| 1. |
- Bagga-Gupta, Sangeeta, 1962-
(author)
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Explorations in bilingual instructional interaction : a sociocultural perspective on literacy
- 2002
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In: Learning and instruction. - 0959-4752 .- 1873-3263. ; 12:5, s. 557-587
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Journal article (peer-reviewed)abstract
- The research reported here attempts to understand issues of Swedish Deaf bilingual students’ secondary language learning and literacy practices. In Swedish schools for the Deaf Swedish Sign Language is considered to be the students’ primary language and written Swedish is considered to be their secondary language. By using ethnographically inspired methodology the project has been analyzing bilingual instructional interaction and everyday language use in these settings. Notions of Global Lesson Patterns, Local-Chaining and Linguistic Complexity are explicated in an effort to show how instructional interactions can afford (or limit) learning possibilities in bilingual settings. Students appear to unwittingly receive opportunities to participate in literacy activities in lessons where Swedish is not explicitly focused. A sociocultural approach to the understanding of learning, development and language has important implications for the teaching and learning of secondary languages, both in Deaf bilingual classrooms and in bilingual classrooms in general.
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| 2. |
- Booth, Shirley, et al.
(author)
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Making sense of Physics in the first year of study Learning and Instruction
- 2002
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In: Learning and Instruction. - 0959-4752. ; 12:5, s. 493-507
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Journal article (peer-reviewed)abstract
- We address the question ‘How do students make sense of Physics from the point of view of constituting physics knowledge?’. A phenomenographic study is described as a result of which we present six qualitatively different ways in which students experience the first year of Physics. Three of these are considered to be unproductive in terms of making sense of physics, while the other three increasingly support the formation of a well-grounded physics knowledge object. The variation is analysed in terms of the structure of experience, the nature of knowledge and an ethical aspect. Implications for practice are considered.
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| 3. |
- Kjeldsen, Ann-Christina, et al.
(author)
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Training phonological awareness in kindergarten level children : consistency is more important than quantity
- 2003
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In: Learning and instruction. - : Elsevier. - 0959-4752 .- 1873-3263. ; 13, s. 349-365
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Journal article (peer-reviewed)abstract
- In this study, we show that the benefits of phonological training upon reading skills, aptly demonstrated by Lundberg, Frost, and Petersen (Reading Res. Q., 23 (1988) 263), can be obtained even in less favourable conditions featuring a smaller dose of training in a kindergarten culture impregnated by knowledge of phonological awareness and reading. As a consequence, the control group in the present study demonstrated vastly better pre-school reading skills than the one in Lundberg et al. (1988). One experimental group received a training dose of only 60% of that administered by Lundberg et al. (1988). The results replicated those of Lundberg et al. (1988) even for the group with a 60% training dose. A significant gain in word reading was maintained until the end of grade 2 both for mainstream pupils and childrenat- risk. A spelling gain was observed only for children-at-risk in grade 2. It is suggested that training must be strictly systematic in order to be effective. The results are discussed in terms of metacognitive insights into reading that are gained through training in phonological awareness.
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| 4. |
- Nilholm, Claes, 1957-, et al.
(author)
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Co-action, situation definitions and sociocultural experience : An empirical study of problem-solving in mother-child interaction
- 1996
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In: Learning and instruction. - 0959-4752 .- 1873-3263. ; 6:4, s. 325-344
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Journal article (peer-reviewed)abstract
- The article reports a study in which three groups of dyads—mothers and their six-year-old children—interacted in a problem solving task. The dyads had to solve a task that was simultaneously intellectual and manual in the sense that they were to tie a knot (a clove hitch) using a picture as a resource. The mothers differed in terms of their professional and educational background; in one group the mothers were industrial workers, in the second group they were nurses and in the third group they were teachers. The interactions were videorecorded and analysed with respect to who was responsible for performing the necessary steps in the attempts to tie the knot and what responsibilities the child was invited to take on. The results indicate considerable similarities between groups on many variables (such as time used on the task, number of words uttered, etc.), but they also show that the teacher mothers were more inclined to involve the child as a performer and to organize the cooperation in such a way that the child had to engage in the semiotic activity of relating the picture to the tying of the rope. It is argued that the differences observed reflect varying conceptions of what it means to learn in a situation of this kind and what the child should do in order to learn. However, it is obvious that these differences between the dyads do not represent anything that we can conceive of as stable traits or competences. Rather, they seem to a large extent to be produced through differing interpretations on the parts of the dyads of how to interpret the very situation in which they were acting.
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| 5. |
- Andersson, Catarina, 1964-, et al.
