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  • 51.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Learning study – putting a theory of learning into practice. Paper presenterat vid the World association of lesson and learning studies (WALS), september 2013, Göteborg2013Konferensbidrag (Refereegranskat)
  • 52.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Protection, support and guidance: three ways of talking about and dealing with computer use in pre-school activity2004Konferensbidrag (Refereegranskat)
  • 53.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    The learning study process: a collaborative way to develop the use of contrast of critical aspects in preschool educational practice2013Ingår i: Journal of Studies in Education, ISSN 2162-6952, Vol. 3, nr 1, s. 33-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the study is to investigate how contrast of critical aspects of the object of learning could be used to improve children’s ways of discerning the mathematical concept twice as, by analyzing an learning study project in Swedish preschool. The empirical material consisted of verbatim transcriptions of a screening (n=24), three video-documented interventions, and 132 individual test forms (n=44) completed before and after a teaching activity and four weeks later. By letting different aspects related to the intended object of learning appear as variant or invariant, different patterns of variation were used in developing the interventions. The results shows differences related to the children's learning in each of the three cycles. It indicates that a conscious use of simultaneity and contrast of identified critical aspects seems successful in stimulating children’s short- as well as long-term learning. Thus, the results of the study suggest that variation theory can serve as a guiding principle in the development of pedagogical design in preschool. The study also indicates the need for more LS projects on the application of variation theory in preschool educational practice.

  • 54.
    Ljung-Djärf, Agneta
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    The preschool learning study process: a joint reflection on the use of contrast of critical aspects2012Ingår i: Abstracts book, 2012, s. 96-97Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the study is to describe the ways in which contrast of critical aspects of the object of learning is used to improve children’s ways of discerning the concept twice as found by analysing a learning study process in Swedish preschool. By that, the attempt is to contribute to an expanded understanding of application of learning study and variation theory in preschool educational practice. One researcher, five preschool teachers and 44 preschool children (6 year olds) participated in the project. The empirical material consists of verbatim transcriptions of three video documented interventions and 132 individual test forms (pre-, post- and delayed post-test). The preschool learning study process analysed in this study has been built up by a joint reflection on the use of contrast of critical aspects related to the intended object of learning. The study suggests that a developed use of contrast of critical aspects of the object of learning seem to have bearing on children’s ways of discerning aspects of their surrounding world short- as well as long term. Main principles found seemingly emerging the children’s ways of discerning the intended object of learning is discussed in terms of separation, contrast and generalisation. However, the study indicates the need of additional complementary learning study projects to further expand the knowledge of what it means and entails to take critical aspects of the intended object of learning into account when dealing with content focus in preschool educational practice.

  • 55.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eriksson Lindstrand, A.
    Hansson, Lina
    Olsson, R.
    Light and shadow: children discering a physical phenomenon during a preschool learning study project2014Konferensbidrag (Övrigt vetenskapligt)
  • 56.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eriksson Lindstrand, A.
    Hansson, Lina
    Olsson, R.
    Varför blir det en skugga?: slutsatser från ett learning study projekt i förskolan2014Konferensbidrag (Övrigt vetenskapligt)
  • 57.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). University of Gothenburg.
    Using learning study to understand preschoolers’ learning: challenges and possibilities2013Ingår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, nr 1, s. 77-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children’s learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved cognitive outcomes. The research questions are (1) How can the LS model be adapted to understand preschool children’s learning? and (2) What challenges and possibilities arise in such process? The material consists of video documentation of eight meetings, 10 interventions and 237 individual, hands-on interviews with preschoolers collected within five LS projects in Sweden including seven researchers, 10 teachers/student teachers and 86 children. Four features (approach to learning, way of guiding the children, content focus and assessment of children’s learning) found to be possibly challenging in the tension between the school based LS model and the preschool context are used to demonstrate changes made to the LS that allowed it to be adapted to preschool settings. We conclude that the LS model may be applied and adjusted to preschool settings to deepen the teachers’ understanding of children’s learning, but the tradition of seeing learning in preschool as doing, having fun or playing should be challenged and revised in a new way unique to this setting. An educational practice combining play with learning in a more purposeful way has to be developed along with better methods to assess children’s learning.

  • 58.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Patterns of variation: a way to support and challenge early childhood learning?2013Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, nr 7A1, s. 33-42Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge.

  • 59.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Thulin, Susanne
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Gustavsson, Laila
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Variation theory in early childhood education – focus on learning. Symposium organiserat vid World association of lesson and learning studies (WALS), september 2013, Göteborg2013Konferensbidrag (Refereegranskat)
  • 60.
    Ljung-Djärf, Agneta
    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).
    Doing pre-school: knowledge utilization and discursive patterns during pre-school planning meetings2010Ingår i: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, nr 25, s. 77-86Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this research is to study knowledge utilization and discursive patterns during pre-school planning meetings fronstage. The study is designed as a qualitative case study based on tape recordings of five planning meetings and three video documented activities. Three pre-school teachers and three researchers participated. In the analysis, Foucault’s work on discursive practices is used as theoretical framework. The study highlights knowledge used and cited in the local negotiations. The conclusions are that the knowledge used is based on both professional knowledge related to children's learning and development, and local knowledge of children and their abilities, conditions and personalities. The professional knowledge appears as rather implicit and it is primarily the local knowledge of children and their individual needs and circumstances that is most clearly expressed. Dominant discursive patterns are formulated as the staff make themselves responsible for making the pre-school activity not school-like for the maturing child. On the front stage arena the teachers' tasks primarily appears as a desire to maintain the pre-school content in accordance with pre-school ideology that also controls how they see the children’s learning in pre-school in another perspective than student learning in a school context

  • 61.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    "A Giant Pedagogical roll": conclusions from three learning studies conducted in Swedish preschool. Paper presenterat vid The world organization for early childhood education (OMEP) 29th världskonferens, Shanghai2013Konferensbidrag (Refereegranskat)
  • 62.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Focus on play or the object of learning, or both at the same time?: examples from three Learning Studies conducted in Swedish pre-school context2012Ingår i: Abstracts book, 2012, s. 20-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The Swedish school system offers a curriculum based early childhood education for children aged one to five, and a pre-school class for children aged six. Activities have by tradition been based on play and having fun, thus avoiding structured activities with formal learning objectives. Due to indications that the Swedish pre-school failed to use its resources to stimulate children's learning, the revised curriculum for preschool now contains discernible learning objectives. The aim of the paper is to discuss and exemplify the process of pre-school teachers changed focus during three learning study processes conducted in Swedish pre-school. In total, 13 pre-school teachers working with 95 children aged from two to six and 4 researchers participated. The object of learning in each study were: 1. Geometry (2-3 year-olds), 2. Organic decomposition (4-5 year-olds) and, 3. Twice as (6 year-olds). The empirical material consists of 285 pre-, post-, and delayed post- test interviews with the children, nine planning meetings and nine teaching activities. The result shows that the three learning study processes revealed complications not anticipated when play was used as an, more or less, axiomatic way of framing the teaching activities. During the learning study processes the pre-school teachers awareness of and chosen focus in the teaching activities changed. At the same time a changed focus also could be noticed among the participating children thus making an enhanced learning possible.

  • 63.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Holmqvist Olander, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    "A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education2014Ingår i: Journal of Education and Training Studies, ISSN 2324-805X, Vol. 2, nr 1, s. 19-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish early childhood education (ECE) offers a curriculum-based preschool for children aged one to five, and a preschool class for children aged six years. Activities in these programs have traditionally been based on play and having fun, avoiding structured activities with formal learning objectives. Due to indications that Swedish ECE has failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. This study analyses the process by which preschool teachers shifted their emphasis when participating in an learning study based on three projects conducted in Swedish ECE practice. In total, 14 preschool teachers, 95 children (2–6-year-olds), and five researchers participated. The objects of learning were: (1) 3D geometrical forms (2–3-year-olds), (2) organic decomposition (4–5-year-olds), and (3) the concept ‘twice as" (6-year-olds). The empirical material comprises 278 pre-, post-, and delayed post-tests, twelve planning meetings, and nine teaching activities. The results indicate that, during the projects, the initial focus on mere play expanded to include a focus on the object of learning. Three modes of change were discerned in how (1) the activities were framed, (2) the learning was perceived, and (3) the learning activities were conducted.

  • 64.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Åberg-Bengtsson, Lisbeth
    Department of Eucation, Göteborg University.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Ways of relating to computer use in pre-school activity2005Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 13, nr 1, s. 29-41Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the present study, three different pre-school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre-school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre-schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.

