| 1. |
- Kanebrant, Erik, et al.
(author)
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T-MASTER -- A tool for assessing students' reading abilities
- 2015
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In: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
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Conference paper (peer-reviewed)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
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| 2. |
- Gyllerfelt, Emma, 1979, et al.
(author)
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Mapping concerning newly arrived students’ knowledge in sloyd
- 2015
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In: NoFa5 (Nordisk Ämnesdidaktisk konferens) 27-29 maj 2015, Helsingfors.
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Conference paper (other academic/artistic)abstract
- ABSTRACT Mapping concerning newly arrived students’ knowledge in sloyd Skolverket is developing a mapping* material for newly arrived students** concerning their knowledge in all subjects. The assignment concerning Sloyd (and Art), located at Göteborgs universitet. The assignment includes many challenges. We will present our way of working with this material and how this will be implemented. We would like to discuss: • Is it possible to map skills if students does not know the Swedish language; will this be an obstacle for learning and performing the subject? • If it’s possible for the student to show his or her knowledge and abilities will this mean that the student is able to participate in further education? Or does this require skills in the Swedish language, social or cultural skills that is not included in the curriculum? • Is it possible that a creative subject like sloyd can be a resource for newly arrived to integrate and master the Swedish language faster? Keywords: sloyd, newly arrived students, mapping *Mapping (kartläggning): Mapping is a form of assessment, the intention is to capture students knowledge in relation to current curriculum for each subject in Swedish elementary school. **Newly arrived students (nyanlända): students arriving to Sweden, for example as refugees, and attend their schooling when compulsory school already has started. Emma Gyllerfelt, adjunkt Peter Hasselskog, Phd emma.gyllerfelt@hdk.gu.se peter.hasselskog@hdk.gu.se Göteborgs universitet Göteborgs universitet HDK/Slöjdlärarutbildningen HDK/Slöjdlärarutbildningen
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| 3. |
- Andersson, Joakim, 1966
(author)
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Kommunikation i slöjdundervisningen
- 2022
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In: Skolporten, slöjdkonferens.
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Conference paper (other academic/artistic)abstract
- Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
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| 4. |
- Andersson, Joakim, 1966
(author)
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Sammansättningstekniker i en skolkontext
- 2023
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In: Sjællandsstævnet- Dansk slöjdförening.
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Conference paper (other academic/artistic)abstract
- Workshop i sammansättningstekniker- Vad går det att skapa med ett ny tänk och hur kan det användas i undervisningen
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| 5. |
- Häggström, Margaretha, 1962
(author)
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Become Your Opposite Person-Participation and Communication by Visual Representation
- 2015
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In: Risks and Opportunities for Visual Art Education in Europe. Culturgest, Lisbon, Portugal 7-9 juli, 2015.
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Conference paper (other academic/artistic)abstract
- The purpose of this paper is to present and discuss the findings from a study investigating the potential of an aesthetic approach to an inclusive pedagogy. Research questions: • How can we design aesthetic methods to assist high school students, who need scaffolding, socially as well as mentally, with engaging in group activities and individual learning processes? • How may aesthetic methods assist these specific high school pupils with deeper self-understanding and confidence according to their sense of shortcomings and failures? • How do these pupils experience and think of the aesthetic methods practiced in the study? Aesthetic learning activities in this study are designed to provide pupils with opportunities to express themselves, to get to know each other and learn something about themselves and to communicate in different ways. One of the methods used was photo elicitation, which is a visual method where you use photos and images to elicit views, storytelling, personal meanings and values. This method was combined with performing art and drama exercises. In the study I used a variety of data sources and analysis methods: Classroom observations, photo elicitation, interviews and aesthetic products of pupils. Findings indicate that these aesthetic methods help these specific high school students to participate on their own conditions and help them communicate. Furthermore their self-confidence will increase.
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| 6. |
- Olsson, Eva, 1960, et al.
(author)
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A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school
- 2021
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In: AILA World Congress of Applied Linguistics, Groningen, Nederländerna, 19 augusti 2021.
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Conference paper (other academic/artistic)abstract
- A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school In Swedish middle school, English is generally studied in foreign language classes for two hours a week. In CLIL classes, English may be encountered and used for up to 50% of the school day as the language of instruction in different school subjects. However, the effect of such CLIL instruction on language and subject knowledge has not yet been explored among young learners in the Swedish context. The present study is conducted within the framework of a recently initiated large-scale research project over three years, funded through The Royal Swedish Academy of Sciences. The project aims at exploring the effects of CLIL education targeting English on 10-12-year-old learners’ proficiency in Swedish, English and Mathematics. In the presentation, initial results from vocabulary levels tests in English (Webb, Sasao & Ballance, 2017) and in Swedish (Lindberg & Johansson, 2019) are reported, as are results from a background survey including information about the students’ language background and language use outside school. The baseline results are compared between CLIL (N=250) and non-CLIL (N=150) students, and also between CLIL groups at different schools, as the way CLIL is implemented may vary from context to context, e.g. with regard to the scale of CLIL (see e.g. Coyle, Hood & Marsh, 2010). School visits including classroom observations and a teacher survey provide information about the implementation of CLIL. At a later stage of the project, the students’ development in English and Swedish will be compared to their development in mathematics for the purpose of studying how the progression of the three interact. Hence, a close analysis of initial data is imperative, e.g. with regard to selection effects. It is also important to specify the type of CLIL that the CLIL schools represent for the analysis to be valid.
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| 7. |
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| 8. |
- Sert, Olcay, PhD, 1981-
(author)
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Discursive Timeline Analysis : In search of methodological rigor in investigating interactional and professional development in a digital world
- 2023
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Conference paper (peer-reviewed)abstract
- Tracking interactional phenomena over a long period of time to document change of discursive practices has been a methodological challenge for applied linguists. Researchers who have explored language learning (e.g. Pekarek Doehler 2018) and professional development (e.g. Nguyen 2018) over time have fuelled the birth of a new methodology called longitudinal conversation analysis (Deppermann & Pekarek Doehler 2021). Yet, conversation analysts shied away from integrating interviews and other discursive data into investigations of interactional and professional development, due to methodological and epistemological concerns. Closing the doors to alternative perspectives can, however, become a barrier to innovation, especially when we consider that discursive events are complex and go beyond locally-situated performances of professionals (e.g. teaching in classrooms). Driven by the need to understand the complex discursive dynamics of professional development in settings where digital tools assist knowledge co-construction, this presentation will propose a novice methodological approach, Discursive Timeline Analysis (DTA), which draws on complementary tools of multimodal conversation analysis (e.g. Mondada 2018) and interactional ethnography (Green et al. 2020). DTA tracks behavioural change over time through a systematic analysis of discursive practices (e.g. classroom interactions, collegial dialogues, reflective text and talk). In this presentation, I will illustrate how I navigated the limitations of MCA and IE when they are used in isolation. The study draws upon video recordings of classrooms in upper secondary classrooms in Sweden, performance analytics from a video-tagging app, interviews with teachers and mentors, stimulated recall data, and written reflections of student teachers. I will explicate the processes and decisions involved in the analyses of teachers’ change of classroom interactional practices over time when they use digital tools for reflection and feedback. Methodological shortcomings and potentials will be discussed, and implications for using this method in other areas of applied linguistics will be given. Keywords: longitudinal research; conversation analysis; interactional ethnography; professional development; digital tools; reflective practice ReferencesDeppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis-introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141. Green, J.L., Baker, W.D., Chian, M.M., Vanderhoof, C., Hooper, L., Kelly, G.J., Skukauskaite, A., & Kalainoff, M.Z. (2020). Studying the over-time construction of knowledge in educational settings: A microethnographic discourse analysis approach. Review of Research in Education, 4, 161–194. Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality, Research on Language and Social Interaction, 51(1), 85-106. Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3-24.thi Nguyen, H. (2018). A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations. In: Pekarek Doehler, S., Wagner, J., González-Martínez, E. (eds) Longitudinal Studies on the Organization of Social Interaction. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57007-9_7
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| 9. |
- Andersson, Joakim, 1966
(author)
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Kommunikation och lärande i slöjdverkstaden
- 2015
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In: Ämnesdidaktisk rundabordskonferens nordiska slöjdforskare. Estland, Tallinns universitet.
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Conference paper (other academic/artistic)abstract
- Presentation av egen forskning, artikel, kommunikation och lärande i slöjdverkstaden
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| 10. |
- Andersson, Joakim, 1966
(author)
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Utveckling av ett slöjdkunnande
- 2016
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In: Ämnesdidaktisk rundabordskonferens nordiska slöjdforskare. Tallinns universitet, Estland.
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Conference paper (other academic/artistic)abstract
- Presentation av egen forskning, artikel, Händig, skicklig och konstfärdig - slöjdkunnande i interaktion.
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