| 1. |
- Anderson, Lotta, et al.
(författare)
-
Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden
- 2017
-
Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.
|
|
| 2. |
- Anderson, Lotta, et al.
(författare)
-
Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden
- 2017
-
Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524
-
Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna studie är att analysera lärares och elevassistenters arbete och reflektioner kring bedömningar för lärande i en svensk grundsärskola. Forskning har visat att bedömning för lärande är ett kraftfullt verktyg för att förbättra studieresultat. De teoretiska perspektiven diskuterar begrepp som lärande och samarbete. Studien faller inom ramen deltagande design; forskarna följde fyra team, totalt 20 lärare och elevassistenters arbete genom videoobservation, diskussioner, feedback och föreläsningar om bedömning. Teamen dokumenterade klassrumsundervisning och bedömning av elevernas förmågor i olika ämnen. Empirin i denna studie är baserade på teamens skriftliga texter. Texten analyseras med hjälp av en kvalitativ innehållsanalys och bidrar till forskning om formativ bedömning genom att inkludera lärare såväl som elevassistenter. Resultat visar att båda professionerna har utvecklat sin pedagogiska filosofi och förmåga att ge eleverna feedback, vilket kommer att ge stöd i deras inlärning. Resultaten belyser också diskussionen mellan inlärning och omsorg, vad gäller lärare och elevassistenters uppdrag. En utmaning för teamen är att förena elevernas vårdbehov med läroplanens kunskapskrav och se till att de lär sig inom ett holistiskt perspektiv. Undervisning och utvärdering av elever med omfattande inlärningssvårigheter och i behov av alternativ kommunikation är en annan utmaning för teamen samt medvetenhet om att förändringsprocesser tar tid.
|
|
| 3. |
- Anderson, Lotta, et al.
(författare)
-
Characteristics of independent schools directed at students in need of special support : a study of school website presentation
- 2019
-
Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
|
|
| 4. |
- Anderson, Lotta, et al.
(författare)
-
Characteristics of Independent Schools Directed at Students in Need of Special Support : a Study of School Website Presentation
- 2019
-
Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
|
|
| 5. |
- Bäcklund, Johan, et al.
(författare)
-
Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic
- 2022
-
Ingår i: Problems of Education in the 21st Century. - : PEC. - 1822-7864 .- 2538-7111. ; 80:2, s. 273-288
-
Tidskriftsartikel (refereegranskat)abstract
- The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led ‘flipped classroom’ teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL (‘in real life’) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.
|
|
| 6. |
- Bäcklund, Johan, et al.
(författare)
-
The paradox of the flipped classroom : One method, many intentions
- 2018
-
Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 76:4, s. 451-464
-
Tidskriftsartikel (refereegranskat)abstract
- The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (Semi-structured) to describe their experiences from flipping their own classrooms. The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
|
|
| 7. |
- Christensen, Jonas
(författare)
-
A Critical Reflection of Bronfenbrenner´s Development Ecology Model
- 2016
-
Ingår i: Problems of Education in the 21st Century. - : Scientific Methodical Centre 'Scientia Educologica', Lithuania; The Associated Member of Lithuanian Scientific Society, European Society for the History of Science (ESHS) and ICASE. - 1822-7864 .- 2538-7111. ; 69, s. 22-28
-
Tidskriftsartikel (refereegranskat)abstract
- This article is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed.
|
|
| 8. |
- Dahl, Marianne, 1955-, et al.
(författare)
-
Leisure-time teachers in a changed profession
- 2015
-
Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 68, s. 22-35
-
Tidskriftsartikel (refereegranskat)abstract
- This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center.
|
|
| 9. |
- Diehl, Monika
(författare)
-
Teachers' and learners' experiences of entrepreneurial education : practice and challenges in relation to visible and invisible pedagogy
- 2016
-
Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 73:73, s. 27-44
-
Tidskriftsartikel (refereegranskat)abstract
- Entrepreneurial education is described as gaining abilities that enable the future workforce to develop, be part of and adapt to the changing society. International policy texts, from for instance the Organisation for Economic Co-operation and Development (OECD) and the European Commission, agree that entrepreneurial abilities are to be taught and learned in school. Even if this has been on the agenda for decades, it wasn't inscribed in the Swedish curricula until 2011. This research focuses on lower secondary schools and what is called the broad approach or entrepreneurial education. To foster entrepreneurially, different progressive theories of instruction are often suggested. Basil Bernstein has outlined two generic forms of instructional theories: visible and invisible pedagogy; visible pedagogy can be described as "traditional", while invisible pedagogy requires progressive teaching and learning. Based on classroom observations, interviews with teachers and learners, this study elaborates on these concepts in relation to experiences of entrepreneurial education. Different challenges, due to contradictory messages in curricula, learners' backgrounds and experiences, as well as teachers' approaches, are revealed. The study suggests that, even though more or less ambitious attempts are being made, "pure" entrepreneurial education is difficult to enable in a practice where visible pedagogy is the standard educational practice.
|
|
| 10. |
- Engvall, Margareta, 1955-, et al.
(författare)
-
THE EFFECT ON STUDENTS ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS
- 2020
-
Ingår i: Problems of Education in the 21st Century. - : SCIENTIA SOCIALIS. - 1822-7864 .- 2538-7111. ; 78:2, s. 167-195
-
Tidskriftsartikel (refereegranskat)abstract
- Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.
|
|
