Change search
Refine search result
89101112 501 - 550 of 567
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 501.
    Thörn, Niklas
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    Kristiansson, Katarina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    Bedömningsstöd utifrån autentiska situationer2019In: Bedömning i matematik: i lärandets och undervisningens tjänst / [ed] Maria Nordlund; Astrid Pettersson, Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik , 2019Chapter in book (Other academic)
  • 502.
    Tuominen, Jane
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Kritiska aspekter för att urskilja en del-helhetsstruktur: Ett undervisningsutvecklande forskningsprojekt i grundskolan2022Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the licentiate thesis is to contribute with knowledge concerning which aspects may be necessary for students to discern in order to identify and analyze a part-whole structure and in the long term master equations. In the research project, teachers and researchers participated in a collaborative and intervening work. Students in grades 3, 8 and 9 participated in semi-structured interviews and research lessons in order to produce data. The research lessons were conducted with learning study as research approach, which offers iterative processes.The theoretical frameworks consisted of phenomenography, variation theory and learning activity. The phenomenography approach was an analysis tool when the interviews were analyzed. Variation theory and learning activity constituted complementary frameworks when research lessons were designed and analyzed. The finding in Article 1 demonstrates a critical aspect, which was formulated as two quantities together (two parts) build up a third quantity (the whole) with the same “value” as the two parts together. The finding in Article 2 demonstrates five critical aspects, which wereformulated as (1) there is a relationship between all numbers in an equation, (2) two parts together are equivalent to a whole with the same value, (3) what constitutes a whole and parts, (4) the same relationship can be formulated in four different ways and (5) the whole can assume a lower value than the parts. One conclusion is that it may be an advantage already for young students to participate in teaching based on early algebra and learning activity where general mathematical structures are focused. A furtherconclusion is that it may be beneficial to participate in theoretical reasoning where equations with negative numbers included are explored with support by a learning model. 

    Download full text (pdf)
    Tuominen, Jane (2022)
  • 503.
    Tväråna, Malin
    et al.
    Uppsala universitet.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Civic reasoning about power issues: The criticality of agency, arena and relativity2023In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 22, no 1, article id 5258Article in journal (Refereed)
    Abstract [en]

    Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science.

    Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues.

    Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena.

    Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed.

    Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education. 

    Download full text (pdf)
    fulltext
  • 504. Tväråna, Malin
    et al.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Carlberg, Sara
    Gottfridsson, Patrik
    Juthberg, Therese
    Kenndal, Robert
    Losciale, Marie
    Rosengren, Jenny
    Sahlstrom, Per
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Visualising complexity and changeability - critical aspects of teaching visual models in economics2023In: EARLI 2023: Book of Abstracts, Leuven: European Association for Research on Learning and Instruction (EARLI) , 2023, p. 104-104Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to discuss how models used in social studies teaching can help students grasp the complexity and changeability in economic issues and systems in the context of social science education (SSE). Models are often used in SSE teaching to help students grasp complexity and changeability. However, students often find models difficult to understand and there is a risk that seemingly fixed models do not offer an understanding of the changeability in societal issues. The project investigates students’ conceptions of two different models that are commonly used in SSE (one flowchart and one plot diagram) and what aspects that need to be discerned in order for students to reason in a qualified way about the content illustrated. Results from a phenomenographic analysis of 21 group discussions (with students from both compulsory and upper secondary school) show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important.

  • 505.
    Tväråna, Malin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Fryshusets gymnasium.
    Björklund, Mattias
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm University, Faculty of Social Sciences, Department of Education.
    Carlberg, Sara
    Kenndal, Robert
    Juthberg, Therese
    Sahlström, Per
    Losciale, Marie
    Gottfridsson, Patrik
    Kåks, Bodil
    Rosengren, Jenny
    Elevers uppfattningar av två olika visuella modeller i samhällskunskap2021Conference paper (Refereed)
    Download full text (pdf)
    Elevers uppfattningar av två olika modeller i samhällskunskap
  • 506. Uddling, Jenny
    et al.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Linnéuniversitetet, Sverige.
    Elever i ett språkligt heterogent klassrum rör sig mot naturvetenskapliga beskrivningar av ljud2022In: HumaNetten, E-ISSN 1403-2279, Vol. 48, p. 113-137Article in journal (Refereed)
    Abstract [sv]

    Den här studien belyser hur ett ämnesinnehåll bearbetas i ett naturvetenskapligt klassrum där flera elever undervisas på sitt andraspråk. Närmare bestämt undersöks om och i så fall hur eleverna i ett språkligt heterogent fysikklassrum i årskurs åtta, i samtal mellan lärare och elever samt mellan elever, ges stöd i att utveckla en allt mer naturvetenskaplig beskrivning av ljud.

    De data som ligger till grund för studien består av video- och ljudinspelningar, digitala foton och insamlade texter från fyra fysiklektioner. Analysen grundas i socialsemiotisk teori (Halliday 1978), med verktyg från systemisk-funktionell grammatik (SFG) i syfte att identifiera tecken på lärande i elevernas uttryck.

    Resultatet visar att läraren iscensatte aktiviteter som bidrog till elevernas möjligheter att utveckla kunskaper om ämnesinnehållet och att uttrycka sig om ljud på ett alltmer ämnesadekvat vis. Emellertid gav några av de språkliga resurser som läraren erbjöd inte det stöd som kanske var avsett. Studien har implikationer för hur lärande i språkligt heterogena natur-vetenskapliga klassrum kan främjas, där en central aspekt är att lärare på ett medvetetet sätt själva använder språket och att de resonerar med eleverna om hur detta bidrar till att uttrycka ämnesinnehållet.

