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Children’s views on attending a remedial class – because of concentration difficulties
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
2011 (Engelska)Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 37, nr 3, s. 440-445Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background An increasing number of segregating solutions (e.g. remedial classes) can be seen in Swedish schools. The aim of this article is to stress how children describe why they attend a remedial class and what it means to be a pupil in that setting. Methods The data collection consists of semi-structured interviews with 10 pupils between 10 and 12 years old attending 10 different remedial classes because they had been attributed with having concentration difficulties or diagnosed with attention deficit/hyperactivity disorder. The content of the interviews was described and analysed in relation to the classroom context. The socio-cultural perspective is used as a screen to describe and understand the children’s comments about attending remedial class. Results and conclusions All interviews with the children indicate that they are carriers of their schools’ compensatory perspective. This means that they are fully aware of the fact that they are regarded as difficult, with annoying and problematic behaviour, deviating from pupils’ in general. The remedial class creates social difficulties for the children; they see themselves as deviant, they lose old friends and there are limited possibilities of establishing new friendship in remedial classes.

Ort, förlag, år, upplaga, sidor
2011. Vol. 37, nr 3, s. 440-445
Nyckelord [en]
attention and/or concentration deficits, children’s views, friendship, identity, remedial class
Nationell ämneskategori
Pedagogik
Forskningsämne
barn- och ungdomsvetenskap; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; specialpedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-25742DOI: 10.1111/j.1365-2214.2010.01178.xISI: 000289152700019OAI: oai:DiVA.org:su-25742DiVA, id: diva2:200407
Tillgänglig från: 2009-02-19 Skapad: 2009-02-17 Senast uppdaterad: 2017-12-13Bibliografiskt granskad
Ingår i avhandling
1. Pupils in remedial classes
Öppna denna publikation i ny flik eller fönster >>Pupils in remedial classes
2009 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate.

The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development.

The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.

Ort, förlag, år, upplaga, sidor
Stockholm: Institutionen för barn- och ungdomsvetenskap, 2009. s. 76
Nyckelord
Remedial class, attention and/or concentration deficits, pupil perspective, pupil’s perspective, classroom climate, socio-cultural perspective, self-concept
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:su:diva-8514 (URN)978-91-7155-802-2 (ISBN)
Disputation
2009-03-13, Dahlströmsalen, Campus Konradsberg, hus D, Rålambsvägen 26 D, Stockholm, 13:00
Opponent
Handledare
Tillgänglig från: 2009-02-19 Skapad: 2009-02-17 Senast uppdaterad: 2012-03-07Bibliografiskt granskad

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Ljusberg, Anna-Lena
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Child Care Health and Development
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