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  • 251.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Bedömningsreformen som kom av sig…2016In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 252.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Debatt eller censur?: om kontroversiella frågor i klassrummet2017In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 253.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Editorial: Transparency in assessment – exploring the influence of explicit assessment criteria2019In: Frontiers in Education: Assessment, Testing and Applied Measurement, Vol. 3, article id 119Article in journal (Refereed)
    Abstract [en]

    In many schools and higher education institutions it has become common practice to shareassessment criteria with students. Sometimes it is required for accountability purposes, at othertimes criteria are used as ameans to communicate expectations to students. Although it is generallyand widely accepted that explicit assessment criteria should be shared with students, challengesto that assumption have been made. On the one hand, research has shown that explicit criteriamay positively affect student performance, reduce their anxiety, as well as support students’ useof self-regulated learning strategies. On the other hand, there are fears that explicit criteria mayhave a restraining influence on students’ learning, as well as limiting their autonomy and creativity.Taken together, the question guiding this Research Topic is when, and under which conditions,transparency in assessment is productive for learning. The contributions to this Research Topicvary from conceptual approaches to more empirical oriented intervention studies.

  • 254.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Facilitating students’ active engagement with feedback2018In: Handbook of instructional feedback / [ed] A. A. Lipnevich & J. K. Smith, Cambridge: Cambridge University Press, 2018Chapter in book (Other academic)
    Abstract [en]

    This chapter brings together research on students’ use of feedback in order to provide a picture of what kind of research has been conducted and what we currently know about how to facilitate students’ engagement with their feedback. 

  • 255.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Formativ bedömning2016In: Utvärdering och bedömning i skolan / [ed] A. Hult & A. Olofsson, Stockholm: Natur och kultur, 2016, 2, p. 137-152Chapter in book (Other (popular science, discussion, etc.))
  • 256.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Meeting the needs of low-achieving students in Sweden: an interview study2018In: Frontiers in Education: Special Educational Needs, Vol. 3, no 63Article in journal (Refereed)
    Abstract [en]

    In 1994, a major curriculum reform was implemented in Sweden. A norm-referenced grading system was replaced by national goals and performance standards. The intention was that students not reaching the minimum standards would be identified and support provided. This optimistic vision has not been entirely realized. In 2017, 25.9% of all Swedish students graduated from compulsory school without receiving a passing grade in all subjects. To understand how students at risk of not receiving passing grades are identified and provided with support, interviews have been conducted at 10 Swedish schools. Findings suggest that the schools in the sample are successful in identifying students in need of support, but not necessarily in identifying the specific needs of individual students. The identification may also differ between students with learning difficulties and students with behavioral problems. Furthermore, the findings suggest that schools and teachers in the sample have different approaches when providing support to low-achieving students. This support can be categorized as supporting and relational, simplifying, or general and practical. These approaches, in turn, may provide different opportunities for students’ engagement with schoolwork and eventually their performance. By discussing the findings in relation to self-determination theory and self-efficacy, the combination of challenging tasks and scaffolding support, as well as providing structure in combination with caring relationships, are identified as important facilitators of increased student motivation and effort.

  • 257.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Om evidens och att iscensätta forskningsresultat i klassrummet2019In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Diskussionen om evidens tenderar att ramla in i den gamla vanliga ”antingen eller” mentaliteten kring mätbarhet och generaliserbarhet. Anders Jönsson efterlyser en pragmatisk syn på forskning, som utgår från vad som är användbar kunskap, istället för en polariserad uppdelning mellan kvantitativa och kvalitativa data.

  • 258.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Skolans märkliga mätpolitik2017In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 259.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Varför är det så svårt att sätta likvärdiga betyg?2018In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 260.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Är “grit” kejsarens nya kläder?2017In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 261.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Är kriterier bra eller dåliga?2018In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 262.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Balan, Andreia
    City of Helsingborg.
    Analytic or holistic: a study of agreement between different grading models2018In: Practical Assessment, Research & Evaluation, ISSN 1531-7714, E-ISSN 1531-7714, Vol. 23, no 12Article in journal (Refereed)
    Abstract [en]

    Research on teachers’ grading has shown that there is great variability among teachers regarding both the process and product of grading, resulting in low comparability and issues of inequality when using grades for selection purposes. Despite this situation, not much is known about the merits or disadvantages of different models for grading. In this study, a methodology for comparing two models of grading in terms of (a) agreement between assessors (reliability) and (b) justifications for the grades assigned (validity) was used with a small sample of teachers (n = 24). The design is experimental, with teachers being randomly assigned to two conditions, where they graded the same student performance using either an analytic or a holistic approach. Grades have been compared in terms of agreement and rank correlation, and justifications have been analyzed with content analysis. Findings suggest that the analytic condition yields substantively higher agreement among assessors as compared to the holistic condition (66 versus 46 percent agreement; Cohen's kappa .60 versus .41), as well as higher rank correlation (Spearman's rho .97 versus .94), without any major differences in how the grades were justified. On the contrary, there was a relatively strong consensus among most raters in the sample.

  • 263.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Balan, Andreia
    Effects on student motivation and performance by increased transparency in assessment: EARLI-konferensen2017Conference paper (Other academic)
    Abstract [en]

    Research has shown that sharing explicit assessment criteria with student may positively affect student performance, reduce anxiety, as well as support students’ use of self-regulated learning strategies (Panadero & Jonsson, 2013). Furthermore, it is suggested that students’ motivation for learning is positively affected by their understanding of learning goals and performance criteria (Ellis & Tod, 2015). But there are also indications of students becoming more performance oriented, as opposed to learning oriented, when being provided with explicit assessment criteria. Other fears voiced against the practice of sharing criteria with students is that students may not understand the criteria or that the use of criteria may turn students’ attention away from productive learning towards surface strategies and “criteria compliance” (e.g. Sadler, 2009; Torrance, 2007).    

    Since there is a lack of studies systematically investigating how students are influenced by the use of explicit criteria, it is currently not fully understood under which circumstances it is productive for student learning and motivation to share explicit assessment criteria. Furthermore, there is a lack of studies making a distinction between how students with different goal orientations are affected by the use of explicit criteria. The aim of this study is therefore to investigate the influence of increased transparency in assessment on student motivation and performance, with a specific focus on students’ goal orientations.

    The overall design of this study is an intervention study, where the use of transparency in assessment is increased successively over four teaching sequences. During the first sequence, students are provided with feedback based on criteria, but the criteria are not shared with the students. During the second sequence, students are provided with exemplars, which are chosen to exemplify the criteria. But again, the criteria are not shared with the students. During the third sequence, students are provided with rubrics, which include explicit criteria. Finally, during the fourth sequence, students are provided with both rubrics and exemplars.

