Publikationer från Malmö universitet
Endre søk
Begrens søket
1 - 20 of 20
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Aspelin, Jonas
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Biesta och utbildningens brännpunkt2007Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, nr 3Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Axelsson, Thom
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Bemanningsföretagens intåg i skolan: Skola, marknadisering och hyrlärare2021Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, nr 2, s. 85-109Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Temp agencies’ steady incursion into education staffing: School, marketing, and supply teachers. Many schools have become dependent on staffing agencies to meet temporary staff needs. Supply teaching staff hired via these agencies have become important for schools’ activities and budgets, attracting extensive criticism. The teachers’ unions have been harsh critics of the staffing industry’s burgeoning role in education. The staffing agencies themselves believe that they can complement and help schools. This article presents an exploratory study of schools’ external staffing, seeking to better understand the phenomenon in relation to school marketing. Drawing on interviews and textual analysis, and using a genealogical approach, the article addresses questions such as: What types of problems and opportunities arise in connection with the external sourcing of school staff? The results identify divided opinions about whether these staffing agencies are cost-effective, and about the extent to which they advance or impede pedagogical development, competence, and security in schools.

    Fulltekst (pdf)
    fulltext
  • 3.
    Billmayer, Jakob
    Högskolan i Borås.
    Choose us, we are different! Free schools' self-descriptions and -positioning in the Swedish educational system.2019Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, nr 1, s. 79-98Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Since the beginning of the 1990s, Swedish parents have had the possibility of choosing schools for their children based on publicly funded school vouchers. At the same time, free schools started to develop, competing for the pupils. Even though the free schools are a part of the educational system, obligated to follow the same rules as the public schools, they describe themselves as different, something outside the system yet inside the system. The aim of the paper is to analyse and discuss the different strategies of integration into and differentiation within the educational system. Economic theory on competition and differentiation strategies is used to analyse the content of the three largest free school companies’ websites. The free schools mainly integrate into the legal aspects of the educational system and differentiate themselves from other schools by making claims about qualitative superiority. Different free schools position themselves differently relative to the educational system.

  • 4. Brante, Göran
    Förbättrad interaktion mellan studerande och lärare genom ökad professionalism?2002Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 11, nr 3, s. 91-105Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent years, there has been a lively debate on the state of schools. Two aspects have so far been discussed separately: the problematic status of the teaching profession, and interaction problems between teachers and students. These aspects have been considered in an inquiry involving 110 upper secondary school students. The analysis revealed severe criticism of teachers' actions and attitudes towards their students. Using this study as a basis, several theories are put forward - starting point for understanding the causes of the problems that have provoked students' criticism. These theories cover the following factors: interaction, the generation gap, relations between Human Service Organization Workers and their clients, and dissonance in the interaction between teachers and students. One particular implication is that teachers' inadequate professionalism may limit their possibilities to counteract the tendencies noted in the theoretical approaches mentioned above.

    Fulltekst (pdf)
    FULLTEXT01
  • 5.
    Davidsson, Eva
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Karlsson, Karl-Göran
    Oskarsson, Magnus
    Trender och likvärdighet: Svenska elevers resultat på PISA naturvetenskap i en internationell jämförelse2013Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, nr 3, s. 37-52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sweden experiences an evident downward trend regarding Swedish students’ performances on large-scale science tests during the last 15 years. This article aims to analyze this trend using percentiles, analyze the trend of in-between school variance but also to compare the Swedish results to other Nordic countries as well as to some countries that have experienced a significant upward or downward trend during this period. The analyses reveal that the downward trend could be ascribed to the descending results of low- and mid-performers. Furthermore it shows an increasing in-between school variance in Sweden as well as in other countries experiencing downward performances. It is possible to conclude that weaker results from low-performers are closely related to an increased in-between school variance and thereby decreased equity.

