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  • 1.
    Bergman, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Ericsson, IngegerdMalmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).Hartsmar, NannyMalmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).Lang, LenaMalmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).Ljungberg, CarolineMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).Småberg, ThomasMalmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).Söderman, JohanMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Educare 2014:2: Childhood, Learning and Didactics2014Collection (editor) (Other academic)
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  • 2.
    Cederberg, Margareta
    et al.
    Malmö högskola, Faculty of Health and Society (HS).
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Ohlsson, Lars B.
    Kunskapsstöd för socialt arbete i skolan - en exemplifierande överblick2011Report (Other academic)
    Abstract [sv]

    Denna rapport har utarbetats på uppdrag av Malmö stadskontor. Forskningsöversikten gör inte anspråk på att vara heltäckande. Uppdraget har varit att söka forskningsstöd för olika former av huvudmannaskap för socialarbetare med placering i skolan. Ytterligare fokus har varit att närmare undersöka forskningsstöd för Socialt nätverksarbete i skolan, Elevcoach i skolan och Familjeklass. I uppdraget ingick även att översiktligt söka forskningsstöd för vad som beskrivs som goda metoder, internationellt och nationellt, för socialt arbete i skolan. Studien har genomförts av fil dr Margareta Cederberg, fil dr Ingegerd Ericsson och fil dr Nanny Hartsmar, Malmö högskola och fil dr Lars B. Ohlsson, Lunds universitet. I rapporten svarar forskarna självständigt för innehåll och slutsatser. Varje kapitel avslutas med en sammanfattning. I slutet av rapporten finns en avslutande kommentar där även evidensproblematiken lyfts fram. Rapporten vänder sig till tjänstemän, personal inom socialtjänst och skola, forskare, forskarstuderande, samt till studerande vid socionom- och lärarutbildningar. Det är vår förhoppning att rapporten kan stimulera till fortsatt forskning och diskussioner om socialt arbete i skolan och om samverkan skola och socialtjänst. Uppdraget har finansierats av Malmö stad och genomförts under hösten 2010.

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  • 3.
    Cederberg, Margareta
    et al.
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Hartsmar, Nanny
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Some aspects of early school leaving in Sweden, Denmark, Norway and Finland2013In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 48, no 3, p. 378-389Article in journal (Refereed)
    Abstract [en]

    The article describes early school leaving in Sweden, Denmark, Norway and Finland, using examples to show a complex representation of early school leaving and its consequences for young people´s susequent access to the labour market. We show how measures taken by governments and school authorities in the respective countries have resulted in improvements for students transition from school to work. However, we also show that an educational system per se can create problems for both individuals and groups. Early school leaving increases the risk of unemployment, and if when permenent, about two years are spent out of school unemployment between the ages 16-20 this, increases the risk of the young people being marginalised and having health and social problems later in life.

  • 4.
    Cederberg, Margareta
    et al.
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Lingärde, Svante
    Malmö högskola, Faculty of Health and Society (HS), Department of Health and Welfare Studies (HV).
    Educational Policies that Address Social Inequality. Thematic Report: Socioeconomic Disadvantage2009Report (Other academic)
    Abstract [en]

    This report examines the ways in which socioeconomic (SE) factors affect educational disadvantage. As a starting-point SE could be understood as a set of structural factors that influence education and could cause disadvantages for groups of children, youths and adults. Since socioeconomic disadvantage (SED) is a very complex concept, we will present a more extensive working definition. Official perceptions of SED as well as research perspectives will be discussed. SED has intersectional dimensions and these are explored here and in the other thematic reports1. There are several different factors used to measure socioeconomic conditions. Common ways of assessing SED can include parents’ educational level, social background, living conditions and social heritage. In Eurostat, parents’ educational level, living conditions, and income are measured together with other variables such as gender and ethnic group, in a multi-dimensional structure, in order to compile a comprehensive definition of SE. Although socioeconomic circumstances have an important effect on young people’s school careers, the concept of SE is not formally and uniformly defined in relation to education in EU reports and statistics.

