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  • 1. Arneback, Emma
    et al.
    Blåsjö, Mona
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Doing interdisciplinarity in teacher education: Resources for learning through writing in two educational programmes2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 299-317Article in journal (Refereed)
    Abstract [en]

    With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a “block approach” that allows students to work independently, while the other is shaped as a “bridging approach” with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as “independent” or “collaborative” students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it.

  • 2.
    Ekvall, Ulla
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism.
    Towards Critical Literacy: A national test and prescribed classroom preparations2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 243-260Article in journal (Refereed)
    Abstract [en]

    This study focuses, from a bilingual perspective, on how a Swedish national test is intended to promote critical literacy and language development in line with related aims in syllabuses for Swedish and Swedish as a second language. The material consists of reading and writing assignments and prescribed classroom preparations (including inspiration material). The method of analysis is Janks’ model for critical literacy education, focusing on orientations to domination, diversity, access and design. The main findings are that aspirations to critical literacy are lacking in both the reading and writing assignments and in the prescribed classroom preparations. The directions for using the inspiration material do not mention discussing power relations and there are no directions for explicit pedagogy demonstrating how the language of the inspiration story can be analysed as regards power expressions or other word choices suitable for the theme of the writing assignments.

  • 3.
    Holmberg, Linnéa
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Confessing the will to improve: systematic quality management in leisure-time centers2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 1, p. 33-49Article in journal (Refereed)
    Abstract [en]

    The focus of this article is to analyze the systematic quality management of educational settings the way it is present in Swedish leisure-time centers. The study explores how the production of both systematic reporting and documentation works through self technologies in this discursive practice. The analysis will illustrate and discuss how the systematic quality work viewed as a discursive practice is expected to be both self-scrutinizing and transparent, but also how this process is supposed to be made with a certain `correct´ attitude—what can be described as the ‘will to improve’. Moreover, it interrogates how the systematic quality management operates strategically and politically to exercise power on and through the personnel working at leisure-time centers. In the empirical material discussed, an ongoing subjectification appears, which takes the form of confessional practices. This can be said to be primarily about constructing a free but loyal collective subject, who produces systematic quality work in line with what the educational authorities want to happen. Such a process of subjectification gives rise to a collective subject, which is regarded as having unavoidable responsibility for an infinite need of quality improvement through confessional acts of ‘truth’.

  • 4.
    Jakobson, Britt
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Axelsson, Monica
    Stockholm University, Faculty of Humanities, Department of Language Education.
    'Beating about the bush' on the how and why in elementary school science2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 4, p. 495-511Article in journal (Refereed)
    Abstract [en]

    In this article we examine teacher instruction on scientific literacy tasks and teacher expression of ultimate and subordinate purposes during one teaching sequence of a science unit. By using a Practial Epistemology Analysis and Systemic Functional Gammar we can provide a view of the direction learning takes and the consequences for student text production. The material comprises transcribed audio recordings of teacher instruction, students' pair work and written texts. The results show that the students are mainly involved in hands-on activities while aspects of scientific literacy are not foregrounded. Language use is dominantly spoken and, when written texts is requested, no explicit instruction on how to write is given, resulting in a variety of texts from 'more-spoken-like' to 'more-written-like' without adhering to scientific genre. Ultimate purposes are never expressed while subordinate purposes are to some extent made explicit, but obscured by the dominant focus on 'doing', resulting in uncertainty about why the activity is requested. As a result, the learning direction is not always in accordance with teacher intention.

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  • 5.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Zhang, Lechen
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mannila, Linda
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Development of computational thinking, digital competence and 21st century skills when learning programming in K-92020In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 11, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Teachers around the world have started teaching programming at the K-9 level, some due to the formal introduction of programming in the national curriculum, others without such pressure and on their own initiative. In this study, we attempted to understand which skills – both CT-related and general – are developed among pupils in the process of working with programming in schools. To do so, we interviewed 19 Swedish teachers who had been teaching programming for a couple of years on their own initiative. The teachers were selected based on their experience in teaching programming. Our thematic analysis of these interviews shed light on what skills teachers perceive pupils develop when programming. This led us to identify three themes related to CT skills and five themes related to general skills. The CT skills identified corresponded well with and were thus thematically structured according to the dimensions of CT proposed in the framework of Brennan and Resnick, namely computational concepts, computational practices and computational perspectives. In addition to the CT skills, our thematic analysis also resulted in the identification of general skills related to digital competency and 21st century skills, namely cognitive skills and attitudes, language skills, collaborative skills and attitudes and creative problem-solving skills and attitudes.

  • 6.
    Petersson, Jöran
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    To halve a fraction: An issue for second language learners2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 3, p. 173-191Article in journal (Refereed)
    Abstract [en]

    The present study investigated test responses from 259 immigrant and non-immigrant school year 9 students in Sweden with the focus on how they solved two problems on fractions, one of them halving a fraction, in a test. The authors report three observations. Newly arrived second language immigrants seemed less likely to have the word ‘half’ in their Swedish mathematical vocabulary. Moreover, second language learners with longer experience of the new language connected the word ‘half’ with a division by two, but showed mathematical difficulties in correctly applying it to a fraction. A third finding was that the longer the experiences with Swedish school mathematics, the more likely both first and second language learners were to erroneously omit the percentage symbol, when choosing to use percentage representation of the fraction given in the test problem. The authors suggest seeing newly and early arrived second language immigrants as meeting different challenges. The newly arrived second language immigrants may know some mathematical concepts better and Swedish language less. In contrast the opposite seems to hold for second language learners with longer experience of the language of instruction.

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