Browsing SOL School Development and Leadership by Title

Assertiveness, responsiveness, and reciprocity in verbal interaction:...
Bruce, Barbro; Hansson, Kristina; Nettelbladt, Ulrika Journal article in First Language;3-4 : SAGE Publications (2010)	peer-reviewed scientific ARTICLE

Att möta det oväntade. Tidigt föräldraskap till barn med Down syndrom
Riddersporre, Bim : Institutionen för Psykologi, Lunds universitet (2003)	DOCTORAL THESIS

English abstract:	ABSTRACT The purpose of this dissertation was to increase – through an empirical investigation – our understanding of early parenthood in relation to children with Down syndrome. My point of departure has been the parents’ life-worlds, and I have developed an accompanying working method. Ten families with newborn infants with Down syndrome were followed through regular home visits during the first year of the child’s life. Working together with a colleague, I have talked with the parents, listened to their stories, and observed and experienced the interaction between the parents and their children. This working method makes it possible to follow various processes taking place within the family. Frequent descriptions and renderings of parent stories from 125 visits constitute the empirical material that has been analyzed and interpreted. The interpretation has been used to develop concepts that, in turn, permit generalization beyond the group under study. When considered together, these concepts provide a way of understanding parenthood in relation to children with Down syndrome. A central theme of the study is the parents’ different ways of relating to their conflicting feelings for the child as well as for parenthood and relationships with family members, friends and professional support people. Starting from the attitudes identified in the investigation resulted in the creation of a simple typology. Parents with an idealizing attitude gave priority to positive emotions and reactions. When negative or problematic aspects were predominant, I have described the parents’ attitudes as struggling, whereas those who generally avoided strong feelings have been characterized as having an everyday way of relating. These concepts are directly anchored in the empirical material and, thereby, in the parents’ life-worlds. In order to represent my personal understanding of the parents’ life-worlds, I have also – based on the empirical data – written narrative reconstructions, that is, short stories in fictional form. What characterizes all parents in the study, regardless of how they dealt with their conflicting feelings, is that they tried to protect their relationship to the child from very strong negative reactions. Parents needed support from the people closest to them, and could become disappointed when such support was insufficient. This dependence was partially transferred to professional contacts, which became crucial to development of the parental role. Idealizing parents perceived that the professionals were treating them well. Those with an everyday attitude were content, whereas the struggling parents often felt they were being misunderstood and offended. This leads to the question of the extent to which parents’ own attitudes affect the quality of professional treatment. The manner in which parenthood is reflected by people in private as well as professional networks has consequences for development of the parental identity.
Swedish abstract:	Avhandlingens syfte är att genom en empirisk undersökning öka förståelsen av tidigt föräldraskap till barn med Downs syndrom. Jag utgår ifrån föräldrarnas livsvärld och utvecklar ett medföljande arbetssätt. Tio familjer med nyfödda barn med Downs syndrom följs genom regelbundna hembesök under det första året med barnet. Tillsammans med en medarbetare samtalar jag med föräldrarna, lyssnar på deras egna berättelser samt observerar och upplever det som händer mellan föräldrar och barn. Arbetssättet ger en möjlighet att följa olika processer i familjen. Täta beskrivningar och återgivningar av föräldraberättelser från 125 besök utgör det empiriska material som analyseras och tolkas. Tolkningen används för att skapa begrepp som i sin tur kan medge en generalisering utanför den undersökta gruppen. Dessa begrepp förs samman till ett sätt att förstå föräldraskap till barn med Downs syndrom. Ett centralt tema i undersökningen är föräldrarnas olika sätt att förhålla sig till motstridiga känslor inför såväl barnet som föräldraskapet, liksom inför relationer till släkt, vänner och professionella stödpersoner. Men utgångspunkt från de förhållningssätt som identifierats i undersökningen skapas en enkel typologi. Föräldrar med ett idealiserande förhållningssätt ger positiva känslor och reaktioner företräde. När negativa eller problematiska aspekter dominerar beskriver jag föräldrarnas förhållningssätt som kämpande, medan de som undviker starka känslor generellt har ett vardagligt sätt att förhålla sig. Begreppen är direkt förankrade i föräldrarnas livsvärld. För att gestalta min personliga förståelse av föräldrarnas livsvärld gör jag dessutom narrativa rekonstruktioner, korta berättelser i skönlitterär form, med utgångspunkt i empirin. Det som utmärker alla föräldrar, oavsett hur de hanterar sina motstridiga känslor, är att de försöker skydda relationen till barnet från allt för starka negativa reaktioner. Föräldrar behöver stöd från sina närstående men kan bli besvikna över att detta är otillräckligt. Beroendet flyttas delvis över på de professionella kontakterna, vilka får en stor betydelse för utvecklingen av föräldrarollen. Idealiserande föräldrar uppfattar sig som väl behandlade av de professionella. De med ett vardagligt förhållningssätt är nöjda, medan kämpande föräldrar ofta känner sig missförstådda och kränkta. Detta leder till frågan om i vilken utsträckning föräldrars eget förhållningssätt påverkar kvaliteten i det professionella bemötandet. Det sätt på vilket föräldraskapet speglas av personer i de privata och professionella nätverken får betydelse för utvecklingen av föräldraidentiteten.

