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  • 1.
    Abrahamsson, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Samhällsvetenskap. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Agevall, Lena
    Växjö universitet.
    Välfärdssektorns projektifiering: kortsiktiga lösning av långsiktiga problem2009Inngår i: Kommunal ekonomi och politik, ISSN 1402-8700, Vol. 13, nr 4, 35-60 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we use two immigrant projects to identify similarities and consequences in order to discuss and analyse outwarding collaborative projects in human service organizations as a tool for change. The heavy use of projects in a slimmed public sector originates from projects’ contradictory promises of flexibility and effectiveness in the New Public Management context. Usually projects are used as a way to get more resources to long-term needs but are seldom implemented as planned in the regular organisation. Seemingly politicians, management and civil servants preferred are focusing on the positive side of projects as means to legitimate the organizations and to bring change by targeting and steering activities. However, they tend to overlook the negative consequences from projects. Citizens and participants experience frustration and distrust. The long-term development in organizations is scarce. Projects are seldom implemented meanwhile as the problems the projects were expected to target still are remaining or even are increasing.

  • 2.
    Abrahamsson, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Samhällsvetenskap. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Andersson, Joyce
    Springett, Jane
    Högskolan Kristianstad, Sektionen för hälsa och samhälle.
    Building bridges or negotiating tensions?: experiences from a project aimed at enabling migrant access to health and social care in Sweden2009Inngår i: Diversity in Health and Care, ISSN 1759-1422, Vol. 6, nr 2, 85-95 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A current challenge for many European countries is to enable forced migrants to access health and social care that meets their needs. One solution is to use paraprofessionals - that is, trained individuals who are not professionals - to act as bridge-builders between minority communities and the health and social care sectors. This paper explores the development of a quality improvement project in Sweden. The project aimed to recruit and train forced migrants who had lived in Sweden for more than five years to act as bridge-builders. The aim was to use their unique experiences and knowledge in two ways - to work with service staff in developing new ways of working, and to become culturally competent paraprofessionals working with their own communities. This paper focuses on how an understanding of the role evolved as the participants reflected on their experiences and undertook an inquiry process culminating in the development of three possible models of what the task of a bridge-builder should be in developing culturally appropriate health and social services that are responsive to the needs of forced migrants. The conclusion reflects on what was learned and how the experiences from this project may be useful for others who are struggling with the same kind of problem in Sweden and in other countries.

  • 3.
    Abrahamsson, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Samhällsvetenskap. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Bing, Vibeke
    Löfström, Mikael
    Högskolan Borås.
    Familjecentraler i Västra Götaland: en utvärdering2009Rapport (Annet vitenskapelig)
  • 4.
    Eklöf, Anders
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Svensson, Peter
    Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Sektionen för lärande och miljö.
    So I Sat Down with my mother: connectedness orientation and pupils’ independence2009Inngår i: Education and Technology for a Better World: 9th IFIP TC 3 World Conference on Computer in Education, WCCE 2009, Bento Gonçalves, Brazil, July 27-31, 2009 / [ed] Arthur Tatnall, Anthony Jones, Springer, 2009Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Swedish educational policy underlines the importance of independence. In this paper we use socio-cultural theory and Foucault to explain how pupils’ independency is transformed into something else in their work. Our results derive from analyses of filmed sessions and entries in the pupils’ logbooks. Our findings demonstrate that the pupils’ definitions of independence differ from those of the course plan in several aspects: i) the use of certain resources is not considered to show lack of independence, ii) doing things yourself is considered being most independent and iii) to follow instructions, even if this means violating your unique personal thought, is considered a prerequisite for passing/getting good grades and as such a necessary adaption to the school context, sooner than a sign of dependency. Consequently we argue that pupil independency should be regarded as a phenomenon chiseled out within a community of practice rather than a personal capacity.

  • 5.
    Ekstrand, Britten
    Högskolan Kristianstad, LärandeResursCentrum. Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Databaser som verktyg för kvalitet i utbildningsvetenskaplig forskning2009Inngår i: InfoTrend, ISSN 1653-0225, Vol. 64, nr 2-3, 50-63 s.Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Information and knowledge about science communication through educational journals and search engines are needed to reach higher quality in educational science. In this study two different databases, one representing open access and one not, indexing peer reviewed articles are scrutinized according to publishers, volumes, frequency of numbers per year, access and language? The result contributes to the information literacy field and science reflexivity. In a prolonged sense it is a contribution to quality in science. Questions are raised about educational journals as arenas for research communications, construction of the educational field, dominating discourses, responsibility of the intellectuals, power and democracy.

