How do we create a successful collaboration between school and after-school care? – Three different models of collaboration The present study aims to investigate the different models of collaboration between schools and after-school care centers. The impetus for this study was my impression that the collaboration is not successful everywhere and I wanted to provide examples of models that are effective. The study is focused on presenting the advantages and disadvantages of various collaborative models, and consists of qualitative interviews with both teachers and after-school care providers. The material has been analyzed from a sociocultural as well as interactionist perspective. The study revealed that the different models work well, but they also struggle with the issue of finding time for joint planning between the different professional groups and occasionally even with the division of roles among the educators. It is my assessment as well that the collaboration in the examined schools works well because the educators at these schools showed great respect for each other’s different competencies. My conclusion is that the success of a collaborative model to a large extent depends on the attitudes of the educators with regard to respecting each other’s professional competence, as well as having a genuine interest in and commitment to developing an effective collaboration. / Syftet med föreliggande studie var att studera olika samverkansmodeller mellan skola och fritidshem. Utgångspunkten var min uppfattning att samverkan inte fungerar överallt och jag ville ge exempel på fungerande modeller. Studien är inriktad mot att förmedla för -och nackdelar med olika samverkansmodeller. Studien består av kvalitativa intervjuer med både lärare och fritidshemspedagoger. Materialet har analyserats utifrån både ett sociokulturellt och ett interaktionellt perspektiv. De slutsatser som studien lägger fram är att de olika modellerna fungerar väl, men att de även dras med problemet att få tid till gemensamma planeringar mellan de olika yrkesgrupperna och ibland även rollfördelningen mellan pedagogerna. Min tolkning är också att samverkan på de undersökta skolorna fungerar väl för att pedagogerna på de undersökta skolorna visade stor respekt för varandras olika kompetenser. Min slutsats blir att en fungerande samverkansmodell till stor del hänger på pedagogers inställningar vad det gäller att respektera varandras yrkeskompetenser, samt att ha ett genuint intresse och engagemang för att utveckla en fungerande samverkan.

Interactivity is a factor on which cyber journalism is based and summarizes participation options between a user and the medium, a user with other users, and a user with editors. In this study, we focus on the latter in three countries-Colombia, Peru, and Ecuador-, which have been identified owing to their technological gap and the emerging importance of online communication for their respective societies. Through 35 in-depth interviews with journalists from these countries, we analyzed the concept of interactivity of these professionals and their relationship with users. The results revealed that the journalists positively valued civic contributions as a space for diagnosis, although they do not perceive its informational value, as they relate them to the context of opinions. These results verify the prevalence of journalism as strongly influenced by conventional offline production routines. / Revisión por pares

Collaborative models of teacher education have grown from the belief that through such models we can improve the quality and availability of truly inclusive opportunities for children with diverse abilities and their families. Little is known however as to the extent collaborative models are capable of influencing inclusive service delivery or in terms of their efficacy to impact the relative inclusive practice of their graduates as compared to other models of teacher education. As an important first step toward examining the relative worth and efficacy of collaborative models of early childhood teacher education, this case study applied a conceptual framework derived from activity systems theory (Engeström, 1987; 1999) and the recommended research framework for investigation into collaborative models (Pugach & Blanton, 2009) to consider one such teacher education program as a system. Doing so offers the literature a description of one program's parameters of practice and efforts to produce effective, inclusive teachers and leaders through a collaborative approach; something that was previously lacking in the literature base. Working to understand how this teacher education program operates as a system helped characterize the parameters of practice specific to collaborative program dimensions. Elements of harmony and tension as well as cultural tools specific to the program's attempts to meet its object and ultimate outcome per activity theory were also identified. Finally, case study analysis of this particular program through the conceptual framework provided insight related to current and future efforts of collaborative early childhood teacher education and broader teacher education reform