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  • 1.
    Aarenstrup, Sophie
    et al.
    Kristianstad University, School of Education and Environment.
    Ekberg, Oscar
    Kristianstad University, School of Education and Environment.
    Matglädje: Möjliga metoder till att finna matglädjen vid ätstörningar2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Eating disorders are a growing public health concern which requires more attention and research to increase the understanding and prevention of eating disorders. This paper focuses on eating disorders and its relation to the joy of food. It is very important to find joy for food when suffering from an eating disorder to achieve a healthier life and healthier thinking around food and the body. This paper has examined possible methods that can be used for treating people with eating disorders to enjoy food. The study was conducted at Capio Anorexia Center in Malmö, a daycare clinic for eating disorders, and the study was focused on how the staff works to help patients find joy for food during treatment, and how they work to express food in a positive way to their patients.

    Methods: Literature studies were carried out before and after the study at Capio Anorexia Center. Qualitative half structured interviews were also carried out with two of the staff at Capio Anorexia Center, and with a dietitian and an anonymous person who has suffered from an eating disorder and received treatment. Three of the interviews were conducted with sound recording and the other one was conducted via email. Each interview lasted about 45 minutes. The interviews were compiled by first writing of the recorded interviews and then the answers for each interview were categorized to relevant fields. An analysis and comparison of these interviews to various literatures like books, reports, scientific papers and internet sources related to enjoying food and eating disorders were also carried out.

    Results: Eleven methods were found that may be useful to find joy for food both in treatment and outside of treatment for those who need support: daring, educational meals, eating regularly, varied and plan meals, cook and serve appealing meals, mindfulness and mindfulness eating, eating environment and social importance when eating, nutritional therapy, the “sapere-method”, eating slow and relaxed, the use of vodcast during meals and to keep out myths, dieting and beauty ideals.

    Conclusions: Eleven possible methods that may be useful to find joy for food have been found. This by preliminary studies with literature, a study at Capio Anorexia Center and interviews, and also by analyzing and comparing the interviews with literature related to eating disorders and enjoying food. The eleven methods described may be useful when regaining joy for food and a healthier thinking when it comes to food and meal situations. An important step in recovering from an eating disorder is to find pleasure when eating; therefore these methods can be possible tools to help people with eating disorders to find the joy for food. However, to reach a healthy life free from an eating disorder these methods described in this paper has to be combined with a variety of other therapies, because it is also important to work with self-esteem, self-confidence, and other symptoms and problems of the eating disorder.

  • 2.
    Abdel–Khalik, Jonas
    et al.
    Storbritannien.
    Björklund, Erland
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Plattformen för molekylär analys.
    Hansen, Martin
    USA.
    Development of a solid phase extraction method for the simultaneous determination of steroid hormones in H295R cell line using liquid chromatography–tandem mass spectrometry2013In: Journal of chromatography. B, ISSN 1570-0232, E-ISSN 1873-376X, Vol. 935, no September, 61-69 p.Article in journal (Refereed)
    Abstract [en]

    The H295R in vitro cell line produces the majority of the steroidogenesis, for which reason it is commonly used as a screening tool for endocrine disrupting chemicals. Simultaneous determination of the precursor cholesterol and key steroid hormones could give a broad insight into the mechanistic disruption of the steroidogenesis. Steroid hormones have primarily been extracted from H295R incubation medium by means of liquid-liquid extraction (LLE) and the obtained recoveries and matrix effects have typically not been stated or assessed. In the present study a solid-phase extraction (SPE) method was developed and validated for the simultaneous extraction of cholesterol and five key steroid hormones pregnenolone, 17-hydroxyprogesterone, testosterone, cortisol and aldosterone from H295R incubation medium, and finally detected by LC-MS/MS. Cholesterol was recovered at a level of 55.7%, while steroid hormone recoveries ranged from 98.2 to 109.4%. Matrix effects varied between -0.6% and 62.8%. Intra-day precision was deemed acceptable, but the inter-day precision for pregnenolone and aldosterone exceeded the precision limit of 15% RSD. Although LLE has been the most frequently used extraction method in H295R studies, however, our investigation has shown that SPE may relatively easily extract and recover steroid hormones, potentially replacing LLE.

  • 3.
    Abdel–Khalik, Jonas
    et al.
    Institute of Mass Spectrometry, College of Medicine, Swansea University.
    Björklund, Erland
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Hansen, Martin
    Department of Civil & Environmental Engineering, Stanford University.
    Simultaneous determination of endogenous steroid hormones in human and animal plasma and serum by liquid or gas chromatography coupled to tandem mass spectrometry2013In: Journal of chromatography. B, ISSN 1570-0232, E-ISSN 1873-376X, Vol. 928, no June, 59-77 p.Article in journal (Refereed)
    Abstract [en]

    Analytical methodologies based on liquid or gas chromatography coupled to tandem mass spectrometry for the simultaneous determination of two or more endogenous steroid hormones in human and animal plasma and serum has received increased attention the last few years. Especially in the clinical setting steroid profiling is of major importance in disease diagnostics. This paper discusses recent findings in such multi-steroid hormone procedures published from 2001 to 2012. The aim was to elucidate possible relationships between chosen analytical technique and the obtained analyte sensitivity for endogenous steroid hormones. By evaluating the success, at which the currently applied techniques have been utilized, more general knowledge on the field is provided. Furthermore the evaluation provides directions in which future studies may be interesting to conduct.

