| 1. |
|
|
| 2. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
-
Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan
- 2023
-
Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147
-
Tidskriftsartikel (refereegranskat)abstract
- This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
|
|
| 3. |
- Nygren, Thomas, 1972-, et al.
(författare)
-
Critical thinking in national tests across four subjects in Swedish compulsory school
- 2019
-
Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 10:1, s. 56-75
-
Tidskriftsartikel (refereegranskat)abstract
- Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.
|
|
| 4. |
- Uddling, Jenny, 1972-
(författare)
-
Textsamtalens möjligheter och begränsningar i språkligt heterogena fysikklassrum
- 2019
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports and discusses results from case studies of how two physics teachers process the language and subject content of textbook texts in interaction with their students, several of whom are second language learners. The overall aim is to study and contribute to knowledge about the didactic choices teachers make in relation to text-talks in linguistically diverse physics classrooms. In order to find out what might pose linguistic challenges for the students, the textbook texts used in the classrooms are also analyzed.Data was collected through video and audio recordings in a year 5 and a year 8 physics classroom, during a period of nine and seven weeks respectively, where physics was taught by teachers who identified themselves as having a language focus in science instruction. In addition to the classroom observations, semi-structured interviews with the teachers were conducted.The study is rooted in socio-cultural theory, including literacy and second language acquisition, and in social semiotics, including systemic functional linguistics (SFL) and multimodal perspectives. In the textbook texts, structural and lexicogrammatical features were analyzed. In the text-talks, the analysis focused on how language and content were processed in interaction with the students and what opportunities and limitations this offered the students.The results reveal that the science textbook texts impose great linguistic demands upon the students. The results also reveal that both teachers carried out extensive textual processing in interaction with their students, which showed the teachers’ broad repertoire of didactic choices in connection with the text-talks. The text-talks offered an increased redundancy, opportunities to develop academic registers and to some extent to be socialized into disciplinary reading. Limitations were associated with the teachers not always being sufficiently clear about the purpose and implementation of the text-talks, the language focus sometimes taking the focus off the subject matter and the teachers' use of everyday language not always being an asset.
|
|
| 5. |
- af Geijerstam, Åsa, docent, 1972-
(författare)
-
Att skriva i alla ämnen i tidiga skolår
- 2020
-
Ingår i: Skrivundervisningens grunder. - Malmö : Gleerups Utbildning AB. - 9789151102788 ; , s. 57-74
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 6. |
- af Geijerstam, Åsa, docent, 1972-
(författare)
-
Att skriva i naturorienterande ämnen i skolan
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When children encounter new subjects in school, they are also faced with new ways of using language. Learning science thus means learning the language of science, and writing is one of the ways this is accomplished. The present study investigates writing in natural sciences in grades 5 and 8 in Swedish schools. Major theoretical influences for these investigations are found within the socio-cultural, dialogical and social semiotic perspectives on language use.The study is based on texts written by 97 students, interviews around these texts and observations from 16 different classroom practices. Writing is seen as a situated practice; therefore analysis is carried out of the activities surrounding the texts. The student texts are analysed in terms of genre and in relation to their abstraction, density and use of expansions. This analysis shows among other things that the texts show increasing abstraction and density with increasing age, whereas the text structure and the use of expansions do not increase.It is also argued that a central point in school writing must be the students’ way of talking about their texts. Analysis of interviews with the students is thus carried out in terms of text movability. The results from this analysis indicate that students find it difficult to talk about their texts. They find it hard to express the main content of the text, as well as to discuss it’s function and potential readers.Previous studies argue that writing constitutes a potential for learning. In the material studied in this thesis, this potential learning tool is not used to any large extent. To be able to participate in natural sciences in higher levels, students need to take part in practices where the specialized language of natural science is used in writing as well as in speech.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
-
Linguistically based scales for assessment of young students’ writing
- 2022
-
Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 227-265
-
Tidskriftsartikel (refereegranskat)abstract
- This study addresses the question of how different aspects of students’ writing achievement can be recognised and evaluated. We developed a linguistically based framework for criteria-based assessment, anchored in a functional view of language and language learning. The framework was used to determine what traits characterise texts at different Proficiency Groups based on comparative judgement and what traits characterise texts assessed differently. Altogether, 100 texts (written by students ages 6–9) representing four text genres were assessed and ranked using both comparative judgement (holistic assessment) and criteria-based analysis. The results indicate that texts generally are assessed as stronger (i.e., placed in a higher Proficiency Group) when comparative judgement is used than what the assessment of a specific language resource indicates. The results also indicate that assessment differences might be a result of different quality expectations for different genres. This points towards the need for genre- and subject-specific assessment criteria to scaffold students in their emergent disciplinary writing development.
|
|
| 10. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
-
Läsande och skrivande i olika ämnen
- 2019
-
Ingår i: Att bli lärare i svenska. - Stockholm : Liber. - 9789147129737 ; , s. 89-101
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 11. |
|
|
| 12. |
- af Geijerstam, Åsa, docent, 1972-, et al.
(författare)
-
Utveckling av metaspråk för tidigt skolskrivande
- 2020
-
Ingår i: Grænsegængere og grænsedragninger i nordiska modersmålsfag. - Odense : Syddansk Universitetsforlag. - 9788740833003 ; , s. 277-295
-
Bokkapitel (refereegranskat)abstract
- I kapitlet undersöks och diskuteras metaspråkets roll för att lärare ska kunna diskutera elevers texter, och i förlängningen kunna skapa goda förutsättningar för alla elevers utveckling av olika typer av skrivande. Lärares samtal om informativa texter skrivna i tidiga skolår undersöktes. Samtalen fördes före och efter en fortbildning om språkliga resurser för att uttrycka, fördjupa och skapa ett sammanhängande innehåll samt för att skapa en relation till en läsare. Den största skillnaden mellan lärarnas samtal före och efter fortbildningen fanns i samtal om hur texterna relaterar till en läsare, där en stor ökning av den metaspråkliga repertoaren syntes. I avslutande textdiskussioner utvecklar lärare också de metaspråkliga begreppen i högre grad genom exemplifieringar och förklaringar i relation till den text som kommenteras, vilket tyder på att metaspråket börjar systematiseras.
|
|
| 13. |
- Ahmad, Bassam, et al.
(författare)
-
Svenska som andraspråk på språkintroduktion
- 2019
-
Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 67-84
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 14. |
|
|
| 15. |
- Folkeryd, Jenny Wiksten, 1970-, et al.
(författare)
-
Formal and informal metalanguage in primary teachers’ talk about informational student texts.
- 2019
-
Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 5:3
-
Tidskriftsartikel (refereegranskat)abstract
- Previous research has pointed out the importance for teachers as well as students to use metalanguage in order to develop writing in school. Few studies have however focused on how teachers talk about content aspects in young students’ informational texts, using formal (technical) as well as informal (non-technical) metalanguage. The main purpose of the present study is therefore to analyze how primary teachers discuss student texts before and after a series of six professional development workshops.Based on research within a social semiotic perspective, the workshops focused linguistic resources to express and develop ideas, create cohesive texts and interact with an audience. During audio recorded discussions, a group of teachers were asked to comment on strengths and weaknesses in two informational texts written by students in grades 2 and 3. In order to investigate the effect of the subsequent training, the same texts were discussed during the first and the last meeting. The analysis shows no difference in the total number of metalinguistic comments before and after the workshops. However, explicit formal metalanguage replaces informal metalanguage to a significant degree. It is also shown that the informal metalanguage to some extent displayed other affordances than the formal metalanguage.
|
|
| 16. |
|
|
| 17. |
- Hallesson, Yvonne, et al.
(författare)
-
Four classrooms – four approaches to reading : Examples of disciplinary reading in social science subjects in years five and twelve
- 2018
-
Ingår i: L1-Educational Studies in Language and Literature. - Hildesheim : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 18, s. 1-29
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.
|
|
| 18. |
- Jonsson, Lisa, et al.
