Mara Westling Allodi
Biographic Data
| ID | 6589455 |
|---|---|
| NAME | Mara Westling Allodi |
| GIVEN NAMES | Mara Westling |
| FAMILY NAME | Allodi |
| SIGNATURE | ALLODI M W |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0003-2396-4710 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Language skills and well-being in early childhood education and care: A cross-sectional exploration in a Swedish context
Language skills play a vital role in academic achievement and support reading and writing acquisition. Language skills also enable children to interact with others and develop social abilities. Given the predictive value of early language skills for academic attainment and their connection to social interaction, they have been suggested to be an indicator of well-being as well. However, children from culturally and linguistically diverse backgrou…
Introducing a program supporting social interactions and play in inclusive preschools in Sweden: Reflections on a stepwise collaborative implementation process
Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children's interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers …
Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two with…
Self-Concept, Prosocial School Behaviors, Well-Being, and Academic Skills in Elementary School Students: A Whole-Child Perspective
Whole-child development focuses on supporting not only academic but also social emotional skills. This cross-sectional study’s aim was to examine the associations between the child-rated self-concept and well-being, teacher-rated prosocial school behaviors, and academic skills (as measured by child performance tasks) and to examine if there were group differences by gender for these constructs. The sample was 143 s grade students (M age = 8 years…
Capitalizing on Classroom Climate to Promote Positive Development
The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden
Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students’ Prosocial School Behaviors
This study examined the psychometric properties of a Swedish language adaption of the teacher-rated Elementary Social Behavior Assessment (ESBA), which provides an index of students’ prosocial school behaviors. Participants were eight teachers (two teachers per school in four schools) who rated their students ( N = 143 children, M age = 8 years old). The ESBA factor structure was tested with Confirmatory Factor Analysis in a series of models. The…
Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context
Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers ( N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framewor…
How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden
The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children's well-being in policy evaluations and educational research. This study describes the adaptation and first validation of the Swedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was orig…
Parents’ Experiences of the First Year at Home with an Infant Born Extremely Preterm with and without Post-Discharge Intervention: Ambivalence, Loneliness, and Relationship Impact
With increasing survival rates of children born extremely preterm (EPT), before gestational week 28, the post-discharge life of these families has gained significant research interest. Quantitative studies of parental experiences post-discharge have previously reported elevated levels depressive symptoms, posttraumatic stress-disorder and anxiety among the parents. The current investigation aims to qualitatively explore the situation for parents …
Goals and values in school: A model developed for describing, evaluating and changing the social climate of learning environments
Children with cognitive disabilities in a Swedish educational context: Reflections from a case study
The present study analyses the experience of parents of children with cognitive disabilities attending compulsory school in regular classes or in special units. It relates this experience to the arguments presented by the staff of special education services in a Swedish municipality, their administrative decisions and the organization of special education services. The parents had different standpoints: some defended the existence of special unit…
Boundaries in school: Educational settings for pupils perceived as different
This paper analyses the contradictions in the Swedish school organisation between the intentions of an implemented integration of pupils with disabilities, and the actual dramatic increase of pupils enrolled in special units. The study is a multiple case study of the functions and conditions of special support in differentiated educational settings (such small teaching groups, special units, cooperation classes) based on interviews with special e…
Children with cognitive disabilities in a Swedish educational context: Reflections from a case study
The present study analyses the experience of parents of children with cognitive disabilities attending compulsory school in regular classes or in special units. It relates this experience to the arguments presented by the staff of special education services in a Swedish municipality, their administrative decisions and the organization of special education services. The parents had different standpoints: some defended the existence of special unit…
Goals and values in school: A model developed for describing, evaluating and changing the social climate of learning environments
Boundaries in school: Educational settings for pupils perceived as different
This paper analyses the contradictions in the Swedish school organisation between the intentions of an implemented integration of pupils with disabilities, and the actual dramatic increase of pupils enrolled in special units. The study is a multiple case study of the functions and conditions of special support in differentiated educational settings (such small teaching groups, special units, cooperation classes) based on interviews with special e…
Children with cognitive disabilities in a Swedish educational context: Reflections from a case study
The present study analyses the experience of parents of children with cognitive disabilities attending compulsory school in regular classes or in special units. It relates this experience to the arguments presented by the staff of special education services in a Swedish municipality, their administrative decisions and the organization of special education services. The parents had different standpoints: some defended the existence of special unit…
Goals and values in school: A model developed for describing, evaluating and changing the social climate of learning environments
Parents’ Experiences of the First Year at Home with an Infant Born Extremely Preterm with and without Post-Discharge Intervention: Ambivalence, Loneliness, and Relationship Impact
With increasing survival rates of children born extremely preterm (EPT), before gestational week 28, the post-discharge life of these families has gained significant research interest. Quantitative studies of parental experiences post-discharge have previously reported elevated levels depressive symptoms, posttraumatic stress-disorder and anxiety among the parents. The current investigation aims to qualitatively explore the situation for parents …
Capitalizing on Classroom Climate to Promote Positive Development
The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden
Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students’ Prosocial School Behaviors
This study examined the psychometric properties of a Swedish language adaption of the teacher-rated Elementary Social Behavior Assessment (ESBA), which provides an index of students’ prosocial school behaviors. Participants were eight teachers (two teachers per school in four schools) who rated their students ( N = 143 children, M age = 8 years old). The ESBA factor structure was tested with Confirmatory Factor Analysis in a series of models. The…
Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context
Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers ( N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framewor…
How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden
The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children's well-being in policy evaluations and educational research. This study describes the adaptation and first validation of the Swedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was orig…
Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two with…
Self-Concept, Prosocial School Behaviors, Well-Being, and Academic Skills in Elementary School Students: A Whole-Child Perspective
Whole-child development focuses on supporting not only academic but also social emotional skills. This cross-sectional study’s aim was to examine the associations between the child-rated self-concept and well-being, teacher-rated prosocial school behaviors, and academic skills (as measured by child performance tasks) and to examine if there were group differences by gender for these constructs. The sample was 143 s grade students (M age = 8 years…
Language skills and well-being in early childhood education and care: A cross-sectional exploration in a Swedish context
Language skills play a vital role in academic achievement and support reading and writing acquisition. Language skills also enable children to interact with others and develop social abilities. Given the predictive value of early language skills for academic attainment and their connection to social interaction, they have been suggested to be an indicator of well-being as well. However, children from culturally and linguistically diverse backgrou…
Introducing a program supporting social interactions and play in inclusive preschools in Sweden: Reflections on a stepwise collaborative implementation process
Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children's interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers …
Psychology (13 works) · Developmental psychology (9 works) · Early Childhood Education and Development (8 works) · Mathematics education (6 works) · Pedagogy (6 works) · Social Psychology (6 works) · Family and Disability Support Research (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Medicine (4 works) · Psychiatry (4 works)