  • 4.
    Abdel-Khalik, Jonas
    et al.
    England.
    Björklund, Erland
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Plattformen för molekylär analys.
    Nielsen, Frederik Knud
    Danmark.
    Hansen, Martin
    Danmark.
    Incorporation of (14)C-cholesterol in human adrenal corticocarcinoma H295R cell line and online-radiodetection of produced (14)C-steroid hormone metabolites2017In: Journal of Pharmaceutical and Biomedical Analysis, ISSN 0731-7085, E-ISSN 1873-264X, Vol. 145, 569-575 p.Article in journal (Refereed)
    Abstract [en]

    This study demonstrates the addition of (14)C-cholesterol to the human cell line H295R will in-situ form radiolabeled steroid hormones allowing for new mechanistic and metabolic insights. The aim of the present study was to in-situ radiolabel steroid hormones from cell line-incorporated (14)C-cholesterol using the OECD guideline 456, H295R steroidogenesis in-vitro assay. Radiodetection of the steroid metabolites of the steroidogenic pathway allows for an improved understanding of the various enzymatic mechanisms involved without necessarily being dependent on quantification. Generated radiolabeled steroids were analyzed using HPLC hyphenated with a Flow Scintillation Analyzer (FSA). H295R cells were incubated with radiolabeled cholesterol and cell media were collected and prepared by solid phase extraction and analyzed with HPLC-FSA. For successful radiolabeling of the steroids in the steroidogenesis of H295R cells, radioactive cholesterol may potentially only need to be added just before the cells are incubated for 72h in well plates. Based on the obtained HPLC-FSA chromatograms, and confirmation of the observations by studies in the literature, a qualitative time profile for the production of steroid hormones was estimated. Multiple radiolabeled steroid hormones were identified by means of analytical standards and UV (ultraviolet) co-chromatography, though the elucidation of multiple metabolites remains unresolved. Although online radiodetection proved to suffer from suboptimal sensitivity, the concept of radiolabeling the steroidogenesis in H295R cells with (14)C-cholesterol and detecting the radiolabeled steroid hormones online was proved and may assist in further toxicological studies.

  • 5.
    Abegão, Daniel
    et al.
    Lunds universitet.
    Roger, Kevin
    Laboratoire de Physique et Mécanique des Milieux Hétérogènes & Laboratoire de Colloïdes et Matériaux Divisés, ESPCI, Paris.
    Holdaway, James
    Lunds universitet.
    Nilsson, Lars
    Lunds universitet.
    Vernhet, Aude
    Campus SupAgro-INRA, Frankrike.
    Olsson, Viktoria
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Forskningsmiljön Food and Meals in Everyday Life (MEAL).
    Cabane, Bernard
    Laboratoire PMMH, CNRS-ESPCI, Frankrike.
    Schillén, Karin
    Lunds universitet.
    Nylander, Tommy
    Lunds universitet.
    Characterization of three tanninic samples: an approach to the tannin-tannin and protein-tannin colloidal interactions2014Conference paper (Other academic)
  • 6.
    Abrahamsson, Agneta
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Samhällsvetenskap. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Springett, Jane
    Kristianstad University, Department of Health Sciences.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Håkansson, Anders
    Department of Community Medicine, Lund University.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Some lessons from Swedish midwives' experiences of approaching women smokers in antenatal care2005In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 21, no 4, 335-345 p.Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: to describe the qualitatively different ways in which midwives make sense of how to approach women smokers. DESIGN, SETTING AND PARTICIPANTS: a more person-centred national project 'Smoke-free pregnancy' has been in progress in Sweden since 1992. Using a phenomenographic approach, 24 midwives who have been regularly working in antenatal care were interviewed about addressing smoking during pregnancy. FINDINGS: four different story types of how the midwives made sense of their experiences in addressing smoking in pregnancy were identified: 'avoiding', 'informing', 'friend-making', 'co-operating'. KEY CONCLUSION: the midwives' story types about how they approached women who smoke illustrated the difficulties of changing from being an expert who gives information and advice to being an expert on how to enable a woman in finding out why she smoked and how to stop smoking. IMPLICATIONS FOR PRACTICE: health education about smoking that is built on co-operation and dialogue was seen by the midwives as a productive way of working. The starting point should be the lay perspective of a woman, which means that her thoughts about smoking cessation are given the space to grow while she talks.

  • 7.
    Abrahamsson, Agneta
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Samhällsvetenskap. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Springett, Jane
    Kristianstad University, Department of Health Sciences.
    Karlsson, Leif
    Kristianstad University, Department of Health Sciences.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Making sense of the challenge of smoking cessation during pregnancy: a phenomenographic approach.2005In: Health Education Research, ISSN 0268-1153, E-ISSN 1465-3648, Vol. 20, no 3, 367-378 p.Article in journal (Refereed)
    Abstract [en]

    In general, most women are familiar with the need to stop smoking when they are pregnant. In spite of this, many women find it difficult to stop. Using a phenomenographic approach, this study explored Swedish pregnant and post-pregnant women's ways of making sense of smoking during pregnancy. A total of 17 women who either smoked throughout pregnancy or stopped smoking during pregnancy were interviewed. Five different story types of how they are making sense of smoking during pregnancy were identified: smoking can be justified; will stop later; my smoking might hurt the baby; smoking is just given up; smoking must be taken charge of. Based on the study it is argued that the approach used in health education in relation to smoking cessation in antenatal care needs to move from information transfer and advice-giving to the creation of a dialogue. The starting point should be the woman's knowledge, concerns, rationalizations and prejudices. A model is suggested in which a woman may move in a space on three axes depending on life encounters, dialogue and reflections on meaning. The goal in health education would be to encourage movement along three axes: 'increase of self-efficacy towards control', 'increase awareness by reflection on meaning of the smoking issue' and 'avoidance of defense of the smoking behavior'.

