Malmö University Publications
Change search
Refine search result
1 - 23 of 23
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Anderson, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Möllås, Gunvie
    Jönköping University.
    Ohlsson, Lisbeth
    Kristianstad University.
    Characteristics of Independent Schools Directed at Students in Need of Special Support: a Study of School Website Presentation2019In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 77, no 3, p. 317-337Article in journal (Refereed)
    Abstract [en]

    The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.

    Download full text (pdf)
    FULLTEXT01
  • 2.
    Anderson, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Nordgren, Camilla
    Malmö högskola, Faculty of Health and Society (HS).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Encountering students in disabling conditions in higher education2017Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to discuss challenges for staff in Higher Education encountering students in disabling conditions. The study takes a point of departure in a series of workshops designed to strengthen the competence among staff at Malmö University to develop inclusive learning environments in their field of responsibility. The research questions concern the participants’ understanding of what constitutes an inclusive learning environment and their preparedness for acting in line with rights for people with disabilities to an education free from discrimination. Content analysis from field notes taken in dialogues with the participants showed that barriers exist e.g. due to procedures in order to get a statement qualifying to support as well as not having a statement meaning that the student becomes carrier of her/his own problems, responsible for telling each staff member about the disabling conditions and needs. Tension appeared in the analysis between giving support to the individual student and a proactive problem solving in a flexible learning environment to the benefit of all students. Principles of equal access and widened participation are not easily applied leading to the conclusions that further efforts need to be made to disseminate existing knowledge in the field and moreover to identify knowledge gaps by involving students, coordinators of support and other staff in different survey studies. The framework for the coming studies is anchored in theory and practice developed in Universal Design for Learning focusing staff development and students’ sense of belonging when facing disabling conditions in higher education.

  • 3.
    Andersson, Helena
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Assarson, Inger
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Östlund, Daniel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Skolors strävan efter inkluderande lärmiljöer2015In: Från idé till praxis: vägar till inkluderande lärmiljöer i tolv svenska kommuner;, Ifous , 2015, p. 55-73Chapter in book (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 4. Andreasson, Ingela
    et al.
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Assarson, Inger
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Operationalizing equity: the complexities of equity in practice2015In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 10, no 3, p. 266-277Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to offer some reflections on the relationship between meanings of equity at the national level and those working with these questions in local schools. We argue that meanings of equity at the national level are in strong contrast to the range complexity identified in local schools. The article draws from case study research, and the empirical data were gathered in seven schools, ranging from preschools to upper secondary schools. Our focus is on how issues of equity are interpreted and what challenges the schools face in relation to this. Our intention is to gain insights into processes where values of equity are negotiated, renegotiated and reshaped in daily contexts in schools. Our results convey a complex picture with a wide variation in how school staff interpret and work with fundamental values. This variation appears both within and between schools. An analysis of the variations resulted in three overarching themes: values as taken for granted, values as formalized and values as a pedagogical flow. These three themes are not exclusive or limited; instead, they should be seen as intertwined.

  • 5.
    Assarson, Inger
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Ahlberg, Ann
    Andreasson, Ingela
    Ohlsson, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Skolvardagens komplexitet: en studie av värdegrundsarbetet i skolans praktik2011Report (Other academic)
    Abstract [sv]

    Denna skrift bygger på en forskningsrapport från en studie som genomfördes under våren 2010 på uppdrag av Skolverket. Den utgör en del i ett stör‐re projekt för att stärka skolors arbete med värdegrunden. Studien fokuse‐rar de processer som ligger till grund för hur skolledning, lärare, föräldrar och elever bildar mening i de värden som utgör skolans värdegrund och hur arbetet med den gestaltar sig i några skolors verksamhet. I dessa processer tas grundläggande värderingar inte för givna utan blir föremål för förhand‐ling och omförhandling i relation till den dagliga verksamheten. En sådan förståelse av värdegrundsarbetet kan peka på möjligheter, men också visa på hotbilder i skapandet av en lärmiljö som motverkar kränkningar och marginalisering.

