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  • 1. Anderson, Lotta
    et al.
    Bruce, BarbroMalmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Överbryggande specialpedagogik: goda möten för gemenskap och lärande2010Collection (editor) (Other academic)
    Abstract [sv]

    Under läsåret 2009-2010 gavs för tredje och sista gången en kurs omfattande 30 högskolepoäng (hp) inom specialpedagogik som introduktion och förberedelse inför fortsatta studier på de specialpedagogiska programmen, dvs. för att utbilda sig till specialpedagog eller speciallärare. Läsåret därpå komprimerades denna kurs till att endast omfatta 22,5 högskolepoäng (hp) och fick därmed huvudfokus på det självständiga arbetet motsvarande 15 hp, som, bl.a. Lärarutbildningen i Malmö, har som förkunskapskrav för att bli antagen till de specialpedagogiska programmen. Vi som står som redaktörer för denna samling bestående av sju uppsatser på grundläggande nivå, har varit kursledare (Barbro Bruce) respektive examinator för merparten av uppsatserna (Lotta Anderson). Vi har skrivit den sammanbindande kappatexten och gjort en innehållsmässigt logisk ordningsföljd av uppsatserna utifrån ett tidsperspektiv av barnets vistelse i pedagogiska verksamheter från förskola till grundskola. Utöver denna sammanbundna version med gemensam kappa, så existerar vart och ett av dessa sju arbeten och finns publicerade på MUEP, Malmö högskolas elektroniska publiceringsplats. Det faktum att denna kurs hade förhållandevis många campustillfällen gjorde att studenterna träffades regelbundet och hade därför tid att komma in på djupet i de centrala specialpedagogiska frågorna. Gruppen sammansvetsades, vilket fick till följd att det var ”högt i tak” under diskussionerna. Detta påverkade även kursledaren, som gavs många tillfällen att vara moderator och se till att alla perspektiv blev belysta i den specialpedagogiska väv som växte fram. När det var dags att hitta uppslag för det självständiga arbetet hade vi ett idéseminarium, där var och en fritt fick spåna utifrån sin/a intresseinriktning/ar. Det var i samband med detta seminarium som det stod klart att variationen i de olika uppslagen tillsammans täckte in de allra mest centrala specialpedagogiska frågorna, där själva ”mötet” har en överordnad och samordnande roll för uppsatsernas teman: pedagogens kompetens och erfarenheter, miljöns utformning, synen på inkludering, studiemotivation, pedagogik och sist men inte minst upplevelse av stress hos barn. Dessa aspekter berör allesammans förutsättningar för lärande, som ju kännetecknas av att den som lär själv är trygg men också aktiv. Särskilt tydligt blir allt detta ur perspektivet ”En skola för alla”, där utmaningen är att kompensera – eller ”överbrygga” för brister i förutsättningar, antingen i miljön eller hos individen. Det faktum att denna kurs benämndes ”överbryggande” kom därför att utgöra grunden för en dubbeltydighet. Samtidigt som kursens funktion var ”överbryggande” för att komma vidare till studier på de specialpedagogiska programmen, var fokus även att ”överbrygga” brister i förutsättningar för delaktighet och lärande i förskolan såväl som i skolan. Uppsatsförfattare: Helena Axner, Anneli Björk, Ann-Kristin Carlsson, Mattias Dacke, Mikael Hansén, Jessica Liljedahl Ahlbeck, Ingela Lorin, Tommy Nilsson, Karina Petersson, Dubravka Radic, Kristina Strömberg, Eva Sundberg, Jenny Tenggren, Christel Åkesson

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  • 2.
    Anderson, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS).
    Bruce, Barbro
    Malmö högskola, Faculty of Education and Society (LS).
    Rasmussen, Helen
    Malmö högskola, Library and IT Services (BIT).
    Zaar, Jessica
    Malmö högskola, Library and IT Services (BIT).
    Att kunna följa och förstå forskning - på väg mot ett vetenskapligt förhållningssätt genom spaning2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 86-94Article in journal (Other academic)
  • 3.
    Bruce, Barbro
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    "Bokstavsbarnen" och bokstäverna2010In: Barn utvecklar sitt språk / [ed] Louise Bjar, Caroline Liberg, Studentlitteratur AB, 2010, p. 255-278Chapter in book (Other academic)
  • 4.
    Bruce, Barbro
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Inviting small children to dialogue, scaffolding conversational skills2013Conference paper (Refereed)
    Abstract [en]

