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- Råberg, Annagreta, 1933-
(författare)
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Glesbygdsbarn i Västerbotten
- 1979
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This report deals with some problems in connection with the school situation of children from sparsely populated areas. 515 pupils at the middle level of the 9-year compulsory school ir. Västerbotten took part ir. the investigation. 200 of these we*-e children from sparsely populated areas according to the following definition: children having no friends of their own age except in their families closer than one kilometre from their homes. School performance was measured with standard tests in the subjects Swedish, mathematics, English and with marks in grade 6. School adjustment and maturity were measured with teacher estimates. The attitudes of the pupils to school, friends, home and leisure time were studied with questionnaire« in grades 3 and 6 and for the latter ones with a questionnaire in grade 7 as well. Children from sparsely populated areas obtained as good a result as other pupils on the standard tests. In B-schools, above all in grade 6, the children from sparsely populated areas tended to perform better than teir class-mates. Boys from sparsely populated areas obtained somewhat worse results in A-schools in grade6. Girls performed better than boys throughout. The teacher's estimates of school adjustment and maturity favoured the group from sparsely populated areas compared with other pupils. The attitudes of the pupils to school and school work were somewhat more positive and stable in B-classes. When they reached the senior level of t.he 9-year compulsory school the pupils from B-schools were more insecure in the school situation whereas they seemed less stressed by marks and competition than pupils from A-schools. Children from sparsely populated areas have positive altitudes towards forming new contacts both at the middle level of the 9-year compulsory school and in grade7. The results indicate on the whole that both B-schools and life in sparsely populated areas favour performance in school. The same is true of school adjustment and comfort in spite of the fact that children from this environment are considered to be a negative sample according to prevalent social group norms.
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- Råberg, Annagreta, 1933-
(författare)
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Glesbygdsbarn i årskurs 3 och 6 : attityder till skola och fritid
- 1977
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report presents the results of a questionnaire to middle level students of 9-year compulsory school about their attitudes to school, peers and leisure time. Data is gathered for 515 students in the county of Västerbotten. Two hundred of the subjects are children from sparsely populated areas with few peers around. Of theese 107 visit schools of type B and 93 schools of type A. The questions are of varying nature and the pattern of answer is often hard to interpret. It is, however, quite clear that theese children do not have problems neither with their relations to schoolmates nor with their attitudes to school. Out-of-schoo1 activities are to some extent marked by the environment. Children from these areas more often take part in the work at home and less often see their peers. Children from small villages tend to find life at home more pleasant than those from large villages and small towns.-The general attitude to school is more positive among B-school students than among A-school students,and their sense of solidarity is also stronger. In B-schools the students feel more safe and secure in grade 6 than in grade 3. In A-schools the case is the opposite. Previous results in this study show that achievement and adjustment are quite independent of socio-economic classes and this also seems to hold for how they like school. A follow-up study in grade 7 is recommended in order to see if the change from middle to senior level will imply special problems for the children from sparsely populated areas.
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- Råberg, Annagreta, 1933-
(författare)
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Glesbygdsbarns övergång till högstadiet : en uppföljning från åk 6 till åk 7
- 1977
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- A number of 240 students in grade 7 are questioned about the change from middle to senior level. Teachers are interviewed about a subsample of 40 students selected among high and low achievers. Of the whole group 91 are children from sparsely populated areas with few peers around. 83 of the students visited schools of type B in grade 6 and 165 visited schools of type A. The study is a follow up of earlier inquiries about school achievement and adjustment. A majority of the students consider the teacher the most important factor for how they like school. Next come peers and school work. Many students are uncertain about their teachers' relation to them and boys experience less interest from their teachers than girls do. Students from B-schools are more indifferent in their attitudes to instruction and methods of work. They also feel more unsecure and anxious than they did in grade 6. This is often felt in situations when reading or speaking aloud in class. Students from A-schools often mention several situations making them unsecure. In relation to teachers and concerning marks and competition B-school students are less strained than A-school students. Children from sparsely populated areas more often work together with their parents and less often travel or play with them. In the subsample of high and low achievers these children were judged to be as popular and active in groups as the average and to be more mature and talkative. In the low achieving group they were better adjusted to school work than other students.
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- Råberg, Annagreta, 1933-
(författare)
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Systematiserad decentraliserad universitetsutbildning : elevernas kursvärderingar och attityder till utbildningen
- 1971
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Kursvärderingar har gjorts av studerande vid den systematiserade decentraliserade universitetsutbildningen (DU) under läsåret 1970-71.Svaren på ett allmänt kursvärderingsformulär för alla ämnesgrupper under höstterminen visade, att den direkta undervisningen värderades högt. Bedömningarna av dess olika aspekter tenderade att bli mer positiva under terminens gång, fastän studierna upplevdes som mycket krävande.Ett ämnesspecifikt formulär som under vårterminen distribuerades till matematikgrupperna vid DU under vårterminen visade ej några skillnader mellan grupperna som var utmärkande för hela terminens undervisning. Variationer i uppfattningarna framträdde dock mellan östersundsgruppen och de övriga på två av delkurserna. Begränsade data från en grupp matematikstuderande vid Umeå universitet gav ej anledning anta att undervisningen upplevdes annorlunda vid reguljära än vid decentraliserade studier.Mätningar av attityd till utbildningen med ATU-skalan visade skillnader mellan ämnesgrupperna. Den totala attitydpoängen var högst för studerande i franska och lägst för studerande i sociologi. För båda dessa grupper är attitydkurvan i huvudsak sjunkande, mest markant i sociologigruppen. Matematik- gruppernas attityder låg på en mellannivå i förhållande till de båda extremgrupperna och visade sig relativt stabila över tid.
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- Råberg, Annagreta, 1933-
(författare)
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Undervisningsformer vid den systematiserade decentraliserade universitetsutbildningen : en jämförande studie
- 1972
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I denna rapport redovisas elevernas svar på 14 frågor om olika undervisningsmetoders tillämpning vid den systematiserade decentraliserade universitetsutbildningen och vid matematiska institutionen i Umeå. Jämförelser görs med lärarnas svar på samma frågor.Den undervisningsform som de studerande vid DU föredrar, karakteriseras av elevaktivitet med frågor och inlägg, men inte alltför stora inslag av diskussioner, på föreläsningar och lektioner.Man är positivt inställd till användandet av tekniska under- visningshjälpmedel, fastän detta ej förekommit i så stor utsträckning.Läraren bör hålla sig strikt till kurslitteraturen och inte låta sina politiska åsikter återspeglas i undervisningen, vilket de studerande i sociologi speciellt upplevt. Ett allmänt önskemål är att få kunskaper som man har praktisk nytta av i sitt framtida yrke. Individuella arbetsformer har förekommit något mer än grupparbete, men den senare formen förefaller något mer attraktiv.De flesta föredrar korta hemuppgifter, som efterbehaodlas på lektionerna och anser att även tentamina bör ges oftare och på små avsnitt varje gång.Skillnader mellan DU-grupperna och matematikgruppen vid Umeå universitet framkom bland annat i fråga om deras uppskattning av elevaktiviteten i undervisningssituationerna, förekomsten av grupparbete, elevernas möjligheter att påverka undervisningens innehåll samt tentaminas frekvens och omfattning.
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