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Sökning: WFRF:(Österlind Eva)

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81.
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82.
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83.
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84.
  • Österlind, Eva, 1956- (författare)
  • Students’ Approaches to Homework
  • 2010
  • Konferensbidrag (refereegranskat)abstract
    • How can homework be described from students’ point of view? What is the relation between students’ approaches to homework and study success? How does the students’ approach to homework and study results in terms of grades interplay with their social background?The empirical study is based on interviews with 40 students (age 13-16) in Swedish Compulsory School (grade 7-9). The interview questions concerned how the students perceive and handle their homework, which meaning and purpose they ascribe to it, and if they have any suggestions about how to improve the practice of homework. The interviews were transcribed and analysed within a phenomenographic framework . The analysis resulted in five qualitatively different approaches to homework, the a) deliberative, b) achievement oriented, c) voluntarily, d) un-reflected and e) ambivalent approach (Österlind, 2001).  As part of a follow-up study with the same students during their last semester of upper secondary school (age 18-19), data about social background was collected and completed with information about the students’ final grades. These data are used to complete the results from the previous study, in order to explore the relationship between approach to homework (choice of study programme), final grades and social background.
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85.
  • Österlind, Eva, 1956- (författare)
  • Students' approaches to Project Work : Self-regulated learning in Swedish upper secondary school
  • 2010
  • Ingår i: US-China Education Review. - 1548-6613. ; 7:2, s. 16-27
  • Tidskriftsartikel (refereegranskat)abstract
    • Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work (100 credits). The preceding course Special Work (20 credits) was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students’ development over time are explored. The results throw light on the relationship between different types of projects, grades and students’ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students’ difficulties turn out to be more of an educational challenge.
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86.
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87.
  • Österlind, Eva, 1956- (författare)
  • ‘What Theatre is All About’ : Students’ Experiences of the Swedish Theatre Arts Program
  • 2011
  • Ingår i: Youth Theatre Journal. - : Routledge. - 0892-9092 .- 1948-4798. ; 25:1, s. 75-86
  • Tidskriftsartikel (refereegranskat)abstract
    • The Arts Program has been available for Swedish upper secondary school students since the beginning of the 1990’s. The program, which has a nationally standardized curriculum, has become one of the most popular study programs. Currently, the upper secondary school system is subject to reform. This paper examines students’ experiences of choosing Theatre as their main subject in upper secondary education. A preliminary analysis is presented, based on data from an open-ended inquiry answered by 30 students. The students’ responses actualise the dimension between drama as personal development and theatre as artistic performance. There seems to be consensus about theatre studies generating both personal development and specific skills. The students also appreciate the variation and stimulation that theatre brings compared to ‘ordinary’ school subjects. This is true even for less motivated students who claim that theatre helps them to make it through upper secondary school. ‘Theatre is underestimated – it does more for you than you believe.’
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