis work on time. In this paper we report from an effort to design a model for blended group supervision with the aim to provide structure and support for students as well as supervisors. The model is discussed in relation to the theoretical concepts zone of proximal development and scaffolding. 

  • 6897.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Designing an educational curriculum for the digital future: an international master in "Digital Service Innovation”2018In: EDULEARN18 Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, IATED , 2018, p. 6317-6323Conference paper (Refereed)
    Abstract [en]

    This paper presents the design of an international master’s curriculum in Digital Service Innovation. Digitalization and the rapid development in information technology (IT) are fundamentally reshaping society. This development brings with it an increasing need for mastery of digital service innovation. The international master's program Digital Service Innovation addresses this need by studying digitalization, digital resources for value creation, and educating students in how to design innovative digital services. Digital Service Innovation is a two-year master’s program focused on sustainable value creation. Year one focuses on the concept of innovation and design driven problems solving. Year two focuses on conceptualization, design of digital services. The final degree project gives students the opportunity to apply theoretical knowledge in a design study, interacting with companies and public authorities. This is expected to improve the students' ability to understand how digital service innovation is connected to business requirements, and identify new digital services or applications. All to prepare students for working professionally in the field of digital service innovation.

  • 6898.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    RPA in service of bureaucracy – when bots are colleagues in everyday public administration2020In: Proceedings of SWEG 2020, 2020Conference paper (Refereed)
    Abstract [en]

    The public sector in Sweden is in the midst of a technology shift that profoundly changes public administration. Working tasks previously not subject for digitalization are now being performed by RPA, AI or Self-Learning systems. RPA stands for Robotic Process Automation, which basically means that software robots imitate human worker’s ways of performing administrative work. Opportunities for improved working environment, improved administration, and increased quality of bureaucracy are drivers of these implementations. The project aim is to research the implications that follow RPA implementations. Through a case study in Halmstad municipality, where about 30 RPA-implementations are planned, we will follow implications for the digital working environment and how the interplay between human and digital workers develop. Moreover, the implications for human working tasks, the work content and the division of roles, organizing and management will be researched. The RPA implementations will also be evaluated from a value perspective, i.e. if the RPA implementations lead to the expected improvements. In the project a digital service with open access to support public sector AI and RPA implementations will be designed.

  • 6899.
    Åkesson, Maria
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Work-Integrated Learning: Visualizing Research as Professional Practice2018In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 9608-9612Conference paper (Refereed)
    Abstract [en]

    In higher education work place practice through work placement or internships can be integrated as part of the education, especially when educating for professions such as teachers, medical professionals or law practitioners. The overall purpose of integrating work placement in the higher education is for students to experience and learn through engaging in practice with those already educated and experienced within the respective work domain. However, on masters level in higher education we seldom allow students the same opportunity related to the researcher profession. Students are commonly invited to do project or thesis work in research projects or relating to research work. Less common is to actually invite students to participate in research professional practice as a work placement. With work placement we here refer to the student being engaged during a period of time, in full working days, together with research professionals in their everyday practice. Learning to become a researcher through work experience has been described in a case study of a Ph.D. student by e.g. Eames (2003). The study showed that work placement can provide significant learning opportunities. The learning through research everyday work was different form being educated about research, and provided a view of what it means to practice in a research profession. We propose that the same opportunity for learning can be provided in masters education.

    In this paper we report from an initiative of integrating research work practice in an informatics master program. At Halmstad University we are starting a new international master program in Digital Service Innovation (starting September 2018). The master program educates students to design sustainable digital services through design research. With the aim to inspire students for future careers as researchers we offer the students the opportunity for 8 full weeks of “Research Placement” to visualize research as professional practice. The purpose is to provide hands-on experience of research to develop their awareness, skills and abilities to practice as design researchers. It also provides the opportunity to engage with research professionals and the stakeholders involved in the research. Moreover, the students are provided the opportunity to discuss their own career paths and the social and ethical implications of their work for society. The “Research Placement” can be in an academic institution, a research institute or a research and development department in an organization. The student examination assignment is a self-study and reflection of their “Research Placement” (see e.g. LaBoskey, 2004; Schön, 1983).

    References:

    1. Eames, C. (2003). Learning to Work: Becoming a Research Scientist Through Work Experience Placements. Education, 4(2), 7-15.
    2. LaBoskey, V. K (2004). The Methodology of Self-Study and Its Theoretical Underpinnings. In International Handbook of Self-Study of Teaching and Teacher Education Practices, Eds Loughran, J. J., Hamilton, M. L., LaBoskey, V. K. and Russell, T., Springer.
    3. Schön, D. A. (1983). The reflective practitioner: how professionals think in action. Basic Books.
  • 6900.
    Åkesson Ugballa, Angelica
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Migrationsprocessen: Begreppsutredande studie av nya migrationsprocessen utifrån ett styrningsperspektiv.2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genom att Sverige reformerat migrationsprocessen samt förnyat utlänningslagen 2006 skall denna studie genom en beskrivande begreppsanalys se på hur man förhåller sig till de gemensamma mål EU satt upp utifrån Haagprogrammet. Studien behandlar regeringens proposition samt utvärderingen vilka belyses från det hierarkiska styrningsperspektivet. Materialet är avgränsat till begreppen ”Tvåpartsprocessen”, ”Effektivt förfarande” samt ”Gemensamt asylområde”, utifrån Haagprogrammets tredje av de tio viktigaste vägledande direktiven för en harmoniserad migrationspolitik. Resultaten påvisar att propositionens förhållningssätt till programmet är god medan utvärderingen fått i tilläggsdirektiv att skjuta behandlingen av relationen till överordnade EG-instrument på framtiden, vilket gör att det har en väldigt begränsad hantering. Överlag och med stöd i tidigare studier anses den nya migrationsprocessen och förvaltningens omorganisering ha tydliga influenser av ett framtida ökat mellanstatligt samarbete. De mål, riktlinjer eller strategier som EU tar beslut om implementeras i det här fallet i Sverige vilket kan anses ge goda effekter på migrationspolitiken.

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