  • 507.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    A Cultural–Political Reading of School Mathematics Curriculum Reform2022In: Mathematics Curriculum Reforms around the World: The 24th ICMI Study / [ed] Yoshinori Shimizu; Renuka Vithal, Springer, 2022, p. 545-548Chapter in book (Refereed)
    Abstract [en]

    From the perspective of the cultural politics of mathematics education, mathematics curriculum reforms are understood as inseparably entangled with their social, cultural and political contexts. This invites to explore the political role of the mathematics curriculum in the making of Modern states, nations and the subjectivation of their citizens. Interdisciplinary research is fundamental to advance the scientific study of mathematics education reforms.

  • 508.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Enactaciones de la educación matemática crítica en Colombia: [Enacting Critical Mathematics Education in Colombia] [Promovendo Educação Matemática Crítica na Colômbia]2021In: Revista Latinoamericana de Etnomatemática, ISSN 2011-5474, Vol. 14, no 1, p. 47-61Article in journal (Refereed)
    Abstract [en]

    Researching the research in the six papers that are part of the special issue of Critical Mathematics Education in Colombia allowed to identify the resonances and differences in the conditions and problems of such six studies. In a first stage, the analysis of the texts pointed to some general traits regarding the intentions, research problems, theoretical framings and methodologies deployed in the studies. In a second stage, the analysis showed two enunciations that circulate in the texts. The first refers to the power effects of the disciplinary approach that directs mathematics education practices. The second refers to the configuration of a will to govern through mathematics education in larger political and economic processes in society. Together the results highlight the blind spots of the six investigations as well as the potentialities for future enactments of CME in Colombia and other Latin American countries.

    Download full text (pdf)
    fulltext
  • 509.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Political Perspectives in Mathematics Education2020In: Encyclopedia of Mathematics Education / [ed] Stephen Lerman, Cham: Springer Nature, 2020, Second, p. 663-666Chapter in book (Refereed)
    Abstract [en]

    A political perspective in mathematics education is a way of looking at how mathematics, education, and society relate to power. It stands on the critical recognition that mathematics is not only important in society due to its exceptional, intrinsic characteristics as the purest and most powerful form of abstract thinking but also and foremost, because of its functionality in the constitution of the dominant cultural project of Modernity. Thus, it assumes that the teaching and learning of mathematics are not neutral practices but that they insert people – be it children, youth, teachers, and adults – in socially valued mathematical rationalities and forms of knowing. Such insertion is part of larger processes of selection of people that schooling operates in society. It results in differential positioning of inclusion or exclusion of learners in relation to access to socially privileged resources such as further education, labor market, and cultural goods.

  • 510.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Subjetivación matemática, democracia y la dignidad de estar siendo: una década después2022In: Revista de Educación Matemática, ISSN 0326-8780, Vol. 37, no 3, p. 60-65Article in journal (Refereed)
    Abstract [es]

    ¿Qué retos enfrenta la educación matemática hoy en día con respecto a su posible contribución a la democracia? Atención a los tipos de subjetividades que se fabrican en las prácticas de la educación matemática y se promueven con los planes curriculares abre la posibilidad de cuestionar la violencia que suele suceder en el encuentro con las matemáticas escolares. El mundo actual de cambio climático requiere que tal cuestionamiento nos lleve a nuevas imaginaciones pedagógicas que permitan la dignidad de estar siendo.

  • 511.
    Valero, Paola
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Björklund Boistrup, LisaStockholm University, Faculty of Humanities, Department of Teaching and Learning. Malmö universitet, Malmö, Sverige.Christiansen, IbenStockholm University, Faculty of Humanities, Department of Teaching and Learning.Norén, EvaStockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Matematikundervisningens sociopolitiska utmaningar2022Collection (editor) (Refereed)
    Abstract [sv]

    Matematikundervisning av idag har en påverkan även utanför klassrummets ramar, inte minst genom matematikens relevans inom kultur, ekonomi, politik och i relation till makt. Sociopolitiska perspektiv i matematikdidaktisk forskning ger insikter om hur utbildningen i matematik är social och politisk. Forskning utifrån dessa perspektiv föreslår både kritiska ifrågasättanden och ännu-inte-tänkta möjligheter för innehåll, undervisning, politik och vidare forskning. Denna bok introducerar, för en större svensk publik, de forskningsinriktningar och strategier som sociopolitiska perspektiv har att erbjuda. I boken illustreras detta på flera sätt. Kapitlen beskriver aktuell forskning om matematikutbildningens sociopolitiska utmaningar i flera olika sammanhang, t.ex. klassrum, fritidshem, läroplaner, matematiklärarutbildning och till och med matematikutbildningsforskning. På detta sätt vidgas perspektiven till grupper av människor, institutioner och krafter, vilka utgör ett nätverk för matematikutbildningspraxis. Kapitlen presenterar annorlunda filosofiska och empiriska studier, baserade på teoretiska verktyg från filosofi, samhällsvetenskap och kulturstudier, kritiska studier av utbildning samt sociokulturellt-politiska studier av matematikutbildning. Metodologiska och analytiska strategier som text- och diskursanalys och fallstudier av praktik används. På detta sätt illustreras möjligheter att forska i matematikutbildning utifrån sociopolitiska perspektiv. Kapitlen använder diverse skrivstilar vilka bjuder in läsaren i forskningsvärlden. Därmed får läsaren möta olika sätt att tänka på matematikutbildningens roll i skapandet av det moderna svenska samhället. 

