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  • 201.
    Wiberg, Sofia
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap. KTH.
    Förskjutningar som forskningsmetod för att sätta praktiken i ett reflekterande ljus2019Inngår i: Att utforska praktisk kunskap: undersökande, prövande och avtäckande metoder / [ed] Martin Gunnarson, Huddinge: Södertörns högskola, 2019, s. 89-111Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    Förskjutningar som forskningsmetod för att sätta praktiken i ett reflekterande ljus
  • 202.
    Winther, Tine
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Men vad är det du gör?: Om arbetet med unga i svåra livssituationer med fokus på livsberättelsen.2017Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    Title of this master thesis is “But what are you doing? Working with young people in difficult life situations focusing on the life stories.” Through practical knowledge theory, I will try to find ways to depict knowledge that cannot be fully explained in models or methods. I want to highlight what my career is about. I'm not a social worker, I'm not a therapist, a bit of an behaviourist, but without an exam. I do this by showing how I work with the individual's life stories, helping young people in vulnerable life situations to gain an understanding of their skills, abilities and interests. I have a narrative starting point in my work. By this I mean that through my conversations with young adults and their networks, are interested in how people use and relate to their life stories. I have also given some examples of how I use fictional stories like as a mask, to help the individual reflect on their own life situation. Through conversations with young adults and professional partners I have tried to show how I work for the individual to own his own process.

    Fulltekst (pdf)
    fulltext
  • 203.
    Wolrath Söderberg, Maria
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Kritisk självreflektion i komplexa frågor: Att hjälpa studenterna att ta makten över sitt tänkande2017Inngår i: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, nr 2, s. 77-90Artikkel i tidsskrift (Fagfellevurdert)
  • 204.
    Wretman, Åsa
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Att "bara" få leka: En vetenskaplig essä om barns fria lek i naturen2019Independent thesis Advanced level (degree of Master (One Year)), 15 poäng / 22,5 hpOppgave
    Abstract [en]

    The name of this essay is “’Just’ go play – A scientific essay of children’s free play in nature”. Its purpose is to investigate what happens to us educators, and what we can see in children’s free play in nature, when we adopt a more observing and inquiring attitude and when the children steer their own play. The background to my interest in this is that I have been reflecting over the fact that my team organizes many activities, organized by us educators, and that I have a feeling that I am missing something in the children’s play and learning. My starting point consists of three essays, where I first depict two activities, organized by educators, and after that a situation where I follow and participate in the children’s play on their terms. Based on this I ask the following questions: Which learning and what experiences can we observe in the children’s free play in nature, by interpreting their actions, when us educators take a more flexible approach? What practical knowledge does an educator, who encourages free play, need? What abilities need to be strengthened, unlike an educator who is focused on the measurable, or what can be shown outwardly to others? Except reflecting over my experiences I have used participant observation of the child group. I was was filming the child group while playing, and taking notes on conversations between us educators. During the process, I decided to also let my colleagues film. My theoretical approaches are the theory of practical knowledge and theory of play, and my study has the form of an essay. I reached the conclusion, that we discovered new things in the children’s play; that the play went more harmonically, when we didn’t take the lead, and that us educators got calmer and more concentrated. The practical knowledge which us educators need is a responsive attitude towards children’s play, and a gaze which not only sees what’s apparent, but also perceives that which is not immediately obvious.

    Fulltekst (pdf)
    fulltext
  • 205.
    Zetterqvist Blokhuis, Mari
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Interaction between rider, horse and equestrian trainer: a challenging puzzle2019Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis examines the complex and challenging relationships between rider, horse and equestrian trainer in the context of teaching horse riding. What strategies and methods do equestrian trainers use to support the riders’ understanding of, and performance with, their horses? What role is the horse assigned in this form of interaction? Operating at the intersection between practical knowledge and human-animal studies, the thesis adopts an ethnographic approach, and seeks to develop theories of practical knowledge in the practice of teaching riding.