    The study uses a complex design, with a total of eight groups of students from four different primary schools (students 12-13 years old; n = 145). On each school, the same teacher teaches two classes of students. During the first sequence, all students are taught the same (science) content and experience the same level of transparency. During the second sequence, all students are also taught the same content, but while the level of transparency is increased for six of the groups, two groups remain on the first level. Similarly, during the third sequence, all students are taught the same content, but the level of transparency is increased for four of the groups, while two remain on the second level and two on the first. Finally, during the fourth sequence, all students are taught the same content, but the level of transparency is increased for two of the groups, while two remain on the third level, two on the second level and two on the first.

    Data collection will be carried out in relation to the four teaching sequences, which are spread over the academic year of 2016-17. For all of the groups, performance tests and motivation questionnaires are distributed before the intervention and after each sequence. The performance tests are composed of items from previous national tests in science, addressing a content similar (but not identical) to the sequence taught. The motivation questionnaire is composed of scales for self-efficacy, performance orientation, and self-regulation (except for one of the self-regulation scales, which has a low alpha value, internal consistency is acceptable for all scales used). There are also shorter questionnaires, with only six items, distributed during each teaching sequence, which target students’ perceptions of transparency.

    Data from performance tests and motivation questionnaires is analyzed with descriptive statistics, as well as with ANOVA based models, in order to track changes within each group, but also to compare between the groups. Analyses will be made with students’ goal orientations both as a dependent variable and as a moderating variable.

    Initial analyses show that:

    1. The correlations between students’ perceptions of transparency and self-efficacy/self-regulation are moderate to strong.
    2. One of the schools in the sample differs significantly from the others with respect to self-efficacy, self-regulation och achievement goals (i.e. means are lower on these scales). Since this is the school that will hold a constant (low) level of transparency during the study, it can be assumed that this observed difference will increase.
    3. Students generally rate their self-efficacy and perception of self-regulation strategies as relatively high (4.72 and 4.53 respectively, on a 6 point scale). Furthermore, according to the pre-test questionnaire students’ ratings on the achievement goals scale is substantially higher (5.38) as compared to the performance goals scale (3.14). If the use of explicit criteria makes students more performance oriented, this relationship is expected to change. According to previous research, ratings on the self-efficacy and self-regulation scales should also be expected to increase.

    Despite the widely spread practice of sharing explicit criteria with students, for instance in the shape of scoring rubrics, few studies have systematically addressed the question of how students are influenced by transparency in assessment. This study therefore have great significance for both future research and educational practice.

  • 264.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Balan, Andreia
    Formative feedback on primary students’ mathematical reasoning2019Conference paper (Refereed)
    Abstract [en]

    This study aimed to investigate the use of an approach, where heuristics for mathematical problem solving is taught by the use of process level formative feedback (Hattie & Timperley, 2007; Shute, 2008). This means that (detailed, domain-specific, and situation-specific) feedback is provided on students’ attempts to solve mathematical problems, so that heuristics are taught not as general rules or in the abstract, and that the feedback only addresses those shortcomings that are identified in the specific situation, to avoid excessive and/or overwhelming information. Such an approach requires, however, that teachers are able to accurately assess students’ solutions, as well as their reasoning, and provide feedback that may aid the students in developing their problem-solving skills. In order to support the teachers, they were provided with a scoring rubric for mathematical reasoning, which could help them in assessing student performance, as well as supporting them in providing future-directed feedback (or “feedforward”) (Panadero & Jonsson, 2013; Smit & Birri, 2017). Specifically, this study investigated: (a) how the teachers provided feedback to the students with the support of a rubric, and (b) how students’ reasoning was affected by this feedback.

  • 265.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Balan, Andreia
    Helsingborg stad.
    Increased explicitness of assessment criteria: effects on student motivation and performance2018In: Frontiers in Education: Assessment, Testing and Applied Measurement, Vol. 3, article id 81Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to investigate the effects of increased explicitness ofassessment criteria on students’ performance and motivation. Successive levels ofexplicitness, from feedback based on (implicit) criteria to a combination of exemplarsand explicit criteria, were implemented in eight classes at four schools (n = 153 students,12–13 years old) during four teaching sequences in science. Data was collected on: (a)student performance through knowledge tests, (b) student motivation (self-efficacy, goalorientations, and self-regulation) through questionnaires, and (c) perceived clarity of goalsand criteria through “exit tickets.” Findings show that student performance improvedfrom pre-, to post-tests at all schools (effect sizes from 0.82 to 1.38), but not in relationto the level of explicitness. There was also an increase in self-efficacy for low-performingstudents, but, again, not in relation to explicitness. These changes are instead assumedto be an effect of the formative feedback provided as part of the intervention. The onlychange related to the level of explicitness, was an increase in self-regulation scores byhigh-performing students when having access to both exemplars and explicit criteria.Findings therefore suggest that low to medium levels of explicitness in assessment haveno discernable effects on students’ performance or motivation.

  • 266.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Eriksson, Urban
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Nationellt resurscentrum för fysik, Lunds universitet.
    Formative assessment in higher education –: an example from astronomy2019In: Handbook of Formative Assessment in the Disciplines / [ed] H. L. Andrade, R. E. Bennett, and G. J. Cizek, London & New York, NY: Routledge, 2019Chapter in book (Other academic)
    Abstract [en]

    This chapter addresses the challenges and potential of implementing formative assessment in higher education with a specific focus on astronomy. We emphasize the use of formative assessment strategies as a coherent whole and a learning environment that encourages student autonomy and divergent thinking.

  • 267.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Eriksson, Urban
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Formative assessment in higher education: an example from astronomy2019In: Handbook of Formative Assessment in the Disciplines / [ed] H. L. Andrade, R. E. Bennett, & G. J. Cizek, Routledge, 2019, p. 146-169Chapter in book (Refereed)
    Abstract [en]

    This chapter addresses the challenges and potential of implementing formative assessment in higher education with a specific focus on astronomy. We emphasize the use of formative assessment strategies as a coherent whole and a learning environment that encourages student autonomy and divergent thinking.