  • 512.
    Valero, Paola
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    García Oliveros, Gloria
    Camelo, Francisco Javier
    Mancera, Gabriel
    Romero, Julio
    La educación matemática y la dignidad de estar siendo2022In: Revista de Educación Matemática, ISSN 0326-8780, Vol. 37, no 3, p. 38-59Article in journal (Refereed)
    Abstract [es]

    A partir de nuestro trabajo como investigadores, formadores de docentes y profesores comprometidos con un enfoque sociopolítico en la educación matemática en Colombia, proponemos entender la democracia en términos de la posibilidad de construir una subjetividad social para la dignidad de estar siendo. Abordamos el dilema de cómo, históricamente, la inserción de la matemática escolar en relación con el proyecto colonial de asimilación de los pueblos indígenas latinoamericanos a la episteme de la Ilustración y la Modernidad entra en conflicto con la posibilidad de fomentar una subjetividad social en las aulas de matemática. Ejemplificamos una posibilidad pedagógica de avanzar hacia una educación matemática para la subjetividad social con nuestro trabajo al rearticular la noción de espacio geométrico en el plan de estudios de matemática en la secundaria de Colombia con las nociones de espacio de la geografía crítica y el problema de la territorialización, y laepistemología latinoamericana con la noción del espacio íntimo como elemento importante de la subjetividad social.

  • 513.
    Valero, Paola
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jørgensen, Kenneth Mølbjerg
    A la educación se le perdió la ética! Y.... ¿por qué queremos reecontrársela?2021In: Ética: Entre Educación y Filosofía / [ed] Luis Radford; Maritza Silva Acuña, Bogotá: Ediciones uniandes, 2021, p. 257-276Chapter in book (Refereed)
    Abstract [es]

    Ofrecemos una lectura y comentario a los capítulos de este libro resaltando tres asuntos temáticos que identificamos están presentes en ellos: primero, las nociones de ética; segundo, el vínculo entre ética, conocimiento y educación; y tercero, la expresión de la sensibilidad ética en acciones y actuaciones educativas. Estos tres asuntos nos permiten entrar en diálogo con las propuestas de los autores y traer a la discusión otras perspectivas teóricas de ética que no han sido abordadas: la visión de ética de Jacques Derrida asociada al discurso; la visión de ética, poder y ser como práctica de la libertad de Michel Foucault; y la visión de ética en conexión con la acción política de Hannah Arendt. Estas tres perspectivas nos permiten problematizar las ideas que se discuten en el libro al resaltar lo político como elemento constitutivo de la ética y su importancia en el esfuerzo de rescatar, resignificar y actualizar la inseparabilidad entre ética y educación.

  • 514.
    Vallerossa, Francesco
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    ‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology2024In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 21, no 1, p. 112-130Article in journal (Refereed)
    Abstract [en]

    The study investigates the reflections on tempo-aspectual morphology in Italian expressed by undergraduate multilingual learners with previous knowledge of Swedish and a Romance language (N=22). The reflections of the participants, who were divided into four groups depending on a combination of proficiency in their background Romance language and in Italian, were analysed using a qualitative content analysis. From the analysis categories and subcategories emerged, and their occurrences served to display group tendencies. Four categories (explicit rules, intuition, other languages and uncertainty/unknown), and seven subcategories were found and their occurrence was differently distributed across groups. Further, the reflections of the learners became more sophisticated as proficiency in Italian increased. In fact, the reflections progressively incorporated different layers of information connected to explicit knowledge about tenses: temporal, aspectual and, finally, lexical, that is, the inherent semantics of the predicates. Finally, while the reflections of low-proficiency learners referred to different L2s (e.g. English and French), high-proficiency learners made comparisons with Swedish more consistently, regardless of their proficiency level in the Romance language. These results are discussed in the light of research on second/additional language learning of aspectual distinctions in Romance languages.

    Download full text (pdf)
    fulltext
  • 515.
    Vallerossa, Francesco
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Learning aspect in Italian as a third language: Transfer patterns among multilingual learners in the Swedish context2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the impact of previously acquired or learned background languages (BL) on the learning of Italian as a third language (L3) among undergraduate students in the Swedish context. Focusing on the learning of past tense-aspect (TA) inflectional categories in Italian, the thesis investigates the influence of Swedish, English and Romance languages, French or Spanish, in light of four factors. The typology factor entails the linguistic similarity between the L3 and the BLs. The language status factor examines the different roles played by first (L1) and second (L2) languages. The proficiency factor refers to proficiency in both the L2s and the L3. The prototype factor deals with different combinations of grammatical and lexical aspect, defined as prototypical and non-prototypical. Eight Italian native speakers and 36 undergraduate students learning Italian in Sweden were included in the studies making up the thesis. The learner group had knowledge of Swedish and English. A majority had additional knowledge of a Romance language, which allowed for a distinction to be made between a non-Romance and a Romance group. The participants completed a background questionnaire and a test battery of seven tests consisting of three C-tests (French, Spanish, and Italian), three interpretation tests of aspectual contrasts (English, French, and Italian), and an oral retelling story test in Italian. The data were analyzed quantitatively, by means of descriptive and inferential statistics, and qualitatively, through content analysis. Study I probed the impact of typology, L3 proficiency and prototypes on oral production data. At low-proficiency levels, prior L2 knowledge of a Romance language favored the emergence of imperfective morphology in L3 Italian while learners at high-proficiency levels were sensitive to prototypes. Based on interpretation data, Study II went further into the role of typology, L2 proficiency and prototypes, revealing a beneficial effect of English and Romance languages, except with non-prototypical associations. Study III looked into typology and L2/L3 proficiency. Four categories, differently distributed depending on L2/L3 proficiency, unfolded from written introspection data submitted to qualitative content analysis: explicit rules, intuition, other languages and uncertainty/unknown. Study IV, closely examining three participants with different acquisition orders of Swedish, English and French, showed an interaction of the language status with L3 proficiency, typology and prototypes. Overall, the results indicate that all BLs impact the learning of prototypical associations, while the L1 alone influences learning of non-prototypical associations. Further, the typology factor and the L2 proficiency factor are crucial for transfer of forms and transfer of meanings, respectively. The influence of the BLs is prevalent at early acquisition stages while advanced stages are uniformly shaped by prototypes. Also, learners gradually add different layers of information to their explicit knowledge of tenses. The results align with L3 accounts arguing for property-by-property hybrid transfer. The thesis further connects L3 transfer research focusing on linguistic and conceptual transfer to research on learning TA morphology. In light of the above contributions, the thesis recommends explicit crosslinguistic instruction aiming to foster positive transfer through tailor-made use of the learners’ BLs.