    Fulltekst (pdf)
    FULLTEXT01
  • 6.
    Economou, Catarina
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    ”På samma villkor?”: Litteraturundervisningens varför och vad i gymnasieämnet svenska som andraspråk2018Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, nr 3, Tema: Läsning och demokrati, s. 53-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Under the same conditions? The why and what in the teaching of literature in Swedish as a second language. This article focuses on the role of literature in the school subject Swedish as a second language in upper-secondary school and the teachers’ views of course literary texts The aim is to illustrate and analyse the motivations behind teachers using fiction for reading and the texts they use. The empirical materials consist of tape-recorded interviews with seven teachers A thematic content analysis is used to find patterns and then themes to be applied in conjunction with the interpretation of the material. The results show that teachers find literature useful as it may provide knowledge of and various perspectives on life and society, even though second language pupils do not take part in the history of literature in their course. Furthermore, literature not only helps develop multilingual students’ knowledge of the Swedish language but also provides them with insights into Swedish culture. The selection of literature was found to be traditional and Western. The article argues that the two upper-secondary school subjects of Swedish should become one inclusive subject, in which the reading of various literary texts and the holding of meaningful literary discussions can enrich all students, regardless of background.

    Fulltekst (pdf)
    FULLTEXT01
  • 7.
    Jakobsson, Anders
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Att undersöka kunskapstrender med hjälp av PISA: likvärdighet, förståelse och kunskapssyn2013Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, nr 3, s. 13-36Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to highlight different ways of using data from large-scale-studies to interpret trends in the Swedish results in science during the last decade. A majority of the PISA- and TIMSS-studies during this period indicates a clear descending trend in the Swedish national mean values and in some studies the Swedish results display the most significant downward results of all countries. This article discusses how this development may be explained and to what extent the national mean values may be understood as trustworthy. In alternative studies some researchers have used the data to conduct secondary analyzes and show that the trend only are valid in some performance groups and that the reduced results in the group of low- and mid-performers explains the main part of the descending national trend. In addition, these studies indicate that increased school segregation and the development of decreased equity between schools may explain the trend in science during the last decade.

    Fulltekst (pdf)
    FULLTEXT01
  • 8.
    Jakobsson, Anders
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Storskaliga studier: kunskapsmätningar som paradox och möjlighet2013Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, nr 3, s. 5-12Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Ett övergripande fokus i detta temanummer är att analysera, granska och diskutera de storskaliga studierna och deras påverkan på utbildningssystemen i Sverige och internationellt. I flera av artiklarna argumenterar författarna för att resultaten från PISA och TIMSS såväl som de nationella proven tenderar att få ett allt större inflytande på utbildningspolitik och undervisning i Sverige och i övriga världen under 2000-talet. Ett sådant exempel är de senaste årens tillkomst av ett antal skolreformer, såsom nya läroplaner, betygsystem, skollag och en ny (-gammal) lärarutbildning. Vid en granskning av de politiska dokumenten bakom besluten är det möjligt att upptäcka att man vid upprepade tillfällen använder resultatbeskrivningar från de storskaliga studierna som argument för att genomföra reformerna (se t.ex. SOU 2008:109). Detta trots att det är högst tveksamt om man kan dra denna typ av långtgående slutsatser utifrån resultaten från PISA och TIMSS.

    Fulltekst (pdf)
    FULLTEXT01
  • 9.
    Jakobsson, Anders
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Oskarsson, Magnus
    Mittuniversitetet.
    Klassrumsstudier i ljuset av kunskapstrender i PISA: Elevers kunskaper i naturvetenskap ur ett likvärdighetsperspektiv2019Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, nr 3, s. 5-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    För några år sedan medverkade ett antal forskare i Sverige i ett temanummer i Utbildning & Demokrati (nr 3/2013) med den övergripande rubriken Kan vi lita på PISA? De medverkande författarna samarbetade under denna tid i ett nationellt forskningsnätverk (RASS) finansierat av Vetenskapsrådet med syftet att analysera svenska elevers kunskaper i naturvetenskap utifrån resultaten i internationella kunskapsmätningar. Ett annat uttalat syfte var att granska tillförlitligheten och validiteten i denna typ av mätningar. Exempelvis framhölls att de storskaliga studierna kan betraktas som paradoxer eftersom de utgör inflytelserika paradigm när det gäller att utvärdera elevers kunskaper samtidigt som de medverkar till att reducera beskrivningen av dessa utifrån psykometriska metoder och nationsrankingar (se t ex Jakobsson, Davidsson, Karlsson & Oskarsson 2013, Popkewitz 2011).