  • 8.
    Abrahamsson, Caroline
    et al.
    Kristianstad University, School of Education and Environment.
    Hagmo, Susanne
    Kristianstad University, School of Education and Environment.
    Vi har ett viktigt uppdrag: Pedagogers upplevelser av specialpedagogen i förskolan och på högstadiet2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att beskriva vad pedagoger i förskolan samt på högstadiet har för upplevelse av specialpedagogens uppdrag. Den metod som är vald för studien är semistrukturerade intervjuer för att samla in data. I vår studie har vi intervjuat tio pedagoger, varav fem är verksamma inom förskolan samt fem verksamma på högstadiet. Samtliga pedagoger är verksamma i olika verksamheter i den kommunala barnomsorgen och skolan, de arbetar dock inom samma kommun. Den teoretiska utgångspunkt som vi använt oss av är det sociokulturella perspektivet. Den tidigare forskningen visar att specialpedagogen förväntas göra många olika arbetsuppgifter som inte ingår i deras uppdrag ute på arbetsplatserna. Handledning är något som många gånger hamnar i skymundan på grund av det. Många gånger används inte specialpedagogens kompetens fullt ut. Specialpedagogen har många gånger enskild undervisning eller undervisning i liten grupp med elever som är i behov av särskilt stöd. Den tidigare forskningen visar även att specialpedagogen och rektorns relation är avgörande för om specialpedagogen ska kunna genomföra sitt arbete så som det är tänkt. Resultatet av studien visar att det finns en osäkerhet kring specialpedagogens uppdrag, främst hos pedagogerna på högstadiet. Resultatet visar även att dem inom förskolan har kunskap om hur de söker den specialpedagogiska kompetensen. Det visade sig att elevhälsateamets arbete kom pedagogerna tillkännedom, trots det ansåg pedagogerna på högstadiet att elevhälsateamet var en stor del av det förebyggande arbetet. Slutsatsen vi drar är att specialpedagogens uppdrag är otydlig och det behöver vara en tydlig organisation kring den yrkesfunktionen så att den kommer alla till del.

  • 9.
    Abramsson, Andreas
    et al.
    Kristianstad University College, School of Teacher Education.
    Nilsson, Daniel
    Kristianstad University College, School of Teacher Education.
    Minskar fysisk aktivitet självupplevda hälsobesvär?: En kvantitativ studie angående vilka eventuella samband som finns mellan gymnasiekillars självupplevda hälsobesvär och skattade fysiska aktivitetsnivå2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning har visat att oro, ångest, stress och dålig sömn är åkommor som blivit allt vanligare och symptomen sjunker allt lägre ned i åldrarna. Med detta som utgångspunkt har vi valt en surveyundersökning i form av enkäter för att se vilka eventuella samband som fanns mellan gymnasiekillars självupplevda hälsobesvär och deras skattade fysiska aktivitetsnivå. I undersökningen har 96 gymnasiekillars svar behandlats för att ta del av deras upplevda hälsa och skattade fysiska aktivitetsnivå. Enligt Lpf 94 är syftet med undervisningen i Idrott och hälsa bland annat att utveckla elevernas kunskap om hur olika faktorer kan påverka det fysiska, psykiska och sociala välbefinnandet. Regelbunden fysisk aktivitet kan motverka bland annat stress, oro och depression. Resultatet av undersökningen visade att det fanns samband mellan gymnasiekillars självupplevda hälsobesvär och deras skattade fysiska aktivitetsnivå. Slutsatsen med studien är att lärare i Idrott och hälsa med hjälp av resultatet kan ge sina elever en insikt i vilka positiva effekter fysisk aktivitet har på eventuella besvär med hälsan. Därmed kan de även motivera dem till en framtida regelbunden fysisk aktivitet. Studien ämnar väcka läsarens intresse för ämnet och ge en insikt i sambanden mellan självupplevda hälsobesvär och fysisk aktivitet.

  • 10.
    Adbegovic, Anela
    et al.
    Kristianstad University, School of Education and Environment.
    Gucati, Shqipe
    Kristianstad University, School of Education and Environment.
    Pedagogers uppfattningar gällande språkutveckling hos tvåspråkiga barn i förskolan/förskoleklass2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur pedagoger uppfattar språkutveckling hos tvåspråkiga barn i förskolan samt i en förskoleklass. Med hjälp av semistrukturerade intervjuer vill vi synliggöra och utifrån dessa intervjuer skapa en förståelse för pedagogers uppfattningar, gällande språkutveckling hos tvåspråkiga barn.

    Den teoretiska bakgrunden vilar på fenomenografin i form av variationsteorin. Varför fenomenografin valdes som kvalitativ forskningsmetod är dels dess beskrivning av fenomen utifrån individers olika uppfattningar, samt metodens möjliggörande av en hypotetisk observation över mänsklig förståelse av diverse företeelser.

    Resultatet, med hänsyn till pedagogernas uppfattningar, visar att det är föräldrarna som bär ansvaret av att lära samt stödja sina barn i deras modersmålutveckling. Detta är något som ska ske i hemmiljön. Detta i sin tur förblir en god grund i modersmålet, vilket gör det enklare att utveckla andra språk. Vidare  visade resultatet på att pedagogerna har varierande uppfattningar kring fenomenet tvåspråkighet, dock med en gemensam uppfattning av svenska språkets väsentliga betydelse i förskolan.

  • 11.
    Adilagic, Dalila
    et al.
    Kristianstad University, School of Education and Environment.
    Adilagic, Edin
    Kristianstad University, School of Education and Environment.
    Omsorgsfull bedömning: en studie av högstadieelevers upplevelser av utvecklande bedömning och vad lärares omsorg kan betyda för dessa upplevelser2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den här undersökningen beskriver vad som karakteriserar bedömning som en grupp högstadieelever upplever som utvecklande, samt vilken betydelse lärares omsorg kan ha för detta förfarande. Enligt forskning är kommunikationen mellan elever och lärare viktig när det gäller bedömning. Stor vikt läggs idag vid formativ bedömning som betydande faktor för elevers lärande i skolan. Formativ bedömning kräver ett samarbete mellan eleven och läraren. I undersökningen intervjuades elva elever i årskurs 9. Undersökningen visar att tydlig kommunikation mellan elever och lärare är av stor betydelse för att bedömningen ska upplevas som utvecklande. En utvecklande bedömning upplevs när läraren tydligt visar på elevers styrkor och svagheter. I undersökning framkommer också att elever känner sig bekräftade och upplever bedömning som utvecklande när läraren tar sig tid till bedömningen. Resultatet analyserades utifrån Noddings omsorgsetiska teori. Omsorg från lärares sida visade sig då ha stor betydelse för att bedömningen ska upplevas som utvecklande; för att elever ska uppleva en vilja att lära sig. Det vi kallar ”omsorgsfull bedömning” riktas både mot vad eleven kan i nuläget och mot hur eleven kan ta ett steg framåt. Vidare riktas den såväl mot eleven som individ som mot elevens prestationer.