  • 268.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Holmstedt, Pernilla
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Aspelin, Jonas
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Learning to see new things: using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work2018Conference paper (Other academic)
    Abstract [en]

    Assessment is a two tier process, where the first stage involves the discernment of distinguishing properties (i.e. criteria) in the performance to be assessed. The second stage involves making a judgment about the quality of the performance, based on the identified criteria. In the context of student self-assessment, this means that students first have to be able to discern the criteria, as they are operationalized in their performance, in order to make a valid judgment of quality. In this paper, we present and discuss findings from a study investigating how the access to explicit criteria affected preservice teachers’ discernment of significant dimensions of quality in teachers’ relational work (i.e. the capacity to create and maintain supportive relationships between teacher and students). Digital video was used as a tool for preservice teachers to analyze classroom interaction focusing on teachers’ relational competency. Data used was preservice teachers’ written analyzes of classroom interactions, simulated through digital video before and after the access to explicit criteria. Findings suggest that the access to explicit criteria positively affected preservice teachers’ capacity to discern significant dimensions of quality in teacher performance, which is evidenced by the quality and focus of their analyzes.

  • 269.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Leden, Lotta
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    The ambiguous influence of high-stakes testing on science teaching in Sweden2019In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed)
    Abstract [en]

    Tests convey messages about what to teach and how to assess. Bothof these dimensions may either broaden or become more uniformand narrow as a consequence of high-stakes testing. This studyaimed to investigate how Swedish science teachers wereinfluenced by national, high-stakes testing in science, specificallyfocusing on instances where teachers’ pedagogical practices werebroadened and/or narrowed. The research design is qualitativethematic analysis of focus group data, from group discussions withSwedish science teachers. The total sample consists of six teachers,who participated in 12 focus group discussion during threeconsecutive years. Findings suggest that the national testsinfluence teachers’ pedagogical practice by being used as asubstitute for the national curriculum. Since the teachers do notwant their students to fail the tests, they implement new contentthat is introduced by the tests and thereby broaden their existingpractice. However, when this new content is not seen as alegitimate part of teachers’ established teaching traditions, theinterpretation and implementation of this content may replicatethe operationalisations made by the test developers, even thoughthese operationalisations are restricted by demands forstandardisation and reliable scoring. Consequently, the testssimultaneously broaden and narrow teachers’ pedagogical practices.

  • 270.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Lundahl, Christian
    Örebro universitet.
    Klapp, Alli
    Göteborgs universitet.
    Using data in grading: using grades as data2018Conference paper (Other academic)
    Abstract [en]

    The practice of grading students’ knowledge is as old as education itself (Lundahl 2006). Yet, it has not been an issue of great concern in teacher education, nor in the educational sciences, until rather recently. This means that current knowledge is limited regarding questions such as how teachers decide upon a grade, the specific competencies needed for grading, the weight assigned by teachers to different aspects of student knowledge, the relationship to official demands on formal grading, and to what degree tradition and/or colleagues affect teachers’ grading. The first part of this presentation is concerned with research on teachers’ grading practices – i.e. the assessment data teachers use when grading – both from a historical and a contemporary perspective. The presentation draws on systematic research reviews and a reading of more than 6,000 peer-reviewed articles on the topic (Hultén, Klapp, Lundahl & Mickwitz 2015, Klapp 2016, Lundahl 2017), as well as on a recent empirical study investigating teachers’ rationales for awarding grades in English. The second part of the presentation reports from an interview study, investigating how grades and assessment data are used as a basis for making decisions about the provision of supplemental support in compulsory school in Sweden. Findings indicate that grades and assessment data are used differently depending on students’ difficulties. This means, for instance, that students with learning difficulties are identified and provided support with greater precision, as compared to students with behavioral or motivational problems.  

     Even if we recognise a growing body of knowledge on teachers’ grading, we also find that the use of grades as data by teachers and schools is basically a white spot on the research map. We have found some indications in the literature that curriculum and assessment-system designs have neglected the perspective of teachers, leading to a de-coupling between professional assessment practice and formal expectations on data use in grading and using grades as data.

  • 271.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Panadero, Ernesto
    Spanien.
    The use of rubrics to support AfL in higher education2018Conference paper (Other academic)
    Abstract [en]

    Research on the use of rubrics has shown that rubrics can aid assessors in achieving acceptable levels of consistency when scoring performance tasks. However, by making assessment expectations explicit the use of rubrics has also been shown to promote learning and/or improve instruction. In this contribution we draw on four systematic reviews on the use of rubrics, as well as some other significant publications. From this research we propose and present two different ways in which the transparency provided by rubrics have been shown to support student learning, together with examples of relevant studies. These two ways are through (1) facilitating the understanding and use of feedback and through (2) facilitating students’ self-regulated learning. Based on the same research, we have also sketched recommendations for how to design and use rubrics to support formative-assessment practices. Examples of such recommendations are to use an analytic scoring strategy, several quality levels, task-level specificity and direct criteria, but also to make the rubrics accessible to the students. Furthermore, we have addressed some of the important critique that have been voiced against the use of rubrics, such as the “indeterminacy of criteria”. This paper, however, only focus on the two ways in which the use of rubrics facilitate student learning.

  • 272.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Panadero, Ernesto
    Spanien.
    Juan, Botella
    Spanien.
    Self-assessment, self-regulated learning and self-efficacy: a meta-analysis2018Conference paper (Other academic)
    Abstract [en]

    Research about student self-assessment (SSA) has shown that academic performancetends to increase for students trained in SSA, but also that SSA training may increasethe use of self-regulated learning (SRL) strategies. Consequently, there is widespreadadvocacy for SSA, not least through the “assessment for learning” reform agenda. The educational gains from SSA are suggested to be related to the enhancement ofownership of learning and use of self-regulatory strategies. In addition, SSA has beensuggested to support students’ self-efficacy (SE). These relationships between SSA andSRL/SE, have been claimed theoretically, but without proper empirical support. Thisstudy therefore uses meta-analytic methodology to explore the relationships betweenSSA and SRL/SE. The 21 studies included in the analysis were found by a databasesearch and meta-analyses were conducted using a random-effect model. Inter-studyvariance was estimated by the maximum likelihood method. The findings from thisstudy confirms the theoretical connection between SSA and SRL/SE. By training inSSA, students’ use of self-regulating strategies for learning increase, while their use ofperformance/avoidance strategies decrease. SSA interventions also support students’ SE(.73), meaning that they have a more adequate perception of their own capabilities. Thefindings also confirm what has been noted in some of the individual studies on theeffects on SRL/SE from SSA interventions that girls tend to benefit more from suchinterventions, at least in relation to SE.

  • 273.
    Jönsson, Anders
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Rietz, Louise
    Lunds universitet.
    Lundström, Mats
    Malmö universitet.
    Students’ use of justifications in socio-scientific argumentation2018Conference paper (Other academic)
    Abstract [en]

    The study aims to explore upper secondary school students’ written argumentation regarding a socioscientific issue (SSI). Focus lies on how students justify their claims. The data consists of student texts and was collected at the end of an intervention designed to develop skills related to high quality argumentation.