  • 6.
    Ekstrand, Britten
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Malmström, Elisabet
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Nadarevic, Sanela
    Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Nordin, Andreas
    Linnéuniversitetet, Växjö.
    International research articles as used and misused quality indicators in higher education2009Konferansepaper (Fagfellevurdert)
  • 7.
    Ekstrand, Britten
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Nadarevic, Salena
    Multiculturalism in teacher education - communicated discourses2009Konferansepaper (Fagfellevurdert)
  • 8.
    Ekstrand, Britten
    et al.
    Högskolan Kristianstad, LärandeResursCentrum. Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Seebass, Gunhild
    Högskolan Kristianstad, LärandeResursCentrum.
    Integrativ informationskompetens: diskursöverbryggande samarbete mellan akademi och bibliotek2009Inngår i: Pedagogiskt arbete i teori och praktik: om bibliotekens roll för studenters och doktoranders lärande / [ed] Hansson, Birgitta & Lyngfelt, Anna, Lund: Btj , 2009, 83-101 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 9.
    Holmqvist, Mona
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Tullgren, Charlotte
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Pre-school children discerning numbers and letters2009Inngår i: Forum on Public Policy: A Journal of the Oxford Round Table, ISSN 1556-763X, E-ISSN 1938-9809, nr SpringArtikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research on learning has shown the importance of the learner‟s possibilities to discern what differs as well as what is similar when meeting new phenomena. But how does this kind of understanding develop when young children try to understand their environment in natural settings? The results of Tolchinsky‟s research (2003) about young children‟s understanding of numbers and letters before being taught are considered in this study. Tolchinsky‟s results showed that children can separate cards that can be read from those which can not be read. Even more, the results showed that children did not separate cards with numbers in the same way. In this study the point of departure is variation theory, and Tolchinsky‟s results are seen through the perspective of what children do discern, what they discern simultaneously and what kind of variation they seem to need to discern. The aim of this study is to describe in what ways pre-school children seem to discern letters and numbers, what kind of similarities they discern among these phenomena and what kind of variations of the targeted phenomena they are aware of. Three children, aged 4, 5 and 6, have been interviewed when sorting cards with letters/words and numbers. The cards offered have been prepared to include some similarities and some differences, which enable the child to sort in many different ways. As Tolchinsky has found, the children rejected the card that only included letters that could not form a word; they could differentiate cards with numbers from those with letters/words, and no cards including numbers were rejected. In this study we also found how children used chain-complex when talking about the relations between the cards in terms of similarities and differences. Symbols such as the decimal point and minus sign were not commented on at all by the children and had no influence on their sorting.

  • 10.
    Karlsson, Leif
    et al.
    Högskolan Kristianstad, LärandeResursCentrum.
    Ekstrand, Britten
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Bloom, L.
    Verksamhetsförlagd utbildning inom sjuksköterskeprogrammet: planerings- och bedömningssamtalets betydelse för lärande och bedömning2009Konferansepaper (Annet vitenskapelig)
  • 11.
    Nilsson, Lars-Erik
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Adaptation to genre: on instruction, text, work and risk2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    School in a digital information society is, among other things, considered to be characterized by independent work. Pupils get instructed to produce different texts that require them to master a variety of competences such as different writing skills, adaptation to genre, and ability to value and to make use of a number of institutional resources. Decisions concerning their work are described as to be handled individually.

     

    In Sweden a political controversy has emerged concerning the quality (expressed in grades) that self regulated, individual work forms lead to. Supported by results from studies like PISA, TIMMS and PIRLS it has been argued that self regulated work forms are one cause behind a decline in pupils’ results as compared to the results in other countries.

     

    Drawing on perspectives on instructed action, and making a distinction between the text and the work, we discuss the transparency of instructions and pupils’ understanding of genre.

     

    The empirical material has been drawn from video recorded sessions where pupils are participating in collaborative writing. Our results suggest a need to scrutinize how pupils deal with dilemmas of doing project work if we are to understand and value the work that is carried out. They also lead us to highlight the role of the teacher and question what is actually meant by an increase in independent, self regulated work forms and how these are organised. A focus on the work reveals that pupils often work as small epistemic communities and invoke different resources such as parents, tutors, and peers to guide their grappling with instructions 

    School in a digital information society is, among other things, considered to be characterized by independent work. Pupils get instructed to produce different texts that require them to master a variety of competences such as different writing skills, adaptation to genre, and ability to value and to make use of a number of institutional resources. Decisions concerning their work are described as to be handled individually.

     

    In Sweden a political controversy has emerged concerning the quality (expressed in grades) that self regulated, individual work forms lead to. Supported by results from studies like PISA, TIMMS and PIRLS it has been argued that self regulated work forms are one cause behind a decline in pupils’ results as compared to the results in other countries.

     

    Drawing on perspectives on instructed action, and making a distinction between the text and the work, we discuss the transparency of instructions and pupils’ understanding of genre.

     

    The empirical material has been drawn from video recorded sessions where pupils are participating in collaborative writing. Our results suggest a need to scrutinize how pupils deal with dilemmas of doing project work if we are to understand and value the work that is carried out. They also lead us to highlight the role of the teacher and question what is actually meant by an increase in independent, self regulated work forms and how these are organised. A focus on the work reveals that pupils often work as small epistemic communities and invoke different resources such as parents, tutors, and peers to guide their grappling with instructions

  • 12.
    Nilsson, Lars-Erik
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    'I'm entitled to make mistakes and get corrected': students' self positioning in inquiries into academic conduct2009Inngår i: Critical Discourse Studies, ISSN 1740-5904, E-ISSN 1740-5912, Vol. 6, nr 2, 127-152 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Many studies show that students self-report to having bought, downloaded and ghostwritten essays, as well as to failing to attribute quoted material and other similar actions. These actions are all classified as plagiarism, and based on this classification these students are positioned as cheaters. This study shows that there is reason to critically scrutinize such positioning. Using positioning theory, drawing on data from disciplinary inquiries, we show that such actions may be constituted as acts of complaining, justifying, blaming and the like. Students justify these actions using storylines about ambiguous instructions, failing technology and difficulties distinguishing between plagiarism and autonomous authorship. We find that there are four positions such students try to make available for themselves as they attempt to reposition themselves, those of victim, learner, professional and repentant offender. Being suspected of cheating or plagiarism is a malignant position to be in; however, while students may attempt to reposition themselves in less malignant positions, such as that of victim, such attempts generally fail to lead to exoneration.

  • 13.
    Nilsson, Lars-Erik
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Farliga verktyg!?: om fusk, teknik och lärande2009Inngår i: Samhälle, teknik och lärande / [ed] Karlsohn, Thomas, Stockholm: Carlsson Bokförlag, 2009, 145-170 s.Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
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