    Horse riding relies on embodied and “tacit” knowledge, which is achieved through practical experience, and is personal as well as context dependent. Since this kind of knowledge is (in most cases) difficult to completely express in words, it is also difficult to convey. “Equestrian feel” is a part of tacit knowledge and is considered as the most rewarding aspect of equestrian communication. Although horse riding has been taught for hundreds of years, knowledge about the learning situation during riding lessons, is sorely lacking. The results show that, as a subject and as an active participant in rider-horse communication, the horse is not directly addressed in the current education of rider-horse combinations. It is concluded that new teaching strategies are required, so that greater emphasis is placed on “equestrian feel” and on how riders experience their own as well as their horses’ bodies and minds. Furthermore, equestrian trainers need to improve their skills to make explicit to the rider why they choose to give certain instructions, thus contributing to the further development of a rider’s practical wisdom (phronesis).

    Equestrian cultures are in transition, and traditional systems of training rider-horse combinations are being challenged. The use of horses for sport raises ethical questions and it may be time for sport riders to seriously re-examine and re-evaluate the relation with their horses and how this affects the horse as a conscious and sensitive animal. This thesis is expected to contribute to improved teaching strategies and methods and thus to promote better welfare for both horse and rider.

    Fulltekst (pdf)
    Interaction Between Rider, Horse and Equestrian Trainer – A Challenging Puzzle
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  • 206.
    Zetterqvist Blokhuis, Mari
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Teaching horse riding: feel as a central concept?Manuskript (preprint) (Annet vitenskapelig)
  • 207.
    Zetterqvist Blokhuis, Mari
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    The Praxis of Horse Riding: An Autoethnographic Study2018Inngår i: Humanimalia - a journal of human/animal interface studies, ISSN 2151-8645, E-ISSN 2151-8645, Vol. 9, nr 2, s. 47-67Artikkel i tidsskrift (Fagfellevurdert)
  • 208.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Andersson, Petra
    University of Gothenburg.
    Riders’ understanding of the role of their horse in sports dressage2019Inngår i: Equine Cultures in Transition: Ethical Questions / [ed] Jonna Bornemark, Petra Andersson, Ulla Ekström von Essen, London: Routledge, 2019, 1, s. 179-192Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Given that the role of the horse and ethical questions regarding their treatment have become a source of dispute, the aim of this study was to explore how riders express, and understand, the role of their horse in the context of equestrian sport. The data consists of semi-structured, in-depth interviews with in total 27 amateur riders (15 Swedish and 12 Polish) practicing sports dressage. Riders’ quotes reflect a tension between the way riders have historically perceived the role of the horse in equestrian sport as predominately tools or instruments, and contemporary attitudes that consider animals as having their own mind and consciousness. Equestrian cultures are in transition, and it may be time for sport riders to seriously re-examine and re-evaluate the relation between themselves and their horse and how this affects the horse as a conscious and sensitive animal

  • 209.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Lundgren, Charlotte
    Linköpings universitet.
    Coaching dressage riders: a qualitative interview study examining the changing paradigms of equestrian training2015Inngår i: Book of abstracts / [ed] Susanna Hedenborg, 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The proposed paper reports how coaches in dressage riding describe their methods for teaching riders to communicate with their horses, an ability which is considered paramount to an equipage's success at all levels of dressage test riding.

    The dominating description of dressage riding is anchored in a behaviourist paradigm, where the rider is seenas aprovider of signals to the horse through a combination so called aids (weight, leg, reins and voice), to which the horse responds. The rider's combination and timing of the aids is thus the focus of the training. The role of the horse is simply to react to these signals. This paradigm, together with the close ties to the uses of horses within the military, has favoured command-oriented methods in the training of horses and riders alike. However, during the last fifteen years, the interest in alternative ideas about training horses as well as when it comes to the role of the coach and their communication with the riders, has begun to grow.