    SSI has the potential to put science content into a meaningful and relevant context and also to prepare students for life as citizens in a democratic society. Results in studies focusing on students’ use of knowledge and values as support for their claims in argumentative activities show that students tend to base their arguments on values rather than knowledge. Students also have difficulties to construct arguments where claims and evidence connects to one another in a adequate way.

    The intervention took place in a chemistry class in a Swedish upper secondary school. A number of 24 students (age 16-17) from the science-, and technology-major programs participated in the study. The intervention was performed in eight steps during five weeks where the students practiced argumentation in several different ways and studied the issue of perfluoroalkyl substances (PFAS) in every-day products. At the end of the intervention, the students had to take a stand in whether they would buy products containing PFAS.

    The results show that after being taught about argumentation and the context surrounding the SSI, the students mainly based their arguments on content knowledge. This applies for both supporting-, and counter arguments. Value justifications are present in the students’ texts, but they constitute a smaller proportion. The justifications in the argumentative texts contain a great breadth of different subject areas, where chemistry knowledge plays an important role. This study shows that subject knowledge can constitute an important part in student argumentation.

  • 274.
    Jönsson, K. Ingemar
    et al.
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    Beery, Thomas H.
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Bengtsson, Fredrik
    Helsingborg municipality .
    Björn, Helena
    Lomma municipality.
    Boström, Marja
    Skåne Association of Local Authorities.
    Cole, Scott
    EnviroEconomics Sweden.
    Ersborg, Johanna
    Ecogain AB.
    Franzén, Frida
    Tyréns AB.
    Hasselström, Linus
    KTH Royal Institute of Technology.
    Jephson, Therese
    Skåne Association of Local Authorities.
    Lindblom, Erik
    IVL Swedish Environmental Research Institute.
    Mellin, Anna
    IVL Swedish Environmental Research Institute.
    Pettersson, Ida
    Ecogain AB.
    Scharin, Henrik
    Formas Research Council for Sustainable Development, Sweden..
    Söderqvist, Tore
    Anthesis Enveco AB.
    Environmental compensation as a policy tool in Swedish municipal planning2019Conference paper (Refereed)
    Abstract [en]

    In the struggle to reach the national environmental policy objectives, environmental compensation has emerged as a possible policy tool that may contribute to achieving the objectives. In Sweden, environmental compensation is legally mandated mainly in cases of exploitation within Natura 2000 areas and nature reserves, which is handled through the Swedish Environmental Code. In contrast, regulatory support is weak when it comes to compensation for impacts arising from municipal development (e.g., housing, schools, hospitals, local roads, etc), even though detailed development planning is required through the Planning and Building Act. Despite this, some municipalities have voluntarily mainstreamed environmental compensation into their planning processes. In the research project ”MuniComp” (2018-2020) we investigate the more progressive use of environmental compensation in planning in two Southern Swedish municipalities, Lomma and Helsingborg (in the province of Skåne). We analyze the models and processes of compensation used, and planning cases where compensation have been applied, in terms of general aspects and criteria for environmental compensation and in light of the constraints of the Swedish legislative context. In the presentation, the compensation models and some of the results from the compensation cases will be presented.

  • 275.
    Jönsson, Sallie
    et al.
    Kristianstad University, Faculty of Education.
    Åkesson, Karin
    Kristianstad University, Faculty of Education.
    Barnet har hundra språk, men berövas nittionio av dem?: en kvalitativ studie om lärares tankar kring estetiska uttrycksformers möjligheter och begräsningar för språkutveckling.2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Under våra praktiker har vi sett att lärares användning av estetiska uttrycksformer för att utveckla elevers språk har varierat. Det läggs idag, enligt oss, ofta fokus på individanpassad undervisning där varje elev ska ges förutsättningar att utvecklas. Lärandeprocessen är olika för varje individ och människan har en förmåga att uttrycka sig på olika sätt. Varje individ bör därför ha rätt att utveckla sitt språk via en uttrycksform som bäst förmedlar det individen vill uttrycka. Denna enskilda rätt är, enligt oss, viktig för att olika individer ska kunna samspela och utvecklas i gemenskap, både i skola och samhälle. Syftet med denna kvalitativa studie är därför att bidra med fördjupad kunskap kring sex verksamma lärares tankar om estetiska uttrycksformers möjligheter och begränsningar när det gäller att utveckla elevers svenska språk i grundskolans tidigare år. Studien har sin utgångspunkt i det sociokulturella perspektivet. Vi genomför semistrukturerade intervjuer med sex verksamma lärare i grundskolans tidigare år, ett metodval som låter deltagarna utveckla sina svar. Med utgångspunkt i vårt resultat visar studien att estetiska uttrycksformer på olika sätt kan möjliggöra utveckling av elevers svenska språk. Dess begränsningar ligger snarare i yttre faktorer så som tid och lärarens kompetens.

  • 276.
    Jönsson, Sandra
    et al.
    Kristianstad University, Faculty of Education.
    Johansson, Martina
    Kristianstad University, Faculty of Education.
    Mötet i hallen – ur ett jämlikhetsperspektiv2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien utgår från ett projekt som initierats av en förskola där vi som examensarbetesskribenter har haft som uppgift att titta på pedagogernas roll ur ett utomstående perspektiv. Det relationella perspektivet har fått en betydande roll genom hela studien då just mötet mellan pedagog och barn varit i fokus. Syftet med studien är att iaktta pedagogernas bemötande av barnen i hallen ur ett jämlikhetsperspektiv. Första mötet i hallen på morgonen kan ha en varierande betydelse för varje individ. För vissa barn betyder det att man får springa in och leka med kompisar och för andra är det en ledsam stund där man måste lämna sina vårdnadshavare. Därför är hallen intressant att undersöka närmre för att få inblick i hur pedagogerna arbetar när de möter barnen i hallen på morgonen. Studien baseras på semistrukturerade observationer där ett observationsschema följts. Reflekterande samtal har därefter förts med pedagogerna på avdelningen med utgångspunkt i den insamlade empirin från observationerna. Empirin har varit ett verktyg för pedagogerna att bli självmedvetna och uppmuntra till självreflektion kring sin progression. Resultatet visar att pedagogerna ger barn den tid som behövs för en god lämning samt ett bemötande som är anpassat efter varje enskild individ. Detta kan tolkas som att pedagogerna utgår från ett jämlikhetsperspektiv i mötet med barn i hallen. 

  • 277.
    Jörgensen, Emelie
    et al.
    Kristianstad University, Faculty of Education.
    Jönsson, Malin
    Kristianstad University, Faculty of Education.
    En förskola för alla?: några förskollärares upplevelser kring inkludering i förskolan2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte har varit att undersöka hur förskollärare upplever begreppet inkludering, hur de beskriver sig arbeta med det samt vilka erfarenheter de har av inkluderingsarbetet i förskolan. För att få svar på vår frågeställning kring vilka möjligheter och svårigheter förskollärare upplever i arbetet med inkludering har personliga intervjuer genomförts. I undersökningen har fyra förskollärare medverkat från två olika förskolor. I resultatet framkommer det att samtliga förskollärare ser på begreppet inkludering som viktigt och aktuellt. Förskollärarna har gemensam syn på att inkludering innebär att alla barnen får möjlighet att vara delaktiga i förskolans verksamhet utifrån de egna förutsättningarna. Alla förskollärare är även överens om att pedagogen har en central roll i hur möjligheterna för inkludering utformas, men det pedagogiska arbetet sker på olika sätt på de två olika förskolorna. Förskollärarna beskriver barns möjligheter till inkludering som beroende av en närvarande pedagog som är lyhörd för barnens behov. Vidare lyfts miljön som en betydelsefull faktor där barns möjlighet till deltagande kan möjliggöras eller begränsas. Barns sociala samspel med varandra är återkommande i intervjusvaren och det sociokulturella perspektivet sätts i relation till det resultats som lyfts fram.

  • 278.
    Jørgensen, Øyvind
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Contrasting positive and negative associations to neutral associations in implicit tests2018Conference paper (Refereed)
    Abstract [en]

    Tests like the Implicit Association Test (IAT), the Sorting Paired Features task (SPF) and the Brief IAT (BIAT), all to some degree contrast positively and negatively valenced categories against each other, in the task itself and/or in the scoring procedure. This makes it difficult to truly disentangle positive and negative associations, something that is important when measuring attitudes. A different approach was explored in a series of studies using a method similar to SPF and BIAT, but using a neutral category as a contrast against positive and negative associations. The method was tested using gender SPFs and gender BIATs, as well as various ethnicity SPFs. The results show support for the validity of the positive-neutral tests, but the results for the negative-neutral tests are less clear, and questions remain concerning reliability when using the latter test. Results on positive-netrual tests, on the other hand, showed some support for its validity, for instance was scores on a gender BIAT related to the level of appreciation of sexist jokes. Further studies using large samples are needed to determine the psychometric of this method.

  • 279.
    Jørgensen, Øyvind
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Bäckström, Martin
    Lunds universitet.
    Björklund, Fredrik
    Lunds universitet.
    A measure of internal and external motivation to control in-group bias2012In: Lund Psychological Reports, Vol. 12, no 2, p. 1-28Article in journal (Refereed)
    Abstract [en]

    A measure of individual differences in the motivation to control in-group bias ( favouritism) was created. As in Plant and Devine’s (1998) measure of out-group bias, one subscale referred to an internal motivational source and the other to an external motivational source. The psychometric properties of the measure were tested across four samples. The results indicate that the measure reliably captures individual differences in the motivation to control in-group bias, and that a distinction between internal and external motivational sources of control can be made. However, the convergent and discriminant validity of both subscalesneeds to be examined further before the measure can be considered launchable. Implications for research on intergroup bias are discussed.

  • 280.
    Jørgensen, Øyvind
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Bäckström, Martin
    Lunds universitet.
    Björklund, Fredrik
    Lunds universitet.
    Bidirectional correction in social judgments: how a cue to the risk of bias causes more favorable ratings of some groups but less favorable of others2013In: Journal of Social Psychology, ISSN 0022-4545, E-ISSN 1940-1183, Vol. 153, no 2, p. 131-48Article in journal (Refereed)
    Abstract [en]

    Correction of judgments of people of different ethnicities and sexes was explored by exposing participants to cues to the risk of making biased judgments (from explicit warnings to subtle hints). In three experiments, a three-way interaction was revealed, where the effect of a cue to bias varied as a function of both the ethnicity and sex of the target person. Some targets (White males) were generally rated less favorably when judges were reminded of bias, whereas other targets (Black males, Middle Eastern males and White females) were generally rated more favorably, indicating bidirectional correction. Finally, a normative account of the results was explored. In a pattern consistent with the experimental results, it was considered more important to avoid overrating White men than all other groups, and more important to avoid underrating all other groups than White men. The results are discussed in relation to theories of correction and intergroup bias.

  • 281.
    Jørgensen, Øyvind
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Bäckström, Martin
    Björklund, Fredrik
    Bidirectional correction in social judgments: how a cue to the risk of bias causes more favorable ratings of some groups but less favorable of others2013In: Journal of Social Psychology, ISSN 0022-4545, E-ISSN 1940-1183, no 2, p. 131-148Article in journal (Refereed)
    Abstract [en]

    Correction of judgments of people of different ethnicities and sexes was exploredby exposing participants to cues to the risk of making biased judgments (from explicitwarnings to subtle hints). In three experiments, a three-way interaction was revealed, wherethe effect of a cue to bias varied as a function of both the ethnicity and sex of the targetperson. Some targets (White males) were generally rated less favorably when judges werereminded of bias, whereas other targets (Black males, Middle Eastern males and Whitefemales) were generally rated more favorably, indicating bidirectional correction. Finally, anormative account of the results was explored. In a pattern consistent with the experimentalresults, it was considered more important to avoid overrating White men than all othergroups, and more important to avoid underrating all other groups than White men. Theresults are discussed in relation to theories of correction and intergroup bias.

  • 282.
    Kangasmaa, Kristina
    et al.
    Kristianstad University, Faculty of Education.
    Paulsson, Anna
    Kristianstad University, Faculty of Education.
    Organisation av matematikundervisning: speciallärarens roll2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to get an insight in the factors behind how schools in Sweden are organising the teaching of mathematics. What and whom has made the overall decisions, and the advantages and disadvantages with the selected organisation in the perspective of the principal and the special needs coordinator and what part the special needs coordinator is playing in the selected organisation in teaching mathematics. A survey was emailed to the principal of 1027 secondary schools, both compulsory mainstream schools and independent schools in the whole of Sweden. Our survey gave us both quantitative and qualitative empirics regarding the reasons behind the selected form of organisation within mathematics and contact details to 82 of the participating principals and at 32 of these schools there was also a special needs coordinator focusing on mathematics development. The 8 principals who were contacted and the 5 special needs coordinators in mathematics provided deeper understanding to the questions of the study and increased the qualitative empirics .The study shows that out of the 214 replies from different schools approx 50% are teaching mathematics in a complete class of students with one responsible teacher, 20% are using two teacher system, 20% are timetabling classes in parallel and 10% in another or combined form of organisation. A clear pattern that we identified was that the schools regardless of the form of organisation all spent resources on adding extra staff during mathematics lessons, for example another subject teacher, teacher assistant or special needs coordinator. Some schools teach their students in smaller groups, others have extended the number of hours or made mathematics a pupils choice to increase the number of hours in mathematics. The overall aim for the efforts is to make all the students qualified for studies at sixth form.