    Research aims: Joint attention and social interaction are important prerequisites for language development. Reciprocal turn-taking in dialogues fosters and challenges language development. The aim of this study was to highlight the process of inviting young children to participate in dialogues. Relationship to previous research works In an earlier study we focussed on interactional style in conversation. In this study we explore professional elicitation strategies and scaffolding in early communication. Theoretical and conceptual framework The theoretical framework relies on the assumption that children develop language by participating in social interaction as active conversationalists (Holquist, 1990; Vygotsky, 1978). Paradigm, methodology and methods Dialogues between 7 speech therapists and 11 children representing an early stage of language development were recorded and transcribed. The elicitation strategies of the speech therapists that preceded the most elaborated utterances from the children (mean length of utterance plus 2) were analyzed with respect to interactional style. Ethical Considerations All the participants had approved to participate in this study. Main finding or discussion The main findings reflect three succeeding types of elicitation strategies. During the first phase the speech therapist is eager to follow the child’s focus of interest in order to co-construct a common ground. The second phase is characterized by emerging mutuality, in which turn-takings and sharing of experiences are expected and encouraged. During the third phase the child is given less active scaffolding but positive feedback and challenge in order to grow as an independent conversationalist. Implications, practice or policy In order to be able to support, scaffold and challenge children’s language development it is important to know about how to invite, support and challenge children to participate actively in conversations.

  • 5.
    Bruce, Barbro
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Lek och språk2010In: Utbildningvetenskap för förskolan / [ed] Bim Riddersporre, Sven Persson, Natur & Kultur , 2010, p. 101-120Chapter in book (Other academic)
    Abstract [sv]

    Det är i leken barn upptäcker och utvecklar språket - samtidigt som språket gör att leken förändras och berikas. Det här kapitlet tar sin utgångspunkt i detta ömsesidiga förhållande. Att leka är naturligt och lustfyllt, och något som alla barn tidigt sysselsätter sig med. Att leka är härligt och värdefullt i sig samtidigt som leken också är en naturlig plattform för lärande och utveckling.

  • 6.
    Bruce, Barbro
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Problems of language and communication in children: Identification and intervention2007Doctoral thesis, comprehensive summary (Other academic)
  • 7.
    Bruce, Barbro
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Språkets betydelse för lärande och relationsskapande: både hinder och möjligheter2013In: Psykisk hälsa, ISSN 0033-3212, Vol. 54, no 4, p. 44-48Article in journal (Other (popular science, discussion, etc.))
  • 8.
    Bruce, Barbro
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Språkliga svårigheter hos skolbarn2006In: Det hänger på språket: lärande och språkutveckling i grundskolan / [ed] Louise Bjar, Studentlitteratur AB, 2006, p. 349-371Chapter in book (Other academic)
  • 9.
    Bruce, Barbro
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Språkutveckling genom dialogsamspel2013In: Barndom, lärande och ämnesdidaktik / [ed] Ingrid Pramling Samuelsson, Ingegerd Tallberg Broman, Studentlitteratur AB, 2013, p. 69-90Chapter in book (Other academic)
  • 10.
    Bruce, Barbro
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Språkutveckling på olika villkor2009In: Med sikte på förskolan: barn i behov av stöd / [ed] Anette Sandberg, Studentlitteratur AB, 2009, p. 55-74Chapter in book (Other academic)
  • 11.
    Bruce, Barbro
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Anderson, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Från erfarenhetsbaserad praxis till vetenskapligt tänkande: att generera och granska kunskap i samverkan med fältet2013Report (Other academic)
    Abstract [sv]