  • 12.
    Adolfsson Gunnarsson, Johanna
    et al.
    Kristianstad University, School of Education and Environment.
    Doyle, Karin
    Kristianstad University, School of Education and Environment.
    Skolplacering för grundsärskolans elever: var och hur genomför eleverna sin obligatoriska skolgång?2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi har valt att undersöka grundsärskoleelevers skolplacering. Vårt syfte är att undersöka vad en skolgång i grundsärskolan idag, i praktiken kan innebära för eleven, med avseende på skolplacering, och vårt mer preciserade syfte är att undersöka elevers skolplacering i grundsärskolan, avseende kursplanstillhörighet, elevens fysiska placering och skolans organisation.

    Vi har, för att undersöka grundsärskoleelevers skolplacering, riktat oss med en enkät till 46 kommuner i 3 län i Sverige. Vi har också genomfört intervjuer med två personer som först deltagit i enkätundersökningen. Det visar sig i vår undersökning att grundsärskolan i praktiken, för de elever som är mottagna inom skolformen, kan se mycket olika ut både inom och mellan de kommuner som varit föremål för vår undersökning. Det saknas till stor del forskning om var och hur elever i grundsärskolan är skolplacerade, de undersökningar som finns är främst gjorda inom skolmyndigheterna. I framtiden skulle det vara av vikt om ytterligare undersökningar gjordes beträffande var och hur våra grundsärskoleelever är skolplacerade, inte minst för att kunna jämföra exempelvis skolresultat och trivsel med fysisk skolplacering. Det är av vikt att vara medveten om olikheten inom skolformen, för yrkesutövande, men även för att t.ex. kunna delta i den diskussion kring grundsärskola som finns såväl inom forskningen, som i den mer allmänna samhällsdebatten.

  • 13.
    Ahlberg, Susann
    Kristianstad University, School of Teacher Education.
    För evigt ung: Kitty Drew genom årtiondena2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract

    Kitty-böckerna har sedan 1950-talet lockat unga flickor att läsa och bli en del av en fiktiv spännande värld. Det var en ny typ av flickbok, som lyfte fram en ung, vacker och kompetent kvinnlig detektiv som radikalt skilde sig från tidigare traditionella böcker avsedda för flickor. Med en långseriebok som än idag är en del av unga flickors gränsliv mellan barndom och ungdom hjälper författarsyndikatet Carolyn Keene unga flickor att glömma verkligheten runt sig och iklä sig rollen som hjältinnan Kitty.

    Syftet med uppsatsen är att visa vilka inslag som indikerar vilket årtionde boken för in läsaren i. Med hjälp av reader-response-teorin kommer också sådant läsaren själv i relation med texten skapar att lyftas fram. Läsning av Kitty-böckerna i vuxen ålder har också uppenbarat sådant som helt saknas, sådant som skulle kunna vara relevant i böcker skrivna ursprungligen i Amerika. Viktiga händelser som hänt varje årtionde i den verkliga världen är icke-existerande i den fiktiva världen, som trots allt ger sken av att utspela sig i det verkliga Amerika

    Nyckelord: Kitty Drew, flickbok, långseriebok, reader-response-teorin, mottagarorienterad

  • 14.
    Ahlberg, Susann
    Kristianstad University, School of Education and Environment.
    Munkarna på heden: Cistercienserna i Herrevad2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    År 1144 anlände abbot Robert, elva konverser och nio lekmän från cisterciensklostret i Citeaux till Herrevad, där ärkebiskop Eskil upplåtit mark till dem för att bygga upp ett cistercienserkloster på då dansk mark. I 400 år tronade klostret på heden och blev ett maktcentrum i regionen. Klostermedlemmarna som vigt sitt liv åt att hedra och tjäna Gud blev därmed ett inslag i bygden som satt spår långt in i vår tid. Hantverk som klosterorden tog med sig och sedermera utvecklade blev också en del av bygdens. En bygd som med sin placering gav mycket tillbaka till dem som brukade den, det var perfekta förhållanden att driva ett självhushållande kloster i.

    Syftet med uppsatsen är att klargöra vilken denna klosterorden var för att på så vis kunna väcka ett nytt intresse för något som fallit i glömska inte bara på lokal nivå utan också som en del av Skånes historia. Fortsatt är intentionen med uppsatsen att peka på det som levt kvar i bygden och därmed blivit en del av dagens samhälle som vi kan tacka dessa medeltida munkar för.

  • 15.
    Ahlenius, Roxanne
    et al.
    Kristianstad University, School of Education and Environment.
    Färjh, Catarina
    Kristianstad University, School of Education and Environment.
    "Livet måste levas framlänges men förstås baklänges": en empirisk studie om lärares inställning till begreppen historiemedvetande samt genetiskt och genealogiskt perspektiv2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Som historielärare finns olika nyckelbegrepp som är centrala för ämnet historia. Tre av dessa kommer studeras i denna uppsats där syftet är att studera historiemedvetande samt de genetiska och genealogiska perspektiven i relation till lärares verklighet och de båda läroplanerna Lpf94 och Gy11. Dessa tre begrepp är därmed uppsatsens teoretiska utgångspunkter. Kvalitativa intervjuer har utförts för att söka svar på uppsatsens frågeställningar och då texter och intervjusvaren varit i behov av tolkning har den hermeneutiska metoden använts.