    Download full text (pdf)
    Learning aspect in Italian as a third language
    Download (jpg)
    Omslagsframsida
  • 516.
    Vallerossa, Francesco
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Always trust your gut? A case study on the differential impact of French as L1/L2 on Italian L3 tense-aspect judgments2023In: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 14, no 1, p. 41-74Article in journal (Refereed)
    Abstract [en]

    The study examines how three undergraduate beginner students of Italian as L3 make sense of Italian tense-aspect morphology based on other languages. All students had knowledge of Swedish, English and French, in each case acquired in a particular chronological order. The participants completed two C-tests, and three interpretation tests of aspectual contrasts in English, French and Italian. The latter was complemented by written comments. The results of the Italian interpretation test varied depending on tense-aspect configurations. A qualitative analysis of the comments revealed four categories: (i) explicit rules, (ii) intuition, (iii) other languages, and (iv) uncertainty/unknown, differently distributed among the students. The results suggest that the students relied on their L1(s) as well as their L2(s) depending on type of transfer, whether linguistic or conceptual, which is discussed in light of some recent L3 models.

  • 517.
    Vallerossa, Francesco
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Bergström, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Learning aspect in Italian as additional language. The role of second languages2023In: International Review of Applied Linguistics in Language Teaching, ISSN 0019-042X, E-ISSN 1613-4141, Vol. 61, no 3, p. 1139-1171Article in journal (Refereed)
    Abstract [en]

    The study examines the role played by English and Romance languages (L2s) when learning grammatical aspect in Italian as additional language (Ln). Swedish university students of Italian (n = 34), divided according to knowledge of a Romance L2 and English aspectual knowledge, completed an interpretation task of aspectual contrast in Italian. Eight native speakers served as a control group. The findings showed that knowledge of a Romance language as L2 and high English aspectual knowledge exerted a differential influence on learning aspect in Italian. This outcome is discussed in the light of a consistent form-meaning relationship between the L2s and Italian. Yet, with a mismatch between grammatical and lexical aspect, the learners' judgments differed from the native speakers' judgments. Thus, our findings also support the idea of the existence of differential learning paths sustained by the L2s when learning complex aspectual configurations.

    Download full text (pdf)
    fulltext
  • 518.
    Van Steenbrugge, Hendrik
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    An outsider’s perspective on mathematics education in Sweden2022In: Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274, no 15, p. 3-6Article in journal (Other academic)
  • 519.
    Van Steenbrugge, Hendrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Remillard, Janine T.
    The multimodality of lesson guides and the communication of social relations2023In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 55, no 3, p. 579-595Article in journal (Refereed)
    Abstract [en]

    Curriculum resources such as textbooks and lesson guides communicate messages about the social relations between the teacher, students, artefacts, and the mathematics. Because of their implicit nature, these messages can be hard to surface and perhaps therefore are not frequently covered in curriculum resource analysis. Tackling this shortcoming, we examine mathematics lesson guides or the daily lesson descriptions written for elementary teachers. Drawing on multimodality and activity theory, we characterize the social relations messaged in the lesson guides in terms of two constructs: authority and distance. We present and illustrate an analytical approach to uncovering these messages in lesson guides from Sweden, USA, and Flanders. Our analytical approach enabled us to distinguish configurations of social relations that vary primarily across the three educational contexts, which strengthens our argument for viewing the configuration of social relations as a cultural script. 

  • 520.
    Viinikka, Tina
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Badion, Kim
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Sva-lärares upplevelser av fjärrundervisning: En kvalitativ studie av sva-lärares olika pedagogiska tillvägagångssätt i fråga om interaktion och språkinlärning med anledning av pandemin.2021Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utbrottet av covid-19 fick världen att ställa om sig till ett socialt distanserat liv. Detta resulterade i att den fysiska klassrumsmiljön i vissa skolor övergick till att bedriva studier på distans som i dag benämns som fjärrundervisning. Denna studie avser att undersöka sva-lärares upplevelser, från både gymnasium och högstadium, om hur interaktion och språkinlärning har påverkats i samband med fjärrundervisningen. Studien har även som syfte att redogöra för vilka didaktiska tillvägagångsätt som lärarna har behövt vidta för att bemöta sina andraspråkselever på bästa sätt. Val av datainsamlingen var semistrukturerade intervjuer med fem verksamma andraspråkslärare. Analys och diskussion kring resultatdelen visar att interaktion utgör en central roll för språkinlärning. Lärarna utmanas dock av att möjliggöra undervisningsmoment som innefattar interaktiva aktiviteter med anledning av, både metodiskt och tekniskt, begränsade förutsättningar. Denna studie avser bidra till att uppmärksamma, ur ett lärarperspektiv, utmaningar som äger rum i det digitala klassrummet. 