  • 283.
    Kaparaye, Jeanine
    Kristianstad University, Faculty of Education.
    Tillgängliga lärmiljöer för elever med NPF: Från Flexenhet till Flexteam2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to elucidate why one of Sweden’s municipalities chose to implement a new way of including students with neuropsychological deficits, especially ASD (Autism Spectrum Disorder) and ADHD (Attention Deficit Hyperactivity Disorder). The municipality decided to offer adapted resource rooms and flexible well-trained teachers to this group of students as a way of ensuring them accessible learning environments. The questions raised in this research are the following: what is the aim of the implementation of this flexible organisation to this group of students? In which ways does this organisation contribute in providing an inclusive learning environment to these students? What are the challenges and areas of improvement within such an organisation? The research method is based on semi-structured interviews with, on the one hand, flexible teachers in two of the municipality’s schools, and on the other hand, the developer of this flexible organisation for this group of students. As theoretical frame, Bronfenbrenner’s ecological theory as well as Nilholm’s special education perspectives were used in this study. The results of the research show that this organisation really offers accessible learning environments to this group of students by using the compensatory and critical perspectives. The challenges are that the other teachers need to learn from them in order to be able to really include these students in mainstream regular classes. The long-term goal of this municipality is to see all the students with special needs included in regular classes with the help of flexible teachers, trained in these students’ special needs. The flexible teachers’ mission is to help the other teachers and show them that inclusion of these students in mainstream regular classes is a possible mission.

  • 284.
    Karemo, Emil
    et al.
    Kristianstad University, Faculty of Education.
    Svensson, Viktor
    Kristianstad University, Faculty of Education.
    Poppa till det pedagogiskt!: en intervjustudie om fritidspedagogers uppfattningar kring populärkulturen på fritidshemmet2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka fritidspedagogers uppfattningar kring elevers populärkultur och hur fritidspedagogerna beskriver att de arbetar med populärkulturen. Studien utgår från en fenomenografisk ansats. Intervjusvar från fritidspedagoger tolkades och delades in i olika kategorier. Forskningen visar att populärkulturen är ett brett område vilket gör populärkulturen till ett svårtolkat fenomen. Studien indikerar en stor variation i hur fritidspedagoger uppfattar och arbetar med elevernas populärkulturUtifrån fritidspedagogernas berättelser framkom det att fritidspedagogerna hade svårigheter i att beskriva vad populärkultur är för något. Fritidspedagogerna vid de tre undersökta fritidshemmen beskriver alla olika uppfattningar om barns populärkultur. 

    I analysen urskiljs följande kategorier som relevanta: fritidspedagogernas uppfattningar om populärkulturen, den digitala världen, den förbjudna världen, populärkulturen som forum för den sociala utvecklingen, det informella lärandet, elevernas populärkultur formar fritidshemmets verksamhet samt nätetiken. Studiens tydligaste resultat visar att fritidspedagogerna ser en stor vinst i att använda sig av populärkulturen på fritidshemmet. Det finns också ett motstånd mot populärkulturen som identifierats i intervjusvaren.

  • 285.
    Karlsson, Anna
    et al.
    Kristianstad University, Faculty of Education.
    Nilsson, Karolina
    Kristianstad University, Faculty of Education.
    Pedagogers samtal i måltidssituationer: En studie om frågor och måltidspedagogik2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Examensarbetet grundar sig i en kvalitativ forskningsansats med anknytning till en kvantitativ. Syftet med studien är att undersöka de frågor pedagogerna ställer till barnen under måltidssituationerna samt hur pedagogerna presenterar maten för barnen. Empirin samlas in på två förskolor genom icke-deltagande öppna observationer med dolda inslag. Resultatet har tillsammans med litteraturanknytning och tidigare forskning visat att 65% av frågorna som ställs under måltiderna rör måltiden, 15 % rör förskolan och 20% rör övrig tid. Resultatet visar också att 79% av frågorna som ställdes under de observerade måltiderna var slutna frågor och 21% vad öppna frågor. I resultatet av presentationen av maten visar att ju mer involverade barnen blir i maten desto mer benägna blir det att äta den. I analysen sammankopplas det vi uppmärksammat i resultatet med det sociokulturella perspektivet och måltidspedagogiken. I slutet av studien förs en diskussion där resultatet och analysen problematiseras och diskuteras utifrån tidigare forskning, lärteorier, styrdokument samt våra egna tankar kring resultatets betydelse för barns lärande. Samtalen har betydelse för barns utforskande om världen och är viktiga då barnen lär sig förståelse och att lyssna på varandra. Varför får vi då ett sådant resultat som vi fått? I diskussionen nämns även vikten av att ta tillvara på måltidssituationerna eftersom det är ypperliga tillfällen till lärande och inte bara omsorg och fostran, samt vikten av att pedagogerna äter samma mat som barnen. Studien avslutas med tre punkter till vidare forskning som vi upptäckt under studiens gång.

  • 286.
    Karlsson, Camilla
    et al.
    Kristianstad University, Faculty of Education.
    Olofsson, Annika
    Kristianstad University, Faculty of Education.
    ”Wow, vad jag har längtat efter er profession…”: En enkätstudie om vilka förväntningar lärare i årskurs F-6 har på speciallärare med inriktning språk-, skriv- och läsutveckling2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En upplevd otydlighet och förvirring kring speciallärarens uppdrag är bakgrunden till denna studie. Genom att ta reda på vad lärarna förväntar sig av professionen kan blivande speciallärare förbereda sig för den verklighet som väntar. Syftet med denna studie är att inom en kommun undersöka vilka förväntningar lärare i årskurs F-6 har på speciallärare med inriktning språk-, skriv- och läsutveckling. Data har samlats in genom en webbenkät som via rektorer sänts ut till verksamma lärare i årskurs F-6 inom en medelstor kommun i södra Sverige. Som teoretiskt analysredskap har Abbotts (1988) professionsteori använts. Resultatet visar att majoriteten av F-6 lärarnas förväntningar på specialläraren med inriktning språk-, skriv- och läsutveckling stämmer väl överens med det uppdrag som examensordningen (SFS  2011:186) beskriver. Det finns förväntningar att specialläraren med inriktning språk-, skriv- och läsutveckling ska utföra uppdrag som tillhör andra professioner i skolan och förväntningar att specialpedagogen ska utföra uppdrag som enligt examensordningen (SFS 2011:186) tillhör specialläraren med inriktning språk-, skriv- och läsutveckling. Lärarna i årskurs F-6 förväntar sig i mindre utsträckning att specialläraren ska arbeta med att leda pedagogiskt utvecklingsarbete i jämförelse med övriga uppdrag och förväntar sig att specialläraren i större utsträckning ska undervisa elever enskilt eller i mindre grupp än stötta elever i klassrummet. Studiens resultat bidrar med fördjupad kunskap kring professionen och vad det finns för förväntningar hos verksamma lärare i årskurs F-6. Insikten förbereder bemötandet av de förväntningar som finns.

