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- Ahlqvist, Göran, et al.
(författare)
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The Sävsjö-school-project : a cluster-randomized trial aimed at improving the literacy of beginners—achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum
- 2019
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Ingår i: Child and Adolescent Psychiatry and Mental Health. - : Springer Science and Business Media LLC. - 1753-2000. ; 13
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundA curriculum was planned using modern concepts based on the “old” principles to test if such an educational intervention provided pupils with good mental health and a solid basis for good reading and writing skills, as well as generated a positive attitude to learn. These “old” principles were based on previous knowledge derived from school psychiatry (which in Sweden was a branch of child and adolescent psychiatry 1915–1970), educational psychology and the educational approach from the differentiating Swedish School system of 1946–1970 (itself based on the principles of curative education “Heilpädagogie”, which was later renamed mental health care).MethodsAll six available schools in the small Swedish city of Sävsjö participated in the study. In these six schools there were eight preschool classes that included every 6-year old child living in the city. In total there were 184 families with 186 children (including 2 pairs of twins) who belonged to these preschool classes and were invited to take part in the study. One family moved just before school-start and 8 decided not to participate, thus 177 children (84 boys and 93 girls, aged 5.6–6.6 years) entered the study. The preschool classes were randomized into an experimental group with four preschool classes and a comparison group with four preschool classes. The experimental group followed a teaching program from the start of the preschool year until the end of grade 3 that was tailored to each student’s individual capacity based on the concepts of school maturation and curative education used in the Swedish schools during the period 1946–1970. The comparison group followed today’s average Swedish school curriculum. The project was planned as an intervention study covering the preschool year and the first 3 years of elementary school, which was to form a basis for a follow-up when the pupils had left senior high, the 12th year in Swedish public school. The outcome and the achievements were measured at end of grade 3 using standardized tests on reading, writing and mathematical skills. Behavior was assessed at school start and at end of grade 3 using the Child Behavior Check List (CBCL-scales) in addition to a questionnaire on Attention Deficit Hyperactivity Disorder (AD/HD) with criteria from DSM-IV. The children made a self-evaluation of their attitude towards learning.ResultsAt the end of school year 3, the children in the experimental group had an improved reading capacity (p = 0.002, effect size(es) = 4.35) and reading comprehension (p = 0.03, es = 0.04). They evaluated their own reading (p = 0.02, es = 0.23), writing (p = 0.007, es = 0.35) and mathematical skills (p = 0.003, es = 0.48) as going “very well” when compared to comparison group. Differences regarding intelligence quotas between the groups at the start of school had disappeared by the end of grade 3. No differences referring to CBCL were found at end of grade 3. One child in the comparison group fulfilled criteria for AD/HD, according to parents and teachers.ConclusionsThe alternative curriculum covering the preschool year through the first 3 years of elementary school based on the old principles from curative education (“Heilpädagogie”), educational psychology and school psychiatry gave the children in the experimental group a better reading capacity and reading comprehension.Trial registration The study started in 1998. The data were collected longitudinally and prospectively but have not been analyzed until now, with the children having left senior high. A retrospective registration in the ISRCTN is pending.
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- Ahlqvist, Göran, et al.
(författare)
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The Sävsjö school project : A follow-up at the end of junior- and senior-high school of students that participated in a universal intervention at school start
- 2021
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Ingår i: International Journal of Educational Research Open. - elsevier : Elsevier BV. - 2666-3740. ; 2-2, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- A follow-up to the Sävajö school project, a universal intervention, from 1998 to 2002 is presented in this paper. The project was a cluster-randomised trial aimed at improving the literacy of beginners from the perspective of factors like achivements, mental health, school satisfaction, and reading capacity at the end of grade 3, while using an alternative curriculum. Half of all the six-year-olds (n = 92, of whom 48 attended single-age classes and 44 attended mixed-age ones) starting kindergarten were assigned to the intervention group. The comparison group (n = 85) followed the regular curriculum. The follow-ups after grades 9 and 12 show that the improvements observed after grade 3 persisted at the end of grade 9 in the experimental group attending single-age classes, but were not sustained for those who had atteded mixed-age classes. The students who had attended the experimental single-age classes were more likely to have completed their studies at the end of grade 12.
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- Allodi Westling, Mara, 1959-, et al.
(författare)
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Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context
- 2019
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Ingår i: Research to Practice in Early Intervention.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.
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- Allodi Westling, Mara, 1959-
(författare)
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Emerging themes in the meeting between teachers and parents : when the children have special needs disabilites or are at risk
- 2011
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Ingår i: Educazione familiare e servizi per l'infanzia. - Firenze : Firenze University Press. - 9788866550280 ; , s. 99-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Relations characterised by collaboration and alliance between staff and parents of children with particular needs, experiencing developmental challenges or disabilities are necessary conditions of a favourable educational situation. Several studies testimony the protective role of positive educational experiences for children at risk, but the educational experiences of these children are not always satisfactory and propitious for their future development. Studies on the experiences of the meetings between parents and educational staff describe which difficulties may arise in the form of conflicts, communication problems, loss of trust and reciprocal devaluation and critique. The meetings between families and the services are not just personal encounters; they are also influenced by the characteristics and structures of the surrounding educational context. The themes emerging from several studies can be related for instance to the fight for the support and the resources, and to the definition of the child’s needs, potential and of what is the best for the child. The analysis and reflection on these themes and their motives should help the teachers to understand and prevent these risks, changing the responses to the parents adequately.
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- Allodi Westling, Mara, 1959-
(författare)
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Goals and values in school : A model developed for describing, evaluating and changing the social climate of learning environments
- 2010
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 13:2, s. 207-235
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Tidskriftsartikel (refereegranskat)abstract
- This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics ofeducational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.
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- Allodi Westling, Mara, 1959-
(författare)
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Lärarens val : att göra motstånd mot en förtryckande organisation eller mot elever som inte passar in
- 2010. - 1
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Ingår i: Pedagogik som motstånd. - Stockholm : Svenska Korczaksällskapet. - 9789163313301 ; , s. 77-84
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Att få möjlighet att utbilda sig är en grundläggande mänsklig rättighet. Skolan ska bidra till att barnets personlighet samt fysiska och mentala förmågor utvecklas till dess fulla potential. Men när är skolan verkligen en rättighet och när blir den i stället en belastning för barnet? Kapitlet analyserar villkoren för att utbildningen ska upplevas som en rättighet av alla elever och hinder som finns på vägen dit, samt reflekterar kring vad det kan innebära för lärarna att välja att ta ansvar för sina elever.
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