| 1. |
- Larsson, Hans, 1951-, et al.
(författare)
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Att utmana eller återskapa traditionen : sex skolors arbete med elever i relationssvårigheter
- 2012
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Ingår i: Educare. - Malmö : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 29-51
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Tidskriftsartikel (refereegranskat)abstract
- Being part of a decentralized system Swedish schools have a rather large possibility to shape their own activities. In the present article we analyze the activities of different schools, working with children who are considered to have problems relating to others. Four schools represent a traditional way to work with these children. In contrast, two additional schools present challenges towards this tradition. Specifically, the work of these two latter schools is focused. The analysis is built upon interviews with 3 persons in each school: the headmaster, one teacher and the special educational needs coordinator (the SENCO). The two groups of schools are compared with regard to a number of themes: organizational solutions, the importance of school leadership, the role of the “small group”, the role of the SENCOs, occupational development, preventive work, and relations. The two groups of schools differ with regard to all these themes. Finally we discuss the implications of the two different approaches.
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| 2. |
- Lindvall-Östling, Mattias, 1989-, et al.
(författare)
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“That’s not Proper English!” : Using Cross-cultural Matched-guise Experiments to Raise Teacher/Teacher-trainees’ Awareness of Attitudes Surrounding Inner and Outer Circle English Accents
- 2020
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 3, s. 109-141
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Tidskriftsartikel (refereegranskat)abstract
- From a structural perspective, some English accents (be they native or foreign) carry higher status than others, which in turn may decide whether you get a job or not, for example. So how do language teachers approach this enigma, and how does this approach differ depending on the cultural context you are operating in? These are some of the questions addressed in this article. The study is based on a matched-guise experiment conducted in Sweden and the Seychelles, a small island nation outside the east coast of Africa, where respondents (active teachers and teacher trainees) were asked to evaluate the same oral presentations on various criteria such as grammar, pronunciation, structure etc. Half of the respondents listened to a version that was presented in Received Pronunciation (RP), while the other half evaluated the same monologue presented by the same person, but in an Indian English (IE) accent. Note, that careful attention was paid to aspects such as pacing, pauses etc. using ‘Karaoke technique”. Our results indicate that the responses from the two respondent groups differ significantly, with the Seychelles group being far more negative towards IE than the Swedish group. We try to explain these results in the light of subsequent debriefing discussions with the respondent groups, and we also reflect over the benefits and drawbacks of this type of exercise for raising sociolinguistic awareness among teacher trainees and active teachers. The study is part of a larger project (funded by the Wallenberg foundation) that approaches the challenge of increasing sociolinguistic awareness regarding language and stereotyping, and highlighting cross-cultural aspects of this phenomenon.
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| 3. |
- Norberg, Anna-Maija, 1957-
(författare)
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"Man kan inte bara gympa sig igenom ämnet" : Hur fem idrottslärare på högstadiet legitimerar skriftliga praktiker i ämnet idrott och hälsa
- 2021
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :3, s. 181-213
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates how five teachers in Physical Education and Health (PEH) draw on different discourses of legitimation and delegitimation of writing practices in PEH. The data consist of transcripts of audio recordings of interviews with the five teachers. Firstly, the recordings were analyzed using van Leeu-wen’s (2007) legitimation framework. Secondly, the lexical choices were analyzed to identify different discourses of writing (Ivanič,2004). Results show that a social practices discourse dominates in the data analyzed, most commonly realized through a rationalization type of legitimation. Students’ linguistic difficulties or unwillingness to write in PEH, i.e.writing with obstacles, is another discourse of writing found in the data. Overall, the teachers tend to legitimate writing practices but report on students’ delegitimation of the same practices, which teachers need to manage. The use of texts is legitimated as practical, timesaving and a recognized tool for instruction and assessment. Writing practices and the use of texts can contribute to the raise the status of PEH and reach long-term goals in PEH and for students’ learning at large. On the other hand, writing and text practices steal time from the core content in PEH and may not suit students who are successful in other parts of PEH.
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| 4. |
- Thuresson, Hanna, 1972-, et al.
(författare)
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Barns och elevers inflytande i förskolan och skolan : En forskningsöversikt
- 2020
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Ingår i: Educare. - Malmö : Lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :2, s. 92-116
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Forskningsöversikt (refereegranskat)abstract
- One of the responsibilities of early childhood education and school is that children and students are given ample opportunities for influence and democratic participation. Research about children’s and students’ influence in education has grown during the latest decades. This paper presents a synthesis of Swedish research on influence in education published 2005-2018. Four themes are identified as main topics in the research undertaken: 1. the significance of the teachers, in which the views and attitudes of teachers, their concrete actions and asymmetrical power relations in education are examined, 2. a child/student perspective on influence, in which students’ perceptions of influence, their actions to gain influence and how status and position in the group affects influence are highlighted, 3. formal arenas for influence, in which the content and processes of class- and school councils are analysed, and 4. the significance of structural factors, which investigates how influence is affected by factors such as gender, educational ambitions, social status and class. The central findings within these themes are clarified, and, based on the synthesis, suggestions for further research about children’s and students influence are given.
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