Malmö University Publications
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  • 1.
    Anderson, Lotta
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Möllås, Gunvie
    Jönköping University.
    Ohlsson, Lisbeth
    Kristianstad University.
    Characteristics of Independent Schools Directed at Students in Need of Special Support: a Study of School Website Presentation2019In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 77, no 3, p. 317-337Article in journal (Refereed)
    Abstract [en]

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

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  • 2.
    Anderson, Lotta
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Östlund, Daniel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 6, p. 508-524Article in journal (Refereed)
    Abstract [en]

    The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for Learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.

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  • 3.
    Christensen, Jonas
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    A Critical Reflection of Bronfenbrenner´s Development Ecology Model2016In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 69, p. 22-28Article in journal (Refereed)
    Abstract [en]

    This article is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed.

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  • 4.
    Holmqvist, Mona
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Anderson, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Hellström, Lisa
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Teacher Educators' Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education2019In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 77, no 5, p. 584-597Article in journal (Refereed)
    Abstract [en]

    This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.

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  • 5.
    Lelinge, Balli
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Svensson, Christina
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Teachers' Awareness and Understanding of Students' Content Knowledge of Geometric Shapes2020In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 78, no 5, p. 777-798Article in journal (Refereed)
    Abstract [en]

    Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers' awareness and understanding of necessary conditions to enhance students' abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students' pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students' knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers' teaching targets for understanding students' content knowledge of geometric shapes. Additionally, the result highlighted teachers' awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area.

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  • 6.
    Palla, Linda
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Vallberg Roth, Ann-Christine
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Characteristics of Preschool Teaching in Language, Communication and Multilingualism: Expressions From Ten Swedish Municipalities2018In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 76, no 2, p. 189-214Article in journal (Refereed)
    Abstract [en]

    The aim of this research is to investigate what may characterise teaching in language, communication and multilingualism in preschools, as expressed in writing by preschool teachers and managers in 10 Swedish municipalities in 2016. The data consists of written answers to an open-ended question in a reflective document. The reflective document was sent to 243 preschool teachers and managers, of whom 222 responded. A didactically oriented analysis was performed based on three levels: practice-related action level, theoretical level and meta-theoretical level. The results of the analysis are distributed in distinctive traces that more clearly refer to the practice-related action level than to the theoretical level or meta-theoretical level. Child-centred teaching, which may or may not be delimited, is characteristic of language, communication and multilingualism. Teaching is said to be constant: spontaneous but deliberate in all contexts and situations, but also delivered through planned activities, projects or themes. Verbal communication is predominant in teaching. Vague and low-frequency traces of multivoiced teaching related to multilingualism and special support have emerged. The multivoiced teaching described mainly ends with general teaching of children in preschool – a multivoiced approach in general.

  • 7.
    Svensson, Anna-Karin
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    The Importance of 'Significant Others' in Bridging the Gaps Between Different Reading Contexts2018In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 76, no 2, p. 231-249Article in journal (Refereed)
    Abstract [en]

    The current research is an in-depth study of four pre-service teachers' own experience of reading in various contexts and for different reasons. The aim is to analyse what has been significant regarding reading in a life history perspective by the use of narratives. A socio-cultural perspective on reading is used as analysis tool. The over-arching result from analysing pre-service teachers' narratives is that reading is a relational process regardless of the context reading takes place in. The emerging themes allow a deeper understanding on critical aspects for developing reading in various contexts and at different levels. Significant others seem important in every reading practice, from new readers in primary school to pre-service teachers' reading at university level. The narratives reveal a need for bridging the gaps that arise between the reading practices in the various contexts that students meet in school and university.

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  • 8.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Holmberg, Ylva
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Stensson, Catrin
    Multivocal didactic modelling: collaborative research regarding teaching and co-assessment in Swedish preschools2019In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 77, no 6, p. 806-834Article in journal (Refereed)
    Abstract [en]

    In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development.

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  • 9.
    Wästerlid, Catarina Anna
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS). Kristianstad University.
    Conceptual Subitizing and Preschool Class Children's Learning of the Part: Part-whole Relations of Number2020In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 78, no 6, p. 1038-1054Article in journal (Refereed)
    Abstract [en]

    Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children's learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of preand post-test, teacher observation notes and teacher responses to questions about the children's learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children's knowledge development regarding part-part-whole relations of number. At the group level, the children ' s results between pre-and post-test showed an increase of 18.1 percent units and more than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children's understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions. 

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1 - 9 of 9
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