    Download full text (pdf)
    fulltext
  • 521.
    Vinnberg, Mattias
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    An instrumental approach on students’ work with digital items in mathematics2022Conference paper (Other academic)
    Abstract [en]

    This poster proposal presents an early-stage research study investigating students work on innovative spreadsheet items from an instrumental approach. This theoretical lens scrutinizes the interrelations between technology and mathematical thinking. The overall research aim is to shed light on important factors that need to be taken into account whenever similar items in mathematics are applied in summative digital assessment, in this case the Swedish national tests in mathematics for Grade 9. The purpose of this study is to examine students’ instrumented techniques, along with instrumented action schemes in the process of digital genesis. The research is framed by technical problems, students’ described opportunities and constraints, and also how this relates to their conceptual understanding. One of the arguments of digital assessment in mathematics is construct broadening. At the same time, it is crucial that tests assess mathematical competencies, and do not introduce construct-irrelevant variance. In this context the tests need to emphasize the intended mathematics and not computer skills. The importance of studying students work with digital items is thus based on validity concerns. The presented study pinpoints such concerns related to instrumental techniques applied (or not applied) by students when solving items with a spreadsheet component. 

    Download full text (pdf)
    fulltext
  • 522.
    Visén, Pia
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Hallesson, Yvonne
    De nationella minoritetsspråken i läromedel2023In: Sveriges nationella minoritetsspråk - nya språkpolitiska perspektiv / [ed] Tommaso Milani; Linus Salö, Studentlitteratur AB, 2023, p. 245-278Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet inleds med en översikt över tidigare läromedelsstudier om nationella minoritetsspråk. Därefter presenteras och diskuteras några huvudresultat från en multimodal textanalys av läroböcker i svenska för gymnasiet. Avslutningsvis diskuteras konsekvenser för undervisning och lärande med utgångspunkt i det som tagits upp i kapitlet.

  • 523.
    Voutilainen, Ellen
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wennerberg, Therese
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Oro eller hopp - undervisning för hållbar utveckling: En kvalitativ intervjustudie av mellanstadielärares erfarenheter och intentioner2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur mellanstadielärare beskriver sin planering och undervisning för hållbar utveckling inom ramen för geografi ämnet. Studien ämnar även att undersöka möjliga skillnader mellan olika socioekonomiska områden i Stockholms län och vilka anpassningar lärare gör för att undvika framtidsoro. Detta är en kvalitativ intervjustudie där empirin utgörs av sex lärarintervjuer, där samtliga undervisar inom alla SO-ämnen. Resultatet visar en genomgående önskan om och behov av att arbeta ämnesöverskridande med ämnet, men att tiden för detta inte finns. Alla lärare berättar att deras elever i olika mån uttrycker oro kopplat till klimatförändringar, men det framkommer också att en tredjedel av lärarna upplever ett ointresse och bristande engagemang blandeleverna för ämnet. Det som väcker elevernas intresse uttrycks vara verklighetsförankrat arbete och naturkatastrofer, trots att det bidrar med spridda känsloyttringar hos eleverna. Vidare framgår det även att skolor inom socioekonomiskt svaga områden behöver lägga mer tid och fokus på språkutvecklande arbetssätt, begreppsförståelse och faktabaserad undervisning. Detta fokus i undervisningen beskrivs bero på elevernas förkunskaper i ämnet och deras språkkunskaper. Skillnader beroende på socioekonomiska områden är även kopplade till vad elevernas föräldrar har för inställning till ämnet, vilket speglar lärarnas utformning av undervisningen, där målet blir att utvidga och nyansera elevernas syn på ämnet.

    Download full text (pdf)
    fulltext
  • 524.
    Wallin, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Fritidshemmets matematik: Möten som räknas2022Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to investigate mathematics in the context of Swedish extended education, namely, school-age educare. The research builds on investigating and identifying possible meanings of mathematics in school-age educare practice. Two overarching research questions support this work: How is mathematics formulated in school-age educare through enactment processes and what does this imply for students and staff? What characterises school-age educare mathematics in relation to the material-discursive practices that can be created intra-actively?The thesis deals with the ideas of mathematical activities, informal mathematics, and materialities in entanglement with bodily actions in playful and creative settings. The research questions are addressed in five articles which together address the phenomenon of mathematics in school-age educare from diverse angles—from a broad perspective that frames enactments of policy documents in practice, to a narrower perspective of mathematical activities in entanglements with bodily actions and material engagements. Data were produced from fieldwork at two educare centres, and involved observations, interviews, and written communications. Additional material consists of interviews with teachers and their work on registering mathematical activities in the practice.Theoretical stances shifted during the research process—from a human-centred perspective to a non-human-centred, non-hierarchical and flat ontology. Theoretical tools include: the three aspects of policy enactment theory (interpretative, material, and discursive), activities and values associated with enculturation, and agential realism from a posthumanist perspective. In a broad sense, the theoretical tools were used to analyse actions and expressions related to the phenomenon of mathematics in school-age educare. My findings relate to school-age educare mathematics in enactment orientations, in activities and values, and in bodily and material engagements. One finding is that there were four enactment orientations regarding mathematics being enacted in educare which highlight perspectives of mathematical positioning, use of materials, and interpretations of policy documents in practice. Another finding relates to the conceptualisation of mathematical activities and values of school-age educare as a way of complementing school mathematics. The concept of mathemat-ing is construed based on findings. Mathemat-ing is defined as a special case of mathematical events, embracing bodily actions, creations, engagements, and ethical sensibilities in entanglements with materials. Assessment is not included in the conceptualisation of mathemat-ing. My findings indicate that mathematics in school-age educare is created within the involvement in material-discursive practice. Together my findings suggest an approach to mathematics embracing children to “be within” mathemat-ing events and become mathematical.

