| 3881. |
- Söderman Lago, Lina, 1979-, et al.
(författare)
-
Förskoleklassens institutionella kulturer
- 2020
-
Ingår i: Utbildning och Demokrati. - : Örebro universitet. - 1102-6472 .- 2001-7316. ; 29:1, s. 85-108
-
Tidskriftsartikel (refereegranskat)abstract
- The institutional cultures of the preschool class. Based on the assumption that teachers are policy actors, this study aims to identify the meanings given to the preschool class’s institutional cultures in teach-ers’ articulations about the preschool class. This is done by analysing the values and attitudes that the teachers emphasize as being central to the preschool class’s mission and teaching. The study builds on group discussions with teachers at five schools. The theoretical point of departure is that institutional cultures are articulated by actors and become a tool for them to understand their own role and context, while also changing their culture through these actions. Institutional cultures are multidimensional and are articulated as a qualifying institutional culture, a flexible institutional culture, and an institutional culture that emphasizes the boundaries of the preschool class.
|
|
| 3882. |
- Söderman Lago, Lina, 1979-, et al.
(författare)
-
Lyssna, höra, agera : Etiska och metodologiska implikationer av att lyssna på barn i utvecklingsforskning
- 2022
-
Ingår i: Barn. - : Cappelen Damm Akademisk AS Nordic Open Access Scholarly Publishing. - 0800-1669 .- 2535-5449. ; 40:3, s. 24-39
-
Tidskriftsartikel (refereegranskat)abstract
- I drygt trettio år har FN:s Barnkonvention manat till att barns rättigheter ska efterlevas i alla arenor som berör barn. En av huvudprinciperna i konventionen är barns rätt till delaktighet och i denna text undersöks möjliggörande av detta i forskning. Det empiriska underlaget utgörs av metodologiska reflektioner från projekt där vi arbetat med att tillvarata yngre skolbarns perspektiv i utvecklingsforskning i skolan. Utifrån två fallexempel problematiseras och diskuteras hur barn kan ges delaktighet utifrån Laura Lundys (2007) delaktighetsmodell vilken inrymmer begreppen utrymme, röst, åhörare och inflytande. Utifrån dessa begrepp framkommer att det finns spänningar mellan forskningens långsamhet och betydelsen av snabb och direkt förändring samt att om forskningen ska resultera i reell delaktighet för de deltagande barnen behöver det finnas utrymme för handlingsmöjlighet i projektet. Trots dessa spänningar visar fallexemplen att med reflekterade metodologiska val kan utrymme skapas så att barns röster blir hörda under hela forskningsprocessen.
|
|
| 3883. |
- Söderström, Sharmin, 1987-
(författare)
-
Computer-based formative assessment for problem solving
- 2023
-
Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211.
-
Tidskriftsartikel (refereegranskat)abstract
- This study focuses on computer-based formative assessment for supporting problem solving and reasoning in mathematics. To be able to assist students who find themselves in difficulties, the software suggested descriptions – diagnoses – of the encountered difficulty the students could choose from. Thereafter, the software provided metacognitive and heuristic feedback as suitable. The findings provide insight into how formative assessment can be designed to support students during their problem solving and indicate that diagnosis and feedback could be helpful for promoting students' creative reasoning. In other words, the feedback guided students in justifying, monitoring, and controlling their solution method.
|
|
| 3884. |
|
|
| 3885. |
- Tanner, Marie, 1965-, et al.
(författare)
-
Same and Different : Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories
- 2018
-
Ingår i: Discourse processes. - : Taylor & Francis. - 0163-853X .- 1532-6950. ; 55:8, s. 704-725
-
Tidskriftsartikel (refereegranskat)abstract
- Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning trajectories by focusing on how participants establish relations of cohesion and change between current and previous occasions that constitute a learning trajectory. Analysis of empirical data shows how participants frequently topicalize aspects of epistemic stance toward a co-constructed learning content. Such epistemic topicalizations play an important role in maintaining cohesion in a learning trajectory, while making it possible for teachers and students to progressively change and differentiate their epistemic stance. Epistemic topicalizations are suggested as a useful analytic concept, grounded in conversation analysis, to describe how cohesion and change are emically managed in interaction to accomplish progressivity in learning trajectories.
|
|
| 3886. |
|
|
| 3887. |
- Tengberg, Michael, Professor, 1978-, et al.
(författare)
-
Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?
- 2022
-
Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 115, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring textbased instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norwayand Sweden. Using both quantitative and qualitative approaches, we found evidence that explicitstrategy instruction and cognitively challenging tasks were rare even in lessons that did focus on deepcomprehension of text. We also identified some of the distinct challenges (or missed opportunities) thatcharacterize comprehension-oriented instruction. These findings provide critical insight into relevantareas of future professional development for teachers.
|
|
| 3888. |
- Theens, Frithjof, 1969-, et al.
