Publikationer från Högskolan i Jönköping
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The Many Voices of History - On Perspective and Representation in History education
No full textIn an era of increasing globalization and cultural diversity, new demands are placed on history education in the Swedish school system. History plays a crucial role in fostering students’ understanding of their surroundings and promoting respect for diverse societies and living conditions. To support this, teaching must move beyond a Eurocentric narrative and include a variety of cultural and social perspectives. This study investigates how upper secondary history teachers address multiculturalism within the thematic area of industrialization, and how their content choices, perspectives, and geographical focus are shaped. It also explores the opportunities and challenges teachers face when incorporating global perspectives. The study is based on qualitative interviews with six certified history teachers from two Swedish municipalities.The results show variations in how teachers organize the industrialization unit, largely due to limited instructional time requiring content selection. A recurring theme is the teachers’ limited knowledge of non-European history, which affects their choices. Although digital resources are seen as helpful in diversifying the narrative, they are underused due to uncertainty. The study analyzes these findings through intersectional and intercultural lenses, offering insight into which voices are included or excluded in history teaching. It concludes by highlighting the didactic challenges and opportunities in a global, multicultural education context
“Man to man” : The development of handball in Swedish schools from 1912 to 2011 from a gender perspective
No full textThis study examines how handball has evolved over time by analysing handball manuals intended for educational purposes alongside national curricula for Swedish elementary school, between the years 1912-2011. The study has a particular focus on gender. Previous research has shown that both competitive sports and contemporary physical education are shaped by male norms. Competitive sports often distinguish male and female gender. However, handball is one of the few competitive sports where male and female participation rates are relatively equal. This may be because of the origins of handball within the school system, rather than within competitive sports. Despite this, there is a lack of historical research of the development of physical education in school, particularly in relation to handball and its development in general. This essay seeks to help fill that research gap. The essay´s theoretical framework is based on Judith Butler´s understanding of gender, contextualized through Jonny Hjelm´s perspective on physical education. Additionally, Eva Olofsson´s analysis of structural conditions in Swedish sports has contributed to the understanding of normative influences on gender roles within sports. The results suggest that handball in schools has been practiced according to male norms, although gender representation in the manuals often appears neutral. Over time, the manuals have increasingly aligned with the school curriculum, shifting their focus from describing the sport itself, to contextualising handball play within school. The main conclusion is that handball as played in school has been historically shaped by masculine norms, but the construction of gender within the school context has gradually become more flexible over time, due to the adaptation of handball to the school curriculum.
Promoting language development through dialogic reading : An interview study of five teachers’ perceptions of dialogic reading as a language development method in multilingual K-2-classrooms
No full text Syftet med denna studie är att ge ett kunskapsbidrag om fem lärares uppfattningar om dialogisk högläsning som en språkutvecklande metod i flerspråkiga F-2-klassrum. För att uppnå studiens syfte formulerades forskningsfrågorna: Vilka är lärarnas uppfattningar om dialogisk högläsning?, Hur beskriver lärare användningen av dialogisk högläsning i den språkutvecklande undervisningen med flerspråkiga elever? samt Vilka möjligheter och utmaningar uttrycker lärare om en sådan undervisning?Resultaten visar att lärarna ser dialogisk högläsning som ett kraftfullt och mångsidigt verktyg för att främja elevers språkutveckling, särskilt för flerspråkiga elever. Genom strukturerade samtal, begreppsförklaringar, bildstöd och kopplingar till elevernas egna erfarenheter ges eleverna stöd att utveckla ordförråd, läsförståelse och språklig delaktighet. Metoden beskrivs också som ett sätt att skapa gemenskap och lyfta elevernas identiteter och kulturella perspektiv. Lärarna använder strategier som att bygga förförståelse, ställa öppna frågor och använda kroppsspråk för att göra innehållet tillgängligt. Särskilt i flerspråkiga klassrum används högläsningen systematiskt som språkstöttning, i enlighet med ett sociokulturellt perspektiv på lärande. Samtidigt framkommer utmaningar såsom tidsbrist, språkliga barriärer och svårigheter att inkludera alla elever i samtalet. Studien understryker vikten av kompetensutveckling och skolledarstöd för att säkerställa en likvärdig och långsiktig implementering av dialogisk