    Download full text (pdf)
    Fritidshemmets matematik
    Download (jpg)
    presentationsbild
  • 525.
    Wallin, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Norén, Eva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Valero, Paloa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Matematik på Solens fritidshem: Om att göra "verkstad av" policy-dokument2022In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero; Lisa Björklund Boistrup; Iben Maj Christiansen; Eva Norén, Stockholm: Stockholm University Press, 2022, p. 181-206Chapter in book (Refereed)
    Abstract [sv]

    Elever möter matematik i många sammanhang, så som i vardagen, i fritidshemmet och i skolan. Ett viktigt sammanhang för matematiska möten är fritidshemmets undervisning. Fritidshemmet är en frivillig del av utbildningssystemet och styrs av policy-dokument, där läroplanen ingår. 2016 reviderades den nationella läroplanen i Sverige, Lgr 11, och matematik lyfts explicit som ett innehåll som ska behandlas i fritidshemmets undervisning. En utgångspunkt för detta kapitel är att undersöka vad som karaktäriserar fritidshemmets matematiska aktiviteter och kontexter. Det finns en risk att fritidshemmets matematik omintetgörs om den inte problematiseras och en farhåga är att den matematik eleven traditionellt möter i skolan ges utrymme och breder ut sig i fritidshemmet. I kapitlet lyfts fritidshemmets specifika matematiska arena fram. Med hjälp av teoretiska verktyg hämtade från policystudier samt två matematikdidaktiska perspektiv studeras fritidshemmets matematik genom en flerfallstudie. Resultatet synliggör fyra inriktningar av fritidshemmets matematik; helinformell, halvinformell, halvformell och helformell.

  • 526.
    Wallin, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Norén, Eva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Valero, Paola
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Mathemat-ing in School-age Educare: Considering ethical sensibilities of mathematical engagement and rejectionManuscript (preprint) (Other academic)
  • 527.
    Wallin, Pontus
    et al.
    Skolforskningsinstitutet.
    Manneh, Ilana
    Skolforskningsinstitutet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College.
    Persson, Mikael
    Göteborgs universitet.
    Jonsson, Lisa
    Skolforskningsinstitutet.
    Melin, Catarina
    Skolforskningsinstitutet.
    Att lära demokrati - lärares arbetssätt i fokus2022Report (Refereed)
    Abstract [en]

    The aim of the Swedish education system is to ensure that all students acquire and develop both knowledge and values. According to Swedish law, the education system must convey respect for human rights and democratic values. The purpose of this systematic review is to give teachers an overview of the research about how students learn democracy. The question that the review seeks to answer is:

    What teaching practices promote democracy learning?

    Democracy learning is defined as learning knowledge, skills, attitudes, and values relating to democracy.

    Teaching practicesThe review includes studies of teaching with the explicit purpose of promoting democracy learning. Half the studies included in the review are intervention studies that investigate the causal relationship between specific teaching methods and democracy learning. The other half are correlation studies that investigate how the learning environment influences how students learn democracy.

    The intervention studies primarily highlight teaching practices that focus on discussions and group work, as well as simulations such as role play and student participation in decision-making processes. Some studies also emphasise the importance of using news media and texts about politics in the classroom, as well as interacting with the surrounding community.

    The correlation studies primarily highlight teaching approaches that promote an open classroom environment, which facilitates discussions and encourages students to participate actively in class activities. Some studies emphasise the importance of teacher engagement and leadership.

    Democracy learningThe results of the review show that encouraging students to participate actively in teaching also promotes democracy learning in terms of knowledge, skills, attitudes and values. Active participation helps students gain a shared sense of responsibility and gives them opportunities to experience and practice democratic principles and values.School plays an important role, but should be put in relation to other factors that influence democracy learning. One important conclusion, drawn by multiple researchers, is that teaching practices influence democracy learning but that different teaching methods can benefit different aspects of democracy learning for different students.

    Knowledge and skillsThe overall picture provided by the research included in this review shows a positive correlation between an open classroom environment and students’ knowledge of democracy. Moreover, an open classroom environment seems to be an important component in strengthening students’ ability to test out their own opinions in discussions with others. Participating in decision-making processes at school can improve the students’ capacity for democratic participation.

    Using news media in teaching encourages students to discuss societal issues and can especially benefit students who do not have access to newspapers at home. Informative texts can contribute factual knowledge that students use to form arguments during discussions. Taking responsibility for cooperation and the tone of discussions in small groups can boost student understanding of democratic concepts and principles, with social classroom activities being particularly important for students in younger age groups.

    Attitudes and valuesSchool can affect students’ attitudes to participation and political behaviour later in life. An open classroom environment, and inclusive and mutually respectful relationships between teachers and students promote higher future participation in elections and other democratic processes. Cooperation exercises in the form of groupwork also promote a higher participation rate in elections as adults. For upper-secondary school students, there is a link between an open classroom environment and democratic values. Involving students in simulations allows them to develop a nuanced image of the opportunities and challenges associated with democracy.

    Teachers can promote all students’ willingness to participate in democracy by being aware of minority perspectives in class and highlighting critical perspectives. Group discussions and the use of news media can increase students’ confidence in their own capacity to participate in democracy and promote positive attitudes towards future political participation. Visiting external exhibitions and other ways of interacting with the surrounding community can strengthen students’ support for political equality and contribute to equity in education by giving students of all backgrounds access to such opportunities for learning.

    A multifaceted missionWe chose to include research about different aspects of democracy learning. However, we have been careful to ensure that the studies included in the review clearly and unambiguously relate to the concept of democracy, so several closely related areas were not included.

