| 1. |
- 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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| 2. |
- 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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| 3. |
- Forsling, Karin
(författare)
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Förskolans undervisning i möte med barns informellt erövrade texterfarenheter : En designbaserad studie i en svensk förskola
- 2021
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :2, s. 41-67
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010). Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.
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| 4. |
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| 5. |
- Sundqvist, Pia, 1965-, et al.
(författare)
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Engelska på fritiden och engelska i skolan : en omöjlig ekvation?
- 2015
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-71
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Tidskriftsartikel (refereegranskat)abstract
- The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).
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| 6. |
- Tengberg, Michael, 1978-
(författare)
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Konstruktion och bedömning av förmågan att läsa (och förstå) skönlitterär text. : Två nedslag i det nationella provets läsförståelsedel, åk 9.
- 2014
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 79-97
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the validity of reading comprehension measurements in the 9th grade national assessments of Swedish. It argues for the necessity of establishing suitable construct definitions of reading comprehension before any valid inferences are to be made from students’ test results. Theory of assessment and theory of literary response are drawn upon in order to analyze, on item level, the way in which good reading comprehension is repre-‐sented in the test. The results demonstrate two different types of shortcomings related first of all to inadequate construct definitions. The first problem is the narrow perspective from which acceptable interpretations in student’s literary responses are defined. The second problem is the priority given to quantitative over qualitative facets when assessing students’ constructed responses.
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