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  • 251. Montesino, Norma
    et al.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Föreställningar kring flyktingars arbetsförmåga och ohälsa2010In: Tvärsnitt, ISSN 0348-7997, no 2, p. 46-47Article in journal (Other academic)
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  • 252. Montesino, Norma
    et al.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Migration och folkhälsa: hälsovårdspolitiska bedömningar i den svenska flyktingmottagningen under 1940-talets första hälft2009In: Historisk Tidskrift, ISSN 0345-469X, E-ISSN 2002-4827, Vol. 129, no 1, p. 27-46Article in journal (Refereed)
    Abstract [en]

    The link between public health and migration control at the national level is well established in international migration research. This relationship is the starting point of our research on the Swedish management of refugees during the Second World War. The aim of the article has been to introduce the international research field migration and public health and analyze the role that public health strategies played in the organized refugee reception in the beginning of the 1940’s. We have studied the preparation and implementation of policies targeted to handle a larger amount of newly arrived refugees. Public health strategies played an important part in the preparations for the reception of a larger amount of refugees from Sweden’s neighboring countries. Existing laws and already established organizations created the frames for the emergence of organized refugee activities in the beginning of the 1940’s. This is very obvious in the routines that were established to identify and separate refugees that was suspected for having a contagious disease. In order to protect the national citizens all newly arrived had to pass through a health inspection. This included both a medical examination at the transit point as well as a two-week period in quarantine. After the quarantine the refugees were placed at permanent camps. The purpose of the isolation of the refugees was to prevent epidemics, most probably the isolation also contributed to perceptions about otherness of the newly arrived.

  • 253.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Den kultiverade människan - En betraktelse över en boks inverkan och effekt2007In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, Vol. 90, no 4, p. 206-211Article in journal (Other academic)
  • 254.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Den välgödde skånske bonden2008In: Upptecknaren. Nytt från Folklivsarkivet., ISSN 1652-5086, no nr 6, p. 4-17Article in journal (Other academic)
  • 255.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En kanon der udfordrer nationalisme og indskrænkethed ville gavne regionen2007In: Fokus Öresund. Nyt om Öresundsregionen.Article in journal (Other academic)
  • 256.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "’Ett gigantiskt folkhälsoproblem?’ Medicinska föreställnignar om klass och vikt"2008In: I: Arbetarhistoria., no Nr 3-4, p. 17-21Article in journal (Other academic)
  • 257.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Kan man vara kry fast man är "normal"? - en diskussion om övervikt och klass2007In: ETN:KRY. Etnologisk tidskrift., no nr 3 2007, Temanummer om hälsa.Article in journal (Other academic)
  • 258.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Klass(ificering): konstruktionen av fetma som ett klassproblem i medicinska rapporter: Föredrag presenterat vid Svenska Historikermötet 2008, 24-26 april i Lund2008Conference paper (Other (popular science, discussion, etc.))
  • 259.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Nationalitet og landegrænser er os ligegyldige". En studie av ungsocialister och gränsande vid tiden kring 19002007In: Öresundsgränser: Rörelser, möten och visioner i tid och rum, Makadam Förlag, 2007, p. 142-178Chapter in book (Other academic)
  • 260.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    När uniformen är för trång. Fetma i kronans kläder. Föredrag presenterat på Humanistdagarna, Lunds Universitet, 11/4 20082008Conference paper (Other (popular science, discussion, etc.))
  • 261.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Smugglare och nätverk. Gränslandets kulturella dynamik2008Conference paper (Other (popular science, discussion, etc.))
  • 262.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Titta vad vi har! Nedslag i de enskilda arkiven2008In: Titta vad vi har! Nedslag i de enskilda arkiven / [ed] Yvonne Bergman Eriksson, Barbro Eriksson, Bo E.J. Fransson, Folkrörelsernas arkivförbund , 2008, p. 202-215Chapter in book (Other academic)
  • 263.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    ”Varför finns det vågar i Berlins tunnelbana?”: Presentation i samband med en flervetenskaplig workshop på Etnologiska institutionen (20/9), Lunds universitet, på temat: Vad kan en kropp?2007Conference paper (Other (popular science, discussion, etc.))
  • 264.
    Nilsson, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    When Rock’n’Roll came to town. The formation of new social practices and embodied identities2008Conference paper (Other (popular science, discussion, etc.))
  • 265.
    Nilsson, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Greiff, Mats
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lundin, Johan A.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Rockin' the Borders2007Conference paper (Other (popular science, discussion, etc.))
  • 266.
    Nilsson, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Jönsson, Lars-Eric
    ”Etnologiska klassiker?”2007In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 4Article in journal (Other academic)
  • 267.
    Nilsson, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lundin, Johan A.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Rock around the Clock2008Conference paper (Other (popular science, discussion, etc.))
  • 268.
    Nilsson, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lundin, Johan A.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Håkansson, Peter
    Rockens roll som folkbildare2007Conference paper (Refereed)
  • 269.
    Nilsson, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Sanders, Hanne
    Stubbergaard, Ylva
    Inledning2007In: Öresundsgränser. Rörelser, möten och visioner i tid och rum, Makadam Förlag, 2007Chapter in book (Other academic)
  • 270.
    Nilsson, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Sanders, Hanne
    Stubbergaard, Ylva
    Öresundsgränser. Rörelser, möten och visioner i tid och rum2007Book (Other academic)
  • 271.
    Norman, Jenny
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Språkspel i förskolan: uppfostran vid matbordet2003Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    I pedagogers vardagsspråk med barn finns grunden till att barns tankar och språk växer fram. Med utgångspunkt från förskolans mål i Läroplanen (Lpfö-98) och ett antal videoobserverade samtal mellan pedagog och barn studeras och analyseras hur barn uppfostras under måltiden. Mitt teoretiska perspektiv har en språkfilosofisk utgångspunkt med Wittgenstein (1982) och Foucault (1993) som inspiratörer. När barn uppfostras får tal och kroppsspråk mening genom det sätt det används tillsammans med förbud, ritualer, imitation och kommentarer i diskursen. Tio barngrupper i geografiskt åtskilda förskolor i en kommun undersöks. I två grupper innehållande barn mellan 5-6 år analyseras 19 samtal från måltidens inledning till dess avslutning. I åtta grupper med barn mellan i 1-3 år och 3-5 år fokuserar jag på hur pedagogen inleder måltiden. Sammanlagt analyseras 27 samtal. Resultatet visar att pedagogerna inleder måltiden utifrån olika strategier eller uppfostringsmönster. I det ena mönstret finns många samtal och dialoger med meningsbärande tecken och koder för makt, ordning och genus. I det andra mönstret saknas samtal och dialoger och det förekommer få meningsbärande tecken. Analysen av samtalen speglar tre teman; -samtal med tecken för uppfostran, dvs. "var så god" och "be att få", -samtal med tecken för ordning, makt och genus samt -samtal och dialog ur ett barnperspektiv.

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  • 272.
    Nyzell, Stefan
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Arbetarkultur i brytningstid2005In: Arbetarhistoria i brytningstid: Landskrona i maj 2005;362 s., Centrum för Arbetarhistoria , 2005, p. 65-82Conference paper (Refereed)
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  • 273.
    Nyzell, Stefan
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Den lilla industristaden - modernitet och välfärd (1936-1971)2011In: Höganäs historia: på uppdrag av kommunfullmäktige, utgiven av därtill utsedda kommitterade. D. 1, Höganäs från stenålder till millennieskifte / [ed] Henrik Ranby, Höganäs kommun , 2011, p. 105-140Chapter in book (Other academic)
  • 274.
    Nyzell, Stefan
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Det kollektiva våldets gränser: Möllevångskravallerna i Malmö 19262011In: Arbetarhistoria : Meddelande från Arbetarrörelsens Arkiv och Bibliotek, ISSN 0281-7446, Vol. 138-139, no 2-3, p. 6-11Article in journal (Other academic)
  • 275.
    Nyzell, Stefan
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Det är bättre att sitta i fästning än att svälta ihjäl": Hungerupproret i Jönköping den 25 och 26 september 18552011In: Det stora elefantupploppet och andra berättelser från Sveriges bråkiga 1800-tal / [ed] Andres Brink Pinto, Magnus Olofsson, Pluribus , 2011, p. 47-74Chapter in book (Other academic)
  • 276.
    Nyzell, Stefan
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Kamrat polis - en polisfacklig vänsterrörelse2009In: TAM-revy, ISSN 1654-6997, no 3, p. 14-17Article in journal (Other academic)
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  • 277.
    Nyzell, Stefan
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Striden ägde rum i Malmö": Möllevångskravallerna 1926: en studie av politiskt våld i mellankrigstidens Sverige2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    During a few days at the end of November 1926, the Möllevången neighborhood in Malmö was the scene of violent confrontations between thousands of demonstrators and a large part of the city police force. Behind these demonstrations lay an industrial conflict, begun early in July that year at A. W. Nilsson factory. The workers went on strike, and a week or so later the factory owner employed a local recruiter of strike-breakers. From the very first, trouble arose whenever there was an encounter between the strike-breakers and the striking workers. Day and night, the workers had pickets standing outside the factory and from the very beginning there were almost daily demonstrations outside the factory, attracting nearly two hundred participants. Whenever the strike-breakers moved outside the protecting walls of the factory, they were harassed in a menacing way. More than once, the police had to interfere, because the situation had become even more menacing and outspokenly violent. On the night between the 10 and the 11 November something took place which would worsen the tense situation outside the factory. In the street, a strike-breaker and a striking worker were having an argument, which led to the former giving the latter a blow to the head. Just over a week later he died of complications caused by the blow. Within the Social Democratic movement in Malmö no one doubted that the blow to the head and the ensuing death were directly connected. As soon as the news of the death of the striking worker was published in the newspapers, there were several thousands participants in the demonstrations outside the A. W. Nilsson factory. When the police after a few days, ordered to restore order, started trying to force the increasing numbers of demonstrators to leave the vicinity, these resisted, thus causing several days of violent confrontation in the Möllevången area. 10 The strike at A. W. Nilsson factory was not the only conflict in Malmö at this time where the employer used strike-breakers, the encounters between these and the striking workers causing violent demonstrations. Nor did such confrontations occur only in Malmö during the interwar period. The purpose of this thesis is to study the boundaries of collective violence within politics in inter-war Sweden. Five questions are asked: Where did the local social democratic movement draw the boundaries of collective violence within politics during the industrial conflict at the A. W. Nilsson factories in Malmö? How was collective violence used during the conflict? How did representatives from the social democratic movement discuss this use of collective violence? How was this collective violence being discussed in the public debate that took place in the newspaper press? In what way has this collective violence used during the industrial conflict come to be seen in the writing of history? What happened in Malmö in 1926-1928 may be considered to be part of a protracted period of escalating labor disputes between the employed and the employer on the Swedish labor-market, lasting between 1925 and 1932. A similar period can furthermore be said to have occurred between 1908 and 1917. This violence, however, has only seldom been emphasized in Swedish research. On the contrary, the research on working-class history in particular, has stressed the absence of violence. It is true that large-scale collective violence occurred but rarely, even though the events described above, occurring during the period of escalating conflicts in the late 1920s and early 1930s, may be considered to be events where more large scale violence was used. Still, violence occurs in Sweden as well. True, it is arguably mostly smallscale, but till obviously collective in its character, like the more or less daily confrontations between the strike-breakers and the striking workers taking place outside the A .W. Nilsson factory in Malmö. This violence is collective as well, the workers and the strike-breakers being more or less equally responsible for the acts of violence. The workers used to harass the strike-breakers, a form of collective violence in connection with industrial disputes, more or less tolerated by the union as well as by the political leadership within the Social Democratic labor movement. It is acts of violence, which, though they occurred openly 11 in those days, have been more or less forgotten in Swedish research on industrial action. In latter years this has been explained by the fact that this research remarkably often has been focused on explaining ”the Swedish Model” with its spirit of mutual understanding and willingness to compromise, as well as by its historical roots, thus giving Swedish historical research a teleological tendency, conflicts having been played down, while putting stress on and emphasizing mutual understanding. Keywords: Political conflict, contention, collective violence, labor movement, strike, strike-breaking, “the Swedish model”, repression, teleological history.