    The review does not include research about how to prevent violence, bullying and extremism, or about how to promote attendance, motivation and health. Nor does the review cover research about the students’ development of prosocial behaviour. We have also excluded research with a specific focus on education about human rights and anti-racism, anti-extremism, equality, LGTBQ+, sustainable development and global and social justice. Research about ethics and morality and how students relate to concepts such as love, tolerance, justice and freedom has also been excluded. Finally, research about critical thinking and source criticism has been excluded, as has research about civics and citizenship education that is not specifically related to democracy.

    Selection of researchThis systematic overview is based on 32 studies conducted in eleven countries. The studies evaluate teaching that aims to promote democracy learning in various subjects from primary school to adult education. However, most of the research included is focused on teaching in social studies in primary school and high school.The review includes empirical studies where democracy learning is evaluated by comparisons between students or over time. All the included studies have been published in peer-reviewed sources.

    Download full text (pdf)
    Att lära demokrati - lärares arbetssätt i fokus Skolforskningsinstitutet 2022:03
  • 528. Wallin, Pontus
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna, Sverige.
    Persson, Mikael
    Arbetssätt i undervisningen som främjar elevers demokratilärande2022In: Special interest group: Citizenship and Education, 2022Conference paper (Other academic)
    Abstract [sv]

    Skolan i Sverige har ett tydligt framskrivet demokratiuppdrag. Enligt Skollagen ska utbildningen förmedla och förankra respekt för mänskliga rättigheter och grundläggande demokratiska värderingar. Men det finns olika sätt att tolka vad skolans demokratiuppdrag innebär och hur det ska återspeglas i undervisningen. En behovsinventering visar att lärare har behov av vetenskapligt underbyggda arbetssätt för att konkret utforma undervisningen kring demokratiuppdraget. Lärare beskriver bland annat utmaningar med att ta hänsyn till mångkultur, bemöta ickedemokratiska värderingar och att stärka elever att vara självständiga. I en pågående systematisk översikt sammanställer vi forskning om vilka arbetssätt i undervisningen som främjar elevers demokratilärande. En omfattande litteratursökning i flera vetenskapliga referensdatabaser resulterade i drygt 8000 träffar som efter en granskning av två oberoende sakkunniga forskare reducerats ned till ett mindre antal studier som bedömts vara av hög relevans och vetenskaplig kvalitet för ändamålet. Arbetet med att sammanställa resultaten pågår och översikten kommer att publiceras under hösten 2022. I denna text presenteras översiktens första två kapitel. 

  • 529. Wanselin, Hanna
    et al.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Linnaeus University, Växjö, Sweden.
    Wikman, Susanne
    Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts2023In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 5, article id 443Article in journal (Refereed)
    Abstract [en]

    Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecology, it is crucial to understand different complex processes, such as the matter cycle, energy flow, decomposition, and their relations. Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and how they position themselves through their textual choices. Results indicate that representing biological processes comprises several challenges for students. One way in which this is shown is the unclear use and meaning of arrows. Thereto, the students include various aspects uncommon in the field of ecology, for example, symbols inspired by comic books, values, and the role of humans, thereby relating ecosystems to their interests and everyday life. Implications for teaching are discussed, for instance, the importance of supporting students in terms of scientific content and how to represent it, which can be conducted through text discussions.

  • 530.
    Warnby, Marcus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Academic vocabulary knowledge among adolescents in university preparatory programmes2023In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 61, p. 101203-101203, article id 101203Article in journal (Refereed)
    Abstract [en]

    English academic vocabulary knowledge is needed for reading in many internationalized university contexts around the world. However, our knowledge is limited regarding the degree to which pre-tertiary education prepares students for the academic English reading demands at university. To explore this question, this cross-sectional study analyzed academic vocabulary scores from two Swedish student samples (N=952), at the beginning and at the end of upper secondary English education. Statistical analyses were conducted to describe and compare the academic vocabulary knowledge in the two samples, also in relation to gender, study disciplines and English grades. Large variations in vocabulary scores were observed within and between samples. The exit-sample outperformed the entry-sample. The exit-sample’s academic vocabulary knowledge correlated positively with English grades, however, these (CEFR-B2) students do not, on average, reach suggested mastery thresholds of academic vocabulary knowledge. A logistic regression analysis showed higher probabilities for male students and Arts/Humanities/Science/Technology students than female and Economics/Social science students to reach suggested mastery thresholds. This unequal distribution of academic word knowledge is discussed in the context of curricular goals about equality and university-preparation.

  • 531.
    Warnby, Marcus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Do leisure activities promote upper secondary students’ acquisition of academic vocabulary?2021In: Abstracts Archive, 2021Conference paper (Other academic)
    Abstract [en]

    This study explores the possible impact of leisure activities on academic vocabulary knowledge, a critical component of academic literacy. Academic vocabulary makes up approximately 10% of the words in academic texts. Informal engagement with English, in written as well as oral modalities, is extensive in the daily life of Swedes. Such engagement frequently involves contact with English in digitally mediated contexts, offering good opportunities for acquiring English skills beyond formal language learning contexts. Previous research has confirmed that Swedish adolescents have a high general proficiency in English, often acquired through out-of-school language activities. However, little is known about how such language activities relate to their academic vocabulary knowledge. The purpose of the study is to investigate if leisure activities can offer any explanatory power to Swedish upper secondary students' receptive English academic word knowledge. An extramural English survey development including analysis of responses on different EE questions informed the final EE survey. The data for the study is based on the participants' (N≈800) scores from a word-recognition test and survey responses. The test scores offer a measure of the students' receptive academic vocabulary size. The survey collects self-reported data on their out-of-school media language activities. Regression analyses are conducted to explore the correlations between test scores and independent variables such as playing computer games, watching /subtitled/ movies, and fiction reading. The analysis also controls for impact of other variables, e.g. L1, and parental education. The results will shed light on the extent to which upper secondary student's incidental learning of academic vocabulary may be predicated on leisure activities. Additionally, the findings will be discussed in terms of how the findings may inform current pedagogical practices. Finally, the paper considers a focal shift in survey design, moving away from the medium of exposure to the genre of exposure, i.e. young people do read news, however, not only print news but also in the digital wild.

  • 532.
    Warnby, Marcus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    English academic vocabulary knowledge among Swedish upper secondary school students2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores Swedish upper secondary school students’ written receptive English academic word knowledge. Academic vocabulary are words that are more frequent in academic than in general discourse without being discipline-specific but frequent across disciplines, for example, however, related, partially and delineate. All the participants belong to study programmes which, according to the curriculum goals (Skolverket, 2013), prepare them for university studies, where English is a common reading language. Despite the university-preparatory goal, the syllabi contain no guidelines about academic English nor academic vocabulary. 

    The thesis is based on two premises: 1) academic vocabulary is a central component of reading at university, and 2) the curriculum goal of being prepared for university studies presupposes the ability to read literature in English.

    The present thesis uses existing and validated tests targeting academic lexis. There are three validity arguments for using academic vocabulary measurements as indicators of students’ predicted academic reading comprehension. First, because reading comprehension largely depends on word knowledge (e.g., Gough & Tunmer, 1986; Grabe & Stoller, 2019), measures of academic word knowledge inform about an essential component of academic reading comprehension. Second, to comprehend an academic text a reader should know 98 percent of the words in a text (e.g., Nation, 2001). In academic texts, approximately 10–14 percent of the words are academic. Thus, without a high degree of academic word knowledge, the 98 percent threshold cannot be reached. Third, if basic word knowledge is lacking, more nuanced knowledge aspects which may be important for academic deep reading are likely lacking too. For this reason, it is worthwhile testing a basic aspect of word knowledge first; to this end, this thesis tests the connection of a word form to its most common meaning. 

    Based on these premises and validity arguments, the thesis seeks to estimate the academic vocabulary knowledge of students at the beginning and the end of mandatory English instruction. Furthermore, factors that may explain this word knowledge are explored.

    The thesis adopts a cross-sectional design where almost 1,000 participants were administered vocabulary tests, questionnaires and a survey of out-of-school English activities. Mainly statistical analyses were used. 

    The results reveal large variations in academic vocabulary knowledge within and between samples. Significant factors positively related to academic vocabulary are involvement with out-of-school English, age, gender and study programmes. Approximately half of the students leaving mandatory English courses do not reach the minimum threshold score indicating mastery of academic lexis.

    Since there are no guidelines in the English syllabi about academic vocabulary knowledge, the outcomes are expected, namely large variations in and, on average, a low level of academic word knowledge. There is a risk that many students falling below the threshold are not sufficiently prepared for taking on university reading tasks. The disruption in constructive alignment between the curriculum goal and the syllabi guidelines should be considered and the thesis suggests a curriculum change where the English mandatory courses for university-preparatory programmes include principled instruction about academic English reading ability of which academic vocabulary knowledge is one central component. 

    Download full text (pdf)
    English academic vocabulary knowledge among Swedish upper secondary school students
    Download (jpg)
    Omslagsframsida
  • 533.
    Warnby, Marcus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Exploring the Swedish and English passive academic vocabulary of upper secondary students2019Conference paper (Other academic)
    Abstract [en]

    Higher education in Sweden focuses on recruiting for diversity but many study programs struggle concurrently with throughput, calling into question students’ preparedness for tertiary level academic study where both academic English and Swedish dominate the language of instruction. The issue of academic preparedness has been debated in recent years, and university students themselves describe their difficulties with reading at university (Grönvall, 2015). However, the evidence that has emerged is unsatisfactory. 

     

    Numerous studies show that vocabulary is a fundamental part of academic literacy, and not least academic vocabulary (Laufer 1992; Qian 1999, 2002; Schmitt et al. 2011; Nation 2001, Schleppegrell 2004; Uccelli et al. 2015). Academic language can here be regarded as learning a second language (Lindberg 2006). Research on academic vocabulary in a Swedish context has mainly concentrated on students’ writing, i.e. their active academic vocabulary (Ohlsson 2018 for a recent review). However, studies addressing their passive academic vocabulary are particularly few. Thus, the field tells little about these students’ preparedness for taking on academic studies involving receptive tasks.  

     

    This project explores this research gap by using a cross-sectional design to investigate correlations between students’ (N=500 first year, 500 final year) academic vocabulary knowledge measured as scores on both tests of English and Swedish academic vocabulary and background information from a questionnaire (linguistic background, gender, parental education, extramural activities). 

     

    In addition to the questionnaire the project proposes the use of two VLT-format based tests presently under validation namely the Swedish Academic Test (SAT) by Johansson & Lindberg and the Academic Vocabulary Test (AVT) in English by Malmström, Pecorari & Shaw. The SAT builds on the Swedish Academic Word List by Jansson et al. (2012) and the AVT on the Academic Vocabulary List by Gardner & Davies (2013).

     

    Limited results from a pre-pilot reveal some validity problems in one of the instruments and some unexpected patterns. Further piloting to be carried out beginning of 2019 will be analyzed and presented. The presentation discusses and collects insights to the research design before commencing final data collection. 

  • 534.
    Warnby, Marcus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    How does CEFR-B2 relate to IELTS band scores and academic vocