@article {1063,
	title = {LESS TRADITION FOR MORE PROFESSION: AN ATTEMPT WITH THESIS PROJECTS IN PRACTICAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-262},
	abstract = {This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project{\textquoteright}s implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students{\textquoteleft} readiness for future professions.},
	keywords = {action research, education, teacher training, thesis projects},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.252},
	url = {http://oaji.net/articles/2017/457-1498501062.pdf},
	author = {Peter  Karlsudd and Marianne Dahl and Berit Will{\'e}n Lundgren}
}
@article {992,
	title = {LEISURE-TIME TEACHERS IN A CHANGED PROFESSION},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {22{\textendash}35},
	abstract = {This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought.
In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children{\textquoteright}s possible perceptions of learning requirements at the leisure-time center. 
},
	keywords = {leisure-time center, leisure-time pedagogy, leisure-time teacher, professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.22},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191863},
	author = {Marianne Dahl and Peter  Karlsudd}
}
@article {932,
	title = {SPECIAL NEEDS EDUCATION PERSPECTIVES IN THE PRACTICE OF LEISURE-TIME CENTRES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {51-61},
	abstract = {This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher{\textquoteright}s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of special needs education concepts referred to as categorical and relational. The results of the observations point to a number of concrete professional pedagogical actions that can be linked to a relational special pedagogy approach.},
	keywords = {leisure-time centres, leisure-time pedagogue students, normative method},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.51},
	url = {http://oaji.net/articles/2015/457-1423570565.pdf},
	author = {Berit Will{\'e}n Lundgren and Peter  Karlsudd}
}
@article {895,
	title = {TABLETS AS LEARNING SUPPORT IN SPECIAL SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {49-58},
	abstract = {Within special education research, ICT has occupied a relatively small space, especially when it comes to implementation and pupils{\textquoteright} learning effects. Few studies emphasize how ICT can promote a learning environment for pupils with cognitive disadvantages. The studies conducted in Sweden are about children and young people with physical rather than cognitive disabilities. Against this background and with the view to find new ways of learning for special school pupils the present research started. The overall aim was to increase pupil participation and promote learning in special schools by means of tablets. The research project involved researchers, teachers and student assistants in research circles, a method that can in many respects be compared with action research. Three special schools, two middle schools and one high school participated in the research project in which teachers and pupils were given Tablets. The data were using four different methods: Interview, Observation, Questionnaire and Essays. The data were tested against Professor Englund{\textquoteright}s theory of Educational Philosophies. The theory has been a valuable tool for measuring and discussing how the discourse of change has occurred. The results show improved skills and a clear declaration of intent of staff to work in a reconstructive direction. },
	keywords = {cognitive disabilities, special schools, Tablets},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.49},
	url = {http://oaji.net/articles/2014/457-1420361899.pdf},
	author = {Peter  Karlsudd}
}
@article {675,
	title = {FLEXIBLE EXAMINATION AS A PATHWAY TO LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {26-34},
	abstract = {Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students{\textquoteright} learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University{\textquoteright}s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. 
 After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. 
 The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.},
	keywords = {assessment system, flexible examination, learning process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.26},
	url = {http://oaji.net/articles/2014/457-1408531891.pdf},
	author = {Peter   Diedrichs and Berit Willen Lundgren and Peter  Karlsudd}
}
@article {785,
	title = {SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {45-51},
	abstract = {In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering {\textquotedblleft}special solutions{\textquotedblright} to these children. 
 This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups.
 On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres.},
	keywords = {after-school activities, intellectual disability, school-age care system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.45},
	url = {http://oaji.net/articles/2014/457-1415392294.pdf},
	author = {Peter  Karlsudd}
}
@article {455,
	title = {ASSESSING ESSAYS TO DEVELOP WRITING},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {67-76},
	abstract = {Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. 
This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. 
The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap. },
	keywords = {assessment system, essay seminar, essay writing},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924383},
	author = {Peter  Karlsudd}
}