    Studien visar att begreppet historiemedvetande är mångtydigt och svårdefinierat, både för lärare, teoretiker och forskare. En annan slutsats som kunde dras av studien visar att historieundervisningen är präglad av den kronologiska traditionen, vilket även kan benämnas som det genetiska perspektivet. Vad gäller styrdokumenten är begreppet historiemedvetande svårdefinierat även där och den nuvarande Gy11 är mer inriktat på kronologi än den tidigare.

  • 16.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    "All we wanted to do, now that we were back in the world, was forget": on remembrance and forgetting in Julie Otsuka's novels2015In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 47, no 2, 81-101 p.Article in journal (Refereed)
    Abstract [en]

    This article considers Julie Otsuka's representations of the World-War-II internment of Japanese Americans in When the Emperor Was Divine (2002) and The Buddha in the Attic (2011) from the perspective of collective remembrance, thus highlighting the interconnectedness of remembrance, forgetting, silence and race. Remembering and forgetting are understood as contingent on one another, and on the ideological currents and countercurrents that affect the construction of collective remembrance. The article argues that the content and form of Otsuka's novels mediate the cultural silence of the internment. In addition, they illustrate the changing nature of the narrativized remembrance of the internment as accounts of the lived experience of the Japanese Americans who went to camp are being replaced by trans-generationally transmitted, imaginatively recreated memories. The historical silence of the incarceration and its aftermath is sometimes explained in terms of "Japanese culture," but such a description risks reducing the impact of the racialization of Japanese Americans, and obscuring its effect on resistance. Finally, the analysis demonstrates that in Otsuka's texts, remembrance of the internment is characterized by a negotiation between repressive erasure and restorative forgetting.

  • 17.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    On the Legacy of Maxine Hong Kingston: The Mulhouse Book2014In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 46, no 2, 97-100 p.Article, book review (Other academic)
  • 18.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The British slave trade2008In: Encyclopedia of Blacks in European history and culture. Vol. 2 / [ed] Eric Martone, Westport, Conn.: Greenwood Press , 2008, 487-491 p.Chapter in book (Refereed)
  • 19.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The doctor and the pastor: on love and evil in Hjalmar Söderberg's Doctor Glas and Bengt Ohlsson's Gregorius2012In: Forum for World Literature Studies, ISSN 1949-8519, E-ISSN 2154-6711, Vol. 4, no 2, 260-275 p.Article in journal (Refereed)
  • 20.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The Harlem renaissance: depicting the "New Negroe"2009In: African-American poets / [ed] Harold Bloom, New York: Bloom's Literary Criticism , 2009, New ed., 147-164 p.Chapter in book (Refereed)
  • 21.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Uppror mot en svartvit världsbild2008In: Svenska dagbladet, ISSN 1101-2412, no 1/2Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    "We don't think of these things here": on teaching African American texts in Sweden2007In: European scholars teaching African American texts / [ed] Simcikova, Karla, Ostrava: University of Ostrava , 2007, 33-44 p.Chapter in book (Other academic)
  • 23.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Writing and Identity in Jane Jeong Trenka’s Life Narratives2017In: International Adoption in North American Literature and Culture: transnational, transracial and transcultural narratives / [ed] Mark Shackleton, Palgrave Macmillan, 2017, 121-142 p.Chapter in book (Other academic)
    Abstract [en]

    This chapter explores the connection between writing and subjectivity in Jane Jeong Trenka’s two memoirs, The Language of Blood (2003) and Fugitive Visions (2009), suggesting that the two texts participate in a dialogue in which questions that were raised in the first work are revisited and reconsidered in the second. The result is a multilayered and at times conflicted life narrative, which offers no simple solutions to the complex questions of identity raised. While Trenka’s texts address the unspeakable aspects of adoption and the inability to recover parts of the past, they also address the materiality of adoption. Common adoption myths, such as the discourse of rescue, and the myth of color-blindness, are debunked. The chapter argues that there is a tension in the texts between the representation of adoption as trauma with individual as well as societal implications, and adoption as a productive site generating questions of identity and origin of universal relevance. Placing the form and act of narration in focus, the analysis suggests that the adoption narrative may function as an empowering imaginative space for the production of identity. In addition, the paper traces how sensory experiences are used to re-enact the past—or even instill new memories to replace the perceived gaps in the narrative of the past. The two texts suggest that an engagement with and translation of the non-verbal aspects of identity into text can provide acts of self-authorization that demonstrate the restorative potential of the transnational adoptee’s life narrative.

  • 24.
    Ahlin, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Feedback and (self-) assesment2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, 79-86 p.Article in journal (Other academic)
  • 25.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Appreciating literature: a focus on lexis in second language reading2014In: Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 / [ed] Jane Mattisson, Maria Bäcke, Kristianstad: Kristianstad University Press , 2014, 88-96 p.Conference paper (Other academic)
    Abstract [en]

    The appreciation of literature depends on the reader’s ability to understand the author’s use of words — how they are used individually to express explicit and indirect meaning, how they are used in partnership with others to make up set phrases, and how meaning can be distorted for literary purposes by changing a phrase or the order of words in a phrase, all within a specific cultural context. The educated first language reader, familiar with the context, is equipped to read between the lines and achieve a fuller understanding of the text in question. However, for second language readers, lacking that lexical and cultural knowledge, the situation is different and they are at a disadvantage in terms of being able to understand a work of literature. Teachers of English can help their pupils by drawing their attention to words — which words are used and how they are used. Support for this assertion can be found in the research into second language vocabulary acquisition. This tells us that readers need to know at least 95% of words in a text in order to understand that text, and that words must be encountered many times if they are to be learnt. The point of actively working with words over a period of time is twofold: firstly, to increase the reader’s lexical resource in terms of both number of words known and depth of knowledge about them, and secondly, by so doing, to increase the reader’s ability to understand, and therefore appreciate, literary texts. With reference to The Great Gatsby, I will illustrate how teachers of English to university students can extend their learners’ lexical knowledge and appreciation of literature.