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  • 5.
    Cederberg, Margareta
    et al.
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Lingärde, Svante
    Malmö högskola, Faculty of Health and Society (HS), Department of Health and Welfare Studies (HV).
    Reflections on disadvantage in education with focus on socio-economic background - aspects from a comparative study2008Conference paper (Other academic)
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  • 6. Christersson, Cecilia
    et al.
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Education, Dentistry and Social Work: Interactive and continuous assessment for development of professional competence2007In: Citizenship Education in Society: Proceedings of the ninth Conference of the Children’s Identity and Citizenship in Europe Thematic Network, CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University , 2007Conference paper (Other academic)
    Abstract [en]

    This project uses assessment to develop students’ professional competence during their studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. Difficulties of uniting theory and practise are solved through ‘simulated’ authentic situations. The students describe critical professional situations, which are also described by experts. The students compare their analysis and interpretations with those of the experts, in self-assessment, group discussion and examination. The students describe, analyse, act and compare, and then articulate their need to extend their competence. The project is a useful model to connect theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions.

  • 7.
    Christersson, Cecilia
    et al.
    Malmö högskola, Faculty of Odontology (OD).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Mattheos, Nikolaus
    Malmö högskola, Faculty of Odontology (OD).
    A professional approach: a pedagogical model for the assessment of authentic cases in teacher education, social work education and dentistry2009Report (Other academic)
    Abstract [en]

    The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practice into a cohesive whole is worked upon by the use of simulated authentic situations. The students describe professional scenarios. These are used in self-assessment, seminars and interactive assessment. The situations are at times characterized strongly by specific theoretical knowledge but at other times only indirectly so. The students describe situations that occur in professional practice, analyse these and enact them, compare their own handling of the situation with others’, and articulate their need to further develop their competence. Everything is documented in the learning management system Xpand and is easily searched through.

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  • 8. Christersson, Cecilia
    et al.
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Högström, Mats
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Mattheos, Nikos
    Malmö högskola, Faculty of Odontology (OD).
    Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning.2008Report (Other academic)
    Abstract [en]

    The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and den-tists in a culturally heterogeneous society. The difficulty of uniting theory and practice into a cohesive whole is worked upon by the use of simulated authentic situations. The students describe professional scenarios. They are used in self-assessment, seminars and interactive assessment. The situations are characterised partly by specific theoretical knowledge and partly by the obscure. In practice, the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Everything is documented at the learning management system Xpand and easy to search through.

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    FULLTEXT01
  • 9.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Barns erfarenheter - didaktiska överväganden2011In: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson, Bim Riddersporre, Natur & Kultur , 2011, p. 113-123Chapter in book (Other academic)
  • 10.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Educational Policies that Address Social Inequality. Country Report:Sweden2008Report (Other academic)
    Abstract [en]

    This report deals with the development of policies for the Swedish school for all. The presentation gives examples of how, in an increasingly complex society, the views on why, for whom and how education is important changes. The starting point is the development of the Folk school, which despite of its designation, in the early days was a school for the few and on conditions which were, to say the least, unequal, and led to the struggle for an inclusion of all groups in the educational system.

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  • 11.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Historiemedvetande - Elevers tidsförståelse i en skolkontext2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main aim of the study is to explain how pupils' consciousness of history in comprehensive school is formed and created by teaching. A second aim is to emhasize and to problematise the prerequisites for developing the consciousness of history throug teaching. 1. Pupil's associations to the concepts of "time", "past" and "future". 2. Essays (national test and evaluation given to fifteen-year olds) concerning the past, present and future. 3.Semi-structured interviews: a)concerning history as a school subject (related to pupils and teachers); b)testing the pupils' abilities of placing historical events and persons along a time-line (studied in each class); c)pupils' reflections on the conditions of human life within a time perspective.By using qualitatively different methods such as associations, essays and interviews my aim is to illustrate "time" as an essential content of knowledge. Using the terminology of Gadamer (1960) I hope to bring about a "coalescence of horizons". By studying different age groups and heterogeneous school contexts the "coalescence of horizons" becomes valid within as well as between the different studies, when related to each other. My horizon of understanding concerning ways in which pupils in comprehensive school understand "time" meets and is challenged by the pupils' own horizons of understanding. Findings from associations, interviews and the results of the national test and evaluation (essays) given to fifteen-year-olds show that the teaching of history for these pupils and teachers means teaching related to the past, disregarding other time dimensions. This past is synonymous with chronology and consists of objects, isolated events and persons with no links to either the present or the future. The concept of "time" as such (in all seven classes and four schools) is mentioned but seldom subjected to any discussion or deeper analysis depending on in which context it is used.