    Download full text (pdf)
    FULLTEXT01
  • 6.
    Assarson, Inger
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Andreasson, Ingela
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Formation of fundamental values in the Swedish education system: a discursive analysis of policy texts2016In: Equity and education in cold climates in Sweden and England / [ed] Dennis Beach, Alan Dyson, The Tufnell Press , 2016, p. 97-115Chapter in book (Other academic)
  • 7.
    Assarson, Inger
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Andreasson, Ingela
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Värdegrund och specialpedagogik2015In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other academic)
  • 8.
    Assarson, Inger
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Ahlberg, Ann
    Andreasson, Ingela
    The infinite complexity of schooling for democracy2011Conference paper (Refereed)
  • 9.
    Assarson, Inger
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Andreasson, Ingela
    Ahlberg, Ann
    Negotiating values in schools: an infinite complexity2011Conference paper (Refereed)
    Abstract [en]

    Education always has been a main tool for adjusting citizens’ ways of thinking about the world. Although the importance of transmitting crucial values are not new its importance was emphasized in the Swedish curricula of 1994 in conjunction with the ideological collapse of communism in Eastern Europe that before the fall of the Berlin wall had served as an antitype for defining democracy. One of the aims in education has for the last decade been to foster homogeneity in a fragmented postmodern society. This has created an ethical moral order in schools around prevailing values. Our presentation is built on a project financed by the National Agency of Education during 2010 with the aim to scrutinize and problematize the work in schools with civil rights and values as equableness, democracy, participation and solidarity. The first part of the study consists in an analysis of official texts where fundamental values are given senses and meanings. In the selection of texts the aim was to find those documents central to how questions of values constitutes as well as are constituted by prevailing societal conditions and it’s social and discoursive context. The texts were supposed to provide information about the expected acts based on prescribed values. To understand senses and meanings in these texts it is important according to the Wittgenstein theory to be able to think beyond the limits of a phenomenon and in registering what is inside also reveal how the phenomenon is signified by exclusion of what cannot be comprised. In the analysis we have used the term cluster and scrutinized how they were constructed by connecting different signs to a nodal point. Thereby it emerged how significance was made in relation to signs of meaning as Democracy and influence, School as a social venue, Understanding the Other, Moral guidance and “Bildung” and teaching. Method The aim of the second part of the study was to analyze how these values were transmitted in schooling. Special interest was on how pupils’ behaviors were valued according to how norms were constructed, how veiled or visible strategies of rewarding were used and how routines and repeated acts expressed obvious, but still invisible interpretations of ethical standpoints. In the second part 7 school areas from preschool to grammar schools were visited during a week while pupils, teachers, welfare teams and parents were interviewed. Furthermore observations were made in classroom situations as well as in informal settings. Interviews and observations were documented by recordings and field notes and then turned into texts. Texts are according to Ricoeur a semiotic dimension recalling the process of references that has been interrupted from the act of discourses. In this respect to analyze means to unveil a structure of internal reliance that constitutes the static condition of a text. The screening during data collection was made by using important signs that emerged from the text analysis as participation, safety, equity, democratic conductivity. Expected Outcomes The second part of the study showed the importance of negotiating values continuously in order to avert oppression. Attitudes in the marginal of the tolerable emerged as threats against what is constructed in society as a canon of fundamental values. Especially teenagers were seen as provoking with attitudes of homophobia and xenophobia. It was a challenge for the adults in schools to keep the openness that contribute to the definition of democracy and simultaneously defend what is socially constructed as good. Among younger children this was unproblematic and education mostly focused on reliance in taken for granted principles. Social injustice and inequality in society turned out to have greater impact among older students. Here social class and the amount of cultural capital mattered most in grammar schools where students were divided into theoretical or vocational educational programs. The fostering of citizens proved to be a struggle towards harmony where antagonism was seen as destabilizing the canon of “taken for granted values” in human rights. Pupils were tutored into the right way of thinking by means of different governmentality strategies based on pastoral power.

  • 10.
    Lang, Lena
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lansheim, Birgitta
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    From another(´s) point of view: narrative approaches in special educational research2012In: MENON : Journal of Educational Research, ISSN 1792-8494, Vol. 1, no 1, p. 78-86Article in journal (Refereed)
    Abstract [en]

    In the current debate about evidence based education comparisons between countries are in focus. Learning and teaching are influenced by a control oriented paradigm at a far distance from the persons concerned, e.g. pupils, students and teachers. In education other perspectives are called for in order to catch the complexity of educational processes. Nomothetic information about learners needs to be complemented by ideographic information. The aim of the article is to argue for some alternative ways of knowledge contribution based on the voices of the individual in special educational settings in relation to the rights to education for all. Narrative approaches have a methodological potential of openness and participation where the researcher is engaged in a dialectic interaction between two subjects. Making room for the voice of the Other and finding a view different from one’s own is suggested as a powerful knowledge contribution in educational research which only can be provided by the persons concerned. One conclusion is that the narrative approaches advocated for here have a potential that is seldom given justice in the present era of documentation and measuring.