(author)
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The impact of formative assessment on student achievement : a study of the effects of changes in classroom practice after a comprehensive professional development programme
- 2017
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In: Learning and instruction. - : Elsevier BV. - 0959-4752 .- 1873-3263. ; 49, s. 92-102
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Journal article (peer-reviewed)abstract
- A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content ofthe programme was formative assessment conceptualised as a unity of different, integrated strategies.The study examines the effects on student achievement of the changes in the teachers’ formative classroom practice that followed the professional development input. Results show that, after controlling for pretest scores, the classes in the intervention group significantly out performed the classes in thecontrol group in a posttest administered one school year after the end of the programme (p = 0.036, d = 0.66). The study contributes to the understanding of under-studied areas of the impact of professional development in formative assessment, and the impact of teacher practice based on formative assessment conceptualised as a unity of different formative assessment strategies.
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| 6. |
- Bortes, Cristian, et al.
(author)
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Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints
- 2024
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In: Learning and instruction. - : Elsevier. - 0959-4752 .- 1873-3263. ; 92
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Journal article (peer-reviewed)abstract
- Background: Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.Aims: This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).Sample: The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.Methods: Employing structural equation modelling techniques, we analyze a dataset comprising students’cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.Results: Teacher-centered practices are positively associated with academic achievements but lack robust linkswith mental health complaints. Conversely, student-centered practices are positively associated with academicachievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students’ mental health.Conclusions: The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.
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| 7. |
- Brouwer, Jasperina, et al.
(author)
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The development of peer networks and academic performance in learning communities in higher education
- 2022
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In: Learning and instruction. - Oxford, United Kingdom : Elsevier. - 0959-4752 .- 1873-3263. ; 80
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Journal article (peer-reviewed)abstract
- In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance.
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| 8. |
- Eitel, Alexander, et al.
(author)
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How a picture facilitates the process of learning from text: Evidence for scaffolding
- 2013
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In: Learning and Instruction. - : Elsevier BV. - 0959-4752. ; 28, s. 48-63
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Journal article (peer-reviewed)abstract
- Three experiments were conducted to study on a more fine-grained level how processing a picture facilitates learning from text. In Experiment 1 (N = 85), results from a drawing task revealed that the global spatial structure of a pulley system picture was extracted even from its brief inspection (for 600 ms, 2 s). In Experiment 2 (N = 105), students who initially inspected the pulley system picture (for 600 ms, 2 s, or self-paced) had better comprehension of the system's functions and made more eye movements in line with the system's global spatial structure when listening to text than students who listened to text only. In Experiment 3 (N = 39), students who first saw the picture (for 2 s) processed written text of the pulley system's spatial structure more efficiently than students who read text only. Results suggest that global spatial information extracted from the picture was used as a mental scaffold to facilitate mental model construction.
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| 9. |
- Frick, Andrea, et al.
(author)
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Development of multitasking abilities in middle childhood
- 2022
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In: Learning and instruction. - : Elsevier BV. - 0959-4752 .- 1873-3263. ; 77
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Journal article (peer-reviewed)abstract
- The development of multitasking abilities was investigated in relation to working memory capacity, sustained attention, inhibition, and task switching. Using a new touch-screen task, 90 children aged 7-10 years were asked to monitor several timers running at different paces, and to press a button whenever a timer had completed its cycle. Results showed that a significant part of the variance in children's multitasking performance was explained by age, and performance increased significantly until about 8-9 years. Multitasking performance was generally affected by the number of tasks, but even more so in younger children. Sustained attention explained a significant part of the variance in triple-, but not dual-task performance; visuospatial working memory capacity explained variance in dual- and triple-task performance, even after controlling for age. In conclusion, multitasking develops considerably in middle childhood and may involve different processes than dualtasking.
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| 10. |
- Jemstedt, Andreas, 1985-
(author)
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Enhancing learning with a two-page study manual
- 2024
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In: Learning and instruction. - 0959-4752 .- 1873-3263. ; 90
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Journal article (peer-reviewed)abstract
- Background: When university students guide their own learning, how much they learn depends on how well they can manage their learning efforts. An important component of self-regulated learning is knowledge about effective learning techniques and how to use them.Aims: This study investigates if a two-page study manual describing how to use effective learning techniques can enhance learning outcomes.Sample: Eighty-seven undergraduate psychology students at Stockholm University.Methods: Participants were randomized to receive the study manual (manual group) or not (control group) at the beginning of a semester. Grades from three of the semester's courses and responses to post-exam questionnaires were used to evaluate the effect of the manual.Results: The manual group had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) on the three consecutive courses. Bayesian mixed-effects logistic regressions estimated that an average student in the manual group, taking an average course, had a median increase of 12%-points (95% CI [1%, 38%]) in the probability of passing the exam and 24%-points (95 % CI [1%, 55%]) to get a high grade, compared to the control group. Questionnaire responses indicate that the manual increased students' use of effective learning techniques.Conclusions: The study shows that self-regulated learning and learning outcomes can be improved with a short and cost-effective study manual describing how to use effective learning techniques.
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