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  • 12.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Inclusion or exclusion?2004In: The Experience of Citizenship, London Metropolitan University. (Ed. Ross, Alistair) , 2004, p. 85-92Conference paper (Refereed)
    Abstract [en]

    According to the Swedish Higher Education Act (2001:1263) universities should actively work to broaden their recruitment of students, so that the variety seen in our society is mirrored to a greater extent in higher education. While universities are now taking in more students with non-academic backgrounds, or with non-Swedish educational backgrounds, at the same time the new teaching in education demands that studies become more academic. One of the aims of this paper has been to separate the complex situations that arise within higher education, which has a single-sided approach to what is referred to as 'language difficulties', and limits the neutrality of the reading and writing tests contents, where the subject is tested in his/her ability to decode. The entitlement to special educational support during higher education studies is currently based on test results. We are searching for strategies which allow the student's own description of their individual problems to be followed through in the education process, so that the support given is in harmony with the view of language written (both explicitly and implicitly) in the university's course plan.

  • 13.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Internationella utblickar2011In: Kunskapsstöd för socialt arbete i skolan - en exemplifierande forskningsöverblick; / [ed] Margareta Cederberg, Malmö stad , 2011, p. 90-106Chapter in book (Other academic)
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  • 14.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Negotiating Identity and citizenship in teacher education2005In: Teaching Citizenship, London Metropolitan University. (Ed. Ross, Alistair) , 2005, p. 141-146Conference paper (Refereed)
    Abstract [en]

    The first term of Teacher Education at most Universities in Sweden has, since 2001, nearly always been a period in which students study in mixed groups: they will have had different graduation profiles, from Pre School to FE College, and will also be mixed by their choice of subject. This is because students are expected to work in and with heterogeneous groups, which is one of the main principles of the Swedish Teacher education reforms. The correlation between parental social background and educational choice is well known: higher parental socio-economic status predicts a higher level of education for their children. In the current case, where students studying traditionally academic education, such as for being a FE College teacher, studying in the same program as Pre-school teachers, it is interesting to understand what happens to teacher identity. The aim of this paper is exploratory and twofold. Firstly we want to study the background variables of who the new teachers are. Secondly we want to analyse how they express their identity in interactions. To do this, we used two different instruments; a quantitative for the study of a large group and a qualitative smallscale study of four students.

  • 15.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Permission to Speak2008In: Reflecting on Identities: Research, Practice and Innovation, London Metropolitan University , 2008Conference paper (Refereed)
    Abstract [en]

    The paper discusses the possibilities for newly arrived pupils to tke part in subject teaching. The significance of the mother tongue while the development of the second language is in its earliest stages is highlighted. When citizenship is an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard.

  • 16.
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    She told me to develop my reflections2003In: Children's identity and Citizenship in Europe Thematic Network. A Europe of many cultures: proceedings of the fifth conference of the Children's Identity and Citizenship in Europe, London, 2003Conference paper (Other academic)
  • 17.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Aksit, Necmi
    Moraeus, Lisa
    NGOs and Higher Education :Working together for Citizenship Education and the Development of Identities2008In: CiCe Guidelines, ISSN 1741-6353, Vol. 10, no 10, p. 1-28Article, review/survey (Other academic)
    Abstract [en]

    These guidelines are written to inspire and offer guidance on how Non-Governmental Organisations (NGOs) and other social institutions can work with Higher Education Institutions (HEIs) in promoting citizenship education. We start with some definitions of what is meant by an NGO, and then compare the role of HEIs with NGOs in society, suggesting what they have in common. One of the missions of both NGOs and HEIs is to work towards the common goal of service to society. Both may also provide some impetus for lifelong learning. We suggest areas for cooperation, and give examples of good practice of this at national and local levels (Sweden and Turkey).

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  • 18.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Cederberg, Margareta
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Lingärde, Svante
    Malmö högskola, Faculty of Health and Society (HS), Department of Health and Welfare Studies (HV).
    Thematic Report: Socioeconomic Disadvantage: Educational Policies that Address Social Inequality2009Report (Other academic)
    Abstract [en]

    This report examines the ways in which socioeconomic (SE) factors affect educational disadvantage. As a starting-point SE could be understood as a set of structural factors that influence education and could cause disadvantages for groups of children, youths and adults. Since socioeconomic disadvantage (SED) is a very complex concept, we will present a more extensive working definition. Official perceptions of SED as well as research perspectives will be discussed. SED has intersectional dimensions and these are explored.

