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- Apelgren, Britt Marie, 1956
(författare)
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CLISS students’ background factors
- 2014
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Ingår i: AILA World Congress 10-15 August 2014 Brisbane Australia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper will present results based on a student survey, part of the CLISS project. It will focus on and discuss a variety of background factors, such as gender, socioeconomic factors, language experiences and linguistic background, as well as attitudes to school and choice of CLIL and non-CLIL education.
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- Apelgren, Britt Marie, 1956, et al.
(författare)
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Constructing and Construing Written Argumentative and Expository Assignments in L1 and EFL
- 2014
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Ingår i: AILA World Congress 10-15 August 2014 Brisbane Australia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents part of a longitudinal research project investigating 200 Swedish upper secondary students' written academic language in Swedish and English during a period of three years. Eight different writing assignments, designed to correspond with the national curricula for social and natural science, are analysed as choices of genres and text outlines in 1600 student essays.
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| 5. |
- Apelgren, Britt Marie, 1956
(författare)
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Overlapping Intellectual Communities at Work: Educational Research in the Realm of Personal Construct Psychology and Phenomenology
- 2010
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Ingår i: Personal Cosntruct Theory & Practice. - 1613-5091. ; 7, 2010, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes its starting point from the idea put forward, among others, by Dewey who argues that, whilst the distinction between psychology and philosophy may be useful for some purposes, it may not be for others. Inquiries into and understanding of the nature of learning, growth and motivation may all be areas where psychology and philosophy may be of mutual benefit. In addition, educational psychology has been regarded as a discipline “in between” the more scientific psychology and the more practical conduct of education. In regard to the above distinction between the disciplines of philosophy, psychology and education, the focusing of common fundamental values may be one way of opening up for ‘expendability’- one of Kelly´s criteria for the theory of personal construct psychology. This is discussed in relation to constructivist educational research. In particular, the main focus will be on the theoretical framework of personal construct psychology and phenomenology. Although differing in orientation, they share several common core constructs, which are focused on here. In addition, a number of empirical educational research applications are presented.
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| 6. |
- Apelgren, Britt Marie, 1956
(författare)
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Personal Ways into and forward in Language Teaching
- 2014
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Ingår i: International Journal of Language Academy. - 2342-0251. ; 2:2 Summer, s. 144-164
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Tidskriftsartikel (refereegranskat)abstract
- This article will discuss ‘the perspective of the personal’ in education (Pope & Denicolo, 2001) through the presentation of research on Swedish EFL teachers’ experiences of teacher training and continuing professional development, part of a more extended and eclectic study on language teachers’ personal theories and experiences of change (Apelgren, 2001). Drawing on the constructivist stance of ‘teacher-the-storyteller’ (Pope, 1995; Pope & Denicolo, 2001), the research concerns teachers’ personal theories about their paths into the teaching profession and the constructivist view of teachers as active, meaning-seeking human beings open to change and development. The result presented in this article consists of career-rivers and two interviews with 14 teachers from a cohort of 70 teachers. Responded validation was used for the first interview draft before the second interview as well as on the final analyses and results. A combination of constructivist and phenomenological analytical tools was used in the analyses: content analysis and empirical phenomenological psychological analysis (Apelgren, 2001 and 2010). By identifying ‘general pedagogic intentionality’, foreign language teachers’ ways of developing and changing could be described. The results showed four major themes in the way the teachers had experienced change and development. It also revealed that the way an individual teacher changes, depends to great extent on personal factors.
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| 7. |
- Apelgren, Britt Marie, 1956
(författare)
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What’s Grammar Got to Do with it?
- 2013
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Ingår i: Language, Football and All That Jazz. A Festschrift for Sölve Ohlander. Bergh, G., Bowen, R. & Mobärg, M. (eds). Gothenburg Studies in English 100. - Göteborg : Acta Universitatis Gothoburgensis. - 9789173467582 ; , s. 37-53
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Oscarson, Mats, 1939, et al.
(författare)
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Mapping language teachers' conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry
- 2011
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Ingår i: SYSTEM. - 0346-251X. ; 39:1, s. 2-16
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Tidskriftsartikel (refereegranskat)abstract
- Abstract This paper describes project work undertaken in order to map out and analyze language teachers’ experiences and views of various assessment principles and procedures with a particular focus on those that promote learning and relate to grading. A questionnaire survey in a nationally representative sample of 605 language education teachers in Sweden was conducted. In a second stage, a sub-sample of 20 teachers was then strategically drawn from the total sample for participation in a repertory grid interview study which delved deeper into the issues. Results from the combined analyses of the questionnaire and interview study demonstrate that the most common forms of assessment reported by both lower and upper secondary language teachers are ‘observation of free oral communication’, ‘own tests’, and ‘essay on given topic’. Elicited interview data reveal that command of grammar is ranked as the third most important criterion for assessment. This corresponds to questionnaire data about the tasks teachers use in their own language tests, where translation is common. In addition, non-language factors are reported to carry considerable weight in teachers’ grading of student achievement. (c) 2011 Elsevier Ltd. All rights reserved. Keywords: Foreign language assessment; FL grading; Alternative assessment; Student self-assessment; Personal construct psychology
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