högläsning, i linje med skolans kompensatoriska uppdrag. The purpose of this study is to contribute knowledge about five teachers' perceptions of dialogic reading as a language development method in multilingual classrooms in grades K–2. To achieve the aim of the study, the following research questions were formulated: What are the teachers’ perceptions of dialogic reading? How do teachers describe the use of dialogic reading in language development instruction with multilingual students? And What opportunities and challenges do teachers express regarding such instruction?The results show that teachers regard dialogic reading as a powerful and versatile tool for promoting students’ language development, particularly among multilingual learners. Through structured discussions, vocabulary explanations, visual support, and connections to students’ own experiences, learners are supported in developing vocabulary, reading comprehension, and linguistic participation. The method is also described as a way to build community and highlight students’ identities and cultural perspectives. Teachers employ strategies such as activating prior knowledge, asking open-ended questions, and using body language to make the content accessible. In multilingual classrooms, dialogic reading is systematically used as language scaffolding, in line with a sociocultural perspective on learning. At the same time, challenges such as time constraints, language barriers, and difficulties in involving all students in discussions are identified. The study highlights the need for continued professional development and active support from school leadership to ensure an equitable and long-term implementation of dialogic reading, in accordance with the school’s compensatory mission
Learning Analytics in Programming Education : Early Detection of Struggling Students Using Behavioural Data
No full textLearning Analytics (LA) can be utilized to detect real-time indicators of struggle in novice programming students, particularly within remote learning environments. With the increasing use of AI tools among students, challenges have emerged in the field of programming education regarding students’ false perceptions of understanding and reliance on AI-generated solutions. This study explores how selected indicators, including time on task, task completion, paste behaviour, and keystroke patterns, as well as AI usage correlate with novice programming students' struggles during task completion. Additionally investigating how do students’ self-perception of their programming skills compare to their actual knowledge. To answer these questions a mixed-method approach was designed involving behavioural data collection via a coding platform PixieCo/de which was modified for the purposes of this study. The method combines data from a self-assessment survey, a programming knowledge quiz, task execution and post-task interviews. The results suggest that keystroke data, when analysed through sequence mining and triangulated with other indicators, was the most reliable indicator to reflect levels of student engagement and difficulty and offered the most nuanced insights. These findings highlight the potential of LA to provide timely insights that can support educators and learners alike. Self-assessment data revealed that most students either accurately or underestimated their abilities, with no observed overconfidence. Future research could investigate how these indicators can be used at a larger scale in classrooms and how LA results could be presented to students to aid their learning processes
Enhancing Environmental Communication Campaigns : Exploring the Potential of Cognitive Dissonance Theory in Promoting Pro-Environmental Behaviors
No full textThis study investigates the impact of guilt-framed environmental communication campaigns on emotional response, cognitive dissonance, and intentions toward pro-environmental behavior. Drawing on Cognitive Dissonance Theory (Festinger, 1957), the research explores whether emotionally charged guilt appeals can induce psychological discomfort that motivates individuals to align future behaviors with environmentally responsible norms. Grounded in a media and communication framework, the study emphasizes the strategic role of message framing in shaping perception and behavioral outcomes. A between-subjects experimental design was employed, exposing 144 participants to either guilt-framed or neutral-framed visual campaign messages. Emotional reactions, cognitive dissonance, and behavioral intentions were assessed using validated scales, while prior General Ecological Behavior (GEB) was measured as a control variable. Results showed that while participants exposed to guilt-framed messages reported slightly higher levels of cognitive dissonance and behavioral intentions compared to the neutral condition, these differences did not reach statistical significance. However, a significant positive correlation was found between cognitive dissonance and behavioral intentions, supporting the theoretical framework. Additionally, photo-based, emotionally charged visuals elicited stronger emotional responses than illustrated ones, demonstrating the importance of visual framing. Exploratory analyses revealed that individuals with stronger prior pro-environmental behaviors experienced less cognitive dissonance when exposed to guilt-framed messages, and gender moderated emotional reactions to different visual designs. The study contributes to understanding the complex relationship between emotional framing, cognitive dissonance, and behavioral intention in environmental communication, highlighting both the potential and limitations of guilt-based messaging strategies