  • 19.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM). Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Jönsson, Karin
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM). Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Lärandets vem, varför, vad och hur i förskolan och grundskolans tidiga år2010In: Perspektiv på barndom och barns lärande: en kunskapsöversikt om lärande i förskolan och grundskolans tidigare år / [ed] Ingegerd Tallberg Broman, Skolverket , 2010, p. 173-212Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet (s. 121-173) lyfter vi de didaktiska frågorna vem? varför? vad? och hur? för barn i förskolan och grundskolans tidiga år. Lärande behandlas både inom forskning och i praxis. Exemplifieringar ges dels från sammanhang där lärande och didaktiska frågor i samband med undervisning diskuteras på ett övergripande plan och sådana som specifikt belyser didaktiska resonemang som relateras till enskilda ämnen eller kunskapsinnehåll. Frågor som rör lärarprofessionens dagliga arbete med undervisning och lärande inom specifika kunskapsområden, demokratifrågor, socialisation och kommunikation och samspel lyfts fram. Termen ämne används på två sätt. Medan vi för skolans del som regel avser de traditionella skolämnena, så används ämne eller ämnesområde i en vidare innehållslig bemärkelse när vi ger exempel på innehåll som framför allt härrör från förskolans verksamhet. Förhållandet mellan lärandets subjekt, lärandets objekt och lärandets akt i tid och rum belyses och diskuteras. Exemplifieringarna tas ur kunskapsområden som rör historia, naturvetenskap, matematik, svenska, idrott och hälsa samt lek och estetiska läroprocesser.Frågor som ställs är t.ex.: Hur förhåller sig de didaktiska frågeställningarna till barndomens och det omgivande samhällets ständiga förändring? Beaktas identitetskonstruktionen i en mångkontextuell barndom och stimuleras barns roller som aktiva medborgare i ett alltmer komplicerat samhälle?

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  • 20.
    Hartsmar, Nanny
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Liljefors Persson, BodilMalmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Medborgerlig bildning: demokrati och inkludering för ett hållbart samhälle2013Collection (editor) (Other academic)
    Abstract [sv]

    I boken diskuterar och problematiserar författare från olika vetenskapliga discipliner medborgerlig bildning ur olika perspektiv. De ställer frågor om vad som krävs av barn och ungdomar för att de ska utvecklas till kompetenta, kritiska, reflekterande och aktiva medborgare i ett hållbart samhälle där alla ges möjlighet att på olika sätt ta ansvar.

  • 21.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Christersson, Cecilia
    Hallstedt, Per-Axel
    Högström, Mats
    Mattheos, Nikos
    Professional Education: Assessment for development of professional competence in a culturally heterogeneous society2007Conference paper (Refereed)
    Abstract [en]

    The project is to develop models to support students undertaking professional education in the areas of health, education and care in developing their professional competence. This takes place with the help of continuous assessment in simulated authentic situations. The project focuses on the following problems in professional education: a) The difficulty of uniting theory and practice into a whole in the courses of study b) The need to develop models for authentic professional situations, which are integrated into the courses of study c) The difficulty of forming a process of assessment that is relevant in relationship to the desired competence, and that does not only assess theoretical knowledge and technical skill d) The need to integrate assessment into the learning process e) The students’ need to develop the ability to assess their own competence on a continuing basis. Our courses of study need to improve in the following ways: a) Assessment of theoretical knowledge and of professional competence is often carried out separately. The two aspects are integrated all too seldom in assessment. Assessment is also carried out in totally different ways: Theoretical subjects are often assessed by means of written examinations with strict time limits, while professional competence is assessed using a longer process. The types of criteria used are different for the two assessments.

  • 22.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Christersson, Cecilia
    Hallstedt, Per-Axel
    Högström, Mats
    Nikolaos, Mattheos
    Education, Odontology and Social work: Interactive and continous assessment for development of professional competence2007Conference paper (Refereed)
    Abstract [en]

    Abstract What do dentists, social workers and teachers need to know in order to succeed in working in a culturally heterogeneous society? In addition to developing the competence within the subject field they need to improve their ability to act in situations where different kinds of citizenship are expressed contingent on time, contexts and reference groups. Every professional needs to reflect upon and being able to handle the fact that “our norms are human and historical rather than immutable and eternal” (Nussbaum 1997, p.52). Professionals working in care, education and health must be able to handle “real life scenarios” which are connected to social cultural and ethnic variation, as well as gender. The effect of globalization has over the last decades created a new attention to politics concerning identity and citizenship (Giddens 1991). As Wenger (1998) points out, educational institutions are multifaceted organisms consisting of related interacting sub-communities. Concepts like ‘periphery’ and ‘centre’ (Giddens 1984, Labrie 1999, Giampapa 2004), will be adequate to use when analysing how students interact and negotiate their identities. The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe professional activity in their work-placement reports. These are also described by the teachers. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through.