Att spåra tecken på lärande. Mediereception som pedagogisk form och m...
Leijon, Marie : Malmö University Malmö Studies in Educational Sciences;52 (2010)	DOCTORAL THESIS

English abstract:	Abstract The present study is about media reception as an educational form, supporting meaning-making over time. The thesis stems from the desire to understand the complexity in a meaning-making process that takes its point of departure in media productions. The aim is to investigate the possibilities and limitations for meaning-making over time, afforded by the meeting of a group of student teachers and their texts, in a teacher education context. The following questions are posed: How is the meeting between participants and the text designed in the form of a reception? How do participants act on the resources that are offered during the receptions? Which sign systems and semiotic resources are used, and how are they used? How does meaning-making evolve over time? The theoretical point of departure is a design theory perspective, called designs for learning, proposing a performative aspect of learning. Design theory contributes by placing focus on framed sign-creating meaning-making activities, and by stressing participants’ creation and production. The design theory perspective is here enriched by a socio-cultural perspective, Bakhtin’s focus on dialogue, and Goffman’s research on interaction. With the ambition of studying meaning-making over time, a group of student teachers were followed over the two occasions for reception. Video observation was chosen as a method to study participants’ interaction at the receptions. The receptions were filmed and subsequently analysed multimodally. The video recordings resulted in a video text, which was transformed through the written text of the transcription, a text which was subsequently reshaped into a new text that is here presented in the thesis. By studying meaning-making over time, various forms of learning may be traced. Results suggest that the reception as an educational form has an impact on the meaning that is shaped in this setting. Seeing yourself and your results with the eyes of others and having the opportunity to meet the perspectives of different voices, are all elements that contribute to meaning-making. Creating a work that meets an audience, being able to find support in a design for the meeting, and during the meeting to form a new text, jointly prove to be powerful aspects of meaning-making. The thesis sheds light on an insufficiently explored area: media production and media reception in the context of teacher education. Working with media forms such as sound and moving images means that participants can avail themselves of a variety of types of texts, with different affordances, and use them as resources in their meaning-making. The study further indicates that participants exploit the various media forms and polyphony to develop knowledge about their subject matter. In other words, working with media in learning processes is something that enriches meaning-making. The study points to the need for increased openness in the perception of signs of learning, and more attentive listening to such signs. The importance of receptions for meaning-making has been clarified, where receptions have been understood as a learning process in their own right. The role that different media forms play in enriching meaning-making has been brought to the fore. Finally, a reformulated use is proposed of the theoretical model of a formal learning process.
Swedish abstract:	Denna studie handlar om mediereception som pedagogisk form och meningsskapande över tid. Jag är intresserad av att förstå komplexitet i meningsskapande processer som utgår från medieproduktioner. Syftet med avhandlingen är att undersöka vad mötet mellan en grupp lärarstudenter och deras texter kan erbjuda för möjligheter och begränsningar för meningsskapande över tid i en lärarutbildningskontext. Följande frågor ställs: Hur designas mötet mellan deltagarna och texterna i en receptionsform? Hur agerar deltagarna utifrån de resurser som erbjuds dem i receptionerna? Vilka teckensystem och semiotiska resurser används och hur används de? Hur förändras meningsskapandet över tid? Den teoretiska utgångspunkten för studien är ett designteoretiskt perspektiv där en performativ sida av lärande lyfts fram. Ett designteoretiskt bidrar med fokus på inramade teckenskapande meningsskapande aktiviteter och betonar deltagarnas skapande och produktion. Det knyter an till digitala mediers erbjudanden för lärandesituationer – aktuellt i studien med tanke på receptionen av deltagarnas ljud- och filmtexter. För att förstå komplexiteten i en meningsskapande situation och för att följa meningsskapande över tid, berikas det designteoretiska perspektivet med sociokulturella perspektiv, Bakhtins fokus på dialog och Goffmans dramaturgiska perspektiv. Utifrån ambitionen att studera meningsskapande över tid valdes videoobservation som metod. Deltagarnas interaktion analyserades multimodalt. Genom att studera meningsskapande över tid kan flera tecken på lärande spåras. Avhandlingen visar hur meningsskapande över tid är en komplex process som designas multimodalt. Studien bidrar även till att synliggöra hur meningsskapande kan ske och hur pedagogiska former som receptionerna kan förstås som lärsekvenser i sig. Att det i en formell utbildningssituation pågår samtidiga parallella lärprocesser där endast ett fåtal uppmärksammas, är betydelsefull kunskap för både studenter och lärare, särskilt vid en lärarutbildning. Avhandlingens resultat visar även att receptionen som pedagogisk form är betydelsefull för den mening som skapas. Att se sig själv och sitt resultat med andras ögon, att inta ett aktivt responderande förhållningssätt och att möta olika rösters perspektiv bidrar till skapande av mening. Att skapa ett verk som möter en publik, att i detta möte ha en design att återgå till och att under mötet forma en ny text visar sig vara kraftfulla aspekter av meningsskapande. Studien bidrar även till kunskap om ett mindre utforskat område – medieproduktion och mediereception vid lärarutbildningar. Att arbeta med medieformer som ljud och rörlig bild innebär att deltagarna har flera olika typer av texter med skilda erbjudanden att tillgå som resurser i sitt meningsskapande arbete. Deltagarna omskapar tecken inom samma teckensystem men rör sig också mellan olika teckensystem. Denna rörelse bidrar till att utveckla det meningsskapande arbetet. Min studie visar dessutom att deltagarna utnyttjar de olika medieformerna och flerstämmigheten för att utveckla kunskap i sitt ämne. Att arbeta med medier i lärprocesser berikar alltså meningsskapandet. I studien bjuds även in till ett omskapat användande av det designteoretiska perspektivets modell över en formell lärprocess. Sammanfattningsvis – studien har synliggjort meningsskapande över tid där olika former av lärande spåras, pekat på behovet av en vidgad blick och ökat lyssnande till tecken på lärande, tydliggjort receptioners betydelse för meningsskapande, förstått receptionerna som en lärprocess i sig och så slutligen lyft fram medieformernas berikande för meningsskapande.