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  • 278.
    Olander, Ewy
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Hälsovägledning i barnhälsovården: syntetisering av två uppdrag2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Child Health Services (CHS) form a strategic arena for Swedish health promotion, from a societal as well as individual perspective. The present study focuses on district nurses health counselling in CHS. The aim is to improve understanding of what is important in shaping and accomplishing health promotion, and to generate theory useful in a CHS context. Data were collected at CHS in primary health care. Data sources consist of video-observations with recalled interviews of seven district nurses? meetings with parents and children during open consultations, field notes, notes from group discussions and individual interviews. Data from findings in my earlier study of health counselling in CHS were also used. Data analysis followed the classic Grounded Theory (GT) method. In accordance with GT, concepts and categories were integral parts of a constant comparative analysis. Empirical data indicated that health promotion in CHS has two approaches, a population approach and an individual approach. District nurses thus have two missions: a public health mission (a government demand based on families as parts of the population), and a family health mission (a request from individual families). District nurses' main concern in CHS is to synthesise these two opposing missions and approaches in their practical work at the CHC (Child Health Centres). The category Population-individualisation evolved as the core category. Subcategories are Two-facedness, Individualisation efforts, Normality focus, Case record concern, Communication staging and Action scope promoting. Four dynamic fields between public and family health missions evolved. One is the Population-individualisation field in which general concerns for public health are combined with considering the needs of the specific family. The other fields were labelled Individual support, Population inspection and Routine check-up. Four patterns for synthesis evolved. One is a Hypothetical ideal proceeding. This is a synthesis where both approaches are equally strong. Three patterns with oscillatory movements were evident in praxis: a Sig-sagging pattern with small oscillating movements, a Pendulating pattern with longer movements and a Compensating pattern with different movements compensating each other. Through the generating analysis a substantive theory could be formulated. The generated theory grounded in empirical data within the context of CHS provides us with knowledge that can help district nurses understand and manage their main concern for synthesising these two missions. This theory may also contribute to increased awareness among administrators, decision makers and nurse- and health promotion educators with regard to the double mission in health promotion and the strategies for coping with it. In this way, generated theory should be able to contribute to improve health promotion and health counselling in CHS.

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  • 279. Olofsson, Sten-Sture
    et al.
    Greiff, MatsMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Hembygdshistorik om Männikkö-Vaenvaara: Byar i Pajala kommun, Tornedalen, Norrbotten, Sverige2010Collection (editor) (Other academic)
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  • 280.
    Persson, S
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Handledning i forskningcirklar2007In: I T. Krokmark & K. Åberg,. Handledning i pedagogiskt arbete. Lund: Studentlitteratur 2007Article in journal (Refereed)
  • 281.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Barndom, lärande, ämnesdidaktik: Exempel från en forskningsmiljö vid Lärarutbildningen2010Collection (editor) (Other academic)
    Abstract [sv]

    Vad har en förändrad barndom för betydelse för yngre barns lärande och utbildning? Denna rapport försöker förstå och förklara denna betydelse med hjälp av forskare från forskningsfältet Barndom, lärande och ämnesdidaktik på Lärarutbildningen på Malmö högskola. I rapporten tas begreppen barndom, lärande och ämnesdidaktik upp som sammanflätade och ömsesidigt relaterade till varandra. I fem olika artiklar presenteras: Förskolans ledarskap i en nystartad förskola ; Hur dokumentation och bedömning i förskolor med olika pedagogiska inriktningar kan se ut ; En översikt över historiedidaktisk forskning med inriktning mot yngre barn ; Svenskämnesundervisningens innehåll i skolans tidigare år ; En kartläggning av forskning om de yngre barnen i det idrottsvetenskapliga intresseområdet

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  • 282.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Democracy and Communication2002In: Occasional Papers, ISSN 1608-5000Article in journal (Other (popular science, discussion, etc.))
  • 283.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Forskning om villkor för barns lärande i förskola, förskoleklass och fritidshem2008Report (Other academic)
    Abstract [en]

    An account and an analysis are given in this research overview of the conditions for learning in the voluntary types of school for young children. “Learning” in this overview should be understood as a broad concept which includes various theoretical perspectives as to what is taught and to whom. The conditions for children’s learning at preschools, preschool classes and after-school centres cover studies of the learners themselves (the “who”), the act of learning (the “how”) and the subject matter (the “what”) in their institutional, historical and societal settings. The contents of the report embrace the following topics and issues: The report concludes with a critical discussion and proposals for future research. The discussion section advances three conditions for societal struc- turing as being of special importance to children’s learning at preschools, positioning in the education system of the voluntary types of school. Research has shown that the positions of the preschools and after-school centres and their suborder in the education system influence teaching practice and set their stamp on it. The second condition is the institutional historical tradition which discursively impacts on teaching practice. The third condition is the societal function and status of the voluntary types of school. Preschools, preschool classes and after-school centres are voluntary types of school and thus also states the importance to society of their relationship to the compulsory primary schools, but also to other societal institutions.