    Fulltekst (pdf)
    fulltext
  • 10.
    Lago, Lina
    et al.
    Linköpings universitet.
    Persson, Sven
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Ackesjö, Helena
    Linnéuniversitetet.
    Förskoleklassens institutionella kulturer2020Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, nr 1, s. 85-108Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The institutional cultures of the preschool class. Based on theassumption that teachers are policy actors, this study aims to identify themeanings given to the preschool class’s institutional cultures in teachers’articulations about the preschool class. This is done by analysingthe values and attitudes that the teachers emphasize as being centralto the preschool class’s mission and teaching. The study builds ongroup discussions with teachers at five schools. The theoretical pointof departure is that institutional cultures are articulated by actors andbecome a tool for them to understand their own role and context, whilealso changing their culture through these actions. Institutional culturesare multidimensional and are articulated as a qualifying institutionalculture, a flexible institutional culture, and an institutional culture thatemphasizes the boundaries of the preschool class.

    Fulltekst (pdf)
    fulltext
  • 11.
    Möller, Åsa
    University of Gothenburg.
    Den "goda" mångfalden - fabrikation av mångfald i skolans policy och praktik2010Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, nr 1, s. 85-106Artikkel i tidsskrift (Fagfellevurdert)
  • 12.
    Nilholm, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Makt, motstånd och normalisering: en kommentar2012Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, nr 3, s. 107-111Artikkel, forskningsoversikt (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 13.
    Nordén, Birgitta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Anderberg, Elsie
    Knowledge capabilities for sustainable development in global classrooms–local challenges2011Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, nr 1, s. 35-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable development. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding.

    Fulltekst (pdf)
    FULLTEXT01
  • 14.
    Nygård Larsson, Pia
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Jakobsson, Anders
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Elevers samtal om en PISA-uppgift: Naturvetenskap i olika skolkontexter2019Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, nr 3, s. 17-39Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Students’ discussions about a PISA task – science education in different school environments. In this article, we assume that discursive language aspects are highly intertwined with students’ knowledge building and learning in science. The article analyses students’ collaborative discussions about a PISA assignment in sci¬ence. We investigate the relation between students’ use of everyday and scientific discourses and analyse the extent to which the students’ use of these discourses have an impact on how they explain the scientific content and solve the tasks. The results indicate that students who are able to move between an everyday discourse and a scientific discourse seem to benefit from this, while students who entirely use a colloquial language or relate the content to everyday experiences become disadvantaged. Further, important general success factors seem to be the students’ abil¬ity to successfully discuss, explain and evaluate the science content with respect to subject-specific words, definitions and relations

    Fulltekst (pdf)
    FULLTEXT01
  • 15.
    Persson, Magnus
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Kampen om läsaren. Politik, pedagogik och subjektivering2021Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, nr 3, s. 71-79Artikkel i tidsskrift (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 16.
    Roos, Helena
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Linnéuniversitetet .
    The governing of inclusion: Policy in Swedish school regulations and mathematics education2021Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, nr 1, s. 75-95Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study Swedish school regulations are investigated concerning inclusion and mathematics education. The texts are seen as socially produced written language. Discourse analysis is used focusing social interaction in the texts. The research question is, what in the regulation texts denotes and connotes inclusion, and how does this influence and govern inclusion in the case of mathematics education? Four Discourses were construed: the discourses of democracy and citizenship, of equity, of possibilities for participation and access, and of knowledge and assessment in mathematics. These Discourses make governing functions of inclusion visible. The functions are mostly ideological, and there appears to be a gap to how to actually do inclusion in the education. How this gap can be bridged needs to be considered by principals and teachers in their work for inclusion. Also, there are contradictions in the regulations. This implies that how in(ex)clusion in mathematics education is produced needs to be reconsidered by policy makers.

