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- Lennerstad, Håkan, et al.
(författare)
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Matematik som språkkurs.
- 2010
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Ingår i: Konferensbidrag vid Matematikbiennalen i Stockholm.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Ljungblad, Ann-Louise, 1961, et al.
(författare)
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A Change in Interpersonal Relational Capital: Through mentoring relationships and homework activities in a university setting
- 2020
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Ingår i: International Journal of Special Education. - : SPED sp. z o.o.. - 0827-3383 .- 1917-7844. ; 35:1, s. 5-17
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an innovative project revolving around student participa- tion in homework activities. The theoretical framework is relational pedago- gy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Peda- gogical Relational Teachership (PeRT). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence-building emerged be- tween students and mentors over time. The examination of the mentor-student relationships highlights how a new interpersonal relational capital launched a movement with a possible change in social position, in terms of entering future university studies. The article discusses the results at a societal level in relation to equity and young people’s possibilities of participating in future universi- ty studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.
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- Ljungblad, Ann-Louise, 1961, et al.
(författare)
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A Change in Relational Capital: Through mentoring relationships and homework activities for disadvantaged and new arrival youth in a university setting.
- 2021
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Ingår i: Paper presented at the Role of Universities in Addressing Societal Challenges and Fostering Democracy: Inclusion, Migration, and Education for Citizenship, March 25-26. University of Akureyri, Iceland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Our conference presentation dwells on an innovative project revolving around disadvantaged students’ (the majority with immigrant background) participation in homework activities. The theoretical framework is relational pedagogy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Pedagogical Relational Teachership (PeRT) (Ljungblad, 2016, 2019). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence building emerged between students and mentors over time. The examination of the mentor-student relationships highlights how a relational bonding creates a new interpersonal relational capital that launch a movement with a possible change in social position, in terms of entering future university studies. The results are discussed at a societal level in relation to equity and young people’s possibilities of participating in future university studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.
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- Ljungblad, Ann-Louise, 1961, et al.
(författare)
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A Change of Interpersonal Relational Capital: Achieving equity through mentoring relationships and homework activities
- 2019
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Ingår i: Konferensbidrag, Inclusionkonferens Örebro, 2019.
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Konferensbidrag (refereegranskat)abstract
- A Change of Interpersonal Relational Capital: Achieving equity through mentoring relationships and homework activities Ann-Louise Ljungblad, Senior lecturer at the Department of Education and Special Education, University of Gothenburg, Sweden. Ann-louise.ljungblad@gu.se https://orcid.org/0000-0002-8148-9172 Girma Berhanu, professor at the Department of Education and Special Education, University of Gothenburg, Sweden. Girma.berhanu@ped.gu.se Our presentation considers the role of relational values in the aspirations for higher education of a group of ethnic minority and socially disadvantaged students, many with special educational needs. Drawing on data from an ethnographic case study of an underperforming junior secondary school, we conclude by tentatively suggesting the importance of relational and social capital at different educational strata that can broaden new life opportunities. Research indicate that there is disproportional representation in special education in Sweden. Members of minority ethnic groups (particularly where these groups have migrant status), males, and children from poorer homes are at greater risk than their peers of being placed in special education. This study is part of a larger project to investigate the effect of ‘enriching’ activities such as community development in the form of helping immigrant youth in schoolwork (home works) in order to raise motivation, achievement levels and enhance inclusiveness in the larger social fabric. The aim of this study is to explore interpersonal relational aspects, between participating pupils and mentors. The research questions are: Why do pupils and mentors actively choose to attend homework support? What does the interaction look like between pupils and mentors? What values do the participants see in the activities? The project is successful in many ways and has attracted media attention. The analysis in the present study based on interpersonal relationships shows even a minimum support, in the form of homework and extracurricular activities, can make a difference in the pupils’ school performance and wellbeing. The project appears to reinforce positive towards education and most of the previous participants are currently in upper high schools and pursuing their choice of study/career path. The data presented in this research appears to suggest that students are able to generate new relational and social capital in their own right. Referens Ainsworth, J. W. (2002), “Why does it take a village? The mediation of neighborhood effects on educational achievement”, Social Forces, Vol. 81 No. 1, pp. 117–152. Allan, J. and Persson, B. (2018), “Social capital and trust for inclusion in school and society”, Education, Citizenship and Social Justice, 1–11.https://doi.org/10.1177/1746197918801001 Bang, H. J., Suárez-Orozco, C., Pakes, J. and O’Connor, E. (2009), “The importance of homework in determining immigrant students’ grades in schools in the USA context”, Educational Research, Vol. 51 No. 1, pp. 1–25. Bauer, T., Epstein, G. and Gang, I. (2005), “Enclaves, language, and the location choice of migrants”, Journal of Population Economics, Vol. 18 No. 4, pp. 649–662. Beach, D. and Dyson, A. (2016), Developing equity in cold climates, London, Tufnell Press. Grönqvist, H. (2006), “Ethnic enclaves and the attainments of immigrant children”, European Sociological Review, Vol. 22 No. 4, pp. 369-382. Kerr, K., Dyson, A. and Raffo, C. (2014), Education, disadvantage and place. Making the local matter, Bristol, CT, Polity Press. Ljungblad, A-L. (2019), “Pedagogical Relational Teachership (PeRT) – A multi-relational perspective.” , International Journal of Inclusive Education. https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1581280 Noam, G., Biancarosa, G. and Dechausay, N. (2002), Afterschool Education. Approaches to an Emerging Field. Cambridge, MA, Harvard Educational Publishing Group. OECD. (2016), Programme for International Student Assessment (PISA). Results from PISA 2015. Access date 2018-10-23. https://www.oecd.org/pisa/PISA-2015-Sweden.pdf. UNICEF. (2018), An Unfair start. Inequality in children’s education in rich countries. Innocent Report Card 15, UNICEF Office of Research. Woolcock, M. (2001), The place of social capital in understanding social and economic outcomes, Canadian Journal of Policy Research, Vol. 2 No. 1, pp. 11–17.