    Download full text (pdf)
    FULLTEXT01
  • 11.
    Lang, Lena
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lansheim, Birgitta
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Från en annan(s) utsiktsplats: narrativt inriktade ansatser i specialpedagogisk forskning2012In: Bildning för alla!: en pedagogisk utmaning / [ed] Thomas Barow, Daniel Östlund, Jerry Rosenqvist, Kristianstad University Press , 2012, p. 27-34Chapter in book (Other academic)
    Abstract [sv]

    Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.

    Download full text (pdf)
    FULLTEXT01
  • 12.
    Lang, Lena
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    The Individual Voice on Inclusive Education in an Era of Measurement2012Conference paper (Refereed)
    Abstract [en]

    In the worldwide systems of ranking where also the Nordic countries are included, individuals as well as schools and universities are assessed. These kinds of evaluations give answers about outcomes and from the results efficiency is estimated. Different conditions for the assignment of inclusive education in connection to values and processes are seldom discussed. The aim of the paper is to discuss the voice of the individual about educational processes viewed in relation to quantitative data in large scale surveys comparing different countries. We will argue for alternative ways of contributing knowledge within the field of inclusive education, such us how to make room for the voices of individuals in an age dominated by evidence based documentation. In the theoretical and methodological points of departure we advocate a holistic perspective on how knowledge can be achieved about the human being as a learning subject in relation to context, meaning and interpretation. Thus, methods are needed allowing space for complexity and ambiguity in a multidimensional, non-linear and non-causal perspective. A narrative research orientation seems relevant in order to study interwoven phenomena like learning and teaching. Narrative approaches add a knowledge potential in inclusive educational research which can problematize values and processes in education and learning, with participation and rights in the foreground.

  • 13.
    Lang, Lena
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Kristianstad University.
    Ytterst berörd - sällan hörd: Att som forskare lyssna till berättelser2009In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 4, p. 35-59Article in journal (Refereed)
    Abstract [en]

    The article puts forward some aspects of the complexity in research methods concerning listening to the voices of people who are seldom heard. A holistic point of departure, including a perspective of rights, is presented and reflected in two main themes; research and wholeness and person and wholeness. The procedures in two different studies are then illustrated in relation to a number of common issues. The referred studies are describing encounters with persons who aim at various educational contexts for young people and adults. While one of the research studies takes its point of departure from encounters with persons applying to municipal adult education, the other study does so from conversations with persons in transition between upper secondary school and university studies. Students who apply to education in adult age have a life- and learning history and as a consequence, narrative approaches are used in the studies. In the closing part of the article some reflections are made concerning differences and similarities in the studies with respect to point of departure, approach, procedure as well as some of the challenges that the researchers have come across.

    Download full text (pdf)
    FULLTEXT01
  • 14.
    Nordgren, Camilla
    et al.
    Malmö högskola, Faculty of Health and Society (HS).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    New Paths to Education and Working Life through Education and Rehabilitation2015Conference paper (Refereed)
  • 15.
    Nordgren, Camilla
    et al.
    Malmö högskola, Faculty of Health and Society (HS).
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    New paths to education and working life through education and rehabilitation2016In: Closing the Gap: Bridges for Access and Lifelong Learning / [ed] Michael Hill, Anthony Hudson, Stephanie Mckendry, Neil Raven, Danny Saunders, John Storan, Tom Ward, Forum for Access and Continuing Education , 2016, p. 145-161Chapter in book (Other academic)
  • 16.
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    "Att vara del av den Andres intelligens": om dialog och diagnos i svåra lärandesituationer2013Conference paper (Other academic)
    Abstract [sv]