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  • 284.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Forskningscirklar - en vägledning2008Report (Other academic)
    Abstract [sv]

    Denna rapport handlar om hur forskare från högskola/universitet och yrkesverksamma lärare och andra professionella kan utveckla ny kunskap och beredskap för utveckling av skolans och högskolans/universitetets verksamheter genom att delta i forskningscirklar. Ambitionen är att ge konkret och praktisk vägledning till dem som vill starta forskningscirklar, men rapporten ger också en kort bakgrund till forskningscirkelns uppkomst och användningsområden.

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  • 285.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Förskolans janusansikte2010In: Utbildningsvetenskap för förskolan, Natur & Kultur , 2010, p. 61-82Chapter in book (Other academic)
    Abstract [sv]

    Förskolans inträde i utbildningsväsendet innebär nya utmaningar för personal, föräldrar, barn och andra med intresse för förskolans utveckling. Förståelsen av vad detta kommer att betyda för förskolans pedagogik, organisation och samhälleliga funktion kan gå via en historisk belysning av de processer som möjliggjort förskolans framväxt och position i det svenska välfärdssamhället.

  • 286.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lärandets var och när i den institutionaliserade barndomens kontext2010In: Perspektiv på barndom och barns lärande: en kunskapsöversikt om lärande i förskolan och grundskolans tidigare år / [ed] Skolverket, Skolverket , 2010, p. 83-100Chapter in book (Other academic)
    Abstract [sv]

    Som framgår av Sven Perssons och Ingegerd Tallberg Bromans inledningskapitel till denna kunskapsöversikt så har det tidiga lärandet och det kunskapande barnet fått en alltmer framskjuten plats i den internationella debatten om utbildning och dess kvalitet. Det aktualiserar betydelsen av plats och tidpunkt för det institutionaliserade lärandet. Tidpunkt för obligatorisk skolstart, förskolans betydelse för hur elever lyckas i skolan och resursfördelning till förskola och skola är frågor som har och kommer att få stor uppmärksamhet i en alltmer globaliserad kunskapsekonomi. I detta kapitel har dessa frågor belysts genom svensk och internationell forskning. Utvecklingen aktualiserar också frågor om formell och informell undervisning, hur omsorgs- och kunskapsorienterad verksamhet i institutionella miljöer kan utformas, och vad som är framgångsrik verksamhet i förskola och grundskola ur ett globalt och nationellt perspektiv.

  • 287.
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ålder och skolstart. En kunskapsöversikt2010In: I rättan tid?: om ålder och skolstart: betänkande / av Utredningen om flexibel skolstart i grundskolan, Fritzes, 2010, p. 243-265Chapter in book (Other academic)
    Abstract [sv]

    De flesta studier som redovisats här (och det inkluderar forskningsöversikter) ger inga belägg för att en tidig skolstart skulle vara gynnsam för hur barn presterar senare i skolan. Snarare pekar den samlade svenska och internationella forskningen på att tidig formaliserad skolgång med mer vuxenstyrd undervisning missgynnar elever i den fortsatta skolgången. Skillnader tenderar att jämna ut sig med stigande ålder och ju senare i skolgången som undersökningarna görs.

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  • 288.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ackesjö, Helena
    Skolförberedelse i förskoleklass. Att vara lärare-i-relation i gränslandet2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 2/3, p. 157-178Article in journal (Other academic)
    Abstract [en]

    In the present study the pre-school class is understood theoretically as a borderland between pre-school and school, a borderland that one can assume exists because of the differing traditions of these institutions and their positions in the educational system. In this borderland an institutional identity is created and constructed through pedagogical practice and the teacher’s narratives about this practice. This study proceeds from the way teachers talk about their work in dialogue seminars. Teachers talking about the work of preparing children for school in the pre-school class reflect two attitudes: (i) an existence-oriented pedagogy and (ii) a future-oriented pedagogy. To solve the inherent conflict between these two orientations, the teachers present themselves as teachers-in-relation, which is interpreted as a way of marking a boundary vis-à-vis other teachers’ attitudes and the knowledge-focused activities in pre-school and compulsory school.

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  • 289.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Aspelin, Jonas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Yrkeskunnande – i – relation: Teoretiska perspektiv på lärares grundkompetens2009In: Kunskapsbehov och nya kompetenser: professioner i förhandling / [ed] Ola Fransson, Karin Jonnergård, Santérus Academic Press Sweden, 2009, p. 85-110Chapter in book (Other academic)
    Abstract [sv]

    Diskussioner om vad lärares yrkeskunnande betyder för utbildningens kvalitet och effektivitet är brännande aktuell och förs internationellt, nationellt och lokalt. Internationella jämförelser mellan nationer av elevers skolprestationer görs för att, om möjligt, förklara vilka faktorer som befrämjar skolframgång. Nationer använder dessa jämförelser för att utvärdera det egna skolsystemet och på så sätt skapas ett konkurrerande utbildningsklimat. I det som har kallats ”the Era of Excellence” är utgångspunkten att skolor måste bli mer effektiva genom att fokusera på det som beskrivs vara deras primära funktion: att lära ut mätbara ämneskunskaper. Nationella utbildningssystem, t.ex. det engelska, tenderar därför att utveckla ökad reglering och detaljstyrning av lärares arbete för att uppnå högre effektivitet. Med begreppet yrkeskunnande-i-relation vill vi positionera oss gentemot denna dominerande kvalitetsdiskurs och framhålla en yrkeskompetens som överbrygger den dualistiska hållning till lärarens uppdrag, där antingen sociala och personliga eller kunskapsmässiga aspekter poängteras. De kvaliteter som vi har framhållit i artikeln blir sällan uppmärksammade eftersom de är svåra att mäta och bedöma. Ett sådant synsätt finner vi förödande, med tanke på att de är så centrala för att förstå lärares grundkompetens och utbildningens syfte. Här har vi velat peka på att lärares yrkeskunnande och professionalism är avhängigt deras förmåga att förstå undervisningssituationen och träda i relation med elever utifrån självständiga tolkningar av vad som krävs i konkreta situationer. Detta yrkeskunnande riskerar att urholkas i ”The era of excellence”, med dess betoning på konkurrens, starkare centralstyrning och detaljreglering av lärares arbete och undervisning.

  • 290.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Dahlbeck, Per
    Malmö högskola, School of Teacher Education (LUT).
    Estetik i förskolan2010In: Utbildningsvetenskap för förskolan / [ed] Bim Riddersporre, Sven Persson, Natur & Kultur , 2010, p. 191-210Chapter in book (Other academic)
    Abstract [sv]

    I förskolan har kunskapen om att barn måste få uppleva med alla sina sinnen varit en given utgångspunkt. Ur detta kommer insikten om att utgå från upplevelsen, det gemensamma och konkret. Det kan emellertid vara så att man i förskolan har stannat vid intryck och upplevelser, och inte fäst så mycket uppmärksamhet vid kommunikationens betydelse för hur barn lär sig om sig själva och om omgivningen då de skapar. I denna artikel kommer vi därför att argumentera för att barns estetiska skapande kan och bör vara utgångspunkten för fortsatt kommunikation och kunskapsbildning.

  • 291.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Forskningscirkeln på Augustenborgsskolan2008In: Forskningscirklar i praktiken: elevperspektiv på undervisning och lärande / [ed] Bodil Liljefors Persson, Sven Persson, Malmö stad , 2008, p. 7-16Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet handlar om hur forskningscirkeln genomfördes, vad som fokuserades under de olika terminer som cirkeln varade och vilken litteratur som lästes. Processen om hur de olika lärarnas forskningsprojekt växte fram beskrivs.

