| 2041. |
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| 2042. |
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| 2043. |
- Wennergren, Ann-Christine, et al.
(författare)
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Dance as communication : a developing project
- 2005
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Ingår i: A Nordic dimension in education and research - myth or reality?. - : Nordic educational research association, NERA. ; , s. 62-62
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to enlighten and discuss dance as a form of expression for hard of hearing children, from a starting point of dance educational praxis. In every special educational setting communication is challenged. Traditionally, training these children's spoken language has been the common way of developing communication skills. We will present our starting points for using dance as an alternative communication, to offer different forms of expression. A good self esteem is in our opinion the ground for communication. One challenge in this respect is to take care of the initiatives of the children. Another aspect is to use the body in a communicative context and learn how it works in relation to other human beings. Also important is to catch how the children participate in the activities, from their specific circumstances. One part is how they imitate the teacher, the classmates and themselves. We also want to enlighten how the teacher relates to the children and their learning in this context. Finally we want to discuss different ways of developing this project, and how it is possible to use in other special educational settings.
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| 2044. |
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| 2045. |
- Wennergren, Ann-Christine, 1957-
(författare)
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Dialogkompetens i skolans vardag : En aktionsforskningsstudie i hörselklassmiljö
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In classes for hard-of-hearing pupils there are children and young people with different degrees of impaired hearing, all of whom need hearing aids and technical equipment inthe environment. The initial problem area of the present thesis concerned the pattern of communication in the classroom. Previous research has shown that such communication is strongly affected by the chosen technical solution. The research questions developed successively from the assumption that it is only the teachers that can change the learning environment. In order to achieve a combination of scientific results and improvement,this study has an action research study approach. The overall aim was to illuminate and describe dialogues between different actors in a national school improvement project. Actors in the context were teachers, their pupils and the researcher. The thesis is based on improvement work in which the researcher cooperated with fifty teachers from five schools located in different parts of Sweden. This work involved parallel processes of change, for the pupils in the classrooms and for the participating teachers. The thesis comprises three substudies, two of which are focused on the teachers’ dialogues and one on the pupils’ listening environments. In the last-mentioned substudy, 165 pupils were asked to draw and describe their best listening environment at school. The result showed that the listening role required different environmental conditions, such as a cleaned upsound environment, visual support, conversation rules and comfortable surroundings. A central conclusion was that pupils need to be offered opportunities to verbalise their individual needs in the school environment. The result further showed that the teachers worked in different ways to improve the learning environment and that they introduced structures to support the dialogue between pupils. This happened at the same time as the teachers were trying out tools for their own learning in order to take part in dialogues with colleagues based on confirmations and challenges. Tools used in the learning processes were a logbook, shadowing, facilitating and a net-based dialogue. The analyses showed explicit differences between using the tools and learning through them in the zone of proximal development. In their improvement processes the teachers depended on critical friends in order to be challenged as knowledge developers. Difficulties in giving a balanced response were evident from the net-based forum in which the teachers reported different attempts at change. The study has drawn on sociocultural perspectives on learning in which dialogue competence have been central to learning in the classroom and in the teachers’ occasional communities of practice. The results indicate that teachers, for their professional improvement, require critical friends in alternative forms of learning processes and that pupils as actors require alternative listening environments.
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| 2046. |
- Wennergren, Ann-Christine
(författare)
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Dialogue competence : a necessity for school improvement?
- 2008
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to describe how tools used in action research can promote learning in relation to Vygotsky’s concept of the zone of proximal development (zpd). In the study, Vygotsky’s (2001) theory of the zone of proximal development was used to describe how knowledge development can be manifested in a work of change. The data production took place in a school improvement project where fifty teachers participated over a period of three years. Tools for data production, and at the same time tools for learning, were: facilitation, shadowing and individual log book writing. The tools were initially analysed from three aspects: as used individually, as used in pairs or in a group, and in relation to the zone of proximal development. The responses were divided into confirmations and challenges. Although the participants expressed a need for challenges, they were in practice more prone to confirm one another. This gap showed the importance of analysing and openly talking about the difference between confirmation and challenge in zpd. In the joint analysis work, differences were elucidated between using tools outside zpd and learning through tools within zpd. Knowledge was developed in both situations but at different levels of reflection. In relation to zpd, the importance of colleagues was emphasised. In her/his competence development, a teacher is dependent on one or several critical friends (cf Handal, 2007) to be challenged as a knowledge developer. Giving response proved more difficult in virtual meetings than in physical meetings.
