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  • 151.
    Englund, Tomas
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Quennerstedt, Ann
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Wahlström, Ninni
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Education as a Human and a Citizenship Right - Parents' Rights, Children's Rights, or...?: The Necessity of Historical Cotextualization2009Ingår i: Journal of Human Rights, ISSN 1475-4835, E-ISSN 1475-4843, Vol. 8, nr 2, s. 133-138Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper serves as an introduction to three following papers, analyzing the contextual background to the different treaties - the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights , and the United Nation's Convention on the Rights of the Child - and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped during the various drafting stages. The paper forms part of a project that intends to study the meaning and consequences of the increased tendency to view education from a perspective of rights. More specifically, the project aims to focus on the implications of parental rights and to analyze potential contradictions between parents' and children's rights in education.

  • 152.
    Englund, Tomas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Solbrekke Dyrdal, Tone
    University of Oslo, Oslo, Norway.
    de Lange, Thomas
    University of Oslo, Oslo, Norway.
    Sugrue, Ciaran
    University College Dublin O'Brien Centre for Science, Dublin, Ireland.
    Sutphen, Molly
    University of Chapel Hill, NC, USA .
    Formation in five universities: A critical analysis of their portraits, plans and re-presentations2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper focuses on ’formation’ in higher education.   In the international context of competitiveness, internationalization, ‘entrepreneurialism’ in ‘research intensive’ environments, how do universities conceptualise ‘formation’ and how are such images communicated on institutional websites and in strategic plans? This paper is an exploratory analysis of such re-presentations in five highly ranked universities.  

    Governments and stakeholders increasingly measure institutions’ capacity to stimulate economic growth and meet the needs of knowledge societies in a climate of financial crisis (Stensaker & Harvey 2011). Institutions must be  ‘marketed’   to students and  external stakeholders to  secure financing, increasingly from the private sector whose purses respond to  ‘ranking’ criteria (see www.timeshighereducation.co.uk/world-university-rankings/). An international market has been generated for students, funding academic staff, overlaid with performance indicators, quality reviews and performance-based funding (Tremblay, K., Lalancette, D. & Roseveareet, D. (2013). Does such international competitiveness further civic engagement or contribute to the formation of  a new ‘creative class’ that lives in   ‘neighbourless neighbourhoods’, preoccupied with themselves where they ‘bowl alone’!? (Florida, 2002, 2005; Putnam, 2000). How do selected institutions re-present or ‘market’ and  ‘brand’ themselves in such climates and contexts and is it possible to predict the impact of such formulations on programmes and their content as well as staff and student experiences?

    This paper will provide a critical analysis of how this is done in a purposive sample of five Universities, four European, and one US. The theoretical framework deployed is summarised in table 1 where the logic of responsibility regards a moral dimension as essential to formation, while the logic of accountability marches to the beat of NPM. However, we see these logics (and languages) as creating tensions, sometimes incompatible, while part of the purpose of the analysis is to establish how institutions respond to, reject or otherwise deal with these competing world views as a framing of formation

  • 153.
    Englund, Tomas
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Formation in higher education: Towards professional responsibility as deliberative praxis2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    There is a current trend to see higher education primarily in terms of its utilitarian and economic role and its ability to deliver employable candidates to society. In this paper we seek to challenge such narrow understanding. Drawing on a previous analysis on how the current expansion of the New Public Management ‘logic of accountability’ increasingly intruding the governance of higher education, is threatening the moral dimension of professional responsibility –we will suggest ways to change and qualify the inner work of higher education in two directions to meet this threat: 1) to make (more) use of deliberative communication giving room for argumentation on issues seen from different perspectives and 2) to apply the use of deliberative communication not only in the theoretical, higher education seminars but also in the in-service practice of how to act in line with professional responsibility.

  • 154.
    Englund, Tomas
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Solbrekke, Tone Dyrdal
    PFI Oslo universitet.
    How to analyse professional responsibility in a climate of accountability?: Towards a conceptual framework2009Ingår i: ECER network 2 Vetnet, 2009Konferensbidrag (Refereegranskat)
  • 155.
    Englund, Tomas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Solbrekke, Tone Dyrdal
    Universitetet i Oslo, Oslo, Norway.
    Om innebörder i lärarprofessionalism2015Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, nr 3/4, s. 168-194Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Vad innebär det att som lärare vara professionell och vad innebär det att agera professionellt? I denna artikel anknyts inledningsvis till en alltmer betydelsefull distinktion mellan lärares professionalisering och lärares professionalism. Vi karakteriserar därvid professionalisering som relaterad till ett externt perspektiv där autonomi, auktoritet och professionens status och legitimitet står centralt. Lärares professionalism, å andra sidan, är ett perspektiv som är baserat på den interna, i bred mening pedagogiska kvaliteten på lärares utövande, den professionella praktiken. På denna bas utvecklar vi två olika aktuella motsatta logiker för professionellt utfört arbete: professionellt ansvar (professional responsibility) respektive redovisningsskyldighet (accountability). Vi analyserar spänningen mellan dessa båda logikers konsekvenser och applicerar dem på den under senare tid genomförda lärarlegitimationsreformen. Avslutningsvis ställs frågor om svenska lärare har utrymme att agera med professionellt ansvar samt hur utbildning av professionella bör utformas med hänsyn till nämnda logiker.