  • 292.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Riddersporre, BimMalmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Utbildningsvetenskap för grundskolans tidiga år2011Collection (editor) (Other academic)
  • 293.
    Persson, Sven
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Tallberg Broman, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Det är ju ett annat jobb: Förskollärare, grundskollärare och lärarstuderande om professionell identitet i konflikt och förändring2002In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, no 4 Årg 7, p. 257-278Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    In this article the task of the teaching profession in relation to the role of the family, both at present and in historical terms, is discussed. Considerable changes in the tasks teachers are given have occurred within recent years. Schools have been given increasing responsibility not only for education but also for the upbringing of children. This has confronted teachers with a variety of new tasks and problems. Giving teachers much of the responsibility that parents traditionally had for the bringing up of children can be viewed against the background of a critical attitude which the pluralistic society of today has shown toward the role of parents and of the family. In the social and educational professions as these have developed, criticisms of parents and of their manner of bringing up their children have been voiced repeatedly (Donzelot 1997, Johansson 1993). This has been accompanied by an increasing professionalism in the care of children. Criticisms of the parental role have paved the way for an increase in the tasks the schools are given. Schools are expected to create a holistic context and a sense of citizenship based on the values generally accepted in society. This is seen as calling for more comprehensive work on the part of teachers. As a result, teachers are faced with difficult and complex problems today. The postmodern pluralism of childhood, with the many different forms it can take, calls into question the demands for homogeneity, stability and normality that institutionalised ideologies make. This confrontation between schools as they presently exist and postmodern conceptions of childhood leads to a questioning of the goal of creating normality (Hargreaves 1994). The basic aim of the project in which we are engaged is to analyze how the responsibility for reproducing the goals and content of society is divided up at present, and has been divided up earlier, between the home and the school. The results of two investigations are presented: - In the one study, elementary school and preschool teachers from schools in two areas of differing socioeconomic level described in open-ended interviews their thoughts regarding their professional task, as well as children generally, childhood and the role of parents. That study had a clear perspective of change. Those interviewed have also been asked to report their views on the changes that had occurred in the teaching task and in the content of their profession. - The other investigation was a questionnaire study of teacher-training students in either their first or their final semester of training. The questions involved were based on statements the teachers who had taken part in the interview investigation had made. The statements made in the interview by the teachers from schools in the two areas of differing socioeconomic level, regarding their tasks being much broader than they had been earlier, were very much alike. It thus seems to be factors other than those of the character of the area involved that affect how changes in the role of teachers are experienced. It appeared that the flexibility of the women teachers was taken advantage of. The new expectations placed on teachers were seen to involve a redefinition of the teaching profession that those interviewed were unwilling to accept. As they expressed it the content of their work was being transformed from working with children to working increasingly with groups of adults and they explained of there being no adequate rationale for the changes that had occurred. They considered that the demands placed on them failed to correspond to certain deeply rooted conceptions of their profession, representing a clear threat to their professional identity, creating a sense of insecurity in their day-by-day work. They also regarded it as being a change for the worse in their professional status through its degrading their position from their being educators to their providing children help and support on an individual basis (Johansson & Pramling 2000). Those teaching at both the preschool and the primary school level provided a negative account of childhood and parenting today, describing children as being less empathetic and less concentrated today than earlier. The preschool teachers in particular felt that children had difficulties in playing with each other, whilst the elementary school teachers emphasised marked difficulties children had in following norms. The preschool and the elementary school teachers from the ecnomically less privileged area agreed closely with each other in describing children as being unconcentrated, being inept in their use of language, showing a lack of empathy and having difficulties in playing with each other. Although the elementary school and preschool teachers from schools in the economically prosperous area likewise considered childhood to be particularly problematical today, their major criticisms differed from the views just reported. They described children as having an overly scheduled and planned existence, one that differed from what they considered to be a happy childhood situation. They considered children to have too structured an existence and to be overly exposed to stress. The teachers as a whole felt that the conditions with which parents are faced today have changed. Parents do not have the same possibilities for bringing up their children as earlier and have partly given up the responsibilities in this respect that they once took. This result was independent of the socioeconomic status of the parents. At the same time, two differing conceptions of the problems with which parents are faced were evident. Parents from the more well-to-do area were considered to be subjected to a high degree of stress, to have very strong demands placed on them, and to work so much that they were unable to spend sufficient time with their children. Parents from the more economically depressed area were considered to likewise neglect their children, although in a different way - many of them having social problems and letting their children fend for themselves to a large extent. It was felt that the conditions for the upbringing of children in the home had declined. Teachers felt they were increasingly involved in the children's and the families' private lives and that their responsibilities toward children had increased. There appeared to be no comparable increase in the involvement of parents in matters of the preschool and elementary school education of their children. In summary, one can say that the preschool teachers and primary school teachers from schools in both socioeconomic areas were engaged in compensatory efforts to reconstruct for their pupils more of what they regarded as being ideal childhood conditions, involving children being provided with a calm and relaxed environment, having more free time, having more outdoor activities, developing a greater degree of fantasy and greater empathy, being better able to play with each other, being more active physically and having greater respect both for adults and for other children. What was regarded as the most important task of the elementary school and the preschool was to provide children with a sense of self-confidence, joy and a desire to learn. The teacher's task was seen as being a difficult one if this was combined, in these times of reductions in educational resources, with the need of conducting psychologically problematical discussions both with children and with their parents. Regarding the questionnaire results, a particular concern of the teacher trainees for the problems of both children and their parents and their belief that giving children a sense of security was the foremost function of the pre-school and the elementary school alike could be noted. Among those preparing to be preschool teachers, those in their last semester of training showed a more critical attitude towards children and their parents than those in their first semester of training. No such differences were noted, however, among those preparing to be elementary school teachers, although there were differences between the first and last semester groups in the problems they emphasized and in their conceptions regarding the teaching profession and the school as an institution. We plan to relate the various patterns we discovered to questions of the content of teacher training. How do those involved in teacher training view the broadened tasks that teachers are faced by today? How is the extended responsibility for children on the part of teachers dealt with in teacher training? Are the relations of teachers to the families of the children discussed in a critical way? What position is taken toward the rights of parents to influence the schools? Teacher training has been criticized for its failure to emphasize either the importance of caring for the emotional needs of the individual child or the important role that many socioemotional relations teachers develop play (Gannerud 1999). It is often felt that during teacher training too little attention is directed at these highly important aspects of teacher work. Regardless of the socioeconomic context in which their teaching took place, the teachers who were interviewed told of the teaching profession having changed in the direction of greater emphasis being placed on social dimensions and of the teacher's task being broadened. Despite this increase in the teachers' social responsibilities, both in preschools and elementary schools, this matter appeared not to have been dealt with either in their socialization to the role of being a teacher or in their teacher training. They described a conflict between professional ideologies they had come to accept, both during their teacher training and on the basis of traditions propagated generally in their profession, and the demands and expectations placed on them by the changed tasks they were confronted by, one which led to a sense of uncertainty in their professional identity. The conceptions they had of what a happy childhood involves collided with how they experienced the childhood of those children with whom they had contact in their teaching. The statements of the teachers in our interviews concern a teaching profession caught up in change. The professional identity of teachers is being challenged. It is also difficult for teachers to set limits to the tasks with which they are faced. Many of the statements the teachers made can be considered to represent strategies for defining their profession, directing criticism at the family being one way of dealing with the challenges involved and of defining their task. Strong protests against being confronted with tasks of a more social character, involving the need of giving the individual children particular support and understanding, can be noted. Criticism of this sort was particularly strong on the part of the elementary school teachers, who considered the changes involved to constitute a lowering of their professional status. A sense of security was a central concept we noted in the material, a concept clearly integrated into the institutional and professional ideology of both the preschool and the elementary school teachers, who obviously considered that providing children with it was a major goal of their work. The tendency to think in these terms could be examined in relation to gender, to class or to ethnicity. Both those involved in teaching and those preparing for it are predominately women, who are given a social, collective and normative task. Providing a sense of security can be regarded as an antidote to a sense of disorder and to the development of an increasingly pluralistic society caught up in a process of rapid change. Endeavoring to achieve a sense of security can also be viewed as a typical Swedish or Nordic cultural trait, one that is strongly emphasized by both teachers and parents (Gullestad 1997, Iwarsson Jansson 2001, Kvalbein 1998, Nikolova 2001). One can note, finally, that discussions of problems in a personal and thoroughgoing way with both children and their parents, as well as considering the most important goal of education to be that of providing children a sense of security through use of educational methods that are very much individually oriented, represent a sociopedagogical approach that is partly new. It is one that requires a considerable degree of rethinking on the part of many educators.