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| 2047. |
- Wennergren, Ann-Christine, 1957-
(författare)
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Elever som aktörer
- 2008
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Ingår i: Grundskoletidningen. - Solna : Fortbildningsförlaget. - 1652-7844. ; 2, s. 10-15
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Begreppet en skola för alla har kommit att bli ett slagord för den inkluderande skolan, ett uppdrag som gäller i svenska skolor, likväl som i andra länder. Rektor har huvudansvaret. Men pedagoger och specialpedagoger har ansvaret för att konkretisera och omsätta olika former av inkluderade arbetssätt tillsammans med eleverna.
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| 2048. |
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| 2049. |
- Wennergren, Ann-Christine, 1957-
(författare)
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Nätbaserade utvecklingsdialoger
- 2006
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Ingår i: Pedagogisk forskning i Sverige. - Göteborg : Institutionen för pedagogik och didaktik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 11:4, s. 241-265
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Tidskriftsartikel (refereegranskat)abstract
- I fem regioner i Sverige samlas elever med hörselnedsättning i hörselskolor där en kommun står som värd för elever från flera kommuner. Dessa geografiskt utspridda praktiker är beroende av hörselteknisk utrustning, vilket till viss del bidragit till ett specifikt och envägsbaserat kommunikationsmönster i klassrummet. För att bedriva skolutveckling i samverkan mellan dessa skolor startades ett nationellt projekt som planerades med en aktionsforskningsinriktad ansats. Olika förändringsförsök genomfördes och kommunicerades mellan skolorna i fysiska och nätbaserade möten. Syftet med denna artikel är att belysa den kommunikation som utvecklades via nätet när en skolutvecklingsgrupp skriftligt utbytte erfarenheter gällande klassrumsbaserade förändringsförsök. Resultat visar att alla deltagare var aktiva på olika sätt och att det relationella och det professionella utbytet varit ömsesidigt beroende av varandra. De inledande inläggen visade på låg grad av mottagarmedvetenhet som dock utvecklades över tid. Som redskap för denna praxisgemenskap har skrivandet synliggjort en potential för lärande och utveckling där tid, motivation, mottagarkompetens och stödstrukturer har påverkat utfallet.
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| 2050. |
- Wennergren, Ann-Christine
(författare)
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Textseminarier baserade på skriftlig respons
- 2007
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Ingår i: Skrive for nåtid og framtid.<em> </em>. - Trondheim : Tapir Akademisk Forlag. - 9788251922401 ; , s. 117-129
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Bokkapitel (refereegranskat)abstract
- Denna artikel beskriver genomförandet av ett utvecklingsprojekt där fokus legat på responsarbete i anknytning till textbaserade seminarier inom en forskningsmiljö. Utifrån teorier om dialog, samspel och lärande utarbetades ett arbetssätt med sikte på gemensam förståelse, delaktighet, bekräftelse och utmaning. Arbetssättet innebar att texter skickades ut till deltagarna minst en vecka i förväg. Alla deltagare gav skriftlig respons via e-post enligt en gemensamt utarbetad struktur. Inför seminariet sammanställde och bearbetade författaren responsen och valde ut vad som skulle diskuteras. Genom att reflektera över arbetet har processen fångats upp. Reflektionerna förmedlade en ökad medvetenhet om de olika rollerna, responsgivare och mottagare, vilket upplevs ha bidragit till att deltagare utvecklat sin responskompetens. Slutligen diskuteras deltagandet som en lärande praxisgemenskap där ökad medvetenhet och delaktighet varit tydliga komponenter i utvecklingsarbetet.
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