    Fulltekst (pdf)
    fulltext
  • 17.
    Samuelsson, Lina
    et al.
    Mälardalen University.
    Öhman, Marie
    Malmö universitet, Fakulteten för kultur och samhälle (KS), Institutionen för konst, kultur och kommunikation (K3).
    Jansson, Birgitta
    Lust att läsa eller att låta bli?2023Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 32, nr 1, s. 47-66Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article discusses how ideas of reading enjoyment affect the practical and pedagogical practice through a project to promote reading at four Swedish preschools. Based on interviews and observations collected over a three-year period we highlight three areas where ideas about reading enjoyment are visualized in the teaching of literatur: literature, play, and learnig thorugh reading enjoyment. The stdy shows that access to literature alone does not necessarily lead to children's voluntary reading unless preschool teachers also take an active initiative. Likewise, play can be a pleasurable way to start reading if the adults provide some guidane. The study also notices a discrepancy between preschool teachers' ideas of reading enjoyment and learning, which may result in the option out of voluntary reading unless it is explicitly supported in the policy docuemnts. Measures in the form of pedagocial education, and goals concerning literary didactics therein are proposed. 

    Fulltekst (pdf)
    fulltext
  • 18.
    Serder, Margareta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Att förstå naturvetenskapliga kunskapsmätningar utifrån en sociokulturell teoriram2013Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, nr 3, s. 107-124Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article describes how sociocultural theories can be used to gain knowledge of why, in international knowledge comparisons such as the PISA, it seems so difficult for Swedish students to answer test questions in scientific literacy “correctly”. Sociocultural concepts (interaction, contexts, cultural tools, social languages, resistance, and situatedness), which I mean can contribute to understanding what might take place in the encounter between students and test items, are discussed and illus trated with two brief examples from an ongoing dissertation project. The article also describes the motive for the chosen research design: to study an encounter between 15 year old students collaboratively working with a few selected PISA items on scientific literacy. Possible consequences of the items being embedded in “everyday contexts” and the significance of mastering a scientific discourse are discussed. Finally I ask which image of science the students are afforded by the test items.

    Fulltekst (pdf)
    FULLTEXT01
  • 19.
    Sjögren, Hanna
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Bortom mitt barn och andras ungar: Omsorgsetisk grammatik för skolväljande föräldrar2020Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, nr 3, s. 51-68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To choose a school for one’s child is part and parcel of urbanparenting in the contemporary Swedish educational system. Whileprevious studies have investigated the consequences of the schoolchoice empirically through both qualitative and quantitative methods,there are no previous studies investigating the issue of school choice asan ethical concern. Through the author’s situated experience of being aschool choosing parent in Sweden’s third largest city, Malmö, the authoruses educational philosopher Nel Nodding’s work on ethics of care andapplies it to the question of what situated, responsible parenting in Malmöcould mean today. The author introduces the metaphor of a grammar ofethics of care where the relationship between “our kid” and “our kids”is seen as relational, with an opening for caring for children outside theimmediate family. 

    Fulltekst (pdf)
    fulltext
  • 20.
    Sjöstrand Öhrfelt, Magdalena
    Linnéuniversitetet.
    Export och import av den svenska förskolemodellen via transnationell utbildningspolicy2019Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, nr 1, s. 29-53Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this article is to discuss how the Swedish preschool’s role has changed over the last twenty years, and how this change has been influenced by transnational education policy. Through text analysis and focus on key strategies and concepts that describe problems and solutions (Bacchi 2012), I have found a prominent intertextuality in transnational and national education policy, leading to significant discursive displacements. Sweden, by working with a cohesion model that combines care and learning, has now embraced a modified version of its own model, influenced by dominant transnational economics-oriented organizations. The concept of the vulnerable child works as a legitimizing mechanism.

    Fulltekst (pdf)
    fulltext
1 - 20 of 20
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf