Utskrift från Malmö universitet - mau.se
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Research: Recent submissions
Now showing items 1-5 of 11822
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Konst som resurs i geriatrisk vård : Rapport från ett följeforsknings... 
Liljefors, Max; Alftberg, Åsa : Kulturförvaltningen, Region Stockholm (2019) Report
Swedish abstract: Sedan 2017 bedrivs konstvandringar för patienter i geriatrisk vård vid Nacka sjukhus i syfte att öka patienternas välbefinnande. Konstvandringarna har studerats i ett följeforskningsprojekt under 2018. Denna rapport presenterar resultat och reflektioner från följeforskningen. Konstvandringarna bygger på en dialogbaserad förmedling av konsten, där patienternas egna associationer och minnen står i centrum. Rapporten konstaterar att konstvandringarna ger stimulans åt patienterna både kognitivt och perceptuellt. Dessutom berikar konstverken vårdmiljön för patienter och personal. Rapporten kopplar konstvandringarna till tankar om existentiell hälsa och betydelsen av att stärka patienternas agens och sociala delaktighet. Dessutom betonar rapporten vikten av att kombinera konstpedagogisk kompetens med personalens vårdkompetens för att interaktioner med konst inom vården ska bli lyckade. Rapporten bedömer att konstvandringarna ökar välbefinnandet hos patienterna och att erfarenheterna från projektet kan vägleda framtida liknande satsningar. Dessutom identifierar rapporten vissa aspekter av konstvandringarna som kan utvecklas mer. 
https://kulturochhalsa.sll.se/rapport-konst-som-resurs-i-geriatrisk-vard
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Om sporthijaber och inkludering Jönsson, Kutte
Magazine article in Idrott & kunskap;2 : Idrott & kunskap (2019)Magazine article
Swedish abstract: Artikel om sporthijaber och föreställningar om "de andra" inom idrotten, där jag argumenterar för ett försvar av sporthijaber. -
Student-athletes’ beliefs about athletic ability : A longitudinal and...
Larneby, Marie; Ingrell, Joakim; Johnson, Urban; Hedenborg, Susanna
Journal article in Scandinavian Sport Studies Forum; : Malmö University (2019)Journal article 
English abstract: The overall aim of this paper is to study and discuss student-athletes’ beliefs about athletic ability. Specifically, the aim is to analyze and problematize athletic ability longitudinally and with a gender perspective as it is perceived, discussed, and valued by student-athletes. A three-year and six-wave study was conducted on 78 student-athletes (30 females and 48 males; Mage at T1 = 12.7, SD = 0.44) attending a compulsory school with a sport profile. Additionally, semi-structured interviews were conducted with 27 of the student-athletes (16 female and 11 male) during their second and third school year. Based on a parallel mixeddata analysis with cross-talks and meta-inferences, the two main results of this study are as follows: (1) entity beliefs increase and incremental beliefs decrease during the three-year period, and (2) gender add a further understanding of the student-athletes’ beliefs about athletic ability. The findings are discussed in terms of their implications for the potential influence of the socialization processes on beliefs of athletic ability, and suggestions for future research are provided.
sssf_117-138_vol_10_ingrelletal.pdf
(275.6Kb)
https://idrottsforum.org/sssf-ingrelletal190610/
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Circumstances behind the use of Cone Beam Computed Tomography for end... Mota de Almeida, Fernando José; Flygare, Lennart; Knutsson, Kerstin; Wolf, Eva
Conference contribution in International Endodontic Journal;S1 : Wiley (2017)
Conference contribution
English abstract: Aim: To study the circumstances preceding the CBCT examination referral for endodontic reasons in Sweden. Methodology: Fourteen dentists (8 female) 33–58 years of age (mean =44), practicing in Sweden were strategically selected. Ten of the dentists were specialists in endodontics. The absolute inclusion criterion was experience of referring patients for CBCT for endodontic reasons. The included dentists provided a variation concerning gender, age, work experience, education background, location of practice, service affiliation and accessibility to CBCT. Data was obtained through thematic, semi-structured interviews exposing the context of their last self-reported three referrals. Dentists were encouraged to describe their experiences of the circumstances in their own words, aided by the interviewer’s openended questions. The interviews were audio recorded and transcribed verbatim. Qualitative content analysis was used to analyze the text. Results: The preliminary results may indicate that high clinical diagnostic standards, clinical common sense and a willingness of helping the patient with minimal harm may restrict the use of CBCT to address complex diagnostic judgements or therapeutic decisions, which comply with existing European guidelines on the use of CBCT in endodontics. Knowledge of guidelines was however limited among the interviewed dentists. Conclusions: Common sense and high professional standards seem to lead dentists in Sweden to comply with current European guidelines for the use of CBCT in endodontics even when the den tists lack knowledge of the guidelines. Acknowledgements: This work is funded by the Norrbotten County Council. Note: https://onlinelibrary.wiley.com/doi/epdf/10.1111/iej.12813 -
Flipped Classroom : on a digitized dance lesson Lelinge, Balli (2018)
Conference contribution
English abstract: The aim of this lesson study is to develop knowledge about how teachers can enhance students’ digitizing dancing in grade four, by the use of ‘flipped classroom’. Research question: The specific research question of the study is: what difference in knowledge is expressed by the teacher’s during their collegial discussions before and after their lessons of digitized dance lesson in the subject of Sport and Health? Methological and theoretical framework: The structure of the study is a collective and cyclical processes (Lewis, 2015), aiming to develop an experienced problem (Lewis & Tsuchida, 1997) which is comparable to the lesson study method (Stigler & Hiebert, 1999). In order to account for the teachers' statements and experiences of improvement areas in teaching practice, the variational theoretical perspective has been taken into account (Holmqvist, 2006; Lo, 2014; Marton & Lo, 2017) as a lens. The participants are four teachers and 25 students. The teachers have met on average every second week for two hours during a nine-month period. The data material consists mainly of teachers’ collegial reflections, classroom observations, interviews with teachers and video documentations. The lesson study has also been shared for all the school members and at Malmo University. Teaching design: The teaching design are based on a video of dance with instructions, which is put on the school's learning platform three days in advance. The students are supposed to learn as much as possible before the lesson. To put out something in advance that students can share when they want and how often they want, is called Flipped Classroom (Barker, 2013). Some of the instructions were about getting well prepared for the dance lesson, to be divided in groups and that the students will give each other a “friend's response” in the form of improvement feedback. Result and analysis: The evaluating and analysis, which consists of a selection of transcripts that illustrate and relate to the research question of the study, after the lesson study highlighted four aspects of learning: Aspect one: The instructions on the dance and lesson that the teacher put on the school's learning platform three days before the lesson seem to improve the quality of the lesson and the equivalence between the students. Aspect two: The students in need of additional customization are included in the dance. According to the teacher, this depends partly on a positive cooperative climate and on comrades learning through computers. Aspect three: The comrades response takes place formatively and continuously while everyone develops and refines their dance steps and movement patterns during the lesson. Aspect four: Since all students in each group have each computer, there is no power struggle over who will hold the computer. Conclusion: Based on learning aspects two and four, the computer seems to make it possible to distinguish the dance pattern for student learning. Based on learning aspects one and three, the flipped classroom contributes to an increased relevance structure and to an improved lesson. This kind of lesson study seems to have a mediating effect on learning and respect for each other. The students' comrade response can be characterized by the so-called proximal development (Säljö, 2014). The teacher's changed teaching structure seems to have influenced the students' ability to distinguish learning objects from the dance (Marton & Booth, 1997). l References: Barker, D. (2013). Input Flipped Classroom. Stockholm, Sweden: Natur & Kultur. Holmqvist, M. (Ed.). (2006). Lärande i skolan: Learning study som skolutvecklingsmodell [Learning in school: Learning study as school development model]. Lund, Sweden: Studentlitteratur. Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education? Educational Researcher, v44 n1 p54-61 Jan-Feb 2015. 8 pp. Thousand Oaks: SAGE Publications. Lewis, C. & Tsuchida, I. (1997). Planned educational change in Japan: The shift to student-centered elementary science. Journal of Education Policy, 12:5, 313–331. Lo, M. L. (2014). Variationsteori: för bättre undervisning och lärande [Variation theory: for better teaching and learning]. Lund, Sweden: Studentlitteratur. Marton, F. & Lo, M. L. (2007). Learning from the "Learning Study". Journal of Research in Teacher Education, 14(1), 31-46. Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Summit Books. Säljö, R. (2014). Lärande i praktiken - Ett sociokulturellt perspektiv. [Learning in practice - A socio- cultural perspective; in Swedish] Lund, Sweden: Studentlitteratur. Note: The theme of the WALS 2018 is Lesson Study and Teacher Education: International Dialogue. It aims to provide a platform for an international and cross-cultural dialogue through which educators and researchers from different parts of the world can contribute to a broad vision for sharing their knowledge, understanding and experience of lesson study as a form of practice-based research. Over the past decades, Lesson Study has contributed significantly to the quality enhancement of teaching and learning, teacher education, and development of schools as learning communities. In China, which has the largest teaching force in the world, a long tradition of lesson study has been integrated into the professional lives of teachers. Since the 1950s, lesson study as a tool of professional learning facilitated the development of a culture of teaching among Chinese teachers. For the enhancement of their teaching and professional development, Chinese teachers are engaged in “teaching research”, which is a form of lesson study organized along the disciplinary lines of school subjects and implemented by “teaching research groups” in schools. Indeed, lesson study is a commonly shared endeavor among Chinese teachers who are engaged in collective planning, studying and evaluating various kinds of lessons on a daily basis. Through time, the “teaching research group” has been developed into a system of “teaching research” that is unique to schooling in China. In previous WALS conferences, educators and teachers from all over the world came together to share their research findings and best practices in lesson study. This is the first time that WALS will hold its annual conference in Mainland China. WALS 2018 will provide a valuable opportunity for the exploration of ideas that will enrich the field of Lesson Study. We hope that participants from all over the world will come and share wisdom that is drawn from their own societal contexts and join us in an international dialogue that aims to achieve multi-cultural understanding of Lesson Study.
Now showing items 1-5 of 11822