  • 26.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Att utveckla kommunikativa färdigheter i engelska: Storylinemetoden2012In: Communicare, ISSN 1893-1502, Vol. 2, no 2, 47-51 p.Article in journal (Other academic)
  • 27.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    `I remember more when it's fun’: teaching English through Storyline2010Conference paper (Other academic)
  • 28.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Making a difference: Storyline in teacher education2016Conference paper (Other academic)
  • 29.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    ‘Storyline’: a task-based approach for the young learner classroom2013In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 67, no 1, 41-51 p.Article in journal (Refereed)
    Abstract [en]

    The Storyline approach is little known in language teaching contexts although it has much in common with task-based education. Learners play the parts of characters in an unfolding narrative, collaborating on tasks in small groups, a method which combines the use of language skills with practical work. A word often used by participants in a Storyline topic is `fun′. This article reports on a study in which I attempted to identify the features that particularly appealed to a class of Swedish 11–13 year olds, and how working in this way impacted on their learning of English. The data show that learners were strongly motivated by particular tasks and that the experience of taking part in a Storyline brought specific language benefits.

  • 30.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Storyline: developing communicative competence in English2013Book (Other academic)
    Abstract [en]

    What do you do when someone dumps rubbish in your street? How do you deal with anti-social neighbours? How do you organize a street party? These are some of the questions faced by a class of 11–13 year olds working on “Storyline, Our Sustainable Street”. For five weeks they took on the roles of families who had moved into a newly built street in the fictive English town of Danbury. Working on tasks linked to the syllabus for English, they developed their skills in speaking, listening, reading and writing – and had fun.

    Developing communicative competence in English is of central importance in the Swedish curriculum Lgr11. This book presents the results of a study into the impact of the Storyline approach on the second language classroom. It also provides excellent guidance for teacher education students and teachers of both younger and older pupils (aged 9–16) in how to adapt this Storyline for their own classes.

  • 31.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Storyline: the importance of "fun" in the young language learner classroom2015In: UZRT 2014: Empirical studies in applied linguistics / [ed] Stela Letica Krevelj & Jelena Mihaljevic Djigunovic, Zagreb: FF press , 2015, 81-90 p.Chapter in book (Other academic)
  • 32.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Storyline: the importance of `fun´in the young language learner classroom2014In: UZRT 2014: Empirical Studies in Applied Linguistics / [ed] Letica Krevelj, S. & Mihaljevic Djigunovic, J., Zagreb: Filozofski fakultet u Zagrebu , 2014, 81-90 p.Conference paper (Refereed)
  • 33.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Teacher education: developing language proficiency, self confidence and motivation through the story line approach2016In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper (Other academic)
  • 34.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Teaching young learners through Storyline: `The more fun it is, the more you learn!´2016In: Modern English Teacher, ISSN 0308-0587, Vol. 25, no 1, 62-64 p.Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The Storyline approach: promoting learning through cooperation in the second language classroom2013Conference paper (Other academic)
    Abstract [en]

    In the Storyline approach a fictive world is created in the classroom. Learners create and take on the role of characters in a story (lasting typically for four to six weeks), which develops as they work in small groups on practical and theoretical tasks linked to the curriculum. The approach offers conditions considered to promote second language development in young learners, namely an engaging, meaningful and motivational context in which communicative language skills are practised holistically. The word learners most commonly use to describe learning English through Storyline is `fun´; one aspect of the work which rates particularly highly is group collaboration. This presentation is based on a research study, Storyline, Our Sustainable Street, in which a class of Swedish 11-13 year olds created families who moved into a new street in a fictive English town. During the course of the Storyline the families took part in a project to live in a more sustainable way, and also had to deal with the problems of illegal rubbish dumping and anti-social neighbours. I will demonstrate how cooperative principles are integral to group tasks in Storyline and how, through cooperation, communicative language skills are developed.

  • 36.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The Storyline approach: promoting learning through cooperation in the second language classroom2015In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, no 1, 40-54 p.Article in journal (Refereed)
    Abstract [en]

    In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11-13 year olds took on the roles of families who had moved into a new sreet in England, and highlights the role played by cooperative group work in the second language learning process.

  • 37.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The storyline approach in teacher education2016In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper (Other academic)
    Abstract [en]

    For many primary student teachers, English at school was characterized by a diet of textbooks, public teacher correction and peer ridicule. Such students approach English in teacher education with a lack of enthusiasm, even dread. If we are to produce competent, enthusiastic professionals, this must change. In English didactics, the objectives at Kristianstad University are 1) that students develop language proficiency and theoretical knowledge 2) understand how English can be taught creatively and be able to demonstrate this in practical and written assignments.

    Classroom relationships are often said to lie at the heart of successful language learning (Stevick, 1980). One example of a relational pedagogy, which fosters cooperation and mutual support, is Storyline, in which a fictive world is created in the classroom. A story develops as learners, in small groups as characters in a story, work on a range of meaningful tasks, combining theoretical and aesthetic subjects. At Kristianstad University, student teachers work for two weeks intensively on a Storyline about families moving into a new street in a fictive English town, using English in different ways. At the same time, they analyse what they are learning and how. This has a number of benefits. By working with Storyline, as opposed to just reading about it, the students experience its pedagogical benefits, and not just for the teaching of English. At the same time, their proficiency develops, not least because they are working closely and intensively together on motivating tasks in a supportive classroom atmosphere.

    Hattie (2009) contends that achievement is higher where there is enjoyment. Storyline helps to raise achievement levels because it engages affectively and cognitively, helps to forge closer classroom relationships and through practical work makes visible abstract content (for example, educational and linguistic theories), thus facilitating student learning, as this paper will demonstrate.

