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Östlund, Daniel, FDORCID iD iconorcid.org/0000-0001-5196-4844
Publications (10 of 35) Show all publications
Östlund, D. (2017). Alla elevers inflytande över sitt eget lärande.
Open this publication in new window or tab >>Alla elevers inflytande över sitt eget lärande
2017 (Swedish)Article, review/survey (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Innehållet i artikeln lyfter betydelsen av att alla elever ges möjlighet att utöva inflytande i det egna lärandet. Lärarens relationskompetens betonas som en central aspekt i lärmiljön för att skapa undervisning som ger eleverna möjlighet att påverka undervisningens utformning och innehåll. I arbetet med elevers aktiva medverkan i lärandeprocessen beskrivs utvecklande av metakognitiva strategier och kamratlärande som framgångsrika arbetssätt. Genom artiklen får läsaren möjlighet att reflektera över er egen undervisning i syfte att öka elevers inflytande samt hur utvärdering och återkoppling kan användas som stöd i arbetet. Syftet är att läsaren utvecklar en djupare medvetenhet kring hur olika förutsättningar som ges för elever att utveckla kunskap om och förståelse för sin egen lärprocess kan bidra till ett ökat lärande.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2017
Keywords
Specialpedagogik, inkluderande undervisning, bedömning för lärande, feedback, inflytande, engagemang
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16446 (URN)
Projects
Ingår i kompetensutvecklingsinsatsen "Specialpedagogik och lärande"
Note

Webbpublikation Lärportalen Skolverket

Available from: 2017-01-20 Created: 2017-01-20 Last updated: 2017-01-20Bibliographically approved
Anderson, L. & Östlund, D. (2017). Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden. Problems of Education in the 21st Century, 75(6), 508-524
Open this publication in new window or tab >>Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden
2017 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 6, p. 508-524Article in journal (Refereed) Published
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. 

Keywords
Assessment for learning, intellectual disability, teacher, paraprofessional, special school.
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-17732 (URN)000443254000002 ()
Available from: 2017-12-23 Created: 2017-12-23 Last updated: 2018-09-14Bibliographically approved
Östlund, D. (2017). Att anpassa undervisningen efter eleverna.
Open this publication in new window or tab >>Att anpassa undervisningen efter eleverna
2017 (Swedish)Article, review/survey (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Innehållet i artikeln lyfter praktiknära forskning som synliggör hur olika skolor har arbetat med att skapa inkluderande undervisning för att möta elevers olikheter. I denna forskning ger lärare exempel på hur de arbetar med stödjande strukturer i lärmiljön. 

I artikeln belyses även Universal Design for Learning (UDL) som är ett ramverk för inkludering när det gäller planering, genomförande och utvärdering av undervisning. 

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2017
Keywords
Universal design for learning, Specialpedagogik, inkludering, stöd till elever, speciallärare, specialpedagog, UDL
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16391 (URN)
Projects
Ingår i kompetensutvecklingsinsatsen "Specialpedagogik och lärande"
Note

Webbpublikation Lärportalen Skolverket

Available from: 2017-01-04 Created: 2017-01-04 Last updated: 2017-01-23Bibliographically approved
Östlund, D. (2017). First-teachers as school improvement agents. In: : . Paper presented at 18th annual International Conference on Autism, Intellectual Disability & Developmental Disabilities Clearwater Beach, FL (pp. 33). , 18
Open this publication in new window or tab >>First-teachers as school improvement agents
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The Swedish school system has go through a number of extensive reforms since 2011: a new school legislation and new curriculum for the compulsory school. In 2013 a new career reform was launched with the aim to provide new career paths for teachers within the profession,reward skilled teachers and create conditions for school development. This reform has introduced a new category of teachers - ‘first-teachers’ – which are expected to work with school improvement with the aim to improve student achievement. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. This paper aims to describe and analyze eight special teachers’experiences of working their first year as “first-teachers” in schools with self-contained classrooms for students with intellectual disabilities. The research circle described in this paperis carried out together with the eight members with myself as the participating researcher. The data presented in this paper is a small portion of data from an ongoing project about “firstteachers”work with school improvement processes. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. The research issue concerns the questions the participating special teachers ask themselves in their everyday work with together with other special teachers, paraprofessionals and students with intellectual disabilities. In the research conducted in a research circle, the aim is that there should be an interaction between researchers and professionals so that both parties change theirview of the research problem. All participants is working in schools with self-containedclassrooms for students with intellectual disabilities. The work of the research circle is led byme over a period of over two semesters and will include a total of ten meetings and is documented with a digital voice recorder and with field notes. The analysis of the data materialis influenced by the work of Lipsky (2010) on street-level bureaucracy.