  • 156.
    Englund, Tomas
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Arneback, Emma
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    What will student teachers become as writers?2014Konferensbidrag (Övrigt vetenskapligt)
  • 157.
    Englund, Tomas
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Öhman, Johan
    Örebro universitet, Pedagogiska institutionen.
    Östman, Leif
    Örebro universitet, Pedagogiska institutionen.
    Deliberative communication for sustainability?: A Habermas-inspired pluralistic approach2008Ingår i: Sustainability and security within liberal societies: Learning to live with the future, London: Routledge , 2008, s. 29-45Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    The purpose of the chapter is to develop Jürgen Habermas's idea of deliberation into a model of deliberative communication in relation to issues of sustainable development and security education

  • 158.
    Francia, Guadalupe
    et al.
    Uppsala University.
    Moreno Herrera, Lázaro
    Örebro universitet, Pedagogiska institutionen.
    Englund, Tomas
    Örebro universitet, Pedagogiska institutionen.
    L' équité dans les pays nordiques: une réflexion sur la notion d'équivalence dans le système éducatif suédois2005Ingår i: Vers une école juste et efficace: 26 contributions sur les systemes d’ enseignement et de formation / [ed] Marc Demeuse, Ariane Baye, Marie-Hélène Straeten, Julien Nicaise, Anne Matoul, Bruxelles: De Boeck , 2005, s. 171-189Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter looks at the shift in education politics within the Swedish context and analysis the concept of equivalence in the school practice. The structure and discourses within an educational system has largely been associated to the specific social concerns and cultural particularities of different societies. Today’s discussions within the educational systems in Scandinavia, and in this specific case Sweden, indeed confirm this regularity. For a long period the socio-economic development of Sweden was associated to a “third way” with differences to what was regarded before 1989 as, (a) the patterns of totalitarian society and (b) the capitalist free market model of development. Long periods of social-democratic governance and welfare driven policies shaped specific characteristics of the Swedish educational system which are recognizable even today despite the big changes in the political and social international landscape. Sweden and its educational system could not be, and is not, isolated from the constrains of current international phenomena such as the impacts of globalization, neo-liberal and market driven policies and the discussions about the relationship between collective and general social well-being on the one side, and individuality and freedom of choice on the other side.

    Equivalence is in the Swedish educational context further discussed as (a) the claim of certain equality in results, and (b) a claim of accepting differences and free choice. Finally concluding remarks are derived from the analysis presented where the notion of equivalence in the Swedish educational system is suggested to be a hybrid product. This issue, i.e., equivalence, is currently a subject of research and live debate in the Swedish educational context; there is not intention here to make overall generalizations but rather to present what we perceive as central notions which might underpin present discourses in the Swedish context.

  • 159.
    Ljunggren, Carsten
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Unemar Öst, Ingrid
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Controversial issues education - på svenska2015Ingår i: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst, Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, s. 11-24Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 160.
    Ljunggren, Carsten
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Unemar-Öst, IngridEnglund, TomasÖrebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Kontroversiella frågor: om kunskap och politik i samhällsundervisningen2015Samlingsverk (redaktörskap) (Refereegranskat)
  • 161.
    Solbrekke, Tone Dyrdal
    et al.
    Department of Education, University of Oslo, Oslo, Norway.
    Englund, Tomas
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Certification of teachers: Tensions in a new signature reform2014Ingår i: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 4, nr 2, s. 1-13Artikel i tidskrift (Refereegranskat)
  • 162.
    Solbrekke, Tone Dyrdal
    et al.
    Oslo University, Oslo, Sweden.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Karseth, Berit
    Beck, Eevi E.
    Educating for professional responsibility: From critical thinking to deliberative communication, or why critical thinking is not enough2016Ingår i: Educating the Deliberate Professional: Preparing for future practices / [ed] Franziska Trede, Celina McEwen, Springer, 2016, s. 29-44Kapitel i bok, del av antologi (Refereegranskat)
  • 163.
    Sugrue, Ciaran
    et al.
    School of Education, University College Dublin, Dublin, Ireland.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Department of Education.
    Solbrekke, Tone Dyrdal
    Department of Education, University of Oslo, Oslo, Norway.
    Fossland, Trine
    Centre for Teaching and Learning, University of Tromsø, Tromsø, Norway.
    Trends in the practices of academic developers: trajectories of higher education?2018Ingår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 43, nr 12, s. 2336-2353Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.

1234 151 - 163 av 163
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