  • 287.
    Karlsson, Kristoffer
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Sambandet mellan tre dimensioner av meningsfullt liv och vissa psykologiska utfall2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Meningsfullt liv är idag ett etablerat forskningsämne inom psykologin. Nyligen har det uppstått viss konsensus om att begreppet meningsfullt liv är multidimensionellt och främst består av dimensionerna förståelse (en slags känsla av sammanhang), syfte (innehav av viktiga livsmål) och betydelse (upplevelsen att ens existens är av värde). Den aktuella studien hade som syfte att undersöka vilka samband som finns mellan dessa dimensioner och variablerna tacksamhet, självbildsklarhet, optimism, ensamhet och livstillfredsställelse. Tidigare forskning har funnit signifikanta samband, men då har främst endimensionella meningstest använts. En hypotes i den aktuella studien var att det skulle uppstå signifikanta samband även med användande av ett multidimensionellt mätinstrument bestående av nyss nämnda tre dimensioner. En annan hypotes var att studien vid multipla regressionsanalyser skulle upptäcka minst något fall där en meningsdimension är särskilt framträdande när det gäller att predicera ett visst utfall. Hypoteserna testades genom en enkätundersökning som främst hade universitetsstudenter som deltagare. Sammanlagt deltog 191 personer i studien. Den första hypotesen fick entydigt stöd. Angående den andra hypotesen uppstod fall där inte alla tre meningsdimensioner samtidigt unikt kunde predicera ett visst utfall. När utfallet var ensamhet visade det sig att alla tre meningsdimensioner kunde predicera detta utfall ungefär likvärdigt. Men när utfallet var exempelvis självbildsklarhet visade det sig att det främst var förståelse som kunde predicera detta utfall och i viss mån betydelse, men däremot inte syfte. Uppsatsens slutsats är därmed att det verkar finnas åtminstone vissa fall då det kan vara relevant att göra åtskillnad mellan olika meningsdimensioner och inte mäta begreppet meningsfullt liv enbart endimensionellt.

  • 288.
    Karlsudd, Peter
    Kristianstad University, Faculty of Education.
    Sortering eller inkludering2011In: Specialpedagogiska rapporter och notiser från Högskolan Kristianstad, ISSN 2000-0022, Vol. 4, no 6, p. 1-27Article in journal (Other academic)
  • 289.
    Kennedy, Anna
    Kristianstad University, Faculty of Education. 7708174201.
    Att arbeta med hörförståelse i förskolan: En studie om pedagogers syn på relationen mellan litteratur och texter och barns läs- och hörförståelse i förskolan2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En semistrukturerad intervjustudie, i vilken förskollärare under samtalsliknande former fått besvara frågor om hur barn möter texter i förskolan och hur förskollärare arbetar med dessa med fokus på barns språkutveckling och läs- och hörförståelse. Begreppet texter tolkas ur ett vidgat textbegrepp och resultatet analyseras utifrån teorier om literacy och sociokulturell teori. Resultatet ger vid handen ett arbetssätt som stämmer väl överens med teorier om literacy.

  • 290.
    Kjellsdotter, Patricia
    Kristianstad University, Faculty of Education.
    Har ni varit ute idag?: En studie med syfte att se utevistelsens möjligheter.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utevistelse är något som är starkt förknippat med förskolan idag. Många föräldrar förväntar sig att vi är ute dagligen men det är mer sällan de frågar efter utevistelsens syfte och innehåll. Syftet med den här studien är att få syn på hur förskollärare verksamma i förskolan planerar kring utevistelsen. Vad är det huvudsakliga syftet med utevistelsen samt vilka möjligheter och eventuella hinder finns att förhålla sig till? För att samla empirin används kvalitativa forskningsintervjuer med idag verksamma förskollärare. Studien tar avstamp i ett sociokulturellt perspektiv vilket belyser samspelet mellan barnet och den kultur de befinner sig i. Studiens resultat visar att huvudsyftet med utevistelsen i förskolan är hälsoaspekten, frisk luft och rörelse. Det visar även att den mesta undervisning utomhus sker vid spontana tillfällen, fångade i stunden. Samtidigt visar det sig att undervisningen har fått en allt mer framträdande roll vilket skapar en mer pedagogisk helhet för dagen i förskolan.

  • 291.
    Klapp, Alli
    et al.
    Göteborgs universitet.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Skippa idén om likvärdiga betyg i grundskolan2019In: Dagens nyheter (DN), ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I Sverige lägger vi väldigt mycket tid och pengar på grundskolebetygen, trots att dessa bara är viktiga för ett fåtal elever. I stället borde fokus ligga på gymnasieskolan, där urvalssituationen till högskoleutbildningar är avgörande för en betydligt större andel av eleverna.

  • 292.
    Klefbeck, Kamilla
    Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Möjlighternas möten, mellan lärare och elev, utvecklingsstörning och AST med fokus på initiativtagande2018Conference paper (Other academic)
  • 293.
    Kristiansson, Eva-Lill
    Kristianstad University, Faculty of Education.
    En digital värld på fritidshemmet: Bornholmsspelet för barn med annat modersmål än svenska2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie har varit att undersöka hur barn med ett annat modersmål än svenska på ett informellt sätt kan utveckla sin kunskap i svenska språket. Genom att använda sig av digitalt spel som heter Bornholmslek inom fritidshemmets verksamhet.

    Teorin utgår från ett sociokulturellt perspektiv med Vygotskijs (2001) teori om samspel och lärande. I metoden används både observationer och gruppintervjuer. Dessa har genomförts tillsammans med sex barn som är sex år och är inskrivna på fritidshemmet.