    To begin examining how this shift-in-process affects dressage training today, data has been collected through semi-structured, in-depth interviews with five dressage coaches. Transcriptions of the interviews have been analysed from a phenomenographical perspective, an approach favouring qualitative investigations of how people experience and think about a phenomenon. The analyses reveal that the coaches work within a field of tensions between ideas pertaining from different theories on learning as well as different 'horseologies' (a termwhich we introduce to describe ideas about the role of the horse, about how horses learn and about horse-human relations which form an ideological core inthe various traditions within the equestrian communities). All coaches stress that their primary task and goal is to improve the riders' ability to communicate with their horse and thus to improve their 'equestrian feel'. They also point to the importance of involving the rider in the communicative work of the coaching situation. Some seem to be basing their work more firmly on the traditional understanding of the role of the horse as an object responding to the rider's signals, whereas others emphasizea some what more symmetrical relation, where the rider's role is that of aguide rather than that of acommander. In the coaches' accounts of their training practices, adaptions to the needs of each equipage arealso central. Such adaptions take into accountaspects such as the equipage's educational level, the short-and long term development goals and the current shape of horse and rider alike.

    The study reported in this paper is a part of a larger study concerning communication in the horse-rider-trainer triad.

  • 210.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Lundgren, Charlotte
    Linköping University.
    Riders' Perceptions of Equestrian Communication in Sports Dressage2017Inngår i: Society and Animals, ISSN 1063-1119, E-ISSN 1568-5306, Vol. 25, nr 6, s. 573-591Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to enhance the understanding of how sport dressage riders describe rider-horse communication when riding, and to relate these descriptions to current research on human-horse communication. Interviews with 15 amateur dressage riders were analyzed using a qualitative approach. The study shows that the interviewed riders describe the communication with the horses partly in a behavioristic way, applying concepts based on learning theory, which deviate from the description of riders as lacking understanding of these concepts put forth by some researchers. The riders connect the timing of their aids to equestrian feel, which they describe as the most difficult yet the most awarding aspect of the interspecies communication that riding is. Simultaneously, they acknowledge that horses are fully capable of choosing to listen to and cooperate with their requests.

  • 211.
    Åhrling-Nykvist, Eva Marie
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Specialpedagogens förmåga att sätta tankar i rörelse - en outnyttjad resurs i det kollegiala lärandet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    Abstract

    The ability of the Special Needs Teacher to put thoughts in motion –

    an unused resource in the collegiate learning

    The work takes the form of a scientific essay from a phenomenological hermeneutical perspective. Based on my research questions – “How do headmasters view the role of the Special Needs Teachers (SNT) in relation to Lead Teachers (LT) when it comes to school development and collegial learning?”, “What has shaped their views?” and “What are the consequences of this in regards to how the school handles students who do not achieve the goals?” – I have tried to create a trialogue between the empirical results of some qualitative research interviews with high school principals, texts I've read within this field as well as my own experiences and reflections. In my conclusion I note that although the headmasters seem to regard the competences of the SNT respective LT as complementary, it is difficult to see how cooperation between the two roles would actually manifest itself concretely in a school where the SNT´s tasks still tend to end up in individual remedial work. I speculate as to what may have formed the headmasters´ view and claim that the history of the SNT may be of significance. The fact that our profession is still referred to as SNT may further make it difficult to break the ingrained thought that some students need a special kind of education – ie. “Special Needs Education”. The fact that we have both the National Agency for Education and the Special Needs Education Authority certainly contributes to the view that SNTs should concern themselves with something different to the mainstream education.  The role of the Headmasters’ training must not be neglected as it seems to have a big focus on the jurisprudence, and the role of the SNTs is virtually invisible in the Education Act and other regulatory documents. The texts that I have read on the subject of the LT reform, collegial learning and school development in general give me the impression that the LTs and the SNTs do not exist in the same universe. When SNTs are considered key figures, the focus is to increase the accessibility and allow more students to get the help that they need, in their actual classroom and in such cases the LTs are not even mentioned. In texts on the subject of collegial learning, however, the role of the LTs is practically the only one focused on. If the practical knowledge of the SNTs – to make colleagues develop their own practical judgment without providing given solutions – does not receive a more prominent position, there is a risk that the collegial learning turns into nothing but collegial sharing, where the more expressive teachers get an arena for telling about their most successful projects. Another danger is for the categorical perspective to once again gain ground and for the democratically included thought of a school - for- all to be further and further away, which, in today´s society would be most unfortunate. The voice of the SNT needs to be heard in order to put thoughts in motion.       

    Key words: Special Needs Teacher, Lead Teacher, Headmaster´s educational leadership, collegial learning, practical knowledge, phronesis

    Fulltekst (pdf)
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