Marie_Leijon_thesis.pdf (1.044Mb)

A Mixed Crew Complement - A maritime safety challenge and its impact ...
Horck, Jan : Malmö högskola, Lärarutbildningen Malmö Studies in Educational Science: Licentiate Dissertations Series;3 (2006)	LICENTIATE THESIS

English abstract:

The human factor/human element starts to have a key role in accidents and incidents during shipments at sea. Investigations show that poor communications increasingly are the root for many tragedies. A possible reason for communication constraints is the growing trend to employ multicultural crews. This thesis aims to document this new challenge in the maritime industry and to endeavour to show how the Maritime Education and Training (MET) can address the problem. The lack of a company crewing policy entails a variation in management standards; it causes confusion. Therefore, it is commonly advised that a common working language be used and expressed in the company policy. It is not only substandard communication that lies behind accidents but also a lack of cultural awareness and “wrong” stereotyping. This is a worrying situation. Researchers in the maritime field have tried to quantify and describe the risks and identify possible benefits with multicultural crews. Disappointingly, the results show a strong disharmony. The industry appears not to be capable of coping with diversity or hesitates to balance eventual advantages with eventual risks. The reason could be that past research studies rather confuse the industry, instead of giving useful guidance. The research strategy, that has been used to find pros and cons in multicultural crews, perhaps has not been the best suited. This thesis aims to propagate for a professionally applied inductive strategy to phenomena related to human factor constraints in the shipping industry. This thesis is also urging MET institutions to conduct courses in cultural awareness and increase the learning goal in English to something more than bare basic. With World Maritime University (WMU) students as the prime research object, it has been found that studying in a multicultural environment is not problem free but instead creates an opportunity to increase the students’ communicative competence. This research study looks at the aspects of psychology, language and pedagogy to conclude that there is a need for courses in cultural awareness. Most likely, multicultural crews in the shipping industry are an irreversible trend. The solutions presented in this thesis focus on communications and cultural awareness and the point made is that, if courses in these two subject areas are not introduced in MET, a mixed crew will continue to be a risk factor hazarding safety at sea. The implication of the results, from a WMU point of view, is that extended understanding of different cultures is a needed subject for both students and teachers. The present, high level of study contact time makes the need for such courses even more important.

Licentiate_Horck.pdf (4.778Mb)

A profession in change : a development ecology perspective

Christensen, Jonas : Faculty of Teacher Education, Malmö University
Malmö studies in educational sciences;56 (2010)
RESUME ET MOTS CLÉS EN FRANCAIS. Un Etat-providence se compose d'une variété d'organisations clientes dans lequel, parmi d'autres professions, les universitaires et les travailleurs sociaux sont actifs. Le travail social comme une profession s'est développé dans un contexte de bien-être où les changements à différents niveaux de l'individu, de l'organisation et la société pose de nouveaux défis pour la profession. Quand une société subit une transformation totale, cela affecte aussi l'enseignement supérieur, surtout quand il s'agit de faire face aux besoins de nouvelles compétences dans un domaine tel que l'économie et la gestion. Un changement dans une profession peut également être considéré à différents niveaux et dans divers environnements contextuels. La thèse aborde la question générale: Dans la transformation de différents milieux sociaux et organisationnels, quels sont les facteurs qui peuvent influer sur l'acquisition des connaissances de métiers et sur les processus d'apprentissage? Le cadre théorique de référence est fourni par un modèle modifié de Bronfenbrenner, Ecologie Développement. Cette théorie met l'accent sur la force motrice de l'individu et sa capacité à influencer leur environnement spécifique. Cette étude a pour point de départ est l'individu et l'individu par rapport à leur contexte environnant, à différents niveaux. La thèse apporte une contribution en améliorant la connaissance de la façon dont l’Ecologie Développement peut être considérée dans un contexte de bien-être en utilisant des objets d'étude dans les domaines de l'éducation et une profession. La collecte de données a principalement prit la forme d'interviews. D'autres sources ont été ajoutées aux interviews, une analyse des documents clés, des conférences et des séminaires où il y avait une interaction avec les élèves comme des sources additionnelles et empiriques dans des contextes différents, avec des visites d'étude. La thèse est basée sur les trois publications originales suivantes: études de Gestion et d’Economie en Lituanie - la création d'une discipline universitaire, l’Ecologie Développement dans le Travail Social allemand et Amélioration Proposée du Modèle Ecologie Développement de Bronfenbrenner. L'étude montre comment le modèle Ecologie Développement dans une forme modifiée et développée peut contribuer de manière constructive à la compréhension d'une profession en pleine mutation. En outre, l'étude montre comment le modèle Développement Ecologie peut être utilisé dans deux différents contextes sociaux et organisationnels. Il montre également comment l'indépendance professionnelle est subordonnée vu certains cadres organisationnels et sociétaux. Enfin, l'étude révèle que l'esprit d'entreprise et l'apprentissage sont étroitement liés les uns aux autres et l'acquisition des connaissances concerne des rencontres à différents niveaux où l'interaction entre l'individu et ses forces motrices internes est indispensable - à savoir, de souligner que les forces motrices internes appartiennent à l’individu concerné (une personne). Mots clés: changement, professions, écologie développement, autonomie professionnelle, travail social, économie, entrepreneuriat social, acquisition de connaissances, Allemagne, Lituanie.

DOCTORAL
THESIS

English abstract:

A welfare state consists of a variety of client organisations within which, among other professions, academics and social workers are active. Social work as a profession has developed in a welfare context where changes at the different levels of the individual, organisation and society constantly pose new challenges to the profession. When a society undergoes a total transformation, this also affects higher education, especially when it comes to facing needs for new competencies in a subject area such as Economics and Management. A change in a profession can also be seen on different levels and in various contextual environments. The thesis addresses the overall question: In the transformation of different societal and organisational environments, which factors may influence professions’ knowledge acquisition and learning processes? The theoretical frame of reference is provided by a modified model of Bronfenbrenner’s Development Ecology. This theory focuses on the individual’s drive and ability to influence their specific environment. This study’s point of departure is the individual and the individual in relation to their surrounding context on different levels. The thesis makes a contribution by improving knowledge of how Development Ecology may be seen in a welfare context by using study objects within the fields of education and a profession. The data collection primarily took the form of interviews. Other sources were added to the interviews; an analysis of key documents, lectures and seminars where there was an interaction with students as additional, empirical sources in various contexts, along with study visits. The thesis is based on the following three original publications: Management and Economics studies in Lithuania – the creation of a university discipline, Development Ecology in German Social Work and Proposed Enhancement of Bronfenbrenner’s Development Ecology Model. The study demonstrates how the Development Ecology model in a modified and developed form can constructively contribute to understanding a profession undergoing change. In addition, the study shows how the Development Ecology model can be used in two various societal and organisational contexts. It also demonstrates how professional autonomy is conditional given certain organisational and societal frameworks. Finally, the study reveals that entrepreneurship and learning are closely linked to each other and knowledge acquisition is about meetings on different levels where the interplay between the individual and their internal driving forces is essential – namely, to emphasise that the internal driving forces belong to the individual involved (a person).

