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The structured classroom
Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
2011 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 2, 195-210 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.

Place, publisher, year, edition, pages
2011. Vol. 15, no 2, 195-210 p.
Keyword [en]
remedial class, classroom climate, agency, teacher interviews
National Category
Pedagogy
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-25743DOI: 10.1080/13603110902763433ISI: 000288670500001OAI: oai:DiVA.org:su-25743DiVA: diva2:200408
Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2017-12-13Bibliographically approved
In thesis
1. Pupils in remedial classes
Open this publication in new window or tab >>Pupils in remedial classes
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Stockholm: Institutionen för barn- och ungdomsvetenskap, 2009. 76 p.
Keyword
Remedial class, attention and/or concentration deficits, pupil perspective, pupil’s perspective, classroom climate, socio-cultural perspective, self-concept
National Category
Social Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-8514 (URN)978-91-7155-802-2 (ISBN)
Public defence
2009-03-13, Dahlströmsalen, Campus Konradsberg, hus D, Rålambsvägen 26 D, Stockholm, 13:00
Opponent
Supervisors
Available from: 2009-02-19 Created: 2009-02-17 Last updated: 2012-03-07Bibliographically approved

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