Sökning: "Gaby Weiner"

Visar resultat 1 - 5 av 7 avhandlingar innehållade orden Gaby Weiner.

  1. 1. Educational Process Reflection (EPR) : a professional development model aimed at creating a reflective space in Swedish pre-school practice

    Författare :Kerstin Bygdeson-Larsson; Gaby Weiner; Kath Green; Umeå universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Teacher research; Professional development; Activity theory; Inclusive environment; Democracy; Intersubjectivity; Health promotion; Peer play and interaction; Pedgogical work; Pedagogiskt arbete;

    Sammanfattning : .... LÄS MER

  3. 2. New professionals and new technologies in new higher education? : Conceptualising struggles in the field

    Författare :Alison Hudson; Per-Olof Erixon; Gaby Weiner; Miriam David; Umeå universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Higher education; technologies; technology; change; new professionals; academic practice.; Pedgogical work; Pedagogiskt arbete; pedagogik; Education;

    Sammanfattning : This thesis explores the practices and positionings of two groupings of professionals in UK higher education, ‘educational developers’ and ‘learning technologists’. It investigates the emergence of the groupings, and their professional paths and respective approaches to supporting teaching and learning. LÄS MER

  4. 3. Researching and developing Swedkid : A Swedish case study at the intersection of the web, racism and education

    Författare :Camilla Hällgren; Gaby Weiner; Gloria Ladson-Billings; Umeå universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Swedkid; case study; information and communication technology; ICT; racism; ethnicity; educational resource; teachers; students; classroom; Pedgogical work; Pedagogiskt arbete;

    Sammanfattning : This thesis seeks to provide an insight into three phenomena: the condition of racism in Sweden, the complexity of identity, and the use of Information and Communications Technology (ICT) in classroom settings. It also offers an analysis of how such phenomena combined in the development of a specific educational resource, the Swedkid project (2001-3) which aimed to develop an anti-racist website (www. LÄS MER

  5. 4. Lärare och konflikthantering : en undersökande studie ur ett könsperspektiv

    Författare :Agneta Lundström; Åsa Bergenheim; Gaby Weiner; Elisabet Öhrn; Gun-Marie Frånberg; Umeå universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; qualitative study; compulsory teachers; conflict; representation; strategy; gender; critical feminist theory; feminist post structuralism; ethic of caring; ethic of rights; power; violence; kvalitativ studie; grundskole-lärare; konflikt; föreställning; strategi; kön; kritisk; feministisk teori; feministisk poststrukturalism; omsorgstänkande; rättighetstänkande; makt; våld; Pedgogical work; Pedagogiskt arbete;

    Sammanfattning : This dissertation explores ten teachers' approaches to managing conflicts with/between pupils. The relevance of gender is analysed according to the strategies and representations chosen by the teachers. The methods used for data collection include 'rounds', role-plays and ongoing reflexivity, mainly in single-sex groups. LÄS MER

  7. 5. Talking and taking positions : An encounter between action rsearch and the gendered and racialised discourses of school science

    Författare :Eva Nyström; Gaby Weiner; Christina Ottander; Lyn Yates; Umeå universitet; []
    Nyckelord :SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; action research; discourse analysis; power relations; processes of inequality; science classroom; the Swedish upper secondary school; Gender studies; Genus;

    Sammanfattning : This thesis concerns processes of power relations in and about the science classroom. It draws on action research involving science and mathematics teachers in the Swedish upper secondary school (for students between 16 and 19 years). For the analysis, feminist post-structuralism, gender, and discourse theories (e.g. LÄS MER