Med uppdrag att dokumentera de yngsta barnens lärande : en verksamhetsteoretisk analys av förskolors dokumentation

Lindgren, Ann-Charlotte

doi:10.24834/isbn.9789186295899

Cited by 3 publications

(10 citation statements)

References 34 publications

(100 reference statements)

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“…To allow for an overview and analysis of the topics, I inductively named and coded all topics, and then clustered and categorised them until I found that they formed cohesive categories, inspired by "grounded theory" and the "constant comparative method" (Glaser & Strauss 1967;Lindgren 2014b;Lindgren 2020). This yielded ten main topic categories, reflecting the main forest conflicts present in the material, which were: i. energy, ii.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, my analysis of the materials has mainly been data-driven, starting with participants' statements and the general themes and ideas they reflect. The processing of the material has been inspired by grounded theory and the constant comparative method (Glaser & Strauss 1967;Lindgren 2014b;Thornberg & Forslund Frykedal 2019), and it included the following steps: i. transcription of the material; ii. coding of statements; iii.…”

Section: Materials and Analysismentioning

confidence: 99%

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Tailoring forest management to local socio-ecological contexts : Addressing climate change and local stakeholders’ expectations of forests

Hallberg-Sramek¹

2023

Acta Universitatis Agriculturae Sueciae

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Forests are expected to provide multiple ecosystem services and mitigate climate change whilst also being adapted to the impacts of climate change. This thesis aims to analyse these competing expectations placed on forests in Sweden and how to tailor forest management locally to meet them by (i) applying machine learning to analyse forest conflicts in daily media from 2012 to 2022 and (ii) collaborating with local forest stakeholders to co-produce locally-tailored forest management pathways in two study areas in Sweden. The results showed that media coverage of forest conflicts has increased over time and that the conflicts concerned why and for whom forests should be managed. The co-production processes additionally highlighted expectations of how forests should be managed. Overall, the local stakeholders wanted to diversify forest management to enable more multifunctional and climate-smart forests, whilst they also stressed several conditions that may enable or disable its implementation in practice, depending on how they are handled. To adapt forest management to climate change impacts, the stakeholders emphasised the value of learning from past experiences and continuously improving management in line with an adaptive forest management approach. To limit climate change, they argued that it is necessary to consider climate change mitigation holistically and in conjunction with climate change adaptation and forests’ provision of ecosystem services. By collaborating with local stakeholders and combining their context-based local knowledge with forest science, this thesis developed a broader and pluralistic understanding of forest management while enabling collaborative learning. In summary, this thesis highlights competing expectations placed on forests in Sweden and the value of co-production processes to tailor forest management to local socio-ecological contexts in collaboration with local stakeholders.

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Section: Discussionmentioning

confidence: 99%

Section: Materials and Analysismentioning

confidence: 99%

Tailoring forest management to local socio-ecological contexts : Addressing climate change and local stakeholders’ expectations of forests

Hallberg-Sramek¹

2023

Acta Universitatis Agriculturae Sueciae

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“…Det övergripande syftet med denna artikel är att undersöka vilka iakttagelser nio elever i årskurs 4 gör när de läser berättelsen "Draken med de röda ögonen" (Lindgren, 1980) och diskutera dessa ur ett didaktiskt perspektiv. Forskningsfrågorna lyder:…”

Section: Syfteunclassified

“…Trots att den såväl innehållsligt som formmässigt kan ge associationer till Lindgrens författarskap hör den till hennes mindre kända berättelser. 5 I studien används den version som finns i antologin Sagorna (Lindgren, 1980). I korthet handlar berättelsen om två syskon på en bondgård som en morgon i april upptäcker att deras sugga har fött tio smågrisar -och en drake!…”

Section: Materials Och Metodunclassified

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En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning

Rosenbaum,

Svensson,

Söderberg

2022

FORSKUL

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Syftet med artikeln är att illustrera vilka litterära iakttagelser några elever i årskurs fyra ger uttryck för när de läser berättelsen ”Draken med de röda ögonen” av Astrid Lindgren (1980) och hur dessa iakttagelser kan bidra med kunskap om vad som kan utgöra utgångspunkt och tas tillvara när en Litteraturundervisning planeras och genomförs på mellanstadiet. Datamaterialet består av nio semi-strukturerade intervjuer som transkriberats och därefter analyserats utifrån vilka litterära föreställningsvärldar eleverna bygger i mötet med berättelsen (Langer, 2017). Därefter diskuteras dessa föreställningsvärldar i relation till vilken litterär kompetens de intervjuade eleverna ger uttryck för (Torell, 2002). Studien visar att de intervjuade elevernas läsprocess är dialogisk och att de lägger in sina personliga erfarenheter i texten samtidigt som de förhåller sig till textens förhållningssätt till textkonventionerna. ENGLISH: A Web of Understanding: Middle School Pupils’ Reading Experiences The aim of the article is to illustrate which literary observations nine pupils in year four express when they read the story "The Dragon with the Red Eyes" by Astrid Lindgren (1980), and how these observations can contribute with knowledge regarding what the lessons can be based on, and which aspects can be used when literature education is planned and carried out in middle school. The data material consists of nine semi-structured interviews that were transcribed. The interviews are analyzed based on Langer’s (2017) stances of envisionment as expressed by the interviewed pupils. Thereafter, the pupils’ envisionment building is discussed in relation to literary competence. The study shows that the interviewed pupils’ reading processes are dialogic and that they add their personal experiences to the reading process at the same time as they relate to the text’s approach to textual conventions. Keywords: Literature teaching and learning, Literature education, Reading comprehension, Middle school, Stances of envisionment, Literary competence

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Varierade bedömningspraktiker i samhällskunskap : Validitet och agens i lärares beslut om bedömningars syften, innehåll och metoder

Jansson

2024

Linköping Studies in Behavioural Science

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This thesis explores Civics teachers' assessment practices regarding aims, content, skills and methods, and factors that may affect teachers' assessment practices. This was examined through thematic analyses of interviews with a total of 19 upper secondary school teachers and of their assignments. The studies showed a variation, both between the teachers, and that individual Civics teachers varied their assessments. The teachers in the study had varied purposes, but a performative discourse, emphasising the grading criteria, resulted in a summative practice focusing on evidence for grading. On the other hand, the teachers expressed a high degree of agency regarding content, skills and methods. However, a subject tradition affected what content is tested. Historically, teachers have mainly tested factual knowledge in written tests, but the teachers in these studies varied their methods and emphasized reasoning skills, which is in line with the open character of the subject.The focus on grading criteria is positive for the validity of grading, but validity in relation to formative purposes can be problematized. However, the emphasis on summative assessment entails a risk of an instrumental view of school, focusing on grades rather than learning. Variation between teachers also risks problems arising regarding equal assessment, where students can learn different things and develop different skills. On the other hand, variation may help more students to succeed, as different methods suit different students.The teachers were socialised into assessment practices, which have been shaped primarily by their experiences, rather than teacher education. However, education in assessment could increase teachers' assessment competence. Assessment is difficult and complex, and teachers need to balance different purposes, choose appropriate methods in relation to those purposes and what content and skills are to be tested, as well as deal with the various consequences of assessments. It is important work, in which Civics teachers may achieve a high degree of agency and professionalism.

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Med uppdrag att dokumentera de yngsta barnens lärande : en verksamhetsteoretisk analys av förskolors dokumentation

Cited by 3 publications

References 34 publications

Tailoring forest management to local socio-ecological contexts : Addressing climate change and local stakeholders’ expectations of forests

Tailoring forest management to local socio-ecological contexts : Addressing climate change and local stakeholders’ expectations of forests

En väv av förståelse: Mellanstadieelevers utsagor om sin fiktionsläsning

Varierade bedömningspraktiker i samhällskunskap : Validitet och agens i lärares beslut om bedömningars syften, innehåll och metoder

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