  • 65.
    Ljung-Djärf, Agneta
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Åberg-Bengtsson, Lisbeth
    University of Borås.
    Ottosson, Torgny
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Beach, Dennis
    University of Gothenburg.
    Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task2015Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 256-274Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five?years of age. From the children?s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.

  • 66.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    [Academic writing as a process and life-long learning]2014Ingår i: Вестник БГУ1, nr 1, s. 98-101Artikel i tidskrift (Refereegranskat)
  • 67.
    Mattisson, Jane
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Academic Writing in English: five hallmarks and six types of text2015Ingår i: Tema: akademiskt språkbruk / [ed] Camilla Forsberg & Ulrika Skagert, Kristianstad: Kristianstad Academic Press , 2015, s. 5-27Kapitel i bok, del av antologi (Refereegranskat)
  • 68.
    Mattisson, Jane
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    American Literature and its Social Political Context2014Ingår i: American Studies in Scandinavia, ISSN 0044-8060, Vol. 46, nr 2, s. 86-88Artikel, recension (Övrigt vetenskapligt)
  • 69.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Baxter, Katherine Isobel. Joseph Conrad and the Swan Song of Romance (Farnham, Ashgate, 2010)2014Ingår i: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217, Vol. 95, nr 6, s. 705-706Artikel, recension (Refereegranskat)
  • 70.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Black, Ray; Castleden, Rodney; Kerr, Gordon; Welch, Ian and Claire. Killers in Cold Blood (Austin, Texas, U.S.A.: Futura, 2007)2014Ingår i: Mystery Readers Journal, ISSN 1043-3473, Vol. 29, nr 4Artikel, recension (Övrigt vetenskapligt)
  • 71.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Book review of Edward Marston, Instrument of Slaughter (London: Allison & Busby, 2012)2014Övrigt (Övrigt vetenskapligt)
  • 72.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Crypto-fiction: a journey through language and imagination in Aritha van Herk's Invisible inkIngår i: Foreign Literature Studies / Waiguo Wenxue Yanjiu (Wuhan), ISSN 1003-7519Artikel i tidskrift (Refereegranskat)
  • 73.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Downton Abbey: a cultural phenomenon. History for the many2014Ingår i: SIC, ISSN 1847-7755, Vol. 5, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses Downton Abbey, the most popular series in the history of British television. The series is a means of bringing history to the many and thus an important feature of collective cultural memory. Based on the premise that television series such as Downton Abbey are the primary means by which people learn about history today and that they play a major part in determining how the heritage and identity of England and Englishness have been understood, this article discusses why Downton Abbey is so popular, identifying seven primary reasons: the coherence of the historical setting and the characters; the current interest in country estates; the accessibility of the series to all generations; the modern tempo; the equal focus on the aristocratic members of the Crawley family and their servants; the attention to historical detail; and the prominence given to World War One as a catalyst for social and intellectual change. Special focus is placed on the historical context and the impact of World War One, as these are the most important and tangible reasons for the enormous popularity and success of Downton Abbey both on television and in literature.

  • 74.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Gary Sheffield. In Association With Imperial War Museums. First World War Remembered (London: Andre Deutsch, 2014)2014Övrigt (Refereegranskat)
  • 75.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Highlights from "Perspectives on the Great War," World War One International Conference 1– 4 August 20142014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 76.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    James, Pearl. The New Death. American Modernism and World War 1 (Charlottesville and London: University of Virginia Press, 2013)2014Ingår i: American Studies in Scandinavia, ISSN 0044-8060, Vol. 45, nr 1-2Artikel, recension (Övrigt vetenskapligt)
  • 77.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Lucy Worsley's A very British murder: the story of a national obsession2014Ingår i: Mystery Fanfare (Blog), nr September 17Artikel, recension (Refereegranskat)
  • 78.
    Mattisson, Jane
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Lund, Roger D. Ridicule, Religion and the Politics of Wit in Augustan England (Farnham, Ashgate, 2012)2014Ingår i: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217, Vol. 95, nr 5, s. 585-586Artikel, recension (Refereegranskat)
  • 79.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Lyle, Doug. Murder and Mayhem: A Doctor Answers Medical and Forensic Questions for Mystery Writers (New York: St Martin’s Press, 2003)2014Ingår i: Mystery Readers Journal, ISSN 1043-3473, Vol. 29, nr 4Artikel, recension (Övrigt vetenskapligt)
  • 80.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Memoir and myth: World War One memoirs and the simplified story of war2014Ingår i: Recalling war: representations of the two World Wars in British literature and culture / [ed] Wojciech Klepuszewski, Wydawnictwo Politechniki Koszalińskiej , 2014, s. 51-64Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 81.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Modern detective fiction as a site of mourning and remembrance, and the importance of acknowledgement: World War One and the case of Inspector Ian Rutledge2014Ingår i: English Language and Literature Studies, ISSN 1925-4768, E-ISSN 1925-4776, Vol. 4, nr 4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Modern detective fiction on World War One enables the reader to both remember and come to terms with some of the most tragic and horrific events and consequences of the War. The genre operates as a site of mourning and remembrance that relies on acknowledgement, i.e., a form of active knowledge, expressed in public as the recognition, re-thinking and re-stating aloud of claims that other human beings have on us. Charles Todd’s sixteen novels in the Detective Ian Rutledge series invite the reader to take part in investigating crimes that were either committed during the War or that are directly related to events that took place during the War. The stories never fail us because Rutledge does everything he is expected to do: solve the mystery, restore order and reinforce the value and power of moral integrity. The novels tell us important things about how war affects the individual, how it can never be forgotten but – for the right person, how its lessons can also be harnessed in the service of good.

  • 82.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Muller, Marcia and Bill Pronzini. Kill or Cure. 16 Short Stories about Murder and Mayhem in the World of Medicine. (New York: Bonanza Books, 1985)2014Ingår i: Mystery Readers Journal, ISSN 1043-3473, Vol. 29, nr 4Artikel, recension (Övrigt vetenskapligt)
  • 83.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Nischik, Reingard M. Engendering Genre: The Works of Margaret Atwood (Ottawa: University of Ottawa Press, 2009)2014Ingår i: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217, Vol. 95, nr 2, s. 228-229Artikel, recension (Övrigt vetenskapligt)
  • 84.
    Mattisson, Jane
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    One Summer: America 19272014Ingår i: American Studies in Scandinavia, ISSN 0044-8060, Vol. 46, nr 2, s. 84-86Artikel, recension (Övrigt vetenskapligt)
  • 85.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Pease, Allison. Modernism, Feminism and the Culture of Boredom (Cambridge: Cambridge University Press, 2012)2014Ingår i: REČI Journal for Linguistics, Literaturology and Culturology, Vol. 5, nr 6Artikel, recension (Övrigt vetenskapligt)
  • 86.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Ranam recherches anglaises et nord américaines. A review of Ranam journal, University of Strasbourg, France2014Ingår i: CanText: The Newsletter of the BACS Literature Group, Vol. 16, nr 1Artikel, recension (Övrigt vetenskapligt)
  • 87.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Robinson, Alan. Narrating the Past. Historiography, Memory and the Contemporary Novel (Basingstoke: Palgrave Macmillan, 2011)2014Ingår i: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217, Vol. 95, nr 3, s. 350-352Artikel, recension (Övrigt vetenskapligt)
  • 88.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Santanu Das (ed.). Race, Empire and First World War Writing (Cambridge: Cambridge University Press, 2011)2014Ingår i: English studies, ISSN 1651-4165, Vol. 95, nr 5, s. 110-111Artikel, recension (Övrigt vetenskapligt)
  • 89.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Supervising in English: the doctoral thesis, professor / student discourse, and social practice2014Ingår i: Respectus Philologicus, ISSN 1392-8295, Vol. 25, nr 30, s. 108-121Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    My article investigates the situation, goals, and discourse praxis of professors supervising doctoral students writing in English. It is part of a wider project examining student-teacher interaction which is designed to improve written communication, particularly at the higher levels of academic study. Like the students they supervise, the five professors studied are English as a Foreign Language users, and all give instruction exclusively in English. Based on separate interviews with each professor, my study demonstrates that there is a tendency among doctoral supervisors to focus on the content and form of the thesis to the detriment of socio-cultural practice, i.e., the discourse between the professor and student, as well as the recognition of the text as a piece of social practice, shaped by a particular kind of academic public and the rules of scholarship that have been developed over time. The type of social practice that students bring with them varies from culture to culture. I argue that a doctoral thesis bears witness not only to the student’s ability to conduct research at a high level, but also to the creation of a distinct scholarly identity that is the result of effective discourse between professor and student, whereby the professor communicates “the rules of the game” that lead to a successful career both at university and after. My paper reflects on how we as teachers/supervisors can promote the formation of scholarly identity through the medium of English as a Foreign Language. I do so by focusing on the five supervisors’ knowledge of English, their ability to provide guidance in English, and their awareness of the importance of promoting scholarly identity in English. The article concludes with some reflections on the type of support required, if any, from native English teachers.

  • 90.
    Mattisson, Jane
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    The Poetry of Raymond Carver: against the current2014Ingår i: American Studies in Scandinavia, ISSN 0044-8060, Vol. 46, nr 2, s. 100-102Artikel, recension (Övrigt vetenskapligt)
  • 91.
    Mattisson, Jane
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    The two stories of detective fiction2014Ingår i: Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 / [ed] Jane Mattisson, Maria Bäcke, Kristianstad: Kristianstad University Press , 2014, s. 59-67Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    My paper discusses the double narrative of modern detective fiction: the crime and the investigation1 and how this can be utilised in the literary theory classroom at undergraduate level. It argues that there are strong similarities between the process of detection and the reading process. As the reader joins the detective in assessing clues and false trails and in making connections between seemingly unrelated facts and evidence, he makes the story his own. Based on Jacqueline Winspear’s first novel in the ‘Maisie Dobbs’ series (set in the aftermath of World War One), I explore the relationship between the story of the crime and the story of the investigation and how the reader connects the two. Because the crimes in modern detective novels about World War One are almost invariably connected to events that took place during the War, the reader also gains valuable insights into one of the most cataclysmic events of the twentieth century.

  • 92.
    Mattisson, Jane
    et al.
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Ahlin, Lena
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Fjelkner, Annika
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Ekonomi.
    A guide for teachers and students in a cross-cultural context2014Rapport (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    A Guide for Teachers and Students in a Cross-cultural Context addresses important aspects of cross-cultural education primarily in relation to China and Sweden though much of what is written here also applies to other nationalities. Our observations are based in part on our experience of teaching Chinese students both in China and in Sweden and on six workshops held at Linnaeus University, Sweden, Kristianstad University, Sweden, and Beijing Normal University, China.

    Our handbook is divided into three sections: practical information; oral interaction in the cross-cultural classroom; and writing in the cross-cultural classroom. The three sections point to potential problems and misunderstandings between China and Sweden and provide practical advice and tips for students and teachers.

    We welcome Chinese and other international students to Kristianstad University. They enrich our classrooms and stimulate new thinking as well as new teaching practices. It is our hope that readers of our handbook will contact us, providing comments and suggesting additions to the three sections. All comments and suggestions can be sent by e-mail to the contributors.

  • 93.
    Mattisson, Jane
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Bäcke, MariaHögskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap.
    Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 20142014Proceedings (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

    The articles included in these proceedings were presented at a text analysis symposium on 14 and 15 April 2014. The presenters represented a range of educational institutions: Belarusian State University, Belarus; Kristianstad University, Sweden; Linnaeus University, Sweden; Lund University, Sweden; Malmö Academy of Music, Sweden; Malmö Borgarskola, Sweden; Minsk Academy of Public Administration, Belarus; St Petersburg State University, Russia; University of Latvia, Latvia; and West University of Timișoara, Romania.

    The six sessions covered a range of subjects related to text and discourse analysis. The first session, “Text Analysis and Literature”, included papers on Tomas Tranströmer, John Fowles and Alice Munro. The second session, “Discourse Analysis”, discussed topics as diverse as traditional culture as a discourse, categories of text and discourse and their role in collecting, organising and interpreting data, and analysing song lyrics. Session three, “Text Analysis in Teaching and Literature”, considered the appreciation of literature in second language reading, how to teach literary theory through detective stories, and stylistic devices in Somerset Maugham’s short story “Louise”. The fourth session, “Text Analysis in Teaching and Writing considered issues as diverse as text analysis and teaching writing, plagiarism detection systems in higher education, and teacher feedback and autonomy. The fifth session, “Text and Discourse Analysis for Change”, discussed a range of issues including a linguistic perspective on Swedish official documentation on children, linguistic interference and commonly occurring mistakes in Swedish secondary schools, and text analysis at university-level. The final session, “Text analysis and ICT” included papers on Filipino transnational identities in blogs, text analysis in the age of technology, and the contextualisation, organisation, and textualisation of IT operational documentation

    The symposium also saw the launching of a new journal, Contemporary Society and its Discourse Representations. Further information may be obtained from Professor Irina Oukhvanova-Shmyrova, Belarusian State University, at ioukhvanova@gmail.com.

    All articles have been peer reviewed and contributors have been invited to edit their papers in accordance with the reviewers’ instructions. The final version is the sole responsibility of the contributor.

    Special thanks go to the participants and contributors to this volume; we hope that you will visit us again. Our grateful thanks also go to Kristianstad University for the use of the university premises and for subsidising the publication of the conference programme and the conference visit to Naturum Nature Centre, as well as for providing refreshments during the breaks. We also wish to thank Anders Håkansson for assisting with the publication of this volume.

  • 94.
    Mårdsjö Olsson, Ann-Charlotte
    et al.
    Göteborgs universitet.
    Tullgren, Charlotte
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Profession i brytningstid2013Ingår i: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, s. 49-60Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 95.
    Olteanu, Constanta
    et al.
    Linnaeus University.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Defining a non-complex learning object from preschool to upper secondary school2010Ingår i: Proceedings of the 4th Interntional Multi-Conference on Society, Cybernetics and Informatics / [ed] Carrasquero, J.V., Holmqvist, M., McEachron, D., Tremante, A. &. Welsch, F., Winter Garden, Fla: International Institute of informatics and Systemics , 2010, s. 18-23Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this article is to analyse the aspects that teachers intend to focus on in teaching mathematics and the students' needs, i.e. what is critical for student learning. The article develops an argument for the importance of identifying the “critical aspects” as a basis for the teachers to promote student learning of Mathematics from preschool to upper secondary school. The article concludes that what teachers believe that students need to be offered concerning a specific content of Mathematics does not correspond to students' needs. Gaps between the intended and the enacted object of learning show that both the way the object of learning is offered and the way this is communicated in a teaching situation could be improved.

  • 96.
    Olteanu, Constanta
    et al.
    Oskarshamn Local Authority.
    Holmqvist, Mona
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    The concept of function: critical aspects induced by teaching and textbook2009Ingår i: Proceedings 3rd International multi-conference on society, cybernetics and informatics: vol II / [ed] Callaos, N., Carrasquero, J. V., Oropeza, A., Tremante, A., Welsch, F., Orlando, FL: International Institute of Informatics and Systematics , 2009, s. 195-200Konferensbidrag (Refereegranskat)
    Abstract [en]

    Although students’ understanding of the concept of function has been studied by quite a number of researchers internationally, there has not been a lot of research on the subject in Sweden. This paper is an attempt to analyse what the students are offered to learn about the concept of function both in the classroom and in textbooks and what the students actually learn. The presentation is based on data collected while the same object of learning is treated in two classes, and it includes two teachers and 45 students. Among other things, the data consists of video-recordings of lessons and tests. In the analysis, concepts relating to variation theory have been used as analytical tools. From this perspective a fundamental role of teaching is to bring critical aspects of subject matter into focus. The study focuses on what the individual is doing and expressing in relation to the object of learning. The new way of understanding the relation between learning and teaching made it possible to find that some of the critical aspects in students’ learning are induced by teaching and textbook exposés. One of these critical aspects is the argument of the function, namely whether it is presented implicitly (y) or explicitly (f(x)).

  • 97.
    Thulin, Susanne
    et al.
    Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Ljung Djärf, Agneta
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Mårdsjö Olsson, Ann-Charlotte
    Göteborgs Universitet.
    Förskolans uppdrag2013Ingår i: Learning Study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur , 2013, 1Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 98.
    Tullgren, Charlotte
    Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    "Give the Indians some food to make them come down": how children are governed in play2004Konferensbidrag (Refereegranskat)
  • 99.
    Tullgren, Charlotte
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Arenhill Beckman, Madeleine
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Collaborative development. Paper presented at Action Research Network of the Americas (ARNA) Inaugural Conference, San Fransisco, USA2013Konferensbidrag (Refereegranskat)
  • 100.
    Wennås Brante, Eva
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
    Att orientera sig i text och bild: tre läsares vägar över text och bild via ögonrörelseinspelning och intervjuer2013Konferensbidrag (Övrigt vetenskapligt)
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