Stock Market Reactions to Earnings Announcements : the Role of Firm Size During Periods of Economic Uncertainty
No full textBackground: Earnings announcements are a crucial source of information for investors and influence stock prices by providing stakeholders with insights into a company ́s financial health. During periods of heightened economic uncertainty, such as the COVID-19 pandemic and the war in Ukraine, market reactions to earnings announcements can become stronger and more unpredictable, opening opportunities for investigation. Purpose: This study aims to examine how the Swedish stock market reacted to earnings announcements and whether these reactions differed between the companies listed on OMX Stockholm Small-cap and Large-cap indexes during the period 2019-2023, which was marked by COVID-19 pandemic and the war in Ukraine. It also aims to explore the impact inflation has on these reactions. Method: To accomplish the purpose of the study, a quantitative analysis was conducted, relying on 2 060 quarterly earnings announcements from 2019 to 2023. The study employed both an event study methodology and Pooled OLS Regression to analyze the data. Conclusion: The empirical evidence shows that large-cap firms experienced stronger market reactions to earnings announcements than small-cap firms during the uncertain period characterized by COVID-19 and the war in Ukraine. Furthermore, the market reactions were generally stronger during periods of heightened uncertainty than in more stable periods. Lastly, a negative relationship was observed between Cumulative Abnormal Returns (CAR) and inflation, indicating that higher inflation weakens market reactions to earnings announcements.
ESG Scores and Stock Performance Across Regulatory Regimes : A Quantitative Analysis of ESG Scores, Stock Performance, and Regulatory Stringency in Scandinavian and Asian Countries
No full textBackground: As the interest in sustainable financing has increased significantly in recent years, the integration of ESG has become more widely used in investment strategies. ESG scores can be used as a tool for investors when making investment decisions and may offer both opportunities and risks for firms and investors. To address issues with climate change, lawmakers have implemented various sustainability regulations. However, the stringency and scope of these regulations differ across regions. While Scandinavian countries report under the EU’s broad and extensive regulations regarding ESG reporting, many countries in the Asian region do not have the same unified and stringent governance frameworks. Purpose: The study investigates the impact of ESG scores on stock performance, focusing on returns and volatility. The research compares Scandinavian and Asian countries and further explores how regional differences in regulatory stringency affect ESG scores, and in turn, how these scores affect stock performance. Method: This thesis uses a quantitative research approach, using correlation and quantile regression analyses to answer the research question. Additionally, test of normality and robustness tests were done to determine the suitability of the dataset for the investigation and statistical methods. Conclusion: The findings indicate that ESG scores do not have a consistent positive impact on stock performance across the two regions. In the regression models, higher ESG scores were associated with lower returns in Scandinavia, while the relationship resulted as non-significant in Asia. Volatility did not change in Scandinavia but was reduced in stable firms in Asia. The correlation analysis showed that ESG scores were negatively correlated with both returns and volatility in Scandinavia, but the relationship was non-significant in Asia. Additionally, regulatory stringency was positively associated with ESG scores in Asia. However, due to the lack of variation in Scandinavia, the insight into the relationship is limited
Mångfald genom litteratur : En intervjustudie om svenska gymnasielärares urval och och integrering av olika perspektiv genom litteratur i engelskundervisningen
No full textThis study aims to examine how upper secondary English teachers consider and address diversity as evidenced through their literature selection and classroom practices. The study was conducted through qualitative semi-structured interviews with eight upper secondary English teachers who had experience of working with diversity through literature. The findings from the interviews were analyzed using the theoretical frameworks of Felski on recognition and knowledge, in combination with Rosenblatt’s transactional theory. The results of the study show that the teachers consistently consider diversity in their selection of literature, referring to content, authorship, and availability for the students. The study also shows that teachers incorporate diverse perspectives to ensure identification, to broaden the students’ horizons, and