| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
- Ahl, Astrid, 1943-
(författare)
-
Läraren och läsundervisningen : En studie av åldersintegrerad pedagogisk praktik med sex- och sjuåringar
- 1998
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is about reading instruction in six mixed-aged classes, called child schools, with six and seven year old children. The overall questions of this study were: How did the teachers in child schools organise work in general and reading instruction in particular? How did they handle for example the increasing range of variation concerning knowledge and skills that goes together with increasing variation of age? With respect to reading the investigation also examined the content of reading instruction and the extent to which teachers took into account those factors that, according to reading research, are important for the acquisition of reading skills? Overall the research aimed to examine how the reading ability of the pupils developed during their first years at school. Six child schools were included in the study. The data collection extended over three years and contained field studies, interviews with the staff and reading tests with the pupils. Reading theories were used to analyse the form of the reading instruction and Basil Bernstein's theory of visible and invisible pedagogy was used to analyse pedagogical practice in its context. With one exception a visible pedagogy dominated in all the child schools. During lessons designated "my own work" the pupils were allowed to plan their work. This weak framing allowed the pupils to sort themselves into groups of more or less successful learners. In reading instruction, elements of two different models for instruction were combined, e.g. the whole language and the basal reading approach. My conclusion is that this combination is effective in a mixed-age group. Pupils at different competence levels benefit from different approaches. The reading comprehension of the child school pupils did not differ from the levels obtained with comparable pupils in national surveys. The test results, like the learning conditions varied between the schools. In my view the test results were not merely a consequence of the instruction, but also of other circumstances that interacted with the pedagogy.
|
|
| 5. |
- Ahl, Astrid
(författare)
-
Practitioner research for increased inclusion
- 2004
-
Ingår i: The European Conference on Educational Research, University of Crete, 22-25 September 2004.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
| 11. |
|
|
| 12. |
|
|
| 13. |
|
|
| 14. |
- From, Jörgen, et al.
(författare)
-
Ali so šole brez predmika mogoce?
- 2008
-
Ingår i: FLEKSIBILNI PREDMETIK – pot dov ejcje avtonomije, strokovne odgovornosti in kakovosti czojno-izobraževalnega dela. - : Zavod Republike Slovenije za šolstvo, Ljubljana. - 9789612346638 ; , s. 17-25
-
Bokkapitel (refereegranskat)
|
|
| 15. |
- From, Jörgen, 1966-, et al.
(författare)
-
Are Timetable-free Schools Possible?
- 2003
-
Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 2:4, s. 547-558
-
Tidskriftsartikel (refereegranskat)abstract
- This article is about timetable-free schools, the latest ‘innovation’ in Swedish educational policy, and is based on findings from an ongoing research project. In autumn 2000, the Swedish government started a 5-year trial period where a limited number of municipalities and schools were allowed to abandon the current restrictions in the national timetable for comprehensive schools. The research primarily focuses on the effects of abandoning the timetable on the inner life of the schools. Two categories of schools are followed: (two) schools with the national timetable and (four) schools without. Primary findings indicate that the use of time in school is a complex sphere of operation. In many aspects, the differences within the category schools without the national timetable are more notable than differences between the two categories of schools. How time is spent in schools is related to a wide range of interlinked factors on different levels, and the national timetable is only one of them. It seems that when the new so-called freedom increases, the instruments of individual control also increase. This may be an indication that disciplining and selection still are fundamental tasks for schools to fulfil.
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
|
|
| 19. |
- Olofsson, Åke, et al.
(författare)
-
Academic Achievement of University Students with Dyslexia
- 2015
-
Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 21:4, s. 338-349
-
Tidskriftsartikel (refereegranskat)abstract
- Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses’ training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study.
|
|
| 20. |
- Olofsson, Åke, et al.
(författare)
-
Att studera på universitet med dyslexi : Universitetsstudenter med dyslexi: lärandestrategier, studieresultat och konsekvenser för undervisningen
- 2013
-
Ingår i: Resultatdialog 2013. - Stockholm : Vetenskapsrådet. - 9789173072328 ; , s. 161-169
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad händer när personer med dyslexi blir universitetsstudenter? De allra flesta klarar studiemålen, men några har lägre studietakt. Det visar sig att studenter med dyslexi till stor del kan beskrivas som långsamma läsare. De hinner inte läsa allt som de borde läsa och de har svårigheter med att hinna anteckna och med att skriva tentor, rapporter och uppsatser.De använder varierande hjälpmedel, både sådant stöd som universitetet ger och personliga metoder och strategier.Bland universitetslärarna finns meningar om att studenter med dyslexi innebär merarbete och en viss oro över hur studenterna skall klara sig i sin framtida yrkesutövning efter examen. Positiva tecken är att flera relativt enkla detaljer i undervisningens upplägg som gynnar studenter med dyslexi också är värdefulla för samtliga studenter.
|
|
| 21. |
- Olofsson, Åke, et al.
(författare)
-
Dyslexia and study skills in higher education : learning and teaching
- 2011
-
Ingår i: The Eighteen Annual Conference of the Society for the Scientific Study of Reading, St Pete Beach, Florida, July 13-16, 2011.
-
Konferensbidrag (refereegranskat)abstract
- Purpose: To investigate how dyslexia affects university students' ability to benefit from higher education, to describe the strategies that students with these problems use, and to examine the higher education institutions' support for these students. Method: Structured and semi-structured interviews, self-reports and testing of 36 university students and interviewes with 30 lecturers from 3 Swedish higher education institutions (teacher training and nursing). Results: The students with dyslexia were found to have problems with a number of skills and academic tasks, e.g. note taking and expressing ideas in writing. Many of them described that their difficulties were long-standing and had been experienced already in elementary school, but the nature of their problems often change over time. The students seemed to make use of resources available to them, including additional time for examinations, access to dyslexia tutors and support with information technology. Conclusions: The results suggest that there are significant knowledge gaps in the educational institutions regarding people who have dyslexia, especially for students not identified formally and explicitly in the compulsory school. Such students may have a very different educational background compared to the traditional group with dyslexia and may be in need for a special type of support. It is suggested that knowledge about students with dyslexia is of great importance for the design of higher education in order to cope with new groups of students.
|
|
| 22. |
- Olofsson, Åke, et al.
(författare)
-
Learning and study strategies in university students with dyslexia : Implications for teaching
- 2012
-
Ingår i: Procedia - Social and Behavioral Sciences. - : Elsevier. - 1877-0428. ; 47, s. 1184-1193
-
Tidskriftsartikel (refereegranskat)abstract
- This study examined how dyslexia affects students' ability to benefit fromhigher education, the strategies that successful students with these problemsuse, and the support offered by the higher education institutions. Results frominterviews, self-reports and testing of 53 university students and 42 lecturersfrom 3 Swedish universities showed that students with dyslexia have problemswith a number of skills and academic tasks, e.g. note taking and expressingideas in writing. Many of the students described that their difficulties werelong-standing and had been experienced already in elementary school. Thestudents seemed to compensate via additional time for examinations, access todyslexia tutors and support by information technology. The results indicate thatthere are significant knowledge gaps in the educational institutions regardingstudents who have dyslexia.
|
|
| 23. |
- Olofsson, Åke, et al.
(författare)
-
Students with dyslexia: Study skills and learning support in Swedish higher education.
- 2011
-
Ingår i: British Dyslexia Association 8th International Conference, Harrogate, 2-4 June, 2011. - : British Dyslexia Association.
-
Konferensbidrag (refereegranskat)abstract
- In many European countries the number of dyslexic students entering higher education is increasing. The present study focuses on how university institutions and teachers are affected by students with dyslexia, the type of support offered by the higher education institutions and the strategies used by the students with these problems. Results from interviews and self-reports of 30 university students and 25 lecturers from 3 Swedish universities showed that the students use both compensation methods offered by the institutions and personal strategies. The results indicated that there are significant knowledge gaps in the educational institutions regarding students who have dyslexia.
|
|
| 24. |
- Olofsson, Åke, 1952-, et al.
(författare)
-
Universitetsstudenter med dyslexi : Läsförmåga och studiestrategier
- 2012
-
Konferensbidrag (refereegranskat)abstract
- Många länder strävar efter ett breddat intag till universitetsstudier och att öka andelen ungdomar som går vidare till högskolestudier. Samtidigt som rekryteringen vidgas ökar antalet studenter med dyslexi i högre utbildning. Denna studie undersöker universitetsstudenter med dyslexi, hur deras studiesituation ser ut, samt de strategier som studenter med dessa problem använder.Resultat av intervjuer, självrapporter och test från 52 studenter, huvudsakligen vid lärar- och sjuksköterskeutbildningar, visar att studenterna har tydliga svårigheter med snabb och effektiv ordavkodning men att de använder många olika kompensatoriska metoder för att klara sina studier. Studiemoment som upplevs som särskilt krävande är att göra föreläsningsanteckningar, akademiskt skrivande och att läsa engelsk kurslitteratur. Kompensation sker både med hjälp av stöd som ges av universitetet, som exempelvis förlängd tid vid skriftliga examinationer och användning av informationsteknologi, samt genom egna personliga strategier. Resultaten indikerar att det finns stora kunskapsgap hos institutionerna när det gäller studenter som har dyslexi.
|
|
| 25. |
- Takala, Marjatta, et al.
(författare)
-
Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students
- 2012
-
Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 35:3, s. 305-325
-
Tidskriftsartikel (refereegranskat)abstract
- This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.
|
|
| 26. |
- Takala, Marjatta, et al.
(författare)
-
Special education in Swedish and Finnish schools : seeing the forest or the trees?
- 2014
-
Ingår i: British Journal of Special Education. - : John Wiley & Sons. - 0952-3383 .- 1467-8578. ; 41:1, s. 59-81
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.
|
|