    Resultatet jag kom fram till i studien var att barnen utvecklade ett samarbete mellan barnen. Resultatet visar också på att det utvecklades ett lärande i svenska språket genom att barnen spelade Bornholmslek.

  • 294.
    Kullenberg, Tina
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Interview with Eugene Matusov: Theory and practice relationship in Dialogic Pedagogy: the role of theory and philosophy in Educational Science2019Other (Other academic)
  • 295.
    Kullenberg, Tina
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Interview with Michael Uljens: Non-affirmative theory and its link to Human Science Pedagogy and democracy: The role of theory and philosophy in Educational Science.2019Other (Other academic)
  • 296.
    Kullenberg, Tina
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Transforming volcanos to buncanos in eventful dialogues: children's remembering-in-interaction2019In: Thinking Skills and Creativity, ISSN 1871-1871, E-ISSN 1878-0423, Vol. 33Article in journal (Refereed)
    Abstract [en]

    Memory research has traditionally conceived of memory as an individual skill. Its inherent dialogicality has consequently been neglected and, moreover, little attention has been paid to its communicative functions in the educational practice. The aim of this case study is to explore the role of conversational remembering in preschool education. Using a dialogic lens in the spirit of Bakhtin, the research questions concern pedagogical premises for conversational remembering: how preschool children make sense of conversational remembering and how discursive frameworks might facilitate or restrict young students’ creative reasoning. The empirical case contains transcribed interviews and interaction data from three preschool children (aged 5-6-years old) and their instructing teacher, participating in an educational game about parts of the world. The children’s creative remembering did not merely reveal communicative functions of cognitive memories. They also displayed a sense-making discourse that vividly propelled peers’ reasoning into imaginary play worlds, conceptualised as a narrative play world discourse. This particular discourse contrasts the other key discourse at play: the institutional preschool discourse. Finally, I discuss the findings in relation to the issues of teacher roles and children’s agency in schooling. Allowing for students’ salient voices, as the teacher did in this case, clearly facilitated both peers’ conversational remembering and creative reasoning in and through dialogic spaces.

     

  • 297.
    Kullenberg, Tina
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Eksath, Martin
    Jönköping University.
    Pedagogisk samexistens: en problematisering av undervisningsdialogens natur2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 3-4, no 22, p. 233-254Article in journal (Refereed)
    Abstract [sv]

    Att pedagogiska relationer har en avgörande roll för undervisning är idag en vedertagen insikt inom pedagogisk forskning. På samma vis är det tämligen accepterat att kommunikation och språkbruk är av central relevans för lärande. Däremot råder inte lika stor enighet kring vilka slag av dialoger som är betydande. Detta bidrag uppehåller sig därför vid frågor om hur mellanmänskliga dialoger kan förstås. Bidragets syfte är att synliggöra, begreppsliggöra och problematisera utbildningsdialogens funktion och natur. I texten diskuterar författarna pedagogiska implikationer av relevans för fältet relationell pedagogik. Mer precist är det relationen mellan lärare och elever som problematiseras med stöd i dialogfilosofi utifrån Mikhail Bakhtin och Martin Buber samt pedagogisk forskning på området. En konceptuell distinktion utvecklas och illustreras med episoder från svenska klassrum: ontologisk vs. instrumentell samexistens. Slutsatsen är att instrumentell pedagogik kan och bör problematiseras med avseende på etik, demokrati och intersubjektivitet.

     

  • 298.
    Kullenberg, Tina
    et al.
    Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.
    Säljö, Roger
    Göteborgs universitet.
    Towards dialogic metaphors of learning and development: from acquisition of facts to promoting authoring2018Conference paper (Refereed)
    Abstract [en]

    Learning and development generally cannot be observed per se. As scholars we have to draw conclusions about such central psychological processes by making inferences from indicators of some kind. This implies that metaphors play a central role when we make such phenomena into objects of analysis. Dominant conceptions view learning as a means of achieving a pre-given endpoint understood in terms of mastery of fixed skills. In sociocultural and pragmatist perspectives such an interpretation appears as reductionistic, due to its finalizing character and the assumption of a closure of epistemological meaning-making. As an alternative, education, learning and development may be conceptualized metaphorically as increasing capacities of cultural and dialogic participation. We discuss and exemplify a number of significant learning metaphors, suggesting alternative and competing conceptions of learning and development, which contribute to dialogic growth as an element of education and everyday practices. 

  • 299.
    Kvam, Jenny
    Kristianstad University, Faculty of Education.
    Predicering av upplevelse av arbete och arbetssituation: känsla av sammanhang, upplevd stress, ålder och kön2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Negative stress affects our physical and psychological health. How we perceive our general stress affects our experience of work and situations therein. The things that are perceived as stressful vary among individuals and how we deal with our perceived stress also varies. The purpose of this study was to clarify to what extent our general perceived stress-level inter-acted with the sense of coherence in our experience of work and situations at work. Another purpose was to examine how the interaction were affected by age. Lastly, the purpose was to see if there is any differences between genders. Men and women (N=171) working 100 % in the last month participated in my study.

    To collect the data, I used Perceived Stress Scale (PSS), Sense of Coherence Scale (SOC) and Work Experience Measurement Scale (WEMS) in conjunction with question each participant´s background. The multiple regression analysis showed that PSS was the strongest predictor variable on experience of work and situations at work (B = -1.22, p< .001). SOC had a smaller relationship (B = 0.35, p< .01). Gender (B = -1.70, p = .717) and age (B = -0.22, p = .430) was not found to be significant. With the predictor variable SOC, the explained variance was 24.2% and when PSS was added to the model, the explained variance increased significantly to 28.4%.

  • 300.
    Kågebäck, Maria
    Kristianstad University, Faculty of Education.
    Delaktighet av grundsärskoleelever i skolbloggar2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to contribute with knowledge of about how teachers and other staff in the schools experience and use school blogs in classes where children has learning disabilities. The study clarifies patterns, methods and approaches which promotes the participation of students with different degrees of disability in the development of the school blog. The background for the study is based on my own experiences from working with children with disabilities and their school blogs and from discussions with university colleagues. Further impact of the study is based on literature, national and international science and theoretical concepts of participation. The theoretical concepts that were included in the study was Harts (1992) participation ladder and Szönyi and Söderqvist Dunkers (2015) participation model. The study contained a questionnaire that was developed to enable qualitative analyses. The result revealed that the pupils possibility to participate in the production of the school blogg was depending on the school workers ability to handle authority and ethics. The results and previous research also shows that school blogs needs to have support from the school administration so that schools has common prerequisites for school blogs. When common prerequisites was used pupils were more involved in the school blog development.

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