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- Lövström, Anna, 1972-
(författare)
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Delaktighet för elever med olika förkunskaper i matematik : en interdisciplinär studie om betydelsen av undervisningens utformning och genomförande för elevers lärande
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is about developing our knowledge of teaching and student learning through examining teaching that has been designed and implemented with in a learning study. Applying an interdisciplinary approach, this research builds knowledge of how teaching can be designed and implemented for young students with different prior knowledge of mathematics. The focus is on inclusive education and, in particular, on inclusive learning environments. Teaching and learning about whole numbers for students in grades 2 and 3 were studied.The empirical material, mainly comprising videotaped lessons and the results of identical knowledge tests that the students completed before and after the lessons, was collected in a learning study and used in two steps. First, the teaching characteristics were analysed at a collective level, mainly based on test results used to measure learning outcomes, i.e.,students’ ability to expand their number range from natural to whole numbers. The extent to which the teaching characteristics were transferable to new teaching contexts was also investigated. Second, an interdisciplinary approach was followed, applying knowledge and theories from special needs education and mathematics education. Examining teaching characteristics in relation to outcomes, the research perspective expanded from the collective to the individual level, emphasizing participation and learning among students with different prior knowledge according to test results. Notably, at a collective level, teaching was characterized by being based on the identification of critical aspects. Analyses of teaching outcomes at the individual level revealed a mixed picture of student learning and participation in the learning study lessons. Concerning one studied lesson, an analysis of student test results revealed considerable diversity in student achievement, indicating that some students learned what was intended while others did not. However, test results from another lesson indicated that all students progressed in learning about whole numbers. During this lesson, the teacher-guided mathematical discourse incorporating several routines seemed to be central to facilitating student participation as well as change in the discourse on whole numbers.The main conclusion is that the interdisciplinary research approach helped foster deeper insight into teaching design and its outcomes regarding individual students’ learning and participation. In addition, the findings emphasize the importance of teachers taking responsibility for inviting the students into the mathematical discourse in relation to the access aspect of participation, and then, through challenging questions, facilitating progress to the collaborative aspect of participation.
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| 2. |
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| 3. |
- Atterström, Andrea, et al.
(författare)
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Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
- 2023
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Ingår i: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; 70:6, s. 1101-1119
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Tidskriftsartikel (refereegranskat)abstract
- Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.
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| 4. |
- Blomberg, Git
(författare)
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Förskolans utbildning utifrån barns rätt till stöd
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Licentiatuppsatsen handlar om förskolans utbildning utifrån barns rätt till stöd. Barns möjligheter till relationer, samspel och interaktion med sin omgivning påverkas av de förutsättningar som finns och skapas. Studiens syfte är att undersöka hur förskollärare och rektorer beskriver sin förståelse av förskolans utbildning utifrån barn som anses vara i behov av särskilt stöd. I studien används en hermeneutisk forskningsansats tillsammans med ett systemteoretiskt perspektiv utifrån Bronfenbrenners ekologiska utvecklingsmodell (Bronfenbrenner, 1979, 1994) och bioekologiska modell (Bronfenbrenner & Morris, 2006).Semistrukturerade intervjuer har använts som metod. Totalt har 15 intervjuer genomförts med åtta rektorer och sju förskollärare. Studiens resultat visar att respondenterna anser att de arbetar med barn i behov av särskilt stöd men de har samtidigt svårt att definiera vilka barn som är barn i behov av särskilt stöd. De menar att alla barn, tillfälligt eller långvarigt, kan vara barn i behov av särskilt stöd och att barnen inte behöver ha någon funktionsnedsättning eller diagnos för att behöva stöd. Resultatet visar också att rektorer och förskollärare beskriver flera organisatoriska förutsättningar i arbetet med barn i behov av särskilt stöd. Rektorns ledarskap och hur det specialpedagogiska stödet organiseras i förskolan är exempel på organisatoriska förutsättningar. Pedagogiska strategier handlar till exempel om hur förskollärare arbetar nära barnen för att kunna se vad om händer i barngruppen och för att kunna ge stöd till barnen om det behövs. Den komplexitet som framträder i resultatet på samhälls-, organisations-, grupp- och individnivå skapar både möjligheter och utmaningar att möta alla barn och att utveckla en likvärdig utbildning i förskolan.
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| 5. |
- Lövström, Anna, 1972-, et al.
(författare)
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Different student achievement profiles in a learning study about integers : are the students included?