JChristensen_diss.pdf (5.970Mb)

Campus space – a place for learning?
Leijon, Marie (2012) 6th International Conference on Multimodality (6-ICOM), Institute of Education, , London University. 22 August – 24 August 2012	other

English abstract:

6th International Conference on Multimodality August 22 – 24 2012 Institute of Education, University of London Campus space - a place for learning? Marie Leijon, Malmö University This paper presents an ongoing postdoctoral research project with the ambition to contribute with knowledge on the interplay between space, interaction and learning in higher education. What kind of rooms do students meet in formal campus activities and how are they designed? How are students and teacher interacting using resources afforded by the room? These are some of the questions that the project aims to examine. Space, place and room are familiar words, denoting common experiences. Space is sometimes used to discuss room and interplay between interaction and learning. In Swedish the words “rum” and “plats” could refer to a physical organization of the environment and the social aspects of the same, that is, we are located in spaces but acting in places. But this paper connects to the idea that both place and space are social products with different systems of practices. Traditionally on-campus education is associated with lecture theatres and tutorial rooms and the physical room as such is often taken-as-given. Thus the room in higher education as a place for learning is open to question. Space, interaction and learning in higher education are under-researched topics compared to similar research with focus on schools. There is, however, a field in social semiotic studies focusing on the interplay between human interaction, space and learning in schools. This approach also highlights how physical environment, as part of the setting, constitute an essential element in communication. Social semiotics also affords a way to understand and explore space as three-dimensional texts. For theoretical anchoring, the research draws upon a design theoretical perspective called “Designs for Learning” (Selander & Kress, 2010) to understand the activities in the room and space as a part of a setting, all in relation to the concept of design. But this paper also discusses how space in higher education can be organized as semiotic resources. It connects to Halliday´s metafunctional theory (1978) investigating space as three-dimensional texts using Halliday´s notion of three communicative functions. The research is illustrated with examples from on campus teacher education using video observations to analyse two kinds of classrooms and interaction of a group of teacher students and their teacher in the same formal spaces.

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Assessments in Virtual Environments
Lundgren, Björn; Natterstad, Anders; Attström, Rolf : Netlearnng2002, Conference, Ronneby (2002)	conference PAPER

Att främja integration och social sammanhållning
Grander, Martin; Stigendal, Mikael : Sveriges Kommuner och Landsting (2012)	REPORT

English abstract:	The Act (2010:879) on allmännyttiga kommunala bostadsbolag (public municipal housing companies), which entered into force on 1 January 2011, gives Swedish municipalities the possibility to transfer the entire previous year's surplus from its public housing companies to the municipality’s cash balance if the surplus is used for measures aimed at integration and social cohesion. What these measures may be has not, however, been defined in the Act. This study has had the purpose to illustrate the concepts of integration and social cohesion, and to analytically study active measures within municipal housing policies that can be said to aim at integration and social cohesion. The study has been commissioned by the Swedish Association of Local Authorities and Regions (SALAR).
Swedish abstract:	Enligt lagen(2010:879) om allmännyttiga kommunala bostadsaktiebolag som trädde i kraft den 1 januari 2011finns det möjlighet för kommuner att föra över i princip hela föregående års överskott från sina kommunala allmännyttiga bostadsbolag till sin kassa om överskottet används till åtgärder som syftar till integration och social sammanhållning. Vad dessa åtgärder kan vara har emellertid inte definierats i lagen. Denna kunskapsöversikt har haft i syfte att belysa begreppen integration och social sammanhållning samt analytiskt studera verksamma åtgärder inom ramen för kommunernas bostadsförsörjningsansvar som kan sägas syfta till integration och social sammanhållning. Kunskapsöversikten har gjorts på uppdrag av Sveriges Kommuner och Landsting (SKL).

A nightingale sang in Malmö Square. The story of the Nightingale prog...
Sild Lönroth, Carina; Nilsson, Bengt Journal article in EAIE occasional paper;20;Internationalisation at Home: Ideas and Ideals (2007)	ARTICLE