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| 12. |
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| 13. |
- Lyrberg, Åsa, 1971-
(författare)
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Undervisning och lärande i grundsärskolans läs- och skriftspråkliga praktik
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Studien fokuserar läs-och skriftspråklig undervisning och hur den kan designas för att möjliggöra lärande av individuella lärandeobjekt inom ramen för en gemensam literacypraktik, där andra elever och lärare utgör medierande resurser. I studien betraktas läs- och skriftspråkligt lärande som en produkt av deltagande i sociala praktiker. Läsande och skrivande sker alltid i ett visst sammanhang och för bestämda syften samt fungerar som redskap, snarare än en uppsättning tekniska färdigheter som kan läras ut fristående från sitt sammanhang.Syftet med studien att analysera undervisningspraktiken i grundsärskolan med fokus på framväxande och tidiga literacykompetenser. Avsikten med analyserna är att beskriva dessa kompetenser samt explicitgöra de delar av praktiken som är viktiga för att möjliggöra lärande för samtliga elever utifrån deras skiftande förutsättningar.Två Learning studies, bestående av minst tre lektioner vardera, planeras och genomförs tillsammans med lärare i grundsärskolan. Inledningsvis kartläggs elevernas läs- och skriftspråkliga kompetenser genom observationer i autentiska undervisningssituationer. Lektionerna videofilmas, analyseras och revideras gemensamt av forskaren och lärarna. Elevernas och lärarnas agerande i relation till det läs- och skriftspråkliga ämnesinnehållet studeras och diskuteras gemensamt, dels för att urskilja det lärande som skett (eller inte skett) och dels för att skapa ett förfinat upplägg inför nästa lektion.Kunskapsbidraget förväntas bli av ämnesdidaktisk och undervisningsutvecklande karaktär. Beskrivningar av framväxande och tidiga läs- och skriftspråkliga kompetenser samt aspekter av undervisningspraktiker som möjliggör aktivt talande, läsande och skrivande lyfts fram. Learning study som forskningsansats prövas och utvecklas genom att främst utgöra ett redskap för praktikanalys. En problematisering av praktiken och vad som möjliggör lärande i grundsärskolans läs- och skriftspråkliga sammanhang bli möjlig. Studien bör även ha relevans för andra verksamheter där kunskap om framväxande läs- och skriftspråklighet efterfrågas, exempelvis förskolan.
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| 14. |
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| 15. |
- Ramberg, Joacim
(författare)
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Special educational resources in the Swedish upper secondary schools : a total population survey
- 2013
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 28:4, s. 440-462
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important.
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| 16. |
- Rehnman, Anna-Carin, 1955-
(författare)
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Lära och Leva : Kunskapsutveckling hos personer med en ärftlig dövhet/hörselnedsättning
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore the development of how people in different generations of a family with a hereditary hearing loss developed knowledge and to examine the role of the educational system and how it influenced this development.The research questions are:What is the prevalence of the deafness spoken of in the family chronicle?What different kinds of knowledge did the family members with deafness/hearing loss develop and how did they make use of them?In what ways may they have experienced their deafness/hearing loss as a suffering?What knowledge did they develop because the hearing loss recurred in several successive generations?The studied material includes answers from a questionnaire, different historical documents and sixteen interviews. Descendants of the first man born in the family in 1816 described as deaf. Among the descendants a total of 84 persons with a hereditary hearing loss have been found, at most in seven successive generations. The sixteen persons interviewed have spoken about themselves, their parent, mother or father-parent, with hearing loss. This has made it possible to explore the development of knowledge in different areas. The findings from the interviews are interpreted in four chapters where the development knowledge in the different generations has been related to each other and to the hearing loss.The study shows that the generations developed various forms of competence and knowledge and that this occurred mainly in the homes. The members of the family with hearing loss were educated by themselves. The role of public school was small. The last generation, however, has been able to carry out higher studies. The communicative practice at home was spoken Swedish, eye contact, a loud and clear voice and speechreading. The speech of children was read before the children themselves had to read the speech of others.
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| 17. |
- Tjernberg, Catharina
(författare)
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Framgångsfaktorer i läs- och skrivlärande : En praxisorienterad studie med utgångspunkt i skolpraktiken
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to analyse the factors underlying successful reading and writing education and the educational conditions promoting reflective didactic skills, focusing on the students’ development of reading and writing abilities. Large international surveys indicate that the consensus concerning reading and writing education achieved by science during the past decade has had limited impact on classroom activities. Thus, an underlying question is how research results can be implemented in everyday schoolwork. This study uses a praxis-oriented approach by working with classroom observations and reflective communication with teachers about learning processes and pedagogical methodology. The importance of the teachers having a solid theoretical background is underlined since it enables them to identify the students’ developmental stage, to adapt the instruction accordingly and to instantly grasp pedagogical opportunities to interpret and utilize the diagnostic signals. Another conclusion is that successful reading and writing education must be viewed in a context of language development as a whole, involving both its oral and its written aspects. This study also demonstrates that research results are perceived by teachers to be more accessible and relevant when the focus is on applied pedagogics, allowing theory and practical applications to interact. The teachers’ professional development is shown to be an on-going, interactive, social process in which organisation, time and communicative meetings play an important part. Abduction proves to be an effective learning strategy in the development of professional competence whereby academic knowledge and on-the-spot know-how are allowed to coalesce in practically useful knowledge. The study’s praxis-oriented approach has made it possible to define the teachers’ experience-based knowledge at the same time as the theoretical knowledge in the field has developed. This opens up possibilities for scientific theories to establish themselves in practical school work.
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| 18. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Renaissance or a backward step? Disparities and tensions in two new Swedish pathways in VET
- 2013
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Ingår i: International Journal of Training Research. - Wagga Wagga, N.S.W. : eContent Management Pty Ltd. - 1448-0220 .- 2204-0544. ; 11:2, s. 134-149
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Tidskriftsartikel (refereegranskat)abstract
- This article builds on results from studies of two new pathways in Swedish upper secondary VET. A major reform was launched in 2011 and the restructuring was presented by the Minister of Education as a 'renaissance for VET education'. The conclusion of the Upper Secondary Commission is that 'students shall be more specialised within their vocational or study area compared to today's vocationally oriented programmes'. We conceptualize the restructured upper secondary VET and these two new educational pathways as a new 'VET practice architecture'. Apprenticeship Education and Vocational Introduction are both regarded as alternatives to school-based VET, particularly beneficial for students with ‘practical' learning styles and as alternatives for students who lack the motivation to study in regular VET programmes. The results from the empirical studies show a landscape of disparities and tensions and the vocational learning taking place challenges the notion of a 'renaissance for VET education'.
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