to align with curricular foundational values. Additionally, the study illustrates variations in how diversity is addressed in the classroom, either with explicit or implicit approaches. Moreover, most of the respondents agree that strategies such as contextualizing the reading and using exercises that encourage reflection are important to promote meaningful engagement. Furthermore, several challenges were identified, particularly risks associated with addressing sensitive topics and the prevalence of resistant reactions based on the students’ experiences or opinions. Still, the teachers emphasized the importance of addressing these issues, referring to the civic mission and how literature provides a safe space to base discussions upon. The teachers explained that, generally, the students are motivated and see the relevance of encountering diverse perspectives. Ultimately, through careful selection and integration, literature was found to provide opportunities for the students to understand themselves and others better and to develop abilities important in a democratic society
Reading Glasses On – Upper Secondary Students’ Experiences of Reading Strategies and Support Structures : A Qualitative Study of Students’ Perceptions of Reading and Reading Strategies in the Swedish Language Subject
No full textGoda läsare nyttjar lässtrategier och sådana strategier har visat sig ge god effekt inom läsutvecklande undervisning. Enligt flera internationella läsförståelsetester visas en sjunkande trend gällande ungas läsförmåga och det är inte klarlagt vad detta beror på eller vad som kan göras åt det. Därtill finns ett glapp i svensk forskning gällande lässtrategier i gymnasieskolan. Därför är det av relevans att undersöka hur gymnasieelever uppfattar att de arbetar för att utveckla sin läsförståelse. Detta görs i den aktuella studien genom kvalitativa intervjuer där gymnasieelever delger sin uppfattning om hur de gör när de läser olika sorters texter, hur läsning sker inom ramen för svenskämnet samt vilket stöd de upplever att skolan erbjuder generellt för att stötta deras läsutveckling. Materialet analyseras genom en tematisk analys och diskuteras med hjälp av en kombination av sociokulturell teori och kognitionsteori. Resultatet visar att gymnasielever uppfattar att de läser på olika sätt beroende på läsningens syfte och sammanhang och att kognitiva strategier, såsom att förutspå, att sammanfatta och att ställa frågor, nyttjas i större utsträckning än metakognitiva strategier. Det framkommer också att svenskundervisningen generellt upplevs som varierad, även om frågor och boksamtal återkommer som regelbundna inslag i läsundervisning. Läsning i andra ämnen än svenska upplevs däremot som sällsynt, och när den förekommer är det stöd som ges oftast begreppsorienterat. Sammantaget kan slutsatsen dras att lässtrategier bör undervisas kontextuellt och vara ett återkommande moment i undervisningen samtidigt som de behöver ges utrymme även i icke-språkrelaterade ämnen. Därtill är ett metakognitivt perspektiv på läsning något som, enligt elevers uppfattning om läspraktikerna, saknas i undervisningen. Framför allt behöver effekterna av lässtrategisk undervisning i den svenska gymnasieskolan undersökas närmre. Good readers use reading strategies, which have been shown to be effective in reading development instruction. According to several international reading comprehension tests, there is a declining trend in young people's reading ability, and it is unclear what this is due to or what can be done about it. In addition, there is a gap in Swedish research on reading strategies in upper secondary school. Therefore, it is of relevance to investigate how upper secondary school students perceive that they work to develop their reading comprehension. The current study addresses this through qualitative interviews in which upper secondary students reflect on their approaches to reading different types of texts, describe how reading is organized within the Swedish subject, and share their perceptions of the support provided by the school for their reading development. The material is analyzed through a thematic analysis and discussed using a combination of sociocultural and cognitive theory. The results show that upper secondary school students perceive that they read in different ways depending on the purpose and context of the text and that cognitive strategies, such as predicting, summarizing, and asking questions, are used to a greater extent than metacognitive strategies. The results also show that reading instruction within the subject of Swedish is generally varied, and the students explain that questions about the text and book discussions are frequent elements of reading instruction. In addition, reading in other subjects is perceived as rarely occurring, and when it does, the support given is usually concept-oriented. Overall, it can be concluded that reading strategies should be taught contextually and be a recurring element in teaching, while they also need to be given space in non-language-related subjects. In addition, a metacognitive perspective on reading is something that, according to students' perceptions of reading practices, is lacking in teaching. Above all, the effect of strategic reading instruction in Swedish upper secondary schools needs to be further explored.