    Projektet riktar sig till studenter som vidareutbildar sig tillspecialpedagog eller speciallärare, dvs. båda de specialpedagogiska programmen vid Institutionen för skolutvecklingen och ledarskap vid Fakulteten för lärande och samhälle, Malmö högskola. Dessa utbildningar är påbyggnads- eller vidareutbildningar efter lärar-, förskollärar- eller fritidspedagogexamen och förutsätter minst tre års arbetslivserfarenhet som lärare/förskollärare/fritidspedagog. Det innebär att dessa studenter när de kommer till oss på Malmö högskola redan har både en grundutbildning och ett stort pedagogiskt erfarenhetskapital, från olika skol- och undervisningsformer, som kan tjäna som utgångspunkt för problematisering, fördjupning och vetenskaplig belysning.

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    FULLTEXT01
  • 12.
    Bruce, Barbro
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Hansson, Kristina
    Early Communication Skills; Important in Screening for Language Impairment and Neuropsychiatric Disorders2008In: Current pediatric reviews, ISSN 1573-3963, E-ISSN 1875-6336, Vol. 1, no 4, p. 53-57Article in journal (Other academic)
    Abstract [en]

    Communication skills during social interaction at 18 months' age, such as comprehension of instructions and play behaviour, have been shown to predict the results on language tests three years later. Accordingly, children with weak communication skills are at risk for persistent problems of language and communication. Problems of communication in social interaction are also common in children with neuropsychiatric disorders, such as ADHD (attention deficit hyperactivity disorder) and ASD (autism spectrum disorder). For different reasons, it is important to identify children who are at risk for language impairment and neuropsychiatric disorders at as an early age as possible. First, early identification allows early intervention, which may increase the chances of a positive outcome for the child. Second, early identification may decrease the risk of secondary problems with behaviour, and social and emotional wellbeing, which are frequently occurring in children with neuropsychiatric disorders. This paper is an overview of the literature focusing on the importance of early communication skills, i.e. language use in a social interaction context. Conclusion: Early communication skills in social interaction are a possible predictor of language impairment and neuropsychiatric disorders, and should therefore be included in early screening procedures. Furthermore, social interaction enhances language development, and can therefore be regarded as a tool in language intervention.

  • 13.
    Bruce, Barbro
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Hansson, Kristina
    Promoting peer interaction2011In: Autism Spectrum Disorders - From Genes to Environment / [ed] Tim Williams, INTECH, 2011, p. 313-328Chapter in book (Other academic)
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    FULLTEXT01
  • 14.
    Bruce, Barbro
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Hansson, Kristina
    Nettelbladt, Ulrika
    Assertiveness, responsiveness, and reciprocity in verbal interaction: Dialogues between children with SLI and peers wit typical language development2010In: First language, ISSN 0142-7237, E-ISSN 1740-2344, Vol. 30, no 3-4, p. 493-507Article in journal (Refereed)
    Abstract [en]

    The present study examined assertiveness and responsiveness in two different conversational contexts: children with specific language impairment (SLI) interactiong with an age-matched peer with typical language development (TLD) and children with SLI interacting with a language-matched peer with TLD. The dialogues where the 10 participating children with SLI interactd with an age peer were characterized by a higher degree of responsiveness and coherence. The age peers tended to dominate the interaction with the children with SLI. The dialogues where children with SLI interacted with a language peer were characterized by less responsivenss and less coherence and the child with SLI was likely to be more dominant in the interaction. Thus children with SLI take different roles in verbal interaction depending on how much support the conversational partner can offer.

  • 15.
    Bruce, Barbro
    et al.
    Lund University.
    Hansson, Kristina
    Lund University.
    Nettelbladt, Ulrika
    Lund University.
    Interactional style, elicitation strategies and language production in professional language intervention2007In: Child Language Teaching and Therapy, ISSN 0265-6590, E-ISSN 1477-0865, Vol. 23, no 3, p. 253-266Article in journal (Other academic)
    Abstract [en]

    This paper explores language intervention for children with specific language impairment in Sweden. The elicitation strategies, style of interaction and language production used by speech and language pathologists (SLPs) were analyzed in two conditions, free conversation and training of grammar. In training, the grammatical targets were used significantly more often by the SLPs, but not by the children. In the free conversations the children talked more and had significantly higher mean length of utterance in words and the SLPs linked significantly more to the child's focus. The two conditions represent different, but complementary approaches to language intervention.

      

  • 16.
    Bruce, Barbro
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Ivarsson, Ulrika
    Svensson, Anna-Karin
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Sventelius, Eva
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Språklig sårbarhet i förskola och skola: barnet, språket och pedagogiken2016Book (Other academic)
  • 17. Bruce, Barbro
    et al.
    Kornfält, R
    Radeborg, K
    Hansson, K
    Nettelbladt, U
    Identifying children at risk for language impairment: screening of communication at 18 months.2003In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 92, no 9, p. 1090-5Article in journal (Refereed)
    Abstract [en]

    AIM: To investigate the possibility of identifying children at risk for language impairment based on a new screening instrument to assess communication and language skills at 18 mo of age.

    METHODS: At 18 mo, 58 children were assessed with a screening instrument for communication and language consisting of a professional assessment and a parents' questionnaire. Students of speech and language pathology, well trained in child language assessment, carried out the professional assessment, which was based on observations of play behaviour, interaction and expressive and receptive language skills. Of the 58 children, 43 attended a follow-up assessment of language skills at 54 mo of age.

    RESULTS: Nine children were considered to be at risk for language impairment at 18 mo and 10 children were evaluated as being at risk at 54 mo. A significant positive correlation was found between the professional evaluations at 18 mo and the language tests at 54 mo. Verbal comprehension and pretend play correlated significantly with the results on the language tests.

    CONCLUSION: A professional screening of communication and language at 18 mo of age is worthwhile for predicting problems in language development. The results further show that language comprehension and pretend play rather than expressive skills should be emphasized.

  • 18.
    Bruce, Barbro
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Nettelbladt, Ulrika
    Hansson, Kristina
    The relationship between language skills and interactional skills2012In: Journal of Interactional Research in Communication Disorders/Equinox, ISSN 2040-5111, E-ISSN 2040-512X, Vol. 3, no 2, p. 195-219Article in journal (Refereed)
    Abstract [en]

    This study investigates interaction in dialogues between children with language impairment (LI) and peers of different ages and at two different times, taking into account the language skills of the children with LI. The hypotheses tested were that dialogues between more mature children are more coherent and that the degree of language problems of the child with LI is not directly associated with characteristics of the dialogues. Nine children with LI (aged 3;9–5;0 at time I) were recorded with an age-similar and a language-similar peer on two occasions with a one-year interval. The analysis focused on responsiveness and assertiveness in the dialogues as wholes. Dialogues between older children were more coherent and mutual influence within the dialogues was significant at both times. The children with LI tended to be more assertive with the younger peer. The language skills of the children with LI only partly explained the characteristics of the dialogues. Intervention for children with LI should focus on enhancing their opportunities to interact with peers of different ages.

  • 19.
    Bruce, Barbro
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Riddersporre, Bim
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kärnämnen i förskolan: nycklar till livslångt lärande2012Book (Other academic)
    Abstract [sv]

    I den här boken identifieras ett antal grundläggande förutsättningar hos det lilla barnet för att utvecklas till - och förbli - en lärande människa. Med bidrag från modern barndomspsykologi, barspråksforskning och neuropsykologi presenteras det betydelsefulla samspelet mellan omsorg, fostran och lärande i förskolan på ett nytt sätt. Genom att introducera begreppet kärnämne i förskolan understryks vikten av ett synsätt som förenar barns känslomässiga, sociala och kognitiva utveckling. Det är till exempel att lära sig förstå sammanhang, kunna orientera sig, hålla kvar uppmärksamheten, komma ihåg, vara tillsammans, förstå och göra sig förstådd samt att föreställa sig andras perspektiv och att lösa problem.