  • 38.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    `When it's fun you learn more!´: Storyline and the young language learner2012In: English for young learners - forum 2012: proceedings from the conference in Uppsala 19 June 2012 / [ed] Maria Allström, Annamaria Pinter, Uppsala: Centre for Professional Development and Internationalisation in Schools, Uppsala University , 2012, 28-38 p.Conference paper (Other academic)
    Abstract [en]

    In the Storyline approach a fictive world is created in the classroom. Working in small groups, the learners create characters to people a story, speaking and writing in role. The story develops as the learners work on open key questions, based on curriculum content and integrating linguistic and practical skills. A word often used by participants in a Storyline topic is `fun´. I investigated which features of the Storyline approach particularly appealed to a class of 11-13 year-olds who took part in Our Sustainable Street and what impact working in this way had on their learning of English This paper reports on that study, which concluded that the Storyline approach offers significant benefits for the development of communicative competence, and shows how Storyline can meet the requirements of the curriculum.

  • 39.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Young learner writing and the Storyline approach2012Conference paper (Other academic)
  • 40.
    Ahlquist, Sharon
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Lugossy, Réka
    University of Pécs, Hungary.
    Stories and Storyline2015Book (Other academic)
  • 41.
    Ahlqvist, Kerstin
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Palla, Marta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Närhet och tillgänglighet i undervisning: i form av verksamhetsförlagd utbildning, VFU2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, 95-120 p.Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Ahlström, My
    et al.
    Kristianstad University, School of Education and Environment.
    Hendriksson, Sanna
    Kristianstad University, School of Education and Environment.
    Stevic, Bojan
    Kristianstad University, School of Education and Environment.
    Den hälsosamma kosten: uppfattningar, resonemang och livsmedelsval2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Most consumers today are very health conscious and wish to eat a healthy diet, but they are faced with several problems in their everyday lives. Food and product choices can be about taking a stance and showing your identity, whether that is as a price conscious or environmentally conscious customer. As such many factors are in play when the consumer decides what a healthy diet is. The choice of diet and food thus becomes a complex everyday challenge. This is influenced by the debate around food and health in what is termed the mass media. The purpose of the study was to show how a sample of Swedish consumers percieve a healthy diet, the relation of said perception to comming nutrition reccommendations and the consumers’ views of diet and health. The study used semi-structured interviews as well as a web-based food frequency questionnaire with fourhundred respondents. Interviews centered on concepts of healthy diet and unhealthy diet, as well as the meaning of words frequently used in the debate around diet and health in mass media. The consumer’s view of a healthy diet mainly coincides with Swedish Nutritional Recommendations from 2004 and the proposal for Nordic Nutrition Recommendations from June, 2012. There are differences in the opinions of male and female subjects between self-estimated food consumption, the view of what a healthy diet should look like and on how often the defined food items should be consumed. A higher frequency of consumption of food items that the proposal for the Nordic Nutrition Recommendations have recommended be reduced, such as sausages, snacks and sweets was more acceptable to men than to women. Women’s perception of a healthy diet included a higher frequency of consumption of food items that the proposal for the Nordic Nutrition Recommendations have recommended be increased, such as fruits, berries and vegetables. Over all, the subjects were well informed and knowledgeable about what constitutes a healthy diet.

  • 43.
    Ahlzén, Karl Fredrik
    Kristianstad University, School of Education and Environment.
    Kan problemen vara lösningen?: en studie om elevers olikheter i metoden att lösa ett bestämt matematiskt problem i årskurs 9.2012Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen är främst skriven till grundskolelärare för årskurs 6-9 i matematik. Uppsatsen behandlar rika matematiska problem och niondeklassares olika strategier och representationer som eleverna uppvisar för att lösa rika matematiska problem.

    Bakgrunden till uppsatsen grundar sig på mitt eget stora intresse för att undervisning skall vara utformad för att se och bemöta elevers olikheter som något positivt. Undervisning där man ser och utgår ifrån elevers olikheter och erfarenheter gör att elever kommer att vara olika djupt och långt i kursen. Här är det viktigt för läraren att vara uppmärksam och stötta alla elever, så att ingen kommer efter i lärandet. Att göra undervisningen mer personlig och meningsfull kan vara ett steg i riktning mot att höja intresset för matematik men kommer givetvis krävas mera av läraren.

    I teoridelen redogörs delar av rika matematiska problem och dess historia. Vidare tar jag upp vikten av att se till den enskilda individen och dess förutsättningar, samt olika möjligheter till att möta den enskilda individen i matematikundervisningen.

    Det empiriska materialet hanteras anonymt för att garantera anonymitet. Problemen löstes av samtliga elever i årskurs 9 på en skola i södra Sverige. Resultatet visade att det förekommer olika representationer för hur elever tänker kring ett bestämt problem. Att nivågrupperingar skulle vara att föredra kan inte bekräftas ur resultatet. Resultatet visade att den blandade gruppen hade en djupare förståelse totalt sett.

