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- Norberg, Cathrine, et al.
(författare)
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Why are all dogs male? Gender in Swedish EFL textbooks
- 2022
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Ingår i: Educare - vetenskapliga skrifter. - : Malmö University. - 1653-1868. ; 3, s. 186-208
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Tidskriftsartikel (refereegranskat)abstract
- Studies conducted over the past sixty years have reported stereotypical gender representation in school materials. Initiatives to counteract sexism have led to improvements, and the most overt gender-biased examples are less visible today. Despite this, studies still report gender imbalances. Since language has an enormous impact on how normative perceptions are created, increased knowledge about how we communicate and create knowledge about gender is needed. This study focuses on gender in EFL textbooks used in Swedish primary school. To reveal patterns of representation, a corpus was constructed and tagged to enable searches. The study reveals both equal and unequal representations. Equal patterns are shown in the numerical representation of proper names, and in verbs and adjectives collocating with females and males. However, animals and fantastic characters identified as either male or female in the books show traditional gender representations, with male characters not only occurring more frequently than equivalent female characters but also being represented as more active and innovative. The pronoun he is also considerably more common than she in the material.
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| 2. |
- Nordlund, Marie
(författare)
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Vocabulary in textbooks for young learners
- 2015
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2015:1, s. 73-92
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Tidskriftsartikel (refereegranskat)abstract
- An extensive vocabulary is necessary for successful communication in a foreign language. According to the Swedish National Agency for Education, the teaching of English in Sweden is often based on one textbook and on that textbook only. The purpose of this study is therefore to describe what vocabulary is presented in one teaching material aimed at school years 4–6 (age group 10–12 years) in Sweden. More precisely, the following questions have been considered: (i) what are the most frequent words in the textbooks? and (ii) to what extent do words recur in the textbooks? To answer these questions, a corpus of the texts in the three books was compiled. The analyses show that although the texts appear to have been chosen to appeal to the age groups aimed for, there does not seem to be any consciously considered rationale behind the choice of what vocabulary to include, many words occur only once and the necessary repetition of words is thus lacking.
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| 3. |
- Nyberg, Johan
(författare)
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Professionalism in action – Musicteachers on an assessment journey
- 2015
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2, s. 71-102
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a participatory action research project focusing on assessment of music within Swedish Upper secondary school is presented. The points of de-parture are questions regarding assessment in music education in relation to Dewey’s holistic view on education and issues of professional responsibility in relation to accountability. The latter concerns assessment, and the risk of crite-ria compliance. The purpose of the research project is to develop knowledge about music teachers’ experience and conceptualizations regarding assessment practices within the frame of the National Arts Programme, and is enabled by asking the following research questions: In what ways do teachers conceptual-ize musical knowledge and learning and communication in relation to assess-ment? What musical qualities appear within the teachers’ conceptualizations regarding knowledge, learning and assessment of music? Aims from the field of praxis are integrated in the project, with focus on equivalent assessment and legal certainty. Results from the research project show the music teachers’ ability to shift between atomistic and holistic perspectives but at the same time keep their holistic view of assessment and learning. Equivalence is according to the teachers something different than uniformity, and is only possible through reflection and collaboration, internally as well as externally with other practi-tioners.
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| 4. |
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| 5. |
- Sigvardsson, Anna, 1981-
(författare)
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Poesiintresserade unga i Sverige : en studie om poesiläsning på fritiden 2015–2016
- 2017
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Ingår i: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; 2, s. 145-168
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Tidskriftsartikel (refereegranskat)abstract
- Poetry reading is since 2011 part of the core content in the subject of Swedish at both primary and secondary level. However, to date there is little research on poetry pedagogy that may provide guidance to teachers and poetry reading pedagogy for secondary students is an especially understudied area. Early research has developed knowledge on poetry reception in class but little is known about how secondary students read and use poetry in their spare time. Knowledge of the leisure uses of poetry could have implications for pedagogy. The aim of this study is to map and develop knowledge of how keen readers of poetry became interested in the genre and use poetry today in their spare time. The material consists of 21 semi-structured online interviews. The analysis shows that participants tend to come from families that read and value literature. The participants generally develop an interest in poetry during late adolescence. Reading is the most common leisure activity. There is little online activity with poetry in the group. Many read poetry to be inspired and integrate what they read in other texts, images and music. Participants tend to prefer lyric poetry and a male western canon is dominant in their examples of favourite poets.
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