  • 20.
    Bruce, Barbro
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Riddersporre, Bim
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kärnämnen och digitala verktyg2019In: Digitalisering i förskolan på vetenskaplig grund / [ed] Susanne Kjällander, Bim Riddersporre, Natur & Kultur , 2019, p. 41-60Chapter in book (Other academic)
  • 21.
    Bruce, Barbro
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Thernlund, Gunilla
    Språkstörning vid neuro-psykiatriska funktionshinder2007In: Logopedi / [ed] Lena Hartelius, Ulrika Nettelbladt, Britta Hammarberg, Studentlitteratur AB, 2007, p. 165-173Chapter in book (Other academic)
  • 22.
    Rasmussen, Helen
    et al.
    Malmö högskola, Library and IT Services (BIT).
    Zaar, Jessica
    Malmö högskola, Library and IT Services (BIT).
    Bruce, Barbro
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Anderson, Lotta
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lecturers and librarians in collaboration: the common pursuit of scholarly thinking in the Special Education Programme2013In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 5, no 1Article in journal (Other academic)
    Abstract [en]

    During 2012 the Special Education Teacher Training Programme at Malmö University ran the education development project “From experience-based practice to scholarly thinking”. The background of the project was the fact that the students’ practical teaching experience had not been sufficiently utilized and scientifically processed, while at the same time the courses in Philosophy of Science and Research Methodology were perceived to be distancing and difficult to absorb. The aim of the project was to allow theory and practice to mutually enrich one another in a clear manner in the progression towards scholarly thinking. All lecturers of all the courses within the Special Education Programme, met together with two librarians to discuss perceptions of what scholarship is and why a research based approach is important in Special education and in the profession Special education teacher. Together we brainstormed ideas and suggestions of learning activities which together could form a progression to develop a research based approach among students. One idea that has already been launched is Spanarverkstad (a version of Journal Clubs) where articles chosen by students ranged from practical education journals to scholarly journals, are discussed. Another form has been Idea Seminars where representatives from the special education field offer to come up with thesis ideas. Another activity is when lecturers from the Philosophy of Science and Research Methodology courses talks about the research methods that they have personal experience of and perspectives on scholarly thinking. They meet the students in a panel debate where the students have the chance to put forward questions. One developing idea is to encourage students to record their experiences and thoughts in writing. Namely a genre-based pedagogy which could be called something along the lines of “From blog to academic article and vice versa”. The aim with the round table discussion is to have the opportunity to exchange experiences, thoughts and ideas of how the collaboration between lecturers and librarians can become a strategic partnership in the pursuit of developing students’ scholarly thinking. The round table discussion begins with a presentation of the project “From experience-based practice to scholarly thinking”. Afterwards we would like to give the participants the chance to pose questions and discuss how librarians and lecturers can jointly contribute to achieve this goal. How can librarians and lecturers work together to prepare students for a profession where a research-based approach is an important factor in school development? Another point we want to bring into the discussion is what librarians can contribute to a teaching team when it is focusing on planning tutorials for students in higher education? What do lecturers see the librarians’ roles as within the team? These are a few examples of questions which could be asked or could be worth developing.

  • 23.
    Riddersporre, Bim
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Bruce, BarbroMalmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Berättande i förskolan2014Collection (editor) (Other academic)
  • 24.
    Riddersporre, Bim
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Bruce, BarbroMalmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Omsorg i en förskola på vetenskaplig grund2016Collection (editor) (Other academic)
    Abstract [sv]

    Omsorg i en förskola på vetenskaplig grund ingår i en serie förskolelitteratur. Omsorg är grundläggande i förskolans pedagogik och en viktig sida av alla mänskliga relationer. Den ska enligt läroplanen prägla verksamheten, och barn i förskolan ska erbjudas en trygg omsorg. Omsorg är också en viktig del i kunskapsrepertoaren hos dem som arbetar i förskolan, en kunskap som ofta förblir tyst och svår att dela och utveckla utan ett gemensamt språk för det man gör. I boken Omsorg i en förskola på vetenskaplig grund utforskas omsorg i förskolan som fenomen och begrepp ur olika perspektiv. Här ges både nya kunskaper och ett bidrag till förskolans professionella språk för arbete med omsorg. Boken vänder sig både till studerande på förskollärarutbildningar och till verksamma pedagoger i förskolan.

1 - 24 of 24
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