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- Swärd, Ann-Katrin
(författare)
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Ett renoveringsarbete - varför blev det så?
- 2014
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Ingår i: Ungdomar läser och skriver. - Lund : Studentlitteratur. - 9789144083377 ; , s. 121-134
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Swärd, Ann-Katrin
(författare)
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Improve students' self-esteem through Re-learning in Reading and Writing
- 2012
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Ingår i: The European Journal of Social & Behavioural Science. - 2301-2218. ; 2:2, s. 317-338
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Tidskriftsartikel (refereegranskat)abstract
- When students’ fail in their reading and writing development it also affects their self-esteem and self-confidence. Too many students in Sweden fail in literacy development and therefore don’t reach the goal stated in the curriculum. Their future education will not be what students had wished, instead they are more or less forced to enter an individual program at high school or quit after nine year in compulsory school. Many of these students have low self-esteem and self-confidence and their self-efficacy are also low when entering high school. The aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what four teachers and their students in high school actually do when working with reading and writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show how teacher and students strive to increase and ensure every student in their reading and writing skills through what is labelled didactic arranging. Teachers’ systematic work with reading and writing, their self-efficacy and beliefs in every student’s possibilities helps students to increase their self-esteem and self-confidence.
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- Swärd, Ann-Katrin
(författare)
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Läsande och skrivande – utan eget tal och med stora rörelsenedsättningar.
- 2013
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Ingår i: Rörelse/Movement, RBU, 6, 36-37.. ; :6, s. 36-37
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln tar belyser elever som har SSPI och ofta är marginaliserade när det gäller undervisning. Genom digital enkätintervju berättar några elever som har alternativ och kompletterande kommunikation (AKK) om sina erfarenheter att få stöd i läsande och skrivande. Artikeln är en start till en avhandling som berör skolsituationen för elever med omfattande funktionsnedsättning, fysiskt och språkligt.
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- Swärd, Ann-Katrin
(författare)
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Re-learning in Reading and Writing – is it possible?
- 2012
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Ingår i: Procedia - Social and Behavioral Sciences. - : Elsevier BV. - 1877-0428. ; 69:24, s. 104-113, s. 104-113
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Tidskriftsartikel (refereegranskat)abstract
- Increasing failing in reading and writing among student in Swedish schools results in that many students can’t reach the goal stated in the curriculum in compulsory school. Therefore they are forced to enter an individual program at the upper secondary school. The specific aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what two teachers and their students in one class in upper secondary school actually do when working with re-reading and re-writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show that these teachers strived systematically to ensure every student's reading and writing development through what is labeled didactic arranging. Teachers, students and the didactic procedures are shown to be in constant interaction. It was also found to be important that the teachers believed that every student could re- learn reading and writing and help them to believe in their re-learning so they could increase their low self-esteem and self-confidence.
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