| 1. |
- Trondman, Mats, 1955-
(författare)
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Horace Pippins konst : En kultursociologisk analys av konst som egenvärde och mervärde bortom "dubbelt medvetande"
- 2020
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 109-143
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Tidskriftsartikel (refereegranskat)abstract
- The article focuses on the African-American painter Horace Pippin (1888-1946). By using a cultural sociologically informed approach it connects his life – how Pippin became an artist –and art – what his art can mean to us – with the aim of understanding how an art for art’s sake (konstens egenvärde) can be related to, yes, even make up the presupposition for, an art for art’s surplus value (konstens mervärde) concerning issues of race, politics, the arts and diversity. The guiding question is what we can learn from the African-American philosopher Cornell West’s analysis of the meaning of Pippin’s art, which in turn is deeply informed by the sociologist W.E.B Du Bois’ (1868-1963) concept of “double consciousness”; how Pippin paints an African-American everyday life beyond the white gaze. Through such an understanding of Pippin’s, in his own words, “art’s life history, that is my art”, the article also provides an idea of what art didactics might be.
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| 2. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
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Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan
- 2023
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147
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Tidskriftsartikel (refereegranskat)abstract
- This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
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| 3. |
- Ahlstrand, Pernilla, 1967
(författare)
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Kvalitativa aspekter av gestaltande redovisning - exemplet teater
- 2020
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Ingår i: EDUCARE. - 1653-1868. ; No 1 (2020): Aesthetics, Learning and Education: Part II:1, s. 4-33
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Tidskriftsartikel (refereegranskat)abstract
- The article presents the results of an educational development project conducted from 2017-2018. The aim of the project was to identify common subject-specific concepts of quality regarding stage performance, with a focus on ability to perform dramatic text. Student assignments in the form of stage performance were video recorded. Thereafter, the documentation was examined and discussed by a team of teachers. Audio recordings from the discussions were analysed using phenomenography. The results are presented in four qualitatively different categories of descriptions and in aspects of the different ways of knowing involved in the phenomenon. In this article, it is argued that this kind of research is essential for designing and developing teaching instructions, giving competent feed-back, and efficiently assessing and grading the students’ work. Moreover, it is argued that being able to identify such quality differences of stage performances is also essential for the student in the future work as an upper secondary school teacher.
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| 4. |
- Andersson, Sara, 1986, et al.
(författare)
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Elevskapets utmaningar: Ungdomar, motstånd och önskan om att lyckas i skolan
- 2020
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Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; 2020:4, s. 136-157
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Tidskriftsartikel (refereegranskat)abstract
- School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.
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| 5. |
- Asghari, Hamid, 1967-
(författare)
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Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 160-185
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Tidskriftsartikel (refereegranskat)abstract
- This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational uppersecondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area.This is a period when many unaccompanied children and adolescent refugees arrived in Sweden.The studyaims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths caninfluence teaching in a vocational school.The methodological and theoretical starting point for the studyis based on a narrative perspective. The stories are analysed thematically and show that these studentshavegreat solidarity with each other,areambitious, and create a good mood in the classroom.In addition, thereis always “someone” who does not believe in democratic values, although most of the students value theSwedish democracy and equality between men and women. The expulsion decision that some studentsreceive affects the teachers’ teaching as well, since it means that theyalso have to deal with teachingsituations where their students’ lives and deaths are involved in the sense that they are refugees threatenedby expulsion.
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| 6. |
- Aspelin, Jonas, 1964-, et al.
(författare)
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Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 117-142
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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| 7. |
- Aspelin, Jonas, et al.
(författare)
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Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :2, s. 117-142
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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| 8. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59
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Tidskriftsartikel (refereegranskat)abstract
- The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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| 9. |
- Bach, Frank, 1958
(författare)
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Beläggsmodellen i svenska nationella prov: Exemplet Religionskunskap årskurs 9
- 2023
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; 2023:1
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Tidskriftsartikel (refereegranskat)abstract
- In the Swedish national tests, the so-called “Beläggsmodell” has been used to generate test grades in seven school subjects. This article examines the origin and effects of the “Beläggsmodell” on test scores in one of these subjects, religious studies. Classical methods for evaluating the quality of tests are used in combination with confirmatory factor analysis. The results show that the tests have a reliability above 0.92 and that the “Beläggsmodell” reduces this in unpredictable ways for individual students. Confirmatory factor analysis shows that the tests are mainly one-dimensional, which has the consequence that the “Beläggsmodell” does not fulfil any summative function. Instead, it has major consequences for individual students’ test grades. There are examples of students who at the same total score on the test receive everything from D to A as a test grade. The large differences arise through differences in performance on a very small number of items. If, instead, the total sum is used as a basis for generating test grades, the possibilities for fair and equivalent test grades increase, as shown by examples. Responsible authorities should and, as announced, will switch to a system where the total sum points are the basis for the test grades.
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| 10. |
- Balan, Andreia, et al.
(författare)
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Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified based on the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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