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- Boström, Lena, 1960-, et al.
(författare)
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A theoretical framework about leadership perspectives and leadership styles in the didactic room
- 2012
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Ingår i: Proceedings of WCLTA 2012 Conference. - : Macrothink Institute, Inc.. ; 2:4, s. 166-186
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers’ leadership. The aim is to develop new knowledge about teachers’ leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers’ various perspectives and behavioral styles in the didactic room. The meaning of the concept “perspective” precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.
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| 2. |
- Boström, Lena, 1960-
(författare)
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Do Ten-year-old Children in Sweden Know How They Learn? : A Study of How Young Students Believe They Learn Compared to Their Learning Styles Preferences
- 2012
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Ingår i: International Education Studies. - Toronto : Canadian Center of Science and Education. - 1913-9020 .- 1913-9039. ; 5:6, s. 11-23
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Tidskriftsartikel (refereegranskat)abstract
- Students’ individual learning strategies have been identified as important skills in order to succeed in school as well as important for lifelong learning. The Swedish steering documents are permeated by an epistemological and a methodological variation based on the individual student’s learning. Learning how to learn has been identi-fied by the EU as one of eight key competences. There is not much research on elementary school students and meta-learning. This study is therefore aimed to examine these students’ own perceptions of their learning, and compare how student think that they learn to their learning styles preferences according to the learning styles assessment Learning Styles Inventory (LSI). The theoretical framework is based on previous Swedish research and Dunn’s Learning Styles Model. A multi-method design was selected. After the LSI-test the students estimat-ed their preferences. Finally, interviews were conducted with 15 students. When comparing students’ learning styles profiles to their estimation of how they thought they learn, there was a clear discrepancy. The students estimated more preferences than was evident in the analysis. This applies above all to the perceptual strengths, and time of day. The smallest difference, however, was found in the environmental elements. The interviews showed that students have difficulties explaining how they learn. What the students pointed out, however, was their need to work in peace, learning by reading and working on the computer, and also varied learning environ-ments. Their response on learning showed that they were building their insights on the school context and expe-rience from there.
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| 4. |
- Boström, Lena, 1960-
(författare)
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Effects of learning styles responsive approaches. Effects of Learning-Style Responsive Versus Traditional Approaches on Grammar Achievement
- 2011
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Ingår i: Institute for Learning Styles Journal. ; 1:Spring 2011, s. 17-38
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the effects of teaching through traditional versus learning-styles instructional methods on a sample of 323 heterogeneously grouped adolescent and adult learners’ achievement, retention, attitudes, overall assessment and understanding of the advantages of learning Swedish grammar. In a counterbalanced design, the control group was taught about grammar with a traditional teaching method and the experimental group was taught the same content with Multisensory Instructional Packages (MIP) (Dunn & Dunn, 1992). Statistical analyses included analysis of variance with two independent variables (learning-style versus traditional methods) and three between-subjects variables (sequence, age, and learning-style type). Discriminant analysis and F-tests were used. The research design was quantitative, but incorporated qualitative components of triangulation. Significantly more positive differences (p ≤ 0.01) were revealed in achievement, attitudes, retention, overall assessment and understanding of the advantages of grammar when students were taught with learning-styles responsive instructional strategies as opposed to when they were taught traditionally. The findings indicated that learning-styles methodology provided a practical, positive means of individualizing instruction and simultaneously improving learners’ attitudes toward learning grammar.
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| 5. |
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| 6. |
- Boström, Lena, 1960-
(författare)
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Elevers lärstilar i jämförelse med deras lärares lärstilar. En jämförande studie av elever och lärare i ungdomsskolan i Danmark.
- 2011
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Ingår i: Pædagogisk Psykologisk Tidsskrift. - 1903-0002. ; 48:6, s. 560-580
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel jämför lärares och elevers lärstilsprofiler på de två gymnasieinriktningarna (yrkesskolor och teoretiska inriktningar) i Danmark, för att undersöka skillnader och likheter. I studien ingick 30 gymnasielärare och 152 elever. Lärstilstestet PEPS användes för att identifiera 20 olika lärstilsdrag. Fem grupper jämfördes och analyserades med hjälp av F-test och variansanalys, ANOVA. Frågeställningarna var följande: i vilken utsträckning föreligger skillnader i lärstilspreferenser dels mellan lärare och elever, dels mellan de två studieinriktningarna? Den statistiska analysen visade att lärarna har ett större behov av värme och är mer anpassningsbara jämfört med eleverna. Studenterna däremot, har mer behov av struktur, är mer grupporienterade, är mer taktila, behöver mer intag och rörelser och är mer alert på eftermiddagen, jämfört med lärarna. De fyra elevgrupper visar några statistiskt signifikanta skillnader dem mellan Yrkeselever skiljer sig mer från lärare än sina jämnåriga i den teoretiska klassen. Resultaten har värde för personer involverade i planering av lärarutbildningar, verksamma lärare samt eleverna själva Det är en avgörande kompetens för lärare att förstå sin egen undervisningsstil och elevers lärstilar i uppdraget ² en skola för alla ². Resultaten pekar på behovet av breddade undervisningsstrategier samt en fördjupad didaktisk diskussion om den praktiska verksamheten.
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| 7. |
- Boström, Lena, 1960-, et al.