  • 44.
    Ahlén, Ingemar
    et al.
    SLU.
    Angelstam, Per
    SLU.
    Bensch, Staffan
    Lunds universitet.
    Elmberg, Johan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Enemar, Anders
    Göteborgs universitet.
    Fagerström,, Torbjörn
    SLU.
    Green, Martin
    Lunds universitet.
    Gustafsson, Lars
    Uppsala universitet.
    Gustafsson, Lena
    SLU.
    Mikael, Hake
    SLU.
    Dennis, Hasselquist,
    Lunds universitet.
    Hedenström, Anders
    Lunds universitet.
    H-Lindgren, Christina
    Umeå universitet.
    Lindberg, Peter
    Göteborgs universitet.
    Lindström, Åke
    Lunds universitet.
    Michanek, Gabriel
    Luleå tekniska universitet.
    Nilsson, Leif
    Lunds universitet.
    Nilsson, Sven G
    Lunds universitet.
    Pärt, Tomas
    SLU.
    Sundberg, Jan
    Uppsala universitet.
    Svensson, Sören
    Lunds universitet.
    Tjernberg, Martin
    SLU.
    Ulfstrand, Staffan
    Uppsala universitet.
    Brusewitz, Gunnar
    Stockholms universitet.
    Edman, Stefan
    Chalmers tekniska högskola.
    Jonsson, Lars
    Uppsala universitet.
    Landell, Nils-Erik
    Wahlstedt, Jens
    Emanuelsson, Urban
    Centrum för biologisk mångfald.
    Ingelög, Torleif
    Artdatabanken.
    Karlsson, Mikael
    Svenska naturskyddsföreningen.
    Kristoferson, Lars
    WWF.
    Lindell, Lars
    Sveriges Ornitologiska Förening.
    Nya järnvägen hotar unikt naturområde2002In: Aftonbladet, ISSN 1103-9000Article in journal (Other (popular science, discussion, etc.))
  • 45.
    Ahmetovic, Semra
    Kristianstad University, School of Education and Environment.
    Förskollärares uppfattningar av fenomenet fysik som innehåll i förskolans verksamhet2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     Syftet med denna studie är att undersöka förskollärares uppfattningar av fenomenet fysik som innehåll i förskolans verksamhet.  Tidigare forskning och litteratur visar att arbetet med de olika naturvetenskapliga ämnena finns i verksamheten men på grund av förskollärares olika erfarenheter och kompetenser så blir fysikämnet inte synliggjort. Studien har en fenomenografiskt inspirerad ansats. För att få svar på studiens frågeställning användes intervju som metod. Två förskollärare från tre olika förskolor intervjuades, d v s totalt sex respondenter.

    Resultatet visar att förskollärare uppfattar att fysik som innehåll i förskolan kan vara vuxenstyrt genom att man utgår från experiment, eller med utgångspunkt i vardagserfarenheter där man arbetar utifrån barns intresse för att synliggöra fysikinnehållet. 

  • 46.
    Ahxner, Robert
    et al.
    Kristianstad University, School of Education and Environment.
    Davidsson, Tomas
    Kristianstad University, School of Education and Environment.
    I gränslandet mellan hemmet och fritidshemmet: -Om vårdnadshavarens och pedagogens syn på kommunikation och samspel mellan hem och fritidshem.2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats handlar om samspelet mellan hemmet och fritidshemmet och hur det

    kan påverka elevens trygghet, trivsel och personliga utveckling på fritidshemmet.

    Syftet med denna studie är att i viss mån studera vad rektorer men främst vad

    pedagoger och vårdnadshavare anser om kommunikation och samverkan mellan hem

    och fritidshem. Vi redogör för vad skolans föregående och gällande styrdokument

    menar om samverkan med hemmet samt ger en teoretisk bakgrund som beskriver vad

    forskning och litteratur säger om ämnet. Vårt teoretiska perspektiv i uppsatsen är det

    sociokulturella perspektivet som utgår från lärande, kommunikation, kontext och

    artefakter. Av dessa nyckelbegrepp fokuserar vi på kommunikation och det lärande

    som sker mellan pedagoger och vårdnadshavare när eleven sätts i centrum för

    diskussionerna. Genom skriftliga frågeformulär till vårdnadshavare, pedagoger och

    rektorer på fyra utvalda skolor samlades en mängd data in för att kunna belysa detta

    område. I analysen av dessa uppgifter framkom att de flesta är nöjda med dagens

    samverkan men att det finns några förbättringsområden, främst rörande vilken typ av

    information som ges mellan respektive pedagoger och vårdnadshavare. Resultatet

    visar att samarbetet kring eleven till stor del beror på relationen mellan

    vårdnadshavaren och pedagogen och att en fungerande relation ger en fungerande

    samverkan, som i sin tur kan gynna elevens personliga utveckling.

  • 47.
    Aili, Carola
    Kristianstad University, School of Teacher Education.
    Breaks for stress and breaks for rest: a study of teachers' work breaks. Paper presenterat vid Nordisk Förening för Pedagogisk Forskning (NFPF) 33:e kongress, Oslo, Norge.2005Conference paper (Refereed)
  • 48.
    Aili, Carola
    Kristianstad University, School of Education and Environment.
    Familjecentraler i perspektivet av välfärdsprinciper2011In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 88, no 2, 180-192 p.Article in journal (Other academic)
    Abstract [en]

    In light of four welfare principles are family centres analyzed as they emerge in Sociomedical Journals special issue on family centers. The principles are: 1. welfare as a social compensatory 2. welfare as a social guarantee 3. welfare as social services, and 4. welfare as social investment. The question is whether and how they compete for attention and what impact it may have. The results shows that three of the four welfare principles appear as complementary in the vision of family centres while they appear as being in conflict when the texts are dealing with professionals everyday work. The organizational form, the form of family centres, seems to help the professionals in their dealing with conflicts between different principles in some types of work situations.

  • 49.
    Aili, Carola
    Kristianstad University College, School of Teacher Education.
    Hur gör lärare?: recension av Gannerud, E., Rönnerman, K. Att fånga lärares arbete: bilder av vardagsarbete i förskola och skola2008In: Pedagogiska magasinet, ISSN 1401-3320, no 2, 89-90 p.Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att lärare gör många saker samtidigt framgår av en ny bok. Men författarna lägger för mycket krut på att skilja ut innehåll från organisering. De skulle hellre lyft fram studiet av vardagsrutiner.

  • 50.
    Aili, Carola
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Hård styrning är inget framgångsrecept2012In: Kristianstadsbladet, ISSN 1103-9523, no 2/7, B4- p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den ökade kontrollen i dag gör inte att de elever läraren har i dag når bättre resultat, sannolikt når de sämre resultat, eftersom lärares hantering av den allt mer omfattande dokumentstyrningen sker på bekostnad av att komma väl förberedda till nästa dags undervisning.

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