  • 23.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Nilsson, Jan
    Case Studies Sweden: Charting Educational Policies to Address Social Inequalities in Europe2008Report (Other academic)
    Abstract [en]

    EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe) evaluated educational policies designed to counter disadvantage and inequality in Europe. We analysed policies in fourteen European countries, and report on policies designed to address disadvantage in particular groups. We give an overview of current policy and practice in Europe. We have based our analyses on projects in fourteen European countries: Belgium; the Czech Republic: Cyprus; Denmark; France; Greece; Ireland; Luxembourg; Malta; the Netherlands; Slovakia; Spain; Sweden and the United Kingdom. The work was carried out between January 2007 and February 2009.

  • 24.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Nilsson, Jan
    Knowledge and Language Development: Students discussing how Physical geography and geomorphology have influence on life conditions and human activities2006In: Citizenship Education: Europe and the World, London Metropolitan University , 2006Conference paper (Refereed)
    Abstract [en]

    Resent research has shown that there are strong connections between knowledge devel-opment and language development and that this should not be separated in teaching. Despite this there is a tradition, hard to kill, in Swedish Primary schools to teach lan-guage separated from content. Furthermore, language development has been associated with the formal aspects of how to read and write both in educational and political discourse. This has earlier been regarded as a matter for Swedish teachers only.Over the last few years, Swedish teacher education has been criticised for not acknowl-edging what recent research has shown, namely the importance of content-based and functional reading and writing, irrespective of what subject the student has chosen. In recognition of these findings, changes have been carried out in the syllabi for all subjects in teacher education at Malmö University. The basic idea is to make students aware that children develop their language if in school they are given the opportunity to examine their living conditions and the world that they live in.

  • 25.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Nilsson, Jan
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lingärde, Svante
    Malmö högskola, Faculty of Health and Society (HS), Department of Health and Welfare Studies (HV).
    Project Studies: Charting Educational Policies to Address Social Inequalities in Europe2008Report (Other academic)
    Abstract [en]

    Twenty educational projects, each intended in some way to address the educational needs of a specific group of disadvantaged people

  • 26.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Sandström, Maria
    Technology and Language Development - Working with preparatory classes2007Conference paper (Refereed)
    Abstract [en]

    Pupils from classes with recently arrived immigrants, most of them with Arabic as mother tongue, were invited to School of Teacher Education to take part in technological workshops with practical problem solving tasks. Technology course students acted as teachers and observers. Their tasks varied from time to time which gave the students a chance to try different roles. The pupils, 8-15 years old, had no former experience of Technology. The project included five days when we had one class in the morning and another class in the afternoon. The days were spread out so the pupils had a week for following up and text preparation between the workshops. The activities were varied and included construction of boats, parachutes and moving figures. We also had one workshop with simple electricity and one with Lego, something that is very common in Swedish children’s lives, but completely new for the children in the project. The project was documented by tape recording conversations, students’ observations and texts written by the pupils. These texts were sometimes written in home language and translated to Swedish as part of language training in the ordinary classroom. The aim of the project was to stimulate the pupil’s development in both Swedish and Technology by using conversation, co-operative work and authentic text writing. Another aim was to support and challenge the students’ capability to plan, and to teach in a way that develops both the language and the subject.

  • 27.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Sandström, Maria
    The right of all to inclusion in the learning process: Second language learners working in a technology workshop2008In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 43-81Article in journal (Refereed)
    Abstract [en]

    With its background in research on the development of the second language and the language use of immigrant children as portrayed in political discourse, this article discusses the significance of the mother tongue in the access of newly-arrived pupils to teaching in school subjects while the development of their second language is in its earliest stages. The starting point for the project is a socio-cultural perspective of teaching and the development of knowledge, and that language is discourse. If one sees citizenship as an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard. Two preparatory classes in Malmö were invited to problem-solving work sessions in the technical workshop at the School of Education. The student teachers acted as supervisors and observers alternately, and documented the conversations that took place. Sequences of conversation were recorded for analysis. The study illuminates and problematises the content of the conversations during problem-solving, what initiatives to conversation are taken by pupils and students, what the possibilities of problem-solving using the mother tongue are, and what the pupils’ texts contain and if they are functional, in the sense that it is possible to understand what the pupil wants to mediate to the reader. Excerpts from the recordings show that both children and students use a variety of “strategies” in the conversations and this has a number of consequences for the processes of knowledge.