Keywords
First teachers, specialteachers, school improvement, research circle
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16445 (URN)
Conference
18th annual International Conference on Autism, Intellectual Disability & Developmental Disabilities Clearwater Beach, FL
Projects
Förstelärare i grundsär- och gymnasiesärskola
Available from: 2017-01-20 Created: 2017-01-20 Last updated: 2018-02-08Bibliographically approved
Östlund, D., Dehlin, E., Eliasson, L., Falk, M., Gannby, K., Josefsson, J., . . . Östlund, M. (Eds.). (2017). Nio förstelärares arbete i grundsärskola och gymnasiesärskola: resultat från en forskningscirkel. Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Nio förstelärares arbete i grundsärskola och gymnasiesärskola: resultat från en forskningscirkel
Show others...
2017 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Forskningscirkeln har genomförts tillsammans med nio förstelärare från två kommuner som arbetar inom grundsärskola och gymnasiesärskola. Inom ramen forskningscirkeln har de drivit utvecklingsprojekt under läsåret 2016/2017.

Grundsärskola och gymnasiesärskola utgör arenan för deltagarna i forskningscirkeln och de nio förstelärarna har drivit egna utvecklingsprojekt inom sina respektive verksamheter. Trots att de nio förstelärarna arbetar på olika stadier, med olika elevgrupper och utifrån olika förutsättningar samlades de kring några centrala teman. I de olika utvecklingsprojekten har skolutveckling utifrån elevernas delaktighet och inflytande, bedömning för lärande, elevhälsa, kommunikation och kollegialt lärande stått i förgrunden. 

Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2017. p. 194
Series
Specialpedagogiska rapporter och notiser från Högskolan Kristianstad, ISSN 2000-0022 ; 12
Keywords
Bedömning, Delaktighet, Elevhälsa, forskningscirkel, Förstelärare, Grundsärskola, Gymnasiesärskola, kollegialt arbete, Speciallärare, Speciallärare specialisering utvecklingsstörning
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-17787 (URN)2000-0022 (ISRN)978-91-87973-20-8 (ISBN)
Projects
Förstelärarares arbete i grundsärskola och gymnasiesärskola
Available from: 2018-01-12 Created: 2018-01-12 Last updated: 2018-01-15Bibliographically approved
Östlund, D. (2017). Tecknande miljö i förskoleklass: en utvärdering av Parkskolans projekt som genomförts med stöd av SIS‐medel från SPSM. Kristianstad
Open this publication in new window or tab >>Tecknande miljö i förskoleklass: en utvärdering av Parkskolans projekt som genomförts med stöd av SIS‐medel från SPSM
2017 (Swedish)Report (Other academic)
Abstract [sv]

I föreliggande rapport redovisas det uppdrag som under hösten 2016 gavs Högskolan Kristianstad som haft som övergripande syfte att bidra med en extern utvärdering av projektet ”Tecknandemiljö i förskoleklass”. Den externa utvärderingen ska betraktas som ett komplement till den interna utvärderingen som gjorts av projektdeltagarna själva. Uppdraget har genomförts inovember/december 2016, med besök på Parkskolan 23‐24/11och med bearbetning av underlag som samlats in under december 2106.