(författare)
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Good reading Enviroments for Individual Reading
- 2013
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Ingår i: Pædagogisk Psykologisk Tidsskrift. - Köpenhamn : Dansk Psykologisk Forlag. - 1903-0002. ; 50:5, s. 66-80
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Tidskriftsartikel (refereegranskat)abstract
- The reading ability among today’s children and youth is highly discussed both nationally and internationally. The results for Swedish students, in both PIRLS and PISA, show a decrease in reading ability. There are different explanations to the decrease, for example deficiency in teaching and a reduction in the use of reading strategies. While a lot of research is being devoted to reading development, there is a lack on research showing overall constructive ways to build and maintain favorable reading environments for each individual. Our aim with this paper is to discuss what will work on an individual basis. Our research question is: Which are the key-factors that create good reading environments and maintain a sustainable reading interest on an individual level? The overall purpose of this paper is therefore to explore the field of research on early reading, with a special focus on good reading environments, individual conditions, reading styles and teaching strategies. The aim is to identify how good reading environments can be developed through children’s individual reading styles and strategies, and teacher’s awareness of teaching strategies that create an optimal platform for lifelong reading. This paper is a conceptual paper in which a theoretical framework built on international empirical research was identified, by connecting and systematizing different parts of reading, learning and teaching. This area is complex and complicated because it involves interactions and different learning and teaching perspectives. In this paper we present research showing that teaching reading based on individual reading styles and strategies is an effective way to ensure children’s´ achievement, interest, self-confidence, and motivation. Children’s awareness of reading strategies supported by favorable reading environments influence meta-cognition and also the ability and interest to become a skilled reader. It is also clear that teachers’ pedagogical knowledge is of great importance as well as their ability to use a variety of teaching strategies to meet the needs of every individual. This paper provides useful information unraveling concepts, methods and effects which can aid children, parents, teachers and researchers in understanding, evaluating and monitoring reading, thus having practical implications for promoting lifelong reading.
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| 8. |
- Boström, Lena, 1960-, et al.
(författare)
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Grammatiken till heders igen : Om ett nytänkande i grammatikdidaktik
- 2012
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forskning om grammatikdidaktik lever ett mycket tyst liv. De senaste femton åren kan endast ett tiotal böcker, artiklar och avhandlingar spåras i vårt land. Med de nya läroplanerna framskrivs färdigheter och kunskaper i vårt språk och även i grammatiken. I denna artikel belyser vi framför allt grammatikdidaktikens hur-fråga utifrån ett språk- och utbildningsvetenskapligt fokus samt beprövad erfarenhet. Syftet är att visa hur man oberoende av grammatikteoretiskt perspektiv kan individualisera undervisningen med hjälp av kunskaper om elevernas lärstilspreferenser. Vi diskuterar grammatikdidaktik utifrån en breddad metodisk ansats och pläderar för en ny, vetenskapligt underbyggd modell för en lärstilsanpassad grammatikundervisning. Därmed vill vi väcka till liv den långdragna numera något insomnade debatten om grammatikens ställning inom svenskämnet. Dessutom vill vi generera en metodisk modell, applicerbar inom svenskämnets didaktik, för att bättre anpassa undervisningen till elevers styrkor och behov.
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| 9. |
- Boström, Lena, 1960-
(författare)
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How Do Students in Vocational Programs Learn? : A Study of Similarities and Differences in Learning Strategies.
- 2013
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Ingår i: Journal of Education and Learning. - 1927-5250. ; 02:Aug
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Tidskriftsartikel (refereegranskat)abstract
- Vocational programs are facing educational challenges. Many students leave secondary school in Sweden without graduating, and this is problematic in terms of equivalence, skill segregation, and lifelong learning for the students. This study has tried to see learning through students’ eyes, and it has examined learning strategies in six different vocational programs. The research questions have addressed which general learning strategies dominate and which differentiate. The study involved 244 students. The Productivity Environmental Preference Survey (PEPS) learning styles assessment was used to identify 20 different student traits. Sex groups were compared with descriptive statistics and analyzed by using the F-test and analysis of variance (ANOVA). The tendencies were low motivation, conformity, a high need for structure and routine, multimodal dominance, and a need for intake and movements. The most productive time of day was in the afternoon. The statistical analysis revealed that six of the 20 elements differed, but there were more similarities than differences. This study highlights the importance of finding a pedagogical model that is suitable for vocational education, expanded educational strategies, and in-depth didactic discussions. The results are valuable for people involved in the planning of vocational education and for the students themselves.
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| 10. |
- Boström, Lena, 1960-
(författare)
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How do teacher students for compulsory school learn compared to music teacher students in Sweden? A Comparative Study of Two Different Student Teacher Groups in Sweden : Paper presented at the ELSIN-conference, july 2010, Aviero, Portugal
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The profession of teaching is continuously debated in the light of the students’ results and learning. The teaching education system is also currently undergoing reforms in Sweden. Hence it is of importance for educational institutions to be aware of the different ways student groups learn, as well as of importance for every prospective teacher to be aware of his/her own learning styles. The purpose of this research was to uncover the learning styles preferences in higher education for two groups of prospective teachers and analyze the differences compared to international research. The study involved 65 prospective teacher student randomly selected; 33 teacher students for compulsory school and 32 prospective music teacher students. The Productivity Environmental Preference Survey (PEPS) was used to identify the learning-styles preferences of the participants for 20 areas. Inferential statistics were established by t-tests to determine differences in learning-styles preferences among prospective teachers compared to prospective music teachers for compulsory school. The research shows significant differences between the two teacher student groups. Based on the results it can be concluded that prospective teacher students tend to need more sound, soft lights and routine, they needed less structure and they are less auditory and tactile compared to prospective music teachers. The findings suggested the need for widely diverse teaching approaches in higher education for teachers.
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