| 1. |
- Bitew, Getnet, et al.
(författare)
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Curricular and pedagogical practices and Ethiopian immigrant students
- 2012
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 27:3, s. 319-342
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores cultural inclusion - the extent to which schools accommodate the needs and experiences of minority cultural groups to make the schools equally welcoming - and optimal learning places for all children, specifically through the curricular and pedagogical practices which contributed to the secondary school experiences of Ethiopian-Australian students in Melbourne, Australia. The study utilised a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. A total of 59 participants were interviewed. After the transcription and coding of the interview data, thematic analysis was used. Findings within the Australian context were compared with Ethiopian educational histories and practices to explain how students, parents and teachers felt the Ethio-Australian students were being culturally acknowledged and included within school practices where cultural acknowledgement referred to understanding and appreciating cultural diversity. The findings indicated that on a general policy level, schools were acknowledging students' cultural backgrounds; however, at the classroom level, it was very much dependent upon the individual teacher. Participants believed that the curriculum failed to consider the students' home culture at all levels. Mismatches between Ethiopian students' expectations and excepted pedagogical practices within their new learning contexts were also evident. Most students were found to be more comfortable copying lessons down from the board, reading comprehension questions, working independently, in pair or in small groups, and wanted to get comments as a correction response for their work. However, the majority of the students were not comfortable with large group and whole-class discussions, conversation and speaking in front of class. The findings indicated a need for greater curriculum and pedagogical consideration for immigrant students such as these at the classroom level.
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| 2. |
- Bjereld, Ylva, 1984, et al.
(författare)
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Adults' responses to bullying: the victimized youth's perspectives
- 2021
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 36:3, s. 257-274
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Tidskriftsartikel (refereegranskat)abstract
- Children are generally encouraged to tell adults about bullying. Although telling can be effective in ending bullying, adults do not necessarily respond in a way that is helpful. Previous research has rarely included victims' own thoughts and feelings regarding what adult actions and reactions are experienced as positive and helpful, and which are experienced as negative and unhelpful in managing bullying situations. This paper reports on interviews with bullied youth, with the overall aims of describing adults' responses to bullying from the victimized youth's perspectives and discussing how the youth experienced these responses. The analysis comprised grounded theory, emphasizing the victimized youth's points of view. When adults became aware of bullying, they responded in three ways; verbal, physical or avoiding/ignoring. Responses that included increasing adult presence were typically experienced as helpful, as were responses whereby the youth felt adults listened without blaming the victim for the bullying or, listened without excusing the behaviour of the youth that bullied. No response was depicted by the participants as unambiguously helpful although when adults avoided or ignored the bullying it was never helpful.
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| 3. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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Images of the desired teacher in practicum observation protocols
- 2021
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 36:4, s. 439-460
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Tidskriftsartikel (refereegranskat)abstract
- ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.
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| 4. |
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| 5. |
- Eriksson, Elisabeth, 1971-, et al.
(författare)
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A categorization of teacher feedback in the classroom : A field study on feedback based on routine classroom assessment in primary school
- 2017
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 32:3, s. 316-332
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies. The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.
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| 6. |
- Forsberg, Camilla, et al.
(författare)
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Bystanders to bullying : Fourth- to seventh-grade students' perspectives on their reactions
- 2014
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Ingår i: Research Papers in Education. - : Routledge. - 0267-1522 .- 1470-1146. ; 29:5, s. 557-576
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Tidskriftsartikel (refereegranskat)abstract
- The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.
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| 7. |
- Forsberg, Camilla, et al.