Place, publisher, year, edition, pages
Kristianstad: , 2017. p. 22
Keywords
TAKK, AKK, Specialpedagogik, inkluderande undervisning
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16437 (URN)
Available from: 2017-01-17 Created: 2017-01-17 Last updated: 2017-11-30Bibliographically approved
Anderson, L., Sundman Marknäs, A. & Östlund, D. (Eds.). (2016). Hur ska vi göra då?: praktiknära utveckling av en grundsärskolas arbete med bedömning för lärande. Malmö: Pedagogisk Inspiration i samarbete med Malmö högskola och Förskoleförvaltningen Malmö stad
Open this publication in new window or tab >>Hur ska vi göra då?: praktiknära utveckling av en grundsärskolas arbete med bedömning för lärande
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Vad innebär bedömning i vår verksamhet? Denna fråga ställde sig ett antal pedagoger och deras dåvarande skolledare 2012, efter att ha satt sig in i den nya läroplanen för grundsärskolan. Kontakt togs med grundskoleförvaltningens utvecklingsteam och en idé började ta form. Uppdraget gavs till dåvarande FoU-Malmö utbildning och en praktiknära utbildning utformades tillsammans med RUC på Malmö högskola och Uppdrag AB vid Högskolan Kristianstad. Tillsammans med skolans medarbetare och utifrån de olika arbetslagens situation och förutsättningar utvecklades innehållet. På så sätt har utbildningen följt de intentioner för verksamhetsutveckling som formulerades kring den extrasatsning på utbildningssektorn i Malmö som fick namnet Skolsatsning 2012. Pedagoger måste få ett så verksamhetsnära stöd som möjligt. Men inte utifrån att ”experter” går in och ger ”recept”, vilket ju ibland efterfrågas, utan genom att de i dialog, och med forskningsbaserad input, bidrar till att pedagoger får möjlighet att, både enskilt och (framförallt) tillsammans, tänka kring dilemman i verksamheten (Leif Åhlander, 2013). Denna rapport består av de slutsatser processledarna gjort kring utbildningen samt de texter pedagogerna skrivit för att beskriva och problematisera sina processer.

Place, publisher, year, edition, pages
Malmö: Pedagogisk Inspiration i samarbete med Malmö högskola och Förskoleförvaltningen Malmö stad, 2016. p. 75
Keywords
bedömning, formativ bedömning, grundsärskola, skolutveckling
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-15280 (URN)978-91-980444-6-1 (ISBN)
Available from: 2016-02-17 Created: 2016-02-17 Last updated: 2016-02-17Bibliographically approved
Östlund, D. & Anderson, L. (2016). Professional development in assessment for learning (AfL) for students with developmental disabilities. In: : . Paper presented at 17th International Conference on Autism, Intellectual Disability & Developmental Disabilities, Honolulu, Waikiki Beach, HI, USA, 21-23 January, 2016.
Open this publication in new window or tab >>Professional development in assessment for learning (AfL) for students with developmental disabilities
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study reports on a research and development project in a Swedish primary school with seven self-contained classes for pupils with developmental disabilities (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. Analytically, the paper is inspired by Biestas (2010) ideas of education and the model in which Biesta refers to three functions of education: (1) qualification, which involves providing participants with the knowledge, (2) socialization, which is concerned with integrating individuals into existing social, cultural and political orders through the transmission of norms and values; and (3) subjectivation, which concerns the process of individuation, or becoming a free subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.