(författare)
-
Equivalence in multilanguage mathematics assessment
- 2023
-
Ingår i: Nordisk matematikkdidaktikk, NOMAD. - : Göteborgs universitet. - 1104-2176. ; 28:1-2, s. 7-29
-
Tidskriftsartikel (refereegranskat)abstract
- When mathematics tasks are used in multilanguage assessments, it is necessary that the task versions in the different languages are equivalent. The purpose of this study is to deepen the knowledge on different aspects of equivalence for mathematics tasks in multilanguage assessment. We analyze mathematics tasks from PISA 2012 given to students in English, German and Swedish. To measure formal equivalence, we examine three linguistic features of the task texts and compare between language versions. To measure functional equivalence, a Differential item functioning (DIF) analysis is conducted. In addition, we examine statistically if there is a relation between DIF and the differences regarding linguistic features. The results show that there is both DIF and differences regarding the linguistic features between different language versions for several PISA tasks. However, we found no statistical relation between the two phenomena.
|
|
| 3889. |
- Theens, Frithjof, 1969-, et al.
(författare)
-
Linguistic features as possible sources for inequivalence of mathematics PISA tasks
- 2018
-
Ingår i: Perspectives on professional development of mathematics teachers. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402421 ; , s. 226-226
-
Konferensbidrag (refereegranskat)abstract
- When mathematics tasks are translated to different languages, there is a risk that the different language versions are not equivalent and display differential item functioning (DIF). In this study, we aimed to identify possible sources of DIF. We investigated whether differences in some linguistic features are related to DIF between the English (USA), German, and Swedish versions of mathematics tasks of the PISA 2012 assessment. The linguistic features chosen in this study are grammatical person, voice (active/passive), and sentence structure. We analyzed the three different language versions of 83 mathematics PISA tasks in three steps. First, we calculated the amount of differences in the three linguistic features between the language versions. Then, we calculated DIF, using the Mantel-Haenszel procedure pairwise for two language versions at a time. Finally, we searched for correlations between the amount of linguistic differences and DIF between the versions. The analysis showed that differences in linguistic features occurred between the language versions – differences in voice were most common – and that several items displayed intermediate or large level of DIF. Still, there were no statistical significant correlations between differences in linguistic features and DIF between the language versions, that is, there must be other sources of DIF.
|
|
| 3890. |
- Theens, Frithjof, 1969-, et al.
(författare)
-
Linguistic features in mathematics PISA tasks in different languages
- 2017
-
Konferensbidrag (refereegranskat)abstract
- When the results of international comparative studies such as PISA or TIMSS get published, they are discussed broadly in media and are used to influence politics and public opinion. To solve mathematics PISA tasks, students have to read and understand the task text. Still, since the mathematics tasks are primarily supposed to measure mathematical ability and not reading ability, it is important to avoid unnecessary demands of reading ability in the tasks. In addition, the different language versions of a task used in PISA might vary in reading difficulty. Such differences can result in differential item functioning (DIF), that is, that students with the same mathematical ability but from different countries have a different probability of answering the item correctly. One reason for DIF between language versions is that linguistic features can differ between language versions. In this study we focus on four different linguistic features that in earlier studies have shown connections to the difficulty of solving mathematics tasks (e.g., Abedi, Lord, & Plummer, 1997).Grammatical person, that is, if the text is written in first, second, or third person.Voice, that is, if active or passive voice is used in the text.Sentence structure, that is, how the sentences are built of main and subordinate clauses.Word order, that is, the order of subject, finite verb, and object in the sentence.This study is part of a larger project examining the relation between the language used in mathematics tasks and both the tasks’ difficulty and demand of reading ability. The research questions in this study are: Which differences in the four linguistic features investigated occur between PISA tasks in English, German, and Swedish? Which of these differences are related to DIF between the task versions? The English (USA), German, and Swedish language versions of 83 mathematics tasks of the PISA 2012 assessment are analyzed. The first step of the analysis was to search for differences in the four linguistic features between the different language versions of the tasks. The next steps will be quantitative analyses of the differences, a statistical analysis to detect DIF between the versions, and then statistical analyses to investigate possible relations between the differences and DIF. The first step showed that some differences occur sporadically, for example, the use of third person (he/she/it) in one language version and second person (you) in another language version. Other differences occur much more frequently. For example, differences in word order are quite common, in particular since the finite verb always is at the last position in subordinate clauses in German but not in English and Swedish. The next steps of the analysis are at present (January 2017) ongoing.
|
|