    Vuxna som i sin liv- och lärandehistoria befunnit sig i svåra lärandesituationer har ofta varit föremål för andras bedömningar och diagnoser av olika slag, inte sällan av neuropsykiatrisk karaktär eller i termer av nedsatt kognitiv förmåga eller begåvning. De många internationella undersökningar som refereras till i dagens debatt om skola och undervisning utgår från antaganden om att det går att avgöra en människas resurser för lärande genom att objektivt betrakta och mäta den personens inre kvaliteter. Ett annat sätt att se det är att utgå från existentiella aspekter av lärande och undervisning, att se att det är två människor, två subjekt som interagerar i ett pedagogiskt möte där båda två bär med sig sin egen liv- och lärandehistoria, pedagogen såväl som den studerande. Särskilt när det gäller vuxenpedagogiska sammanhang blir detta betydelsefullt när inte ens skillnad i ålder motiverar att den ene har ett övertag över den andre. Att vara trogen och förmedla en sanningsenlig bild av den Andres berättelser i existentiella möten som pedagogiska eller diagnostiska möten kan ge upphov till etiska dilemman när den levda erfarenheten hos den som blir bedömd ska förvandlas till text i olika former såsom individuella utvecklingsplaner eller psykologutredningar. Den som har att avgöra en annan människas framtida möjligheter till utbildning har förutom den professionella rollen som utredare eller undervisare alltid ett ansvar för den Andre som medmänniska. I mitt bidrag kommer jag att behandla dialog och interaktion som alternativ eller motpoler till psykometriska och standardiserade metoder såsom test och olika prov för att avgöra en människas resurser för lärande. Intresset riktas mot hur man kan involvera studerande i tolkningen av sitt eget lärande. Interaktionen mellan den lärande människan och pedagoger, psykologer eller andra professionella kan vara avgörande för vilka möjligheter en människa ges till ett livslångt lärande.

  • 17.
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Didactic perspectives on creating inclusive learning environments2016Conference paper (Other academic)
    Abstract [en]

    Teachers often experience insecurity and challenges when confronted with inclusive education (Van de Putte & De Schauwer, 2013) and the didactic questions about content, aim and method in teaching become central. The present study is part of a three-year school improvement program in Sweden (http://www.ifous.se/programomraden-forskning/inkludering/). The aim of the study was to look into the didactic aspects of developmental processes in schools striving to create inclusive learning environments. The research questions concern the motives for the schools to engage in the project, the meaning expressed by the team members about didactics and learning, ways of documenting the work, evaluation of processes and plans for the future. The theoretical points of departure for understanding and analyzing the processes in question are taken in definitions of didactics as reflection and critical scrutiny of teaching and learning. The complexity of developing knowledge and skills as well as identity for students and for teachers is considered and the philosophical underpinnings of the study relates to the human being as a subject becoming “human among humans” through pedagogical action (Uljens, 2001). Assessment of learning outcomes as constructive and encouraging for motivation and self-esteem among students is contrasted to when used in a wrong way assessment and testing might have a detrimental effect on the person. Here, the translation of inclusive concepts and values into didactic action in an inclusive learning environment is a challenge, which the school teams in the study had to deal with. The methodological approach is inspired by on-going evaluation (Ahnberg, Lundgren, Messing & von Schantz Lundgren) in longitudinal developmental processes of school development and as a catalyst for change close to praxis and school context. Data was collected as dialogic interviews, documentation from the schools e.g. logbooks, plans, evaluations, questionnaires etc. presenting a wide variation in ways of documenting the processes during the project. The findings point to the importance for schools to continue and deepen processes already started. Didactics and learning was understood as making a difference for the students socially as well as knowledge wise for those who need special support as well as those who need more challenges in their studies. How to assess in an educative manner (Jönsson, 2008) is a central theme in the findings and so is a strong intention and conviction to continue the work. The space for didactic action is largely dependent on legitimacy through the school leaders and prerequisites such as time, competence development, trust, joy and inspiration, evaluation, analysis, and research based knowledge. Inclusive learning environment is dependent on knowledge about didactic praxis on a class room level in the Nordic countries as well as globally.

