Browsing by Author "Lander, Rolf"

Now showing 1 - 6 of 6

Barnskötare blir förskollärare: Enkätjämförelse med en reguljär förskollärarutbildning
(Institutionen för pedagogik och specialpedagogik, 2012-05-23) Lander, Rolf; Göteborgs universitet; University of Gothenburg
Two cohorts of nursemaids took part in an education to become pre-school teach-ers in 2009 and 2011 at the University of Gothenburg. Their education was the same as pre-school teachers to be at the same university, with the same teachers and the same curriculum, except for two elements: The nursemaids studied 75 per cent of the time for theoretical courses, and they practiced in their ordinary work-ing-places. Four contemporary cohorts of pre-service trained pre-school teachers answered the same questionnaire as the nursemaids in the end of their education. Structural equation modelling suggests that the working process during practice – including the relation between student and mentor - is both integrated in and dis-integrated from the education as a whole. The working process during practice did influence students’ self concept for working as a pre-school teacher. But the experi-ence of quality in the education and self concept related to studying was highly connected to theoretical courses, and not to the working process at practice, accept for one relation: Students who where let into regular communities of practice char-acterized by critical interaction (an operationalization of Fullan’s concept) were more likely to utilize deep study approaches, which were positively connected to the experienced quality of the education. However, only a minority of students experienced this. Over all regular pre-school education students experienced the working process at practice as better than did nursemaids. Probably the latter were more engaged in ordinary work and with less possibilities for temporary withdraw-als for reflection. Still nursemaids were relatively more pleased with the education as a whole, and experienced a greater self concept for practical work as pre-school teachers.
Klinisk träning - kritik och möjligheter: En explorativ studie av KTC vid Sahlgrenska Akademien
(Institutionen för pedagogik och specialpedagogik, 2012-05-23) Lander, Rolf; Toshach-Gustafsson, Ingrid; Göteborgs universitet; University of Gothenburg
At the Sahlgrenska Academy, situated at the university hospital of Gothenburg, much clinical training is placed at the Center for Clinical Training, an independent departement taking commissions from other departements of the academy. The report is an exploratory evaluation of the centers’ work seen mostly through the eyes of students and teachers with leading roles in the center. Six programs partici-pated in the evaluation, and they had remarkedly different amount of training wit-hin the center. In total the phycisian program used 0,5 days there, the dietist pro-gram 1 day, the physio-therapist program 5 days, the nurse program 6 days while the medical gymnastics used 85 days. The main method of evaluation was a quest-ionnaire to students, answered by 287 individuals (respons rate 71%). 88 % of the students thought there should be more clinical training in their education, even 74% of the medical gymnastics thought so. Questionnaire data were analyzed by structural equation modeling. In the measurement model several so called nested models were constructed. In the structural model the general factor academic self concept (with specific factor work self concept) was in the end related to learning approach (mainly study approach with practice approach as specific factor), to instruction on theory (specific factor instruction on practice, i.e. taking up practical issues in instruction), and the atti-tude to clinical training that students had had at the center. Controls were amount of worktime in hospitals (and the like) at holidays and nights, and also amount of voluntary training at the center, an option not very well known however. Attitudes to the clinical training were mainly related to instruction on theory (and not practice). Instruction on theory (but not on practice) was equally related to both kinds of learning approaches. Approach to practice was higher than appro-ach to learning in relation to academic concept. So, the result underlined the im-portance of theory in the education, but in the end the practice approach seems to be the test case for how well one has succeded in the program. These findings were corroborated in student group interviews.
På väg mot uppdrags- och processdrivna organisationer. Uppföljning av införandet av processledare i förskolor och skolor i Helsingborg
(Institutionen för pedagogik och specialpedagogik, 2017) Nehez, Jaana; Gyllander Torkildsen, Lisbeth; Lander, Rolf; Olin, Anette; Blossing, Ulf; Göteborgs universitet; University of Gothenburg
Processledare för skolutveckling. Uppföljning av införandet av processledare i ett verksamhetsområde i Helsingborg.
(Institutionen för pedagogik och specialpedagogik, 2014-04) Olin, Anette; Lander, Rolf; Blossing, Ulf; Nehez, Jaana; Gyllander, Lisbeth; Göteborgs universitet; University of Gothenburg
I denna rapport, som tagits fram i samarbete mellan Helsingborgs stad och Göteborgs universitet, presenteras en uppföljning av kommunens satsning på att införa processledare på alla skolor och förskolor i ett av Helsingborgs verksamhetsområden. En kartläggning har genomförts av initieringen och nuläget i satsningen och mer specifikt har svar sökts på frågorna: • Hur är processledarnas arbete organiserat? • Hur styrs arbetet? • Vilka uppgifter arbetar processledare med? I en enkätundersökning till alla skolor och förskolor i området framkommer att betydelsen av processledarnas arbete i denna fas inte i någon stor utsträckning påverkat lärarnas arbete i klassrummen men däremot uppmärksammas en skillnad i lärarnas mötespraktik. I gruppintervjuer med alla rektorer och förskolechefer redogörs för vad processledarna arbetat med. Främst har arbetet rört mikroprocesser, såsom handledning vid pedagogiska diskussioner, men det finns ett önskemål om att processledarna i större utsträckning ska arbeta med makroprocesser, såsom ledning av strategiskt skolutvecklingsarbete. Intressant är att rektorer och förskolechefer har olika åsikter om nyttan av att ha processledare i sina organisationer. En del ser dem som ett hot mot det egna ledarskapet och en del som viktiga för att åstadkomma förbättring i sina verksamheter.
Sambandsanalyser Enkla statistiska metoder och exempel
(Institutionen för pedagogik och specialpedagogik, 2024-04-29) Lander, Rolf; Rosén, Monica; University of Gothenburg
This publication is intended to be of help for students writing minor theses, and their mentors. It may also be a part of course litterature in basic statistical methods. Examples are made with the program IBM-SPSS. Introduction to commands for handling SPSS-files is given.Abductive reasoning in order to choose scientific problems is taken up, further to formulate them as research questions, and start building a problem frame for an investigation. Ways to combine qualitative and quantitative methods are discussed. Program theory is illuminated together with cognitive and causal mapping. Operationalising concepts into measures are exemplified in some detail. Validity and reliability are taken up, and also methodological artefacts like regression to the mean. Sampling, and especially sampling for case studies, is discussed. So are norms for how many individuals or cases that should be sampled, and also how to do with missing data. The concept of normality is taken up together with skewness, kurtosis and outliers. Alternatives to the normal distribution are briefly discussed. The debate about significance testing and adequate effect size s is commented, together with group and individual measures on reliable and clinical change. The robustness of regression is discussed, including bootstrapping. Methods like cross-tables and mean comparisons with dependent and independent data are given a specific chapter for about twenty different methods of parametric and non-parametric techniques. Simple regression and different correlation methods have a certain chapter as well as multiple regression (including polynomial regression) and path analysis. Logistic regression in binary, multinomial and ordinal variants are taken up. So are analysis of variance and covariance. In a final chapter three pedagogical trials made by teachers are reported on, together with t-tests, multiple regression, mixed ANOVA, and contrast analysis used.
Sambandsanalyser. Enkla statistiska metoder och exempel.
(Göteborgs universitet, 2021) Lander, Rolf; Rosén, Monica; Institutionen för pedagogik och specialpedagogik