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Läxor som gränsobjekt för samverkan mellan hem och skola?
Stockholm University, Faculty of Social Sciences, Department of Education.
2013 (Swedish)In: Nordiske udkast, ISSN 1396-3953, Vol. 1Article in journal (Refereed) Published
Abstract [sv]

Studien analyserar läxor i ett läxsamarbete mellan hem och skola.Tidigare forskning med interaktiva läxor mellan hem och skola har studerat samarbetets betydelse för elevernas resultat. Här studeras däremot hur läxor som utgår ifrån föräldrarnas erfarenheter kan bidra till samarbetet ochtill ett specifikt innehåll. Datamaterialet består av intervjuer, klassrumsobservationer och elevtexterinsamlade i samband med ett utvecklingsprojektpå en multietniskoch flerspråkig högstadieskola.Elevernadiskuterade läxan först i klassen, sedan hemma och därefter tillsammans i klassen – på så sätt kunde föräldrarnas bidrag bli enresurs för hela klassen. Begreppet gränsobjekt (Star &Griesemer, 1989) används för att analysera vad som kännetecknadede läxor som ledde tillsamtal i hemmenoch i skolan. När innehållet iundervisningen stod i centrum skapades en annan sorts samarbete än det som traditionellt äger rum vidföräldramöten och utvecklingssamtal. Samarbetet med läxorna karakteriseradesav diskussioneroch samtalmellan ungdomar och vuxna om skolgångoch barndom i olika delar av världen och kring existentiella frågor. Resultatet visar att läxor som berörde förälskelse, Mellanöstern och religion inte kunde fungera som gränsobjekt.  Resultatet visar också att föräldrar som i annan forskning emellanåt beskrivs som ett problem i samarbetet mellan hem och skola kunde bidra med sina livserfarenheter ochvärderingar till undervisningen. Studien ger en indikation om att lärare inte på egen hand kan skapa läxor för alla elever i flerspråkiga och multietniska klasser. För att lyckas krävs ett innehållsligt samarbete med elever och föräldrar.

Abstract [en]

Homework assignments as boundary objects in collaboration between home and school?

 

 

The study analyses homework assignments in a collaboration project between home and school. Previous research into interactive homework between home and school have studied the importance of this cooperation for student achievement. Here, however, a study is made of how homework assignments that are based on parents' experiences can contribute to cooperation, and to specific content. The data consists of interviews, classroom observations and student texts collected during a development project in a multi-ethnic, multilingual secondary school. Students discussed the homework assignment in their class first, then at home and then together in class so that the parents' contribution could become a resource for the entire class. The concept of boundary object (Star & Griesemer, 1989) is used to analyse what characterised the homework assignments that led to discussion at home and at school. When the content of teaching is central, a different kind of cooperation than that which traditionally takes place at parent-teacher meetings and parent/teacher meetings is created. Collaboration as concerns homework was characterised by discussions and conversations between young people and adults about schooling and childhood in various parts of the world and on existential issues. Results show that homework assignments that included subjects such as love, the Middle East and religion could not function as boundary objects. Results also show that parents, who in other research contexts are sometimes described as a problem in the collaboration between home and school, could contribute their life experiences and values ​​to the teaching. The study provides an indication that teachers, on their own, cannot create homework for all the students in multilingual, multiethnic classes. Success requires content related collaboration from students and parents.

Place, publisher, year, edition, pages
2013. Vol. 1
Keyword [sv]
samarbetsläxor, läxmodell, föräldrasamverkan, gränsobjekt, kunskapsinnehåll
National Category
Social Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-96047OAI: oai:DiVA.org:su-96047DiVA: diva2:662883
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
Open this publication in new window or tab >>Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star & Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students.

Thesis results suggest that:

Feedback is a challenge for teachers when the content of what the students present is unknown.

Parents' life experiences can be a resource in a content-based partnership between home and school.

Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents.

In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2013. 85 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 25
Keyword
Homework assignments, cultural diversity, parents, life experiences, feedback
National Category
Educational Sciences Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-95882 (URN)978-91-7447-785-6 (ISBN)
Public defence
2013-12-13, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defence the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 3: In Press; Paper 4; Submitted.

Available from: 2013-11-21 Created: 2013-11-06 Last updated: 2013-12-20Bibliographically approved

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