oru.sePublications
Change search
Refine search result
1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Writing in and out of control: A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education2016In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 3, p. 211-228Article in journal (Refereed)
    Abstract [en]

    This article presents a longitudinal study of three students’ experiences with learning to write academic texts in preschool teacher education.  Through in-depth interviews and drawing on an academic literacy approach combined with a “before, within and after education” perspective, their different struggles with learning academic writing are identified. A significant finding is that students experience different ways of being in and out of control. Another finding is that the institutionalized framing represents a control from above that helps two but not the third. The result indicates preschool teacher educators should pay close attention to the variation in students’ resources in writing.

  • 2.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Lyngvær Hansen, Aase
    Statped Moller kompetanssenter, Trondheim, Norway.
    Muruvik Vonen, Arnfinn
    Oslo University, Oslo, Norway.
    Visuelt orientert flerspråklig kommunikasjon. [Visually oriented multilingual communication]: En empirisk fundert teoretisk diskusjon med utgangspunkt i analyse av hverdagskommunikasjon i høyere utdanning [An empirically grounded theoretical discussion based on the point of departure of analysis of everyday communication in higher education]2012In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949Article in journal (Refereed)
  • 3.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Den paketerade valfriheten: om framtidsvägen för den svenska gymnasieskolan2010In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 30, no 2, p. 116-129Article in journal (Refereed)
    Abstract [en]

    The main purpose of this article is to focus what meanings the concept of quality is given in the political development of Swedish upper-secondary school. By using Quentin Skinner’s speech-act theory comparisons are made between the meanings formulated in the early 1990s and the now current investigation Framtidsvägen (SOU 2008:27). The result shows consequences for the goal- and result oriented steering system as well as changes in the perspectives of citizenship education and ideolology.

  • 4.
    Quennerstedt, Ann
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Harcourt, Deborah
    Australian Catholic University, Brisbane, Australia.
    Sargeant, Jonathon
    Australian Catholic University, Melbourne, Australia.
    Forskningsetik i forskning som involverar barn.: Etik som riskhantering och etik som forskningspraktik.2014In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 34, no 2, p. 77-93Article in journal (Refereed)
    Abstract [en]

    This article investigates the meanings of sound research ethics in social science research involving children. In recent years, coinciding with an increased interest in research that involves children, discussions have emerged regarding both the processes of ethical research design and subsequent approval mechanisms. In these discussions, two different views on research ethics can be distinguished: ethics as risk management and ethics as research practice. However, the international discussion seems to have had little impact on Swedish ethics deliberations. The paper aims to raise awareness and stimulate a continuing academic conversation about how to act ethically in social science research where children are included. First, the two views are explored separately. The article examines and compares how perceptions of research ethics as risk management take form in the formal regulations in two nations. Thereafter, the most significant meanings of ethics as research practice are investigated. Consequences for researchers, children and research are discussed throughout the paper.

  • 5.
    Wedin, Åsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Klassrumsinteraktion i de tidiga skolåren: flerspråkiga elever i skolans språkliga vardag2011In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, no 3, p. 210-225Article in journal (Refereed)
    Abstract [en]

    Classroom interaction is particularly important for those students who learn school knowledge in a second language. In this article two episodes of whole class teaching in pre-school and standard one are analyzed. The analysis shows the importance of making teachers aware of interactional patterns in classrooms. Although knowledge was presented clearly and concretely and teachers used routines that made norms explicit, inconsistencies in interactional patterns made the role of the teacher stand out as unclear. Whole class teaching of this type does not provide students with such linguistic and intellectual demands that are necessary for their language development.

1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf