1,706 research outputs found
Evidens och existens. Evidensbaserad undervisning i ljuset av lärares erfarenheter.
No full textDuring the last decade there has been a strong focus on making teaching into an
evidence-based profession. The idea of evidence-based practice itself has been widely debated over the years and has been criticized, primarily for its positivistic assumptions. The many controversies that have arisen have tended to reinforce the
dualism between qualitative and quantitative research, and seem to have made educational researchers generally reluctant to deal with the notion of evidence-based education. Following on from this, there is an inherent risk that professionals in
schools will not be given enough resources to cope with the new demands made on
their work. In the present thesis, the suggested way forward in this matter is to study evidence-based practice in practice. The aim of this thesis is to study the opportunities and limitations associated with
the different models of evidence-based practice that have been proposed, by exploring professionals’ experiences of using evidence-based teaching strategies in the classroom. Formative assessment is used as an example to open up for an empirical approach, since it has been repeatedly identified as an evidence-based strategy. The study was conducted within the context of a local development project aimed at improving formative assessment in an upper secondary school in Sweden. In total, six teachers, who represent a mixed group of subjects, participated. To explore the teachers’ experiences in this setting, the study was based on a phenomenological approach that emphasizes collaboration between researcher and participant.
The themes of lived experience that are described in the thesis invalidate the
“classical model” of evidence-based practice and its expectations about how evidence
can and should be used by professionals. If one considers the complexities that the
teachers encountered, it is hard to see how the use of research could be made more
“linear”, or how practical guidelines can raise standards of achievement. Nevertheless, it is claimed that the lived examples contribute to the present efforts to adjust the principles of evidence-based practice to educational settings. Evidence-informed practice is discussed as an alternative model and proposed as a way forward. In conclusion, the need for the evidence-based practice movement to take “critical appraisal” into account, and encourage this kind of professionalism in teachers, is deeply emphasized
Lärandematriser för alla?
No full textYtterligare en undersökning där barns röster bidrar till kunskapsutvecklingen om inkluderande lärmiljöer utifrån ett didaktiskt perspektiv är studien Lärandematriser för alla? som Magnus Levinsson har genomfört. Syftet med studien är att undersöka huruvida undervisning som bygger på så kallade lärandematriser bidrar till inkluderande lärmiljöer sett ur ett elevperspektiv. Tidigare forskning visar att formativ användning av matriser kan förbättra elevers skolprestationer och att elever kan uppleva matriser som ett positivt inslag i klassrumsarbetet eftersom förväntningar klargörs och oron inför uppgifter kan minska. Huruvida matriser också kan bidra till inkluderande lärmiljöer i enlighet med FoUprogrammets definition av inkludering tycks vara mindre utforskat. Studien fokuserar högstadieelevers erfarenheter av undervisning i olika ämnen där lärandematriser utgör ett centralt pedagogiskt verktyg. I resultatet som baseras på fokusgrupps- och individuella intervjuer av elever identifieras fyra teman – Matriser ger ökad tydlighet; Matriser för att stämma av betyg; Matriser riskerar att färga lärandet; Matriser som verktyg för social reproduktion – som belyser möjligheter och begräsningar för matriser att främja inkluderande lärmiljöer i skolan.</p
Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.]
No full textKollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet
Synthesising knowledge products from close-to-practice research
No full textSyntheses of research is key to the development and cumulativity of scientific knowledge in most fields (Bohlin, 2010; Eisenhart, 2008). However, it is contested whether syntheses of close-to-practice research in education require the application of formal methods, such as the approaches developed within the systematic review movement, based on the following arguments: (1) Syntheses of close-to-practice research are mainly carried out informally within the field and are integrated into the knowledge production of primary studies, as for example when the findings of previous studies form the basis for and are related to the findings of another study; (2) The production of and availability to knowledge from close-to-practice research in education is too poor compared to many other fields, such as the clinical trials within medicine, to justify the development and use of formal synthesis methods (Levinsson, 2019). However, the push for evidence-based practice in education has led to a range of initiatives aimed at bridging the gap between research and practice. Among these are the establishment of so-called ‘brokerage agencies’ with a mission to synthesise the findings of educational research (Sundberg, 2009). Previous research indicates that brokerage agencies conduct systematic reviews that tend to subordinate the outcomes of close-to-practice research to an aggregative synthesis logic or exclude it by default on the basis of predefined evidence hierarchies and quality assessments that prioritise randomised control trials to measure the impact of interventions (Levinsson & Prøitz, 2017). However, this means that the systematic review movement in education thereby might limit the potential contribution of close-to-practice research to teachers’ professional knowledge and practice. This tendency underscores the need of formal synthesis methods specifically developed for close-to-practice research. Drawing on the typology of knowledge products, suggested by Anderhag et al. (2023), this paper argues that configurative reviews (Gough et al., 2012) are more suitable for synthesising complex bodies of knowledge generated from close-to-practice research. The paper considers the four different kinds of knowledge products as a starting point for developing configurative reviews for different strands of close-to-practice research, and further illustrates how each knowledge product might require specific configurative approaches and techniques. </p
Memorandum : betr. die Sicherung und Erschliessung der Quellen zur juedischen Kulturgeschichte und Familienkunde.
No full textDocument about the proposed establishment of a center for German Jewish culture and genealogy in Berlin or HamburgdigitizedThe manuscript has been removed from the ‘Lehranstalt fuer die Wissenschaft des Judentums Collection’, AR 11844Born in Hamburg on February 26, 1896, Erna Magnus was a social worker who was engaged in an historical study of the Jewish community of Hamburg during the 1930s. She emigrated to the United States in 1939, where she held various social work and teaching position
Portrait of Paul Heyse.
No full textPhotograph of an oil painting by Eduard Magnus depicting the author, translator and Nobel laureate for literature (1910), Paul Johann Ludwig von Heyse.Digital ImageArtwork
Das rhetorische Ich: Hans Magnus Enzensbergers Selbstinszenierungen
No full textThe article discusses the rhetorical strategies underlying Hans Magnus Enzensberger's presentation of his work as an author, editor and poet
Das rhetorische Ich: Hans Magnus Enzensbergers Selbstinszenierungen
No full textThe article discusses the rhetorical strategies underlying Hans Magnus Enzensberger's presentation of his work as an author, editor and poet
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