(författare)
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Students’ views of factors affecting their bystander behaviors in response to school bullying : a cross-collaborative conceptual qualitative analysis
- 2018
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Ingår i: Research Papers in Education. - : Taylor & Francis Group. - 0267-1522 .- 1470-1146. ; 33:1, s. 127-142
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to focus on how students articulate and discuss what factors influence students’ decisions to defend or not defend victims when witnessing bullying. In this unique qualitative cross-collaborative study, where two research teams collected interviews from two cultural contexts, eighty-nine students with an age-range from 9 to 14 years old participated. Participants included 43 Swedish students and 46 US students (50 girls, 39 boys). The interviews were analysed through a collaborative qualitative analysis aimed at constructing shared concepts of our data as a whole. The results revealed five broad factors among the students when they reasoned about how they act as a bystander in bullying situations: (a) informed awareness, (b) bystander expectations, (c) personal feelings, (d) behavioural seriousness, and (e) sense of responsibility. The results indicated that each of these considerations could make the students more or less likely to defend as well as to defend in a certain way. According to these five broad factors, students seemed to adjust their bystander acts, which suggests that students’ bystander acts vary depending on situational factors that influence bystanders’ interpretations of bullying and decision-making about how to respond to observed bullying.
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| 8. |
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| 9. |
- Helmstad, Glen, et al.
(författare)
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Trial with academic elite programmes in the comprehensive upper-secondary education in Sweden : a case study
- 2022
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Ingår i: Research Papers in Education. - : Routledge. - 0267-1522 .- 1470-1146. ; 37:1, s. 74-94
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has a long tradition of comprehensive upper-secondary education. This began in the early 1970s. It culminated in 1994 with all the programmes having a core curriculum that gave general eligibility to higher education. Conservative and liberal governments have introduced several neoliberal school reforms, which the subsequent social democratic government has done little or nothing to change. In 2009, the government initiated a trial with academic elite programmes. The aim of this article is to analyse how and why the elite programmes translated into and transformed local school practices as they did. The study builds on interview and questionnaire data from school principals, university teachers, upper-secondary teachers and students involved in the programmes that started in 2010, and questionnaire and interview data from students that graduated from the programmes that started in 2009. The results show that programmes failed to recruit the target group, that relatively few students used the opportunity to specialise, and that the new programmes replaced previously developed local systems for support of the academically most able. The schools used the trial to strengthening their brand. The study confirms the need for ongoing development of the academic quality of the general upper-secondary education programmes.
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| 10. |
- Horton, Paul, et al.
(författare)
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Bullying the meek: A conceptualisation of Vietnamese school bullying
- 2015
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Ingår i: Research Papers in Education. - : Taylor & Francis. - 0267-1522 .- 1470-1146. ; , s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of school bullying provided by teachers and students in this article suggest that school bullying cannot be reduced to the negative actions and aggressive intentionality that are so often used to define it in the mainstream literature. Instead, these actions are perceived as instruments for bullying that serve a function in the social and institutional context of the school. Furthermore, the descriptions provided by teachers and students challenge the view of meekness (the passive victim) as an individual personal trait. While they suggest that students who are perceived as meek in the social context of the school are most likely to be bullied, they also highlight that some students accede to the demands of their peers in order to escape being subjected to more direct negative actions. The study thus suggests that a key for understanding the role that bullying plays in students’ day-to-day life at school is to acknowledge the function of ‘meekness’ in bullying situations and to thus place more focus on the social and institutional context within which bullying occurs.
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| 11. |
- Jackson, Carolyn, 1970-, et al.
(författare)
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"Smart students get perfect scores in tests without studying much" : Why is an effortless achiever identity attractive, and for whom is it possible?
- 2015
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 30:4, s. 393-410
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Tidskriftsartikel (refereegranskat)abstract
- Discourses about the value of effort and hard work are prevalent and powerful inmany western societies and educational contexts. Yet, paradoxically, in these samecontexts effortless achievement is often lauded, and in certain discourses is heraldedas the pinnacle of success and a sign of genius. In this paper we interrogatediscourses about effort and especially ‘effortlessness’ in Swedish and Englisheducational contexts. Informed, in particular, by interview data generated in uppersecondary schools in Sweden and secondary schools in England, we address thequestions: why is effortless achievement attractive, and for whom is it possible tobe discursively positioned as an effortless achiever? We argue that the subjectposition of ‘effortless achiever’ is not available to all categories of studentsequally, and for some it would be almost impossible to attain; the intersections ofgender, social class, ethnicity and institutional setting are influential. We end byconsidering the problematic implications of effortless achievement discourses.
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| 12. |
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| 13. |
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| 14. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Conflicts viewed through the micro-political lens : beginning teachers' coping strategies for emotionally challenging situations
- 2019
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Ingår i: Research Papers in Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0267-1522 .- 1470-1146.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being 'good enough'; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy. It was found that the strategy chosen could have an effect on turnover or attrition intentions among beginning teachers. Practical implications of the research are discussed.
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| 15. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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The emotional journey of the beginning teacher : Phases and coping strategies
- 2023
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Ingår i: Research Papers in Education. - Abingdon, Oxon, United Kingdom : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 38:4, s. 615-635
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Tidskriftsartikel (refereegranskat)abstract
- Research on the transition from teacher education to beginning to teach have focused on the ability to teach, as well as on classroom practices, and how complicated socialisation processes impede developing skills when starting to teach. The aim of the study was to investigate emotionally challenging situations during teacher education and when starting to teach, with a focus on how the participants’ perspectives and coping strategies changed over time. In this study, 20 participants were followed during their final year of teacher education and into their first year of teaching. Data was collected through interviews and written self-reports. A constructivist grounded theory methodology was adopted. We found that new teachers experience three main emotional phases as they move from teacher education and into teaching, namely (1) opposite positions, (2) enthusiasm mingled with fear, and (3) a rollercoaster of emotions. Emotions and coping strategies linked with the phases are illustrated, and practical implications are discussed.
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| 16. |
- Lofthouse, Rachel, et al.
(författare)
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Pre-service Teachers' conceptions of their own learning : does context make a difference?
- 2021
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 36:6, s. 682-703
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Tidskriftsartikel (refereegranskat)abstract
- We present an analysis of pre-service teachers' (PSTs) conceptions of their own learning, focusing on relationships between where PSTs learn and conceptions of their own learning. Our data come from in-depth interviews carried out over a six-month period with PSTs on different routes into teaching. We identify four components of learning to teach: beliefs about knowledge for teaching and the focus, timing and self-determination of reflection. We found weak relationships between PSTs' conceptions and their route into teaching (led by a school or university) and stronger relationships between conceptions of their own learning and their experience of mentoring in school.
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| 17. |
- Nyström, Anne-Sofie, 1974-, et al.
(författare)
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What counts as success? : Constructions of achievement in prestigious higher education programmes
- 2019
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 34:4, s. 465-482
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Tidskriftsartikel (refereegranskat)abstract
- Academic achievement is regarded an indicator of the success of individuals, schools, universities and countries. ‘Success’ is typically measured using performance indicators such as test results, completion rates and other objective measures. By contrast, in this article we explore students’ subjective understandings and constructions of success, and discourses about ‘successful’ students in higher education contexts that are renowned for being demanding and pressured. We draw on data from 87 semi-structured interviews with students and staff on law, medicine and engineering physics programmes in a prestigious university in Sweden. We focus particularly upon academic expectations, effort levels, and programme structures and cultures. Achieving top grades while undertaking a range of extracurricular activities was valorised in all contexts. Top grades were especially impressive if they were attained without much effort (especially in engineering physics) or stress (especially in law and medicine); we introduce a new concept of ‘stress-less achievement’ in relation to the latter. Furthermore, being sociable as well as a high academic achiever signified living a ‘good life’ and, in law and medicine, professional competence. We discuss the implications of the dominant constructions of success, concluding that (upper) middle-class men are most likely to be read as ‘successful students’, especially in engineering physics.
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| 18. |
- Sjögren, Björn, et al.
(författare)
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Bystander behaviour in peer victimisation: moral disengagement, defender self-efficacy and student-teacher relationship quality
- 2021
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Ingår i: Research Papers in Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0267-1522 .- 1470-1146. ; 36:5, s. 588-610
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine how different bystander roles in peer victimisation situations relate to moral disengagement, defender self-efficacy, and student-teacher relationship quality. Self-reported survey data were collected from 333 middle and junior high school students (10-15 years of age) from four schools in Sweden. Random intercept model analyses of factor scores revealed that, when witnessing peer victimisation, students high in moral disengagement and low in defender self-efficacy were more inclined to act as reinforcers or outsiders, and that students high in defender self-efficacy and student-teacher relationship quality were more inclined to act as defenders. Furthermore, examining these relationships within and between classes revealed that reinforcer and outsider behaviours were more common among students who, compared to their classmates, were higher in moral disengagement and lower in defender self-efficacy, whereas defending was more common among students who, compared to their classmates, were higher in defender self-efficacy. The results enrich the knowledge of factors related to different bystander behaviours, which has potential implications for prevention and intervention work.
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| 19. |
- Sohl, Sofia, 1981-, et al.
(författare)
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The school’s role in youths’ political efficacy : can school provide a compensatory boost to students’ political efficacy?
- 2015
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 30:2, s. 133-163
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Tidskriftsartikel (refereegranskat)abstract
- In the democracies of today, school often have a dual role to play. Not only should they give students the knowledge they need to enter the labour market, they should also teach young people about democracy, and develop students’ capacity to exercise their citizenship. A third task for schools is to enhance political equality in society by supporting the least privileged students. In this study, we explore how school can contribute to increased equality by strengthening students’ political efficacy. Upper secondary students’ political efficacy levels are compared over time by creating four groups on the basis of their educational choices and experiences of the school and teaching environment. The results indicate that school matters for the development of political efficacy, but not in the same ways for all students. Signs of there being compensatory effects of having a positive school/teaching environment are found for students on vocational programmes, but not for those on academic programmes. Moreover, the results suggest that classroom/teaching factors play a more important role than the social environment offered by schools.
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| 20. |
- Strindberg, Joakim, 1985-, et al.
(författare)
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Coolness and social vulnerability : Swedish pupils’ reflections on participant roles in school bullying
- 2020
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Ingår i: Research Papers in Education. - : Taylor & Francis Group. - 0267-1522 .- 1470-1146. ; 35:5, s. 603-622
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to examine Swedish school pupils’ perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas were asked for their perspectives on various participant roles in bullying. In interpreting the vignette scenario, the participants emphasised the importance of perceived coolness, as well as the risk of being bullied. In seeking to avoid becoming a ‘victim’ of bullying, the situational roles of ‘bully’, ‘assistant’, ‘reinforcer’ and ‘outsider’ were understood as potential means for promoting, maintaining or protecting one’s own social position. The findings of the study challenge previous understandings of bullying as an act of harmful or aggressive intentionality and rather highlight the relational and situational aspects of bullying.
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| 21. |
- Tholander, Michael, 1965-, et al.
(författare)
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“A freak that no one can love” : Difficult knowledge in testimonials on school bullying
- 2020
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Ingår i: Research Papers in Education. - : Taylor & Francis. - 0267-1522 .- 1470-1146. ; 35:3, s. 359-377
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Tidskriftsartikel (refereegranskat)abstract
- This study adopts a testimonial approach to bullying victimisation,and aims to create a deeper understanding of the experiences andeffects of being a bullying target. Four written narratives about beingsubjected to school bullying were analysed according to interpretativephenomenological analysis. From the analysis, four themes wereconstructed, which represented different elements of victimhood: (1)Self-blame in which victims view themselves as the cause of thebullying, (2) Abandonment in which victims describe feelings ofstanding alone in their exposed situation, (3) Turning points inwhich the victims recount a variety of restorative events, and (4)Continued victimhood in which the victims relate how the feeling ofvictimhood and vulnerability continues even though the bullying hasended. In conclusion, school bullying is something that continues toaffect the individual adversely long after it has stopped, althoughstable friendship relations might have a mitigating influence.Through such relations, victimhood can be neutralised and a morepositive self-image develop. Moreover, as numerous other kinds ofvictims emphasise, an essential part of the rehabilitation process is tofinally be able to tell one’s story, to lay bare one’s difficult knowledgeto a wider audience.
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| 22. |
- Thornberg, Robert
(författare)
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School children's reasoning about school rules
- 2008
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Ingår i: Research Papers in Education. - : Taylor and Francis. - 0267-1522 .- 1470-1146. ; 23:1, s. 37-52
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Tidskriftsartikel (refereegranskat)abstract
- School rules are usually associated with classroom management and school discipline. However, rules also define ways of thinking about oneself and the world. Rules are guidelines for actions and for the evaluation of actions in terms of good and bad, or right and wrong, and therefore a part of moral or values education in school. This study is a part of a larger ethnographic study on values education in the everyday life of school. Here the focus is on school rules and students' reasoning about these rules. Five categories of school rules have been constructed during the analysis: (a) relational rules; (b) structuring rules; (c) protecting rules; (d) personal rules; and (e) etiquette rules. The findings show that the students' reasoning about rules varies across the rule categories. The perception of reasonable meaning behind a rule seems to be - not surprisingly - significant to students' acceptance of the rule. According to the students, relational rules are the most important in school. Students also value protecting and structuring rules as important because of the meaning giving to them. Etiquette rules are valued as the least important or even unnecessary by the students.
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| 23. |
- Thornberg, Robert, et al.
(författare)
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Teacher-Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study
- 2022
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Ingår i: Research Papers in Education. - : Routledge. - 0267-1522 .- 1470-1146. ; 37:6, s. 840-859
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Tidskriftsartikel (refereegranskat)abstract
- The overall objective of this study was to examine the links between teacher-student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were collected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and constructed grounded theory analysis were conducted. Participants included 234 students from two Swedish compulsory schools in the quantitative phase, and 120 in the qualitative phase. The quantitative findings revealed that teacher-student relationship quality predicted student engagement one year later, even when controlling for sex, age, and prior student engagement. The longitudinal association between teacher-student relationship quality and student engagement was unidirectional. The qualitative findings reported students own perspectives on what they considered to be a good teacher and their ideas of how their teachers and classroom setting influence their affective and behavioural engagement at school. Two significant categories emerged: teacher being and teacher doing.
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| 24. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement : A class-level path analysis
- 2018
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Ingår i: Research Papers in Education. - : Routledge. - 0267-1522 .- 1470-1146. ; 33:3, s. 320-335
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to test whether teacher–student relationship (TSR) quality and student–student relationship (SSR) quality at class level and class moral disengagement (CMD), considered together in a single model, were related to class prevalence of victims (CPV) of bullying. A sample of 899 Swedish children was recruited from 43 elementary school classes. The participants filled out a questionnaire. Because the focus of the present study was on class behaviours, all analyses were conducted on aggregated class-level data. A path analysis revealed that the prevalence of victims was likely to be lower in classes with more positive teacher–student and SSRs and lower levels of CMD. TSR quality was not directly linked to CPV, but indirectly through its direct association with SSR quality. SSR quality was negatively associated with CMD and both were directly related to CPV. Results suggest that caring, supportive and warm SSRs in the class should be considered as a crucial protective factor against bullying victimisation. Further, the findings suggest that CMD has to be addressed in bullying prevention.
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| 25. |
- Thornberg, Robert, 1968-, et al.
(författare)
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Victimising of school bullying : a grounded theory
- 2013
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 28:3, s. 309-329
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.
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| 26. |
- Turner, Ellen
(författare)
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Dialogic feedback and literary disciplinary knowledge in L2 writing instruction : How attitude to feedback influences academic achievement
- 2023
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 38:1, s. 21-44
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Tidskriftsartikel (refereegranskat)abstract
- Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in student writers in an L2 context (Hyland, 2013). The present study aims to contribute to this burgeoning field by exploring the complex relationship between student attitude to peer and teacher feedback, academic achievement, and dialogic engagement with such feedback, with especial particular focus on the development of literary disciplinary knowledge in an L2 context. The findings of this mixed method exploratory study reveal a positive correlation between student attitude to feedback pertaining to disciplinary knowledge development, and achievement within the field of literary studies. This stands in contrast to other findings in this study which see only a weak correlation between attitudes to both peer and teacher feedback, and writing performance. Furthermore, this study argues that active engagement with feedback is linked to greater levels of discipline-specific writing competencies.
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