| 1. |
- Almqvist, Lena, et al.
(författare)
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Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? – en syntes av meta-analyser
- 2015
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Ingår i: Tre forskningsöversikter inom området specialpedagogik/inkludering. - Stockholm : Vetenskapsrådet. - 9789173072830 ; , s. 1-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport är en syntes av forskning som presenterats i s.k. meta-analyser. Meta-analyser är studier där man använt särskilda statistiska metoder för att beräkna s.k. effektstorlekar utifrån interventionsstudier. Med effektstorlekarna sammanfattas främst forskningsresultat från experimentella studier som fokuserar liknande forskningsfrågor. Syftet med vår syntes var att sammanställa forskning om vilka stödinsatser (i föreliggande rapport synonymt med intervention) som främjar uppfyllelse av kunskapsmål för elever i svårigheter. Mer specifikt har vi studerat vilka arbetssätt/pedagogiska undervisningsmetoder som leder till uppfyllelse av kunskapsmål för denna elevgrupp. Dessa arbetssätt definierar vi som generella pedagogiska stödinsatser respektive ämnesspecifika pedagogiska stödinsatser inom områdena läsning och skrivning samt matematik.
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| 2. |
- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Situerad mångfald i skolan
- 2002
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Ingår i: Jagen och rösterna. - Linköping : Linköpings universitet. - 9173732680 ; , s. 277-287
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Carlsson, Reidun, 1948-, et al.
(författare)
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Demokrati och inkludering : en begreppsanalys
- 2004
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Ingår i: Utbildning och Demokrati. - Örebro. - 1102-6472 .- 2001-7316. ; 13:2, s. 77-95
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscibes to a gereral idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rulegoverned, representative, participatory and deliberative. Relations between notions of inclusion and democracy are - tentatively - discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.
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| 7. |
- Möllås, Gunvie, 1957-
(författare)
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"Detta ideliga mötande" : En studie av hur kommunikation och samspel konstituerar gymnasieelevers skolpraktik
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Practically all pupils leaving the nine-year compulsory school continue their studies at the upper secondary school, which consequently faces the challenge of meeting the whole range of varying needs and conditions of students. Daily school practice is constituted by a number of communicative contexts, formal as well as informal. In these social and linguistic contexts, conversations are held about and with students. The dissertation, which focuses on students in need of support, is expected to contribute to the creation of knowledge about how communication and interaction constitute daily work and how this ultimately may be manifested in exclusion and inclusion processes during the upper secondary school education of the young. The research is directed at the organisation of the work of the upper secondary school as well as at students’ experience of and learning from their participation, communication in various contexts and their own learning.The dissertation has its point of departure in the communicative relational perspective (KoRP), which is founded on socio-cultural theory formation. In addition, concepts from dramaturgy have been used as analytical tools for deepened analysis and interpretation of interaction. The study is ethnographic and longitudinal in its nature. During slightly more than three years of field work, eleven case study students have been followed on their journey through upper secondary school education.The outcome indicates the complexity of the upper secondary school, where communication and actions in a number of communicative contexts not always have the expected effect. To formal contexts that shall have a precautionary and supportive function belong pupil welfare team meetings, transition conferences and class meetings. For the group of case study students, however, these turn out to have limited significance. Among other things, the study uncovers how work organisation, mediational tools and the interaction of participants may become obstacles. Further, waiting for support efforts as well as inadequate collaboration between various communicative contexts have negative consequences for students concerned. For students who prosper in spite of complicated schooling and life situation in general, the experience of participation in a community of friends has a prominent position, but above all participation in one’s own learning process appears to be a decisive factor. This calls for continuous talks and follow-ups, in which teachers and not least class teachers/mentors have a central role.
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| 8. |
- Nilholm, Claes, 1957-
(författare)
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Berättelseforskning
- 2000
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Ingår i: Creative Crossroads - Electronic Honorary Publication Dedicated to Yvonne Wærn on Her Retirement. - Linköping : Tema Kommunikation, Linköpings universitet. ; , s. 89-104
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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