| 1. |
- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Principals´ Views on and Descriptions of Preschool Education for Sustainable Development
- 2020
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Ingår i: Journal of Applied Technical and Educational Sciences jATES. - 2560-5429. ; 10:2, s. 18-40
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Tidskriftsartikel (refereegranskat)abstract
- Principals have an important role to play when it comes to making decisions on organizational reforms and priorities in preschool; however, there has been little focus on their views on education for sustainable development (ESD) at the preschool level, which is a reform that needs to be prioritized. Furthermore, there is little insight into similarities and differences when it comes to how different types of preschools incorporate ESD, especially from the point of view of management. For this reason, this study aims to find out about the views on ESD that principals of eco-certified and non-eco-certified preschools have. A further aim is to examine whether there are any differences between the two types of preschools – eco-certified and non-eco-certified – as made evident in the principals’ descriptions of ESD. This qualitative study applies a cross-sectional design. Seven principals, who headed a total of 22 preschools located in six municipalities in Sweden were interviewed: these interviews were audio-recorded and transcribed, and a thematic analysis was conducted. The findings demonstrate that the principals consider ESD to be crucial in early childhood education and feel ESD needs to be integrated into preschool education. Going by the principals’ descriptions, it seems that the eco-certified preschools prioritize ESD in their daily educational practices more than non-eco-certified preschools do. Further studies are needed to explore the attitudes and actions of principals when it comes to heading ESD in preschool, since attitudes guide both actions and behavior.
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| 2. |
- Eriksson, Elin, 1980-
(författare)
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Undervisning med stöd av förproducerade material : Ett närmande av naturvetenskap i förskolan
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to develop an understanding of the possibilities and challenges pre-produced teaching materials present to teachers and the learning opportunities children are offered in teaching that uses such materials. To do this a study of preschool teachers and children from three preschool departments in Sweden was carried out. The study focuses on the preschool teachers’ descriptions of their planned teaching as well as their realization of their teaching when they use the pre-produced teaching material titled “Science and Technology for All”. The teacher guides to this material, used by the preschool teachers, are also examined. The study is based on a qualitative analysis of interviews, video observations and the teacher guides. The theoretical foundation is based on a pragmatic view from the ideas of John Dewey and the theoretical concepts ultimate and proximate purposes and continuity is used in the analysis.The results of the thesis show that, even though the preschool teachers drew on the same teaching material, they displayed three different teaching practices, each of which created different opportunities to learn natural science for the participating children. The results highlight specific teaching actions that appear to either promote or hinder children's opportunities for learning natural science. The results also show that the teacher guides are vague and ambiguous, thus opening the possibility of different interpretations regarding what should be focused on in the teaching. The study concludes by stressing the importance of clear and unambiguous teacher guides. The results of the study are relevant for teaching in preschool, and other early-years educational settings for example the early school years. The results also have a general validity across a wide range of subject areas.
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| 3. |
- Tegmark, Mats, 1966-, et al.
(författare)
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Allt fler elever läser allt mindre
- 2021
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Ingår i: Skola och samhälle. - 2001-6727. ; :2021-04-21
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Trots vetskapen om läsningens betydelse och den sjunkande likvärdigheten i elevers läsförmåga, har kunskapen om elevers faktiska läsande sett till omfattning varit näst intill obefintlig. Det kan tyckas märkligt då det satsats mångmiljonbelopp på att återkommande mäta elevernas läsförmåga för att konstatera att den sviktar. Vi vet att barn och ungas bok- och tidningsläsande på fritiden minskat. Men hur ser det ut i den obligatoriska skolan? Läser elever längre texter i skolan, eller tas det för givet?
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| 4. |
- Tegmark, Mats, et al.
(författare)
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The Complex Relationship between Teachers’ Instructional Practices and Students’ Reading Amount
- 2024
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Ingår i: Reading Research Quarterly. - 0034-0553 .- 1936-2722.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to develop understanding of the relation between instructional practices and students’ reading amount. As part of a larger mixed methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers’ instructional practices which is shown to have both direct and more indirect consequences for students’ reading amount. By combining the results from quantitative and qualitative analyses in the light of Self-Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students’ need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson-time for reading. The findings are discussed considering previous research on instructional practices in relation to students’ reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.
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| 5. |
- Tegmark, Mats, et al.
(författare)
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What motivates students to read at school? Student views on reading practices in middle and lower-secondary school
- 2022
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Ingår i: Journal of research in reading (Print). - : John Wiley & Sons. - 0141-0423 .- 1467-9817. ; 45:1, s. 100-118
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Tidskriftsartikel (refereegranskat)abstract
- Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Drawing on Self-Determination Theory (SDT), the study is based on structured interviews with 259 students in Grades 6 and 9 from 14 different schools. Descriptive statistical analyses were made to map students' perceptions of themselves as readers and their school-related reading practices and to find out what regulates students' motivation for in-class reading. Although students express a strong will to become good readers, our data indicate that students are mainly driven by controlled motivation for their school-related reading; autonomous motivation was only expressed by a minority of students in Grade 6. What would make students read more are mainly text and instruction related factors such as more interesting texts and more time allocated to reading. Our results point to a great potential for more in-class reading across the curriculum, reading sessions that need to be regularly scheduled using carefully selected texts. In line with SDT, our findings highlight the importance of fulfilling students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour, such as leisure-time reading – which in turn will boost their reading self-concept. Highlights What is already known about this topic Students who practice reading more tend to become more competent readers and therefore develop a more positive relationship with reading and themselves as readers (reading self-concept). Autonomous motivation strongly predicts reading achievement, whereas controlled motivation negatively predicts reading outcomes. The amount of both leisure-time and school-related reading is decreasing in many parts of the western world, highlighting the need for schools to find new ways of engaging students in reading practices. What this paper adds Students want to be good readers and know that they need to read more to become good readers. In contrast to leisure-time reading, students' school-related reading practices are driven far more by controlled than autonomous motivation, especially by the time they reach secondary school. Students would read more if they were provided with more interesting texts, the possibility to choose, and if more class time were allocated to reading. Implications for theory, policy or practice Autonomy-supporting reading sessions need to be regularly and amply scheduled across the curriculum to ensure reading practices that can develop reader competence. Schools need to ensure that students have access to a variety of texts to choose from according to both personal interest and level of difficulty. Educators need to design reading practices that fulfil students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour and a more positive perception of themselves as readers.
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| 6. |
- Thorp, Robert, et al.
(författare)
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Controversially uncontroversial? : Swedish pre-service history teachers’ relations to their national pasts
- 2020
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Ingår i: Acta Didactica Norden. - Oslo : University of Oslo Library. - 2535-8219. ; 14:4, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how Swedish pre-service history teachers narrated their nation’s past. Previous research on national history education has generally focused on the treatment of conflicts in national history and what challenges that poses for history education. The present study seeks to complement and broaden this research through its focus on a country where national history is generally perceived as uncontroversial and the debate on national history is generally characterised by consensus, and on what strategies future history teachers use when recounting the national history of Sweden. Using a qualitative approach, we asked our respondents to “Tell us the history of Sweden in your own words” in writing. The study finds that the vast majority of the respondents approach their national history in a way that reinforces a traditional view of Swedish national history. These narratives are generally presented in a way that does not engage with or show how perspective and position affects our rendering of history, which has often been regarded as problematic in history educational research. At the same time, these results also show that our respondents are well familiar with the dominant way of perceiving the Swedish past, something that could also be argued to be valuable in history education, depending on how we choose to approach national history.
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| 7. |
- Vinterek, Monika, 1956-, et al.
(författare)
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Perspektiv på skola i ett nytt utbildningslandskap : Utmaningar och möjigheter mellan teori och praktik
- 2022. - 1:1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Den här boken handlar om att rusta blivande och verksamma lärare i vetenskapligt tänkande. Det innebär bland annat att förstå vad en teori är men också hur teori kan tjäna verksamma lärare och gynna den pedagogiska praktiken. Boken fokuserar på det multikulturella klassrummet och syftar till att förbereda för möten med en skola med många elever med utländsk bakgrund. Detta görs genom verksamhetsnära beskrivningar av betydelse för det som sker och kan ske i undervisningspraktiken, samt genom att sätta in dessa beskrivningar i ett teoretiskt ramverk. Därmed kan bokens kunskapsbidrag också bli en del i den progression som behövs för att studenterna ska klara det självständiga examensarbetet i utbildningens slutfas.Boken är tänkt att skildra vad som kan möta lärarstudenter i den verksamhetsförlagda delen av utbildningen (VFU) och som färdiga lärare. Boken kan med fördel även användas i andra kurser än VFUkurserna och den kan också ge viktiga insikter till verksamma lärare och alla som har att besluta om skola.
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| 8. |
- Vinterek, Monika, 1956-, et al.
(författare)
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The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 66:1, s. 119-133
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Tidskriftsartikel (refereegranskat)abstract
- Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, we still have little knowledge of how much students read at school. Therefore, this study investigates how many pages of continuous and coherent text, nonfiction as well as fiction, students in middle and lower secondary school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. There are still more students in middle school compared to lower secondary who read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.
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| 9. |
- Vinterek, Monika, 1956-
(författare)
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Ämnet pedagogiskt arbete
- 2023. - 1
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Ingår i: Pedagogiskt arbete. - Lund : Studentlitteratur AB. - 9789144160023 ; , s. 21-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Winberg, Mikael T., 1963-, et al.
(författare)
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Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context : A Large-Scale Study of Grades 6 and 9
- 2022
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Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 43:7, s. 442-476
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Tidskriftsartikel (refereegranskat)abstract
- As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.
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