Keywords
assesment for learning, intellectual disabilities
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-15246 (URN)
Conference
17th International Conference on Autism, Intellectual Disability & Developmental Disabilities, Honolulu, Waikiki Beach, HI, USA, 21-23 January, 2016
Available from: 2016-02-01 Created: 2016-02-01 Last updated: 2016-02-09Bibliographically approved
Ohlsson, L., Andersson, H., Assarson, I. & Östlund, D. (2016). Schools´ efforts to create inclusive learning environments. In: : . Paper presented at NERA´s 44th confrence, Helsinki, Finland, 9-11 march, 2016. (pp. 156-157). , 44
Open this publication in new window or tab >>Schools´ efforts to create inclusive learning environments
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The study is part of a three-year schoolimprovement program in Sweden on creating inclusive learning environments, comprising several organizational levels from policy and management level to classroom praxis (http://www.ifous.se/programomradenforskning/inkludering/). Research on inclusive education in an international context frequently focuses the placement of individual students, administrative and organizational problems and attitudes towards policy and steering documents (Forlin, Douglas & Hattie, 1996 ; Ainscow & Miles, 2008 ). Often, a praxis of exclusion is built into educational systems (Van de Putte & De Schauwer, 2013 ) where thinking of students in categories forces pedagogues into locked positions (Tetler, 2000 ). In school development, the formation of teachers into teams may play a central part as an improvement strategy (Nordholm and Blossing, 2014 ). The aim of the present study is to document and analyze the processes experienced by 32 school teams, chosen by their school leaders in 12 municipalities to implement the intentions to create inclusive learning environments in their schools. The research interest focuses how the informants describe pedagogical and didactic prerequisites and organizational conditions and how they acted when implementing inclusive learning environments in the local school context, their role and legitimacy, the support structures and the signs of change they have seen towards a more inclusive learning environment during the developmental program. The methodological approach is inspired by on Social Justice, Equality and Solidarity in Education PAPERS 157 going evaluation (Ahnberg, Lundgren, Messing & von Schantz Lundgren, 2010) as a way to contribute knowledge about longitudinal developmental processes in school development close to local school context and praxis. Group interviews with the members of the teams were conducted each year in a dialogic manner with the ambition to give continuous feed back to the school teams as a way to promote developmental learning during the program. Except for visits to the schools and interviews, the researchers took part in seminars within the program and collected written documentation from the schools. The research interest concerns intentions expressed by the teams in the beginning of the program, the processes during the implementation phases and a final evaluation after three years. Data was analyzed according to qualitative content analysis and contains a rich variety of experiences and thick descriptions from the participants. Significant shifts of perspectives during the three years appear in the findings displaying how school problems and student-perspectives were understood, how the concept of inclusion was interpreted and enacted, how the teachers used analysis and reflection to promote inclusive learning environments and how frustration and insecurity among staff was transferred into collegial cooperation. The main shifts can be described in terms of taking steps from ideology to implementation, from being stuck in locked group constellations to finding flexible solutions, from seeing the teacher as the carrier of problems to collegial professionalism, and from viewing the student as the carrier of problems to analysing difficulties on several levels. School development related to inclusive learning environment is a democratic issue relevant in a Nordic as well as a global educational context and the complexity of educational organisation on different levels (Scheerens, 2015). 

Keywords
IFOUS, inkludering, inkluderande undervisning, skolutveckling, inclusion
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16448 (URN)
Conference
NERA´s 44th confrence, Helsinki, Finland, 9-11 march, 2016.
Projects
IFOUS: Inkluderande lärmiljöer
Available from: 2017-01-22 Created: 2017-01-22 Last updated: 2017-01-30Bibliographically approved
Östlund, D. (2016). Stöd till elever: en tillbakablick.
Open this publication in new window or tab >>Stöd till elever: en tillbakablick
2016 (Swedish)Article, review/survey (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Den inledande delen handlar om skolans sätt att bemöta elevers olikheter och lärmiljö ur ett historiskt perspektiv. Ni får följa hur det svenska skolsystemet organiserat specialpedagogiskt stöd till elever från 1900-talets början fram till idag och hur det synliggörs i styrdokumenten. Delen handlar också om olika synsätt på elever och lärande. Ett begreppspar som beskrivs är det relationella respektive det kategoriska perspektivet som ger ett stöd i att förstå skolans varierande arbetssätt att möta elevers olikheter. 

Syftet med delen är att ni ska få en förståelse för hur det specialpedagogiska stödet till elever har organiserats och förändrats över tid. Syftet med delen är även att ni ska få möjlighet att diskutera och problematisera hur olika perspektiv kan påverka hur undervisning och lärmiljö organiseras.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2016
Keywords
Specialpedagogik, inkludering, stöd till elever, speciallärare, specialpedagog
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16299 (URN)
Projects
Ingår i kompetensutvecklingsinsatsen "Specialpedagogik och lärande"
Note

Webbpublikation Lärportalen Skolverket

Available from: 2016-12-07 Created: 2016-12-07 Last updated: 2016-12-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5196-4844

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