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- Ljungblad, Ann-Louise, 1961
(författare)
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A Relational Taxonomy for the Teaching Profession
- 2022
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Ingår i: Paper presented at the Relation-Centered Education Network conference, June 11-13, Sacramento, online. Konferensbidrag, referentgranskad.. - : Paper presented at the Relation-Centered Education Network conference, June 11-13, Sacramento, online. Konferensbidrag, referentgranskad..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the field of relational pedagogy (Bingham & Sidorkin, 2004) there is an existing problem; there is theory, mostly of philosophical nature, but it does not yet have an empirical confirmation. Hence, there is a lack of theories that can be applied in practice. This presentation is a theoretical contribution which problematises how the relational dimension of the teaching profession can be explored in a more systematic way. Based on a theoretical perspective on teaching called Pedagogical Relational Teachership (Ljungblad 2021) a new theoretical model is presented. It is a relational taxonomy consisting of analytic tools to inquiry the relational dimension of the teaching profession. The concept relational teachership is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. By using such relational analytic tools, the ongoing relational processes between teachers and students can be captured and illuminated, and support teachers to create trustful relationships to their students. The relational taxonomy can contribute to a deeper understanding of teachers´ relational capabilities and capacities and their professional development throughout their careers. The taxonomy is also an innovative model for higher education, since it mediates teacher activities based on empirical research about how successful teachers relate to their students, which is presented in a visible way for student teachers to perceive. Finally, the presentation discusses how this nuanced taxonomy can be applied in practice and research and cultivate teachers’ relational proficiencies in the 21st century. Bingham, C., & Sidorkin, A. (2004). No education without relation. Peter Lang. Ljungblad, A-L. (2021). Pedagogical Relational Teachership (PeRT) – A multi-relational perspective. International Journal of Inclusive Education. 25,(7), 860-876.
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| 10. |
- Ljungblad, Ann-Louise, 1961
(författare)
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Ethical considerations and dilemmas in an ethnographic study - in respect to participating children
- 2013
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Ingår i: ECER pre-conference Istanbul 2013. - Istanbul 2013 : ECER pre-conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ethical considerations and dilemmas in an ethnographic study - In respect to participating children Today video recording is increasingly and more frequently used in practice based research. As a methodological tool it provides new opportunities to scrutinize interaction and communication between participants in the school practice. Therefore it generates new ethical questions into the field of doing research with children (Sargeant & Harcourt 2012). In this paper the experiences from an ethnographic study together with 100 children and four teachers are discussed. The aim of the study is to follow the teachers´ math education during a year and their relational work intertwined in education. To be able to get close to the interlocutors, I as a researcher moved around in the classroom and captured the interaction: a framework that prioritizes the situated and interactional accomplishment of practical action (Heath, Hindmarsh & Luff 2010). I will discuss ethical considerations and dilemmas connected to three phases of the PhD work: design phase, field work and the final writing phase. In the first and the last stage there is more time for the researcher to reflect upon ethical questions, but during the fieldwork the researcher might not be prepared for complex ethical situations that sometimes arise. Emerging fields of video-based research in social sciences give distinctive ways of producing data and opportunities to look upon the recording over and over again. The implications of being filmed can be hard for participating children and their parents to understand, to the full extent. In the beginning, during the design phase and while informing children and parents about the study, it is therefore important to clarify the implications of children’s involvement, as well as their rights to step out of the study. Another fruitful cooperation with children is giving them opportunity to erase parts of the recording, if a situation would emerge that could be of great stress to them. Just knowing this possible “way out” could give children power to act and control implications of being filmed to a greater extent. In the writing phase there is also more time for the researcher to reflect upon what data to use, analyze and last but not least how to present the result in an ethical and respectful way in relation to participating children. This is also a phase where support and discussion together with colleagues and supervisors might be of great importance. But during the field work the situation is more complex. Behind the camera the researcher is alone, anything can happen and the researcher needs to take immediate decisions of ethical and moral nature. Fundamental for research in which children are involved, is the CRC's rights (2000, 2007, Article 3 and 12) where the child's best interests and also the child's right to be heard and respected must be of primary consideration. As a researcher you constantly have to reflect upon your thinking and actions. Can I go this close right now with the camera? How are the children reacting? Does the filming distract them? Should I take a step back? In this paper, ethical experiences from the study are discussed. References Heath, C., Hindmarsh, J. & Luff, P. (2010). Video in Qualitative Research. London: SAGE Publications. Sargeant, J. & Harcourt, D. (2012). Doing Ethical Research with Children. Berkshire: Open University Press. UNICEF (2000). Barnkonventionen, FN:s konvention om barnets rättigheter. UNICEF (2007). Implementation Handbook for the Convention on the Right of the Child: Fully Revised Third Edition. Hodgkin, R., & Newell, P. Geneva: Switzerland.
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