  • 18.
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Inkluderande perspektiv på didaktik och lärande2015In: från idé till praxis: vägar till inkluderande lärmiljöer i tolv svenska kommuner;, Ifous , 2015, p. 85-99Chapter in book (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 19.
    Ohlsson, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Translating words into action in school contexts and class room life: school teams working for an inclusive compulsory school2014Conference paper (Refereed)
    Abstract [en]

    The Nordic countries are often regarded as precursors in the development of inclusive education. The understanding and interpretation of terms have been widely reported in the discussion but how does it happen in practice? In an ongoing nationwide study in Sweden on inclusive learning environments twelve municipalities take part, representing large cities as well as small communities covering the country from south to north. In total 32 school teams responsible for carrying out the project in their respective schools were interviewed in focus groups about translating inclusion into class room life and didactic action. The teams consisting of different staff categories were nominated by their school principals and participated during the project in common development days, lectures about e.g. research on inclusion and they also had an exchange with "critical friends" in one of the other municipalities in the project. The present study is not dealing primarily with diverging definitions of inclusion. The aim is rather to investigate close to praxis the experiences and perceptions of the school teams about how inclusive learning environments can be implemented for all learners in terms of knowledge and social values. The group interview focused concrete examples of already successful activities in the various school contexts but also examples of what the school teams viewed as challenges in the process to achieve their goals for creating an inclusive school. Questions concerned the contextual background, frames and conditions for formulating realistic goals for an inclusive school, a desired state, the actions needed to achieve change and visible signs that the process was heading in the right direction. In a preliminary analysis of the transcribed interviews four categories of aspects appeared as critical to the development of an inclusive learning environment namely: Didactics and learning, Good learning environments, Supporting structures and Classroom - school -society relations. The categories are not exclusive but interrelated and the presentation will exemplify and discuss the different contextual conditions that according to the interpretation of the results so far have an impact when implementing inclusive learning environments in the schools represented in the study.

  • 20.
    Ohlsson, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Andersson, Helena
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Assarson, Inger
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Östlund, Daniel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Schools' efforts to create inclusive learning environments2016Conference paper (Other academic)
    Abstract [en]

    The study is part of a three-year school-improvement program in Sweden on creating inclusive learning environments, comprising several organizational levels from policy and management level to classroom praxis (http://www.ifous.se/programomraden-forskning/inkludering/). Research on inclusive education in an international context frequently focuses the placement of individual students, administrative and organizational problems and attitudes towards policy and steering documents (Forlin, Douglas & Hattie, 1996 ; Ainscow & Miles, 2008 ). Often, a praxis of exclusion is built into educational systems (Van de Putte & De Schauwer, 2013 ) where thinking of students in categories forces pedagogues into locked positions (Tetler, 2000 ). In school development, the formation of teachers into teams may play a central part as an improvement strategy (Nordholm and Blossing, 2014 ). The aim of the present study is to document and analyze the processes experienced by 32 school teams, chosen by their school leaders in 12 municipalities to implement the intentions to create inclusive learning environments in their schools. The research interest focuses how the informants describe pedagogical and didactic prerequisites and organizational conditions and how they acted when implementing inclusive learning environments in the local school context, their role and legitimacy, the support structures and the signs of change they have seen towards a more inclusive learning environment during the developmental program. The methodological approach is inspired by on-going evaluation (Ahnberg, Lundgren, Messing & von Schantz Lundgren, 2010) as a way to contribute knowledge about longitudinal developmental processes in school development close to local school context and praxis. Group interviews with the members of the teams were conducted each year in a dialogic manner with the ambition to give continuous feed back to the school teams as a way to promote developmental learning during the program. Except for visits to the schools and interviews, the researchers took part in seminars within the program and collected written documentation from the schools. The research interest concerns intentions expressed by the teams in the beginning of the program, the processes during the implementation phases and a final evaluation after three years. Data was analyzed according to qualitative content analysis and contains a rich variety of experiences and thick descriptions from the participants. Significant shifts of perspectives during the three years appear in the findings displaying how school problems and student-perspectives were understood, how the concept of inclusion was interpreted and enacted, how the teachers used analysis and reflection to promote inclusive learning environments and how frustration and insecurity among staff was transferred into collegial cooperation. The main shifts can be described in terms of taking steps from ideology to implementation, from being stuck in locked group constellations to finding flexible solutions, from seeing the teacher as the carrier of problems to collegial professionalism, and from viewing the student as the carrier of problems to analysing difficulties on several levels. School development related to inclusive learning environment is a democratic issue relevant in a Nordic as well as a global educational context and the complexity of educational organisation on different levels (Scheerens, 2015).

  • 21.
    Ohlsson, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lang, Lena
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Development for All in an Era of Transnational Educational Measurements2012Conference paper (Other academic)
    Abstract [en]

    Development for All in an Era of Transnational Educational Measurements Individuals as well as schools and universities are assessed in the worldwide systems of ranking. These kinds of evaluations give answers about outcomes. By these results efficiency is estimated. Different conditions for the assignment of inclusive education in connection to values and processes are seldom discussed. The aim of the paper is to discuss the voice of the individual about educational processes viewed in relation to quantitative data in large scale surveys comparing different countries. We will argue for alternative ways of contributing knowledge within the field of special education, such us how to make room for the voices of individuals in an age dominated by evidence based documentation. Method In the theoretical and methodological points of departure we advocate a holistic perspective on how knowledge can be achieved about the human being as a free learning subject in relation to context, meaning and interpretation. Thus, methods are needed allowing space for complexity and ambiguity in a multidimensional, non-linear and non-causal perspective. Expected Outcomes In a democratic perspective, values such as freedom and participation seem relevant to relate to the knowledge achieved by the measurements in question. The knowledge base in turn determines how education is organized and available for the citizens in a society. A narrative research orientation seems relevant in order to study interwoven phenomena like learning and teaching. Narrative approaches add a knowledge potential in special educational research which can problematize values and processes in education and learning, with participation and rights in the forefront. References Biesta, G. (2002). BILDUNG and Modernity: The Future of BILDUNG in a World of Difference. I: Studies in Philosophy and Education, 21 (4-5), s. 343-352. Buber, M. (1994). Jag och Du. (2 uppl.) Ludvika: Dualis Förlag. Goodson, I. F. & Sikes, P. (2001). Life history research in educational settings. Buckingham, PA: Open University Press. Jarvis, P. (1997). Ethics and Education for Adults – in a late modern society. Leicester, UK: National Institute of Adult Continuing Education. Polkinghorne, J. C. (1995). Narrative configuration in qualitative analysis. I: Hatch, J. A. & Wisniewski, R. (red.). Qualitative studies serie. London: Falmer Press, s. 5-23. Wahlström, N. (2010). Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy. I: Educational Philosophy and Theory,42 (3), s. 293-309.

  • 22.
    Ohlsson, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lang, Lena
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Elevers upplevelser av sin lärsituation: i årskurs 32015In: Från idé till praxis: vägar till inkluderande lärmiljöer i tolv svenska kommuner;, Ifous , 2015, p. 75-79Chapter in book (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 23.
    Svensson, Anna-Karin
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ohlsson, Lisbeth
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lärares erfarenheter av arbete vid studieverkstäder i högre utbildning2018Conference paper (Other academic)
    Abstract [sv]

    I uppdraget för högre utbildningen ingår att bredda rekrytering av studenter och att ge alla lika möjligheter att fullfölja sin utbildning (Prop. 2001/02:15 s. 18). En central del i det arbetet är att också erbjuda stöd till studenter i studie/skriv/verkstäder (eller annan benämning). Studien tar sin utgångspunkt i tidigare forskning om studieverkstäder eller motsvarande, nationell såväl som internationell. Under vt-18 inleddes föreliggande studie genom möten med personal och ledning vid två studieverkstäder i södra Sverige varvid studien presenterades. De etiska principerna och villkoren för intervjuerna klargjordes och ett godkännande erhölls till fortsatta möten med aktiva lärare. Inledningsvis togs kontakt med intervjupersonerna via mail inför ett personligt möte. Syftet med föreliggande studie är att undersöka hur lärare, verksamma vid två studieverkstäder i högre utbildning, erfar de organisatoriska ramarna och de pedagogiska/didaktiska villkoren. Frågeställningar: •Hur/på vilka grunder har lärarna rekryteras till studieverkstaden? •Vari ligger enligt lärarnas uppfattning studenternas behov av stöd och hur upplever de att de kan möta dessa behov? •Hur bedrivs det pedagogiskt stödjande arbetet? Möjligheter och begränsningar? Metoden innebär semistrukturerade intervjuer där lärares erfarenheter och upplevelser är i fokus. Det insamlade materialet transkriberas, bearbetas och analyseras med hjälp av kvalitativ innehållsanalys. Resultatet förväntas ge kunskap om studieverkstädernas funktion för att stödja och utveckla studenters möjligheter att stanna kvar och lyckas i sin utbildning.

1 - 23 of 23
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf