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- Danielsson, Louise, 1949-
(author)
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Det teckenspråkiga klassrummet : en arena för möte mellan elever och lärare
- 2013
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Licentiate thesis (other academic/artistic)abstract
- The aim of this study is to investigate the interaction in sign language in a classroom in the special school for deaf and hard of hearing pupils. Three questions are of particular interest: What characterizes interaction in educational situations where the whole class is present compared to half the class and when the pupils in small groups are solving problems given by the teacher? How are a hearing and a deaf teacher interacting in the classroom? And How are boys and girls interacting in different educational situations?Theoretically the study is based on an educational interaction model. Of particular interest in this model are restrictive and permissive aspects of teaching and factors stimulating pupil participation. Symbolic interactionism has been used in the interpretation of face-to-face interaction in sign language.Video recordings of classroom interaction in natural sciences were documented in a class in the special school comprising 17 pupils and three teachers. A total of seven lessons were recorded consisting of whole class teaching, half class teaching and problem solving in small groups. Of the pupils ten were girls and seven were boys and of the teachers one was hearing and one was deaf. The third teacher was only temporarily in the class and was not included in the analysis. The recorded material was transcribed and analyzed in six steps.The results show that the teachers are most restrictive in whole class teaching while there is more participation from the pupils in half class teaching. In the small group problem solving the teachers seem to be more interested in the group process than in getting an answer to the problem. This gives a lot of room for individual actions and interaction of a relational kind rather than educational. There tend to be some visible differences between the hearing and the deaf teacher. The former uses a more individual approach towards the pupils, I-Gaze, which leaves room for the pupils to be engaged in other activities. The deaf teacher on the other hand keeps all the pupils engaged by using a group approach, G-Gaze. Other differences are the use of literacy tools where the deaf teacher situates the material and keeps the attention of the pupils by telling a narrative. Concerning differences between boys and girls it is evident that the boys are more dominant in whole class and half class interactions while the girls tend to take over the teacher role in small group interaction. These results are discussed in relation to theoretical background and research on classroom interaction in the compulsory school and in schools for deaf pupils.
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| 3. |
- Fischbein, Siv, 1940-
(author)
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Valfrihet och psykisk hälsa i skolan
- 2011
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In: Psykisk hälsa. - Stockholm : Svenska föreningen för psykisk hälsovård. - 0033-3212. ; :4, s. 6-15
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Journal article (pop. science, debate, etc.)abstract
- Jämförelser över tid både inom Sverige och med andra länder visar på ökad ojämlikhet och sjunkande prestationer i den svenska skolan. En avgörande faktor verkar vara den valfrihet som uppträder på olika nivåer i systemet. Valfriheten ökar risken för utslagning och ohälsa bland grupper av elever som befinner sig i riskzonen och inte kan utnyttja systemets fördelar.
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| 4. |
- Heimdahl Mattson, Eva, et al.
(author)
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Students with reading difficulties/dyslexia: a longitudinal Swedish example
- 2010
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In: International Journal of Inclusive Education. - London : Routledge. - 1360-3116 .- 1464-5173. ; 14:8, s. 813-827
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Journal article (peer-reviewed)abstract
- The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest. Retrospective interviews were performed with students and parents. Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof environmental adjustment. Special educational support was according tostudents and parents organised in small and often very heterogeneous groupswhere the students sometimes received adequate support but often felt deviantfrom friends in their regular classes. The responsibility for helping the childrenwith their schoolwork was allocated to the parents. Research in this areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and parental involvement indicate that competence and resources at schoolregarding children at risk for developing reading difficulties are often lacking in the Swedish educational system.
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| 5. |
- Gustafsson, Jan-Eric, 1949, et al.
