oru.sePublications
Change search
Refine search result
1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • 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.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    A changed education language with new actors and solutions: the use of prevention and promotion programs in Swedish schools2013Conference paper (Refereed)
  • 2.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Från gemenskap till självkontroll: om den skiftande synen på jämnårigsocialisation i skolan2015In: Sociala relationer, värdegrund och lärarprofessionalitet / [ed] Åsa Bartholdsson & Eva Hultin, Malmö: Gleerups Utbildning AB, 2015, p. 17-33Chapter in book (Refereed)
  • 3.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Engström, Karin
    Stockholms universitet, Stockholm, Sweden.
    Prevention and promotion programs in Swedish schools as an answer to what?: An analysis of national policy texts2013Conference paper (Refereed)
  • 4.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Engström, Karin
    Stockholms universitet, Stockholm, Sweden.
    Värdepremisser i främjande och förebyggande program i skolan: rapport från forskningsprojektet En värdefull skola2013Report (Refereed)
  • 5.
    Englund, Anna-Lena
    Örebro University, Department of Education.
    Jämnårigsocialisation i svensk skola2005Report (Other academic)
    Abstract [en]

    Peer group socialization in Swedish schools.

    This study examines the significance of peers in the process of socialization in Swedish schools, that is to say, the mutual influence that children and young people exert on each other. It analyses how peer group socialization is apprehended and evaluated in curricula for Sweden’s comprehensive schools and in related research.

    Part One defines the object of study more precisely by relating it to socialization research. In this part of the thesis, research on the socialization of children and young people is reviewed and some central concepts that can serve to characterize peer group socialization are distinguished: friendship, peer group membership and youth socialization. In addition, the school is considered as a potential place of encounter for peers.

    Part Two consists of a systematic comparison of how different conceptions of peer group socialization have been expressed over time in curricula and in research on schooling. Three different periods with three more or less dominant conceptions of the significance of the peer group for socialization are identified:

    I. The potential of the school to create peer group community is formulated.

    II. The potential of peer group socialization is neglected.

    III. The potential of peer group socialization is rediscovered.

    During the first period, peer group socialization as a means of creating community is prominent in the 1962 comprehensive school curriculum (Lgr 62) and in the official studies and schools research preceding it. In the 1969 curriculum (Lgr 69), perceptions change. Researchers are more ambivalent to the peer group and there is somewhat less confidence in its positive potential to foster community.

    The second period is characterized by a neglect of the peer group’s potential to create community, first in the 1980 curriculum (Lgr 80) and later in that of 1994 (Lpo 94). In research on schools and youth, the peer group is represented primarily as a force that seeks to contest the culture of schools.

    In the third period, a tendency to rediscover peer group socialization can be observed in official studies carried out after Lpo 94. In schools research, attention is drawn to the possible contribution which the peer group can make to learning. Some youth researchers express confidence in the peer group’s potential as a positive, community-creating force, but at the same time there are those who see peer group socialization as risky and a source of problems.

    There may possibly be a positive community-creating force in peer group socialization that has been overlooked. All things considered, the author ventures to suggest that the community-creating potential of the peer group is an inadequately explored perspective in Swedish research on schooling, a perspective that could enable us to see the possibilities in schools, rather than the problems.

  • 6.
    Englund, Anna-Lena
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur realisera värdegrunden?: historia, olika uttolkningar: vad är värdegrundsstärkande?2012Report (Refereed)
    Abstract [sv]

    Hur realisera värdegrunden? Historia, olika uttolkningar: vad är värdegrundsstärkande? 

    Begreppet värdegrund förekommer sedan två decennier tillbaka som ett centralt honnörsbegrepp i svenska läroplaner och andra auktoritativa utbildningspolitiska dokument. Värdegrundsbegreppets innebörd kan över dessa två decennier ej sägas ha varit entydigt, utan såväl olikartade prioriteringar som innebörder har över åren tagit form.

    Inom ramen för forskningsprojektet En värdefull skola  som fokuserar hur olika s.k. förebyggande ’program’ för psykisk hälsa (exempelvis program som SET, Komet, Lions Quest, Friends etc.) bl.a. betecknats som och gjort anspråk på att vara ’värdegrundsstärkande’ analyseras i föreliggande text bl.a. rimligheten i detta anspråk och sätts in i ett vidare, historiskt och samhälleligt sammanhang där värdegrundsbegreppets olika uttolkningar över tid påvisas. Fyra perioder urskiljs:

    1992-1998 Introduktion av värdegrundsbegreppet och dess etablering

    1999-2002 Från teori till praktik – med samtalet i fokus

    2003-2009 Värdegrundsstärkande program??

    2009-         Begynnande ifrågasättanden och samtalets renässans

  • 7.
    Englund, Anna-Lena
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences.
    Värdegrunden reducerad till metod2009In: Pedagogiska magasinet, ISSN 1401-3320, Vol. 13, no 4, p. 18-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det behövs en etisk vändning i diskussionen om främjande och förebyggande program. Alltför stort intresse riktas mot frågan om evidens och effektivitet och alltför lite intresse riktas mot värdefrågorna. Vad innebäör det för lärarens professionalism om manualstyrda aktiviteter ersätter samtal och samspel?

  • 8.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Consequences of the ´Program Invasion' in Swedish schools during the first decade of 20002013Conference paper (Refereed)
    Abstract [en]

    A specific driving force for the establishment and expansion of very different, but mostly psychologically based programs for the pupils’ mental health has to do with the interpretation and ‘use’ of the value base concept, launched in the national syllabus 1994 and later on, in authoritative texts in 2000 exhaustively developed in terms of respectful open, mutual communication for democracy and giving teachers as professionals a delicate task to fulfill.  However, in one authoritative document as early as 2003 the question of realizing the value base is shifting towards preventing and providing the problem of mobbing. At the same time it is noticeable that many programs, most of them psychologically based and some working with preconceived manuals for training and communication, are seen as and named as ‘value base strengthening’. We mean that these utterances legitimated an explicitly undifferentiated view of communication.  Referring to that ‘that most methods are using communication as an instrument’ without analyzing that the programs are based in totally different perspectives on communication and not investigating the preconditions, direction and the degree of prediction of the communication proposed, compared to the earlier recommended open communication, is without nuances and obscures totally the qualitative kernel of communication.

     

  • 9.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolans värdegrundsarbete2017In: Skolans arbete med elevers psykiska hälsa / [ed] Ingemar Engström, Malmö: Gleerups Utbildning AB, 2017, p. 91-116Chapter in book (Refereed)
    Abstract [cs]

    Kritisk analys av hur värdegrundsbegreppet uttolkats i svensk skola under de två senaste decennierna med fokus på hur olika främjande och förebyggande program gjort anspråk på att bedriva värdegrundsarbete

1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • 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