  • 294.
    Pålsson Syll, Lars
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    De ekonomiska teoriernas historia (4 uppl)2007Book (Other academic)
  • 295.
    Pålsson Syll, Lars
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    I globaliseringens spår2007In: Impuls, ISSN 0019-3097, no 1/2007Article in journal (Other (popular science, discussion, etc.))
  • 296.
    Pålsson Syll, Lars
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    John Maynard Keynes2007Book (Other academic)
  • 297.
    Pålsson Syll, Lars
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Läst men inte förstått2007In: Aftonbladet, ISSN 1103-9000, no 16/8 2007Article in journal (Other (popular science, discussion, etc.))
  • 298.
    Pålsson Syll, Lars
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Släck inte läslampan2007In: Aftonbladet, ISSN 1103-9000, no 29/7 2007Article in journal (Other (popular science, discussion, etc.))
  • 299.
    Pålsson Syll, Lars
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    SvT utan bildningsansvar2007In: Skånska Dagbladet, no 8/1 2007Article in journal (Other (popular science, discussion, etc.))
  • 300. Ranius, Thomas
    et al.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Johansson, Per
    Large-scale occurrence patterns of red-listed lichens and fungi on old oaks are influenced both by current and historical habitat density2008In: Biodiversity and Conservation, ISSN 0960-3115, E-ISSN 1572-9710, Vol. 17, no 10 / September, 2008Article in journal (Refereed)
345678 251 - 300 of 358
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