A selection from Stockholm University publication database

• Making sense of teacher agency for change with social and epistemic network analysis

  2021. Natasa Pantić (et al.). Journal of educational change

  Article

  Reference to teachers as agents of change has become commonplace in the education literature, including change toward more inclusive practice in response to the changing demographic of schooling. Yet, little is known about how teacher agency relates to (1) their understanding of, and commitment to any given change agenda and (2) the institutional and social structures through which they are able to access knowledge and resources within and beyond their schools. This study combined social and epistemic network analysis to examine teachers’ understanding of change and their sense of agency as they use their social networks to mobilise support for furthering change that matters to them. Our study is the first to apply this learning analytic approach in a real setting context. We used theories of teacher agency and inclusive pedagogy to interpret teachers’ social interactions in light of the extent to which they seek to make a difference toward greater inclusion. We collected data with an online log completed by teachers and other staff in two schools in Sweden over 6 months. The findings suggest that teachers understanding of change is embedded in their day-to-day activities such as student support, lesson planning, improvement of programs, and working conditions. Teachers tend to exercise agency toward inclusion when they seek to support student learning and well-being. When teachers act as agents of change, their social networks are bigger, more diverse and more collaborative than in situations in which they act as role implementers. We discuss substantive and methodological implications of these findings.

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• Specialpedagogik och estetik

  2020. Helen Knutes Nyqvist. Kultur, estetik och barns rätt i pedagogiken, 179-198

  Chapter

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• Artistry and disability - Doing art for real?

  2017. Helén Knutes Nyqvist, Marie-Louise Stjerna. Disability & Society 32 (7), 966-985

  Article

  Taking our point of departure from critical disability studies, this study explores affordances of a day activity centre with an artistic profile. The analysis reveals that this centre has two fundamental meanings to the participants; it is a place to create art, and it is a safe haven'. Our conclusion is that the desire to belong, to be in a community and to do artwork, entails a future need for flexible institutional environments, where the social milieu is characterized by increased influence and with an engaging focus, such as that which is offered in cultural work.

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• Undervisning och lärande genom sinne, tanke och känsla

  2017. Helen Knutes Nyqvist, Rut Wallius.

  Other

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• Designing a Website to Support Students' Academic Writing Process

  2016. Eva Svärdemo Åberg (et al.). The Turkish Online Journal of Educational Technology 15 (1), 33-42

  Article

  Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used the learning resource on numerous occasions, a resource reachable outside in-person mentor sessions. Students declared that the resources had been important for finishing their degree projects. Mentors highlighted structure, multidisciplinary overview and linking possibilities. Using digital learning resources supporting students' academic writing is doubtless a developmental area in higher education.

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• Aesthetic perspective on students’ learning

  2015. Rano Zakirova Engstrand, Brita Ernberg, Helen Knutes Nyqvist. Special Education Needs and Inclusive Practices [Bisogni educativi speciali e pratiche inclusive]: An International Perspective [Una prospettiva internazionale], 198-202

  Conference

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• Gestaltandets pedagogik

  2009. Helen Knutes (et al.).

  Thesis (Doc)

  Why, and what does it involve for an individual to perform Arts and Crafts, are the questions studied in this thesis. The purpose of this thesis is to examine the pedagogical conditions of Arts and Crafts objects, through studying the processes that take place where people give form to personal expressions and to understand the meanings these processes have for them. Phenomenological theory, especially the theory of the lived body, which presents the body as a unity not separated into body and thought, with object and subject in an inter-relationship, is used as a theoretical standpoint throughout the thesis.

  A phenomenological and a semiotic approach have been used to analyse and describe the empirical data. This thesis consists of three different studies, the examination of a place where Arts and Crafts are performed, the study of people's experiences of creating Arts and Crafts objects, and finally how people relate to their chosen Art and Craft materials. This contributes to an understanding of the pedagogical conditions and processes present in their relationship to work materials.

  The analysis illustrates that an opportunity for a new level of understanding is reached when particular pedagogical processes are carried out whilst working with various forms of Arts and Crafts materials. These processes understood as pedagogical conditions consist of: time and pace, physical and mental environment, materialization, the object and experience. Another finding is that there are different ways of relating to the Arts and Crafts materials, a bodily relation or a cognitive relation. These ways of relating exist in one person, but one of these relating attitudes is often more salient than the other. Making Arts and Crafts is in this thesis seen as an activity of both bodily and cognitive meaning making.

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• School marketing on their websites and students in need of special support: Independent schools in the Stockholm local education market

  2022. Jude K. Tah, Helén Knutes-Nyqvist. Policy Futures in Education 20 (6), 681-695

  Article

  A key component of the functioning of a market system of education is the provision of information to consumers. While marketing may be used by schools to provide information to consumers. The marketing information may appeal to some consumers and not others. This study examines independent schools marketing on their websites and how it appeals to consumers in need of special support. The findings show that these schools market their goals and values, studentship, methods and programmes, services as well as facilities. The marketing by these schools may not appeal to students in need of special support in the failure to provide relevant and adequate information to them and framing of their studentship that does not include students in need of special support as well as the focus on academic performance.

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