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  • 28.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Högström, Mats
    Christersson, Cecilia
    Malmö högskola, Faculty of Odontology (OD).
    Mattheos, Nikos
    Malmö högskola, Faculty of Odontology (OD).
    Education, Dentistry and Social work: Assessment for development of professional competence in a culturally heterogeneous society (Malmö)2007Conference paper (Refereed)
    Abstract [en]

    The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe critical professional situations. These are also described by experts. The students compare their analysis and interpretations with those given by the experts. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. For courses, the project results in a useful model with specific reference to the central connection between theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions. It can also be used in other courses of study

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  • 29.
    Mattheos, Nikos
    et al.
    Malmö högskola, Faculty of Odontology (OD).
    Christersson, Cecilia
    Malmö högskola, Faculty of Odontology (OD).
    Högström, Mats
    Hallstedt, Per-Axel
    Malmberg, Claes
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Multidisciplinary development of professional identity through a Problem Based Learning Curriculum2008In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 12, no 2, p. 122-123Article in journal (Other academic)
    Abstract [en]

    Aims: Healthcare practitioners operate in an increasingly complex social environment, where daily professional practice requires dealing with problems of social, moral, ethical and legal dimensions. This crucial aspect of "professionalism" is often neglected in the dental curriculum. The aim of this pedagogic project is to use self and peer-assessment to help students develop their professional identity. Through the use of authentic situations , the project aims to confront students with controversial scenarios from professional life and consequently help them define well informed strategies. Materials and Methods: This project is a collaboration between the Faculty of Odontology, the School of Social Sciences and the School of Education, University of Malmo¨, Sweden. All three disciplines have with the help of students developed "cases" based on authentic scenarios. These cases include controversial situations extending in the field of professional ethics, law, sociology and morality. The dentist, teacher or sociologist has to take decisions that can significantly affect the life of others. Students are asked to identify the best possible strategies to deal with the problems, based on scientific evidence but also laws, professional ethics and social structures. The cases will be used for self-assessment and peer assessment in groups, as described by the Interactive Examination methodology. In brief this implies that the students describe, analyse and act, compare their own and other students´ or teachers’ ways to deal with a problem, and consequently articulate their needs of new competencies and define new learning objectives. Conclusions: The ability to successfully handle social, ethical and legal dimensions of patient treatment is a significant dimension of professionalism, which often is neglected in our curricula. This multidisciplinary project aims to broaden and strengthen the professional identity of dental students, thus better preparing them to operate in a complex society.

  • 30. Ross, Alistair
    et al.
    Dooly, Melinda
    Hartsmar, Nanny
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Equalities and Education in Europe: Explanations and Excuses for Inequality2012Book (Other academic)
    Abstract [en]

    This book is about inequities in education, primarily in the countries of Europe. We can see that the countries of Europe through the European Union, are beginning to address issues of educational disadvantage on a more systematic, continent-wide basis. The authors discuss the reproduction of existing social patterns and the replication of social inequities but also the potential to challenge inequalities.

  • 31.
    Sonesson, Kerstin
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Bouakaz, Laid
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Hartsmar, Nanny
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Löfström, Gunilla
    Global challenges in an interdiciplinary subject context: challenges in Teacher Education course development2013Conference paper (Other academic)
    Abstract [en]

    An interdisciplinary team of lectures at the Teacher Education, Malmö University, are currently developing a new course on intercultural understanding, citizenship and sustainable development. Teacher students training for secondary and upper secondary school will take the compulsory course Global challenges in a subject context, 9 ECTS, during their third year, with start in the autumn 2013. All our teacher training programs, pre-school to upper-secondary school, integrate subject area studies and teacher education. ESD is also integrated in all programs as the Swedish Act on Higher Education claims: Institutions of higher education shall promote sustainable development in their activities … (Chapter 5 §). The students, a mixture of students from all subjects given in the two teacher training programs, will mainly focus on the areas of intercultural understanding, citizenship and sustainability in the context of the student’s subject area during in the course. The learning activities will be among others participatory and inquire based learning. Student written articles in a web magazine and student presentations in a Conference at Malmö University will be the assessments. The new course concept is challenging current paradigms in Swedish teacher training. The participatory approaches and other challenges in developing the course will be presented.

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