- 2021
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 10:1, s. 17-32
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore to what extent students with such profiles participate in inclusive teaching and learning practices. Design/methodology/approach: Data from a previous learning study are re-analysed, supported by a framework that enables the investigation of inclusive practices. In the present study, inclusion and achievement are viewed as interrelated, meaning that student achievement must be incorporated in the definition of inclusion. The analysis is based on documentation of a video-recorded lesson and on identical tests conducted before and after the lesson. Findings: The general framing of the learning study indicates an inclusive practice, while pre- and post-test achievement together with data from the lesson reveal a mixed picture concerning student achievement and inclusion. The analysis of the pre- and post-test results for the 16 students in the class indicates considerable diversity in student achievement, resulting in four achievement profiles. The main conclusion is that some students gained from participating in the learning study lesson while others did not. The extensive analysis of four students' participation, one for each profile, shows that differences in student achievement are related to the extent to which students participate in inclusive teaching and learning practices. Originality/value: While previous research on learning studies has mainly considered average student achievement, this study focuses on individual variation in achievement and the reasons for it, a matter largely neglected in previous learning study research.
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| 6. |
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| 7. |
- Malmqvist, Johan, 1960-, et al.
(författare)
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But was it Trustworthy? : Methodological Experiences From a Study of a Hard-to-Reach Group of Students in Need of a Flexible Research Approach
- 2024
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Ingår i: International Journal of Qualitative Methods. - : Sage Publications. - 1609-4069. ; 23
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Tidskriftsartikel (refereegranskat)abstract
- Pedagogical research on experiences of learning among students with severe speech and physical impairment (SSPI) is sparse. This may be due to a lack of research-on-research methodology literature about students with SSPI, as they are difficult to find and there are barriers to their participation in mainstream research. Hence, method development is especially important regarding these students, who cannot participate when traditional inquiry methods are used. This article's objective is therefore to advance method development by means of a retrospective investigation. The empirical findings consist of documented experiences from a previous study of students with SSPI (henceforth, "literacy study"). A computer-assisted email dialogue technique was developed in the literacy study's pilot study and eventually used in the main study, to investigate the students' experiences of their literacy development. The aim of this study is to retrospectively and critically examine the scientific trustworthiness of a methodological research approach based on an email dialogue technique used exploratively in the literacy study, to investigate the literacy development among the students grounded in their own experiences, and to contribute methodological experiences gained from that study regarding the relationship between the use of verification strategies and checking techniques. The computer-assisted email dialogue approach was necessary because the few participants were spread over great geographical distances. The approach was developed as an explorative and flexible inclusive research design and was used within the tradition of participatory research. The students in both the pilot and main studies (8-16 years of age) were treated as collaborators rather than research subjects. Both the verification strategies and techniques regarding trustworthiness criteria were found to be important for trustworthiness. The main conclusion, based on our experiences in this retrospective investigation, is that it is necessary to continuously and thoroughly focus on trustworthiness issues throughout the research process to obtain trustworthy findings.
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| 9. |
- Malmqvist, Johan, 1960-, et al.
(författare)
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Specialpedagogers arbete med likvärdighet
- 2022
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Ingår i: Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik. - Lund : Studentlitteratur AB. - 9789144155098 ; , s. 201-226
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Malmqvist, Johan, 1960-
(författare)
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The PRU : The Solution for Whom?
- 2021
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:9
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, pupil referral units (PRUs) have been recommended by the government, suggesting that “inclusion has gone too far”. This governmental recommendation is not based on research focusing on PRUs, as such research is sparse. Furthermore, there has been a lack of evaluations of the efficacy of PRUs, and no national evaluations of such provision have been undertaken. Furthermore, more attention must be paid to PRU students’ own perspectives and experiences as we lack knowledge of their needs and situation. This study aimed to investigate how educational needs have been and should be addressed in one PRU according to nine stakeholder groups, for example, current students, former students, parents, school staff, and various groups of people who, in their work, were responsible for deciding about the PRU (e.g., chief education officers or politicians) or supporting the PRU (e.g., school healthcare unit staff). Comparative analysis of all groups’ perceptions considered similarities and differences of views of this topic. Preliminary results indicate substantial between- and within-group variation concerning the purpose of the PRU and uncertainty about educational quality, partly due to insufficient documentation. Some students described a “Catch-22”: having been told to catch up educationally with peers and that PRU placement would help in this, they were disappointed, as the emphasis on non-educational practices impeded catching up.
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