(author)
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School, Learning and Mental Health : A systematic review
- 2010
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Reports (other academic/artistic)abstract
- Rapporten presenterar resultaten från en systematisk översikt av forskning om skola, lärande och barns psykiska hälsa. Kungliga Vetenskapsakademiens Hälsoutskottet har givit uppdraget att genomföra en sådan översikt till en arbetsgrupp som har arbetat med uppdraget från hösten 2008 till mars 2009. Det första syftet med översikten är att genomföra en kartläggning av forskning inom det breda fält som behandlar frågor om skola, lärande och barns och ungdomars psykiska hälsa. Det andra syftet är att genomföra en narrativ syntes av forskning som undersökt orsaksförhållanden mellan psykisk hälsa å ena sidan och skolresultat och lärande å den andra sidan. Det tredje syftet är att redovisa resultat från forskning som har studerat svenska barns och ungdomars erfarenheter och upplevelser av skola och undervisningssituationer. För att uppnå de första två syftena genomfördes systematiska litteratursökningar i bibliografiska databaser av artiklar publicerade i vetenskapliga internationella tidskrifter inom olika discipliner. Det tredje syftet undersöktes med litteratursökningar av kvalitativa svenska studier i bibliografiska databaser. Slutsatser På grundval dels av kartläggningen av forskning om skola, lärande och psykisk hälsa, dels av de två fördjupade översikterna kan följande slutsatser dras: • Omfattningen av forskning som undersöker relationerna mellan olika aspekter av skola och psykisk hälsa är begränsad och i synnerhet gäller detta forskning som undersöker organisationsfaktorer och undervisnings-faktorer, aktiviteter, läroplaners utformning, resurser, specialpedagogiskt stöd, och olika former av betyg och bedömning. • Tidiga svårigheter i skolan och i synnerhet läs- och skrivsvårigheter kan orsaka internaliserande och externaliserande psykiska problem. • Svårigheter i skola och psykiska problem tenderar att vara stabila över tid. • Skolrelaterade hälsoproblem tenderar att minska när eleverna börjar på gymnasiet och får tillgång till nya områden av aktiviteter, roller och valmöjligheter. • Att genomföra stora ansträngningar utan att detta leder till resultat är relaterat till utveckling av depression. Problem i skolan med skolresultat och prestationer orsakar inter-naliserande symptom för flickor under tonåren. • Det finns samband mellan olika typer av psykiska problem och de är också relaterade till ett brett spektrum av somatiska och psykosomatiska symptom. • Internaliserande och externaliserande psykiska problem har negativa effekter på skolprestationer genom mekanismer som är delvis ålders- och genusspecifika. • Kompetenser och prestationer i skolan är relaterade till psykisk hälsa. • Goda resultat i skolan har en positiv effekt på självuppfattning. • En god självuppfattning bidrar inte direkt till bättre resultat, men andra faktorer som är relaterade till självuppfattning (motivation och upplevd inre/yttre kontroll) påverkar lärande och resultat • Relationer med klasskamrater och lärare bidrar till processer som kopplar skolmisslyckande till psykisk ohälsa. Relationer med kamrater och lärare kan också skydda mot utvecklingen av psykiska problem. • Jämförelser med klasskamrater påverkar självuppfattningen, med effekter som varierar beroende på gruppsammansättning och typ av skola.
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| 7. |
- Westling Allodi, Mara, 1959-, et al.
(author)
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Teachers' Perceptions of their Work Environment in Swedish Junior High Schools
- 2012
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In: Research in Comparative and International Education. - : SAGE Publications. - 1745-4999. ; 7:3, s. 376-393
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Journal article (peer-reviewed)abstract
- The aims of this study were to explore the organisational characteristics of junior high schools, to identify typologies of work environments and to explore the relationships between the type of work environment and how schools function. The educational profession and the role of teachers have been influenced by policies inspired by the principles of new public management (NPM). The Swedish version of the Organizational Checkup Survey is a general and expanded version of the Maslach Burnout Inventory. The present work analyses the 16 items concerning energy, involvement and accomplishment (‘Relations to Work’) and the 29 items concerning workload, control, reward, community, fairness and values (‘Fields of Work’). The answers from 749 Swedish junior high school teachers from a stratified selection of 32 schools were analysed with a structural equation modelling approach. The means of the answers from the teachers from the same school were dichotomised and analysed with partial order scalogram analysis. The polarising variables contributing to the identification of four main profiles were reward and workload. There were gender differences: female teachers were more exhausted, felt more involved and were more dissatisfied with their workload than male teachers. There were also age differences, the younger teachers reporting, in particular, lower professional autonomy (control). The results show relevant differences between schools, and that teachers' perceptions of their work environment can be considered an indicator of school quality. The results of the comparisons are related to the conditions of high efficiency and deprofessionalisation of NPM-inspired educational organisations, and indicate a possible link between school organisation and teachers' perceptions of reward.
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