(författare)
-
Att lära genom att skriva : effekter på elevers ämneskunskaper i NO, SO och matematik
- 2022
-
Rapport (populärvet., debatt m.m.)abstract
- I rapporten sammanfattas och kommenteras en internationell forskningsöversikt som visar att skrivande förbättrar elevers ämneskunskaper i NO, SO och matematik, jämfört med undervisning som har mindre fokus på skrivande. Rapporten består dels av en sammanfattning av forskningsöversiktens utgångspunkter, metod och resultat, dels av en kommentar till resultaten utifrån ett svenskt sammanhang. I kommentaren diskuteras även sådant som kan vara bra att tänka på när man som lärare använder skrivande för att förbättra elevers ämneskunskaper.
|
|
| 19. |
|
|
| 20. |
- Liberg, Caroline, 1951-, et al.
(författare)
-
Teachers’ talk about young students’ writing of narrative and informational texts
- 2022
-
Ingår i: Writing & Pedagogy. - : Equinox Publishing. - 1756-5839 .- 1756-5847. ; 13:1-3, s. 181-206
-
Tidskriftsartikel (refereegranskat)abstract
- Previous research has shown that teachers’ knowledge of a functional metalanguage plays a central role in supporting students’ writing development. However, only a few of these studies have focused on primary school teachers and their use of metalanguage in various text types. The aim of this study was to investigate how primary school teachers talk about young students’ (ages 7–9) narrative and informational texts before and after taking part in professional development workshops presenting different language resources and accompanying metalanguage. These resources represent a broader view of language than the more formal tradition offered to primary school teachers in Sweden. The results showed that after participating in the workshops, the teachers had broadened their repertoires concerning what aspects they talk about and how they talk about them; that is, their talks became more text-specific and extensive, and they used a formal metalanguage to a greater extent. These results are discussed in relation to the tradition of writing instruction used in primary grades in Sweden and the teachers’ pathways to broadening their repertoire of metalanguage. Also discussed is the potential a broader language view in early grades may have in supporting students’ writing development throughout their school years.
|
|
| 21. |
- Norberg, Anna-Maija, 1957-
(författare)
-
Skriftpraktiker i idrott och hälsa på högstadiet : en textetnografisk undersökning
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Physical Education and Health (PEH), a previously almost entirely practical subject, the use of written texts has increased considerably, which can be assumed to have consequences on the subject and on students’ meaning making. The purpose of this thesis is to investigate the functions of written texts in PEH. Three research questions are answered: 1. How, when, and why are texts used in instructional practices in PEH?; 2. What text themes are most dominant in the used texts, and what specific subject content is entextualized?; and 3. What disciplinary identities do PEH-texts offer the students?The main theoretical framework is New Literacy Studies (NLS), and an ecological approach to literacy as social practice is employed. Text ethnographic methods are used for data collection and analysis along with concepts from discourse and genre studies. Texts and ethnographic data are collected during a three-semester-long field study of a PEH-teacher and a class in a lower secondary school. In addition, interviews with five PEH-teachers are performed.Article 1 shows that texts are used for a wide array of purposes, and as tools for theoretical as well as physical learning activities. Movement is shown to be the most frequently entextualized subject content. Written assessment comments, investigated in Article 2, most often acknowledge subject specific knowledge in students’ written assignments. In Article 3, the most prominent genres identified address measuring and training of the body. The students are mainly positioned physiologically, but also in relation to ideas from the humanities and social sciences. In Article 4, the use of texts is legitimated as practical, timesaving and a well-known tool for instruction and assessment. However, writing and text practices steal time from embodied learning and may not suit all students.In summary, the thesis shows that it is possible to use texts and still maintain the focus on embodied learning. If they are used functionally and strategically, texts can contribute to and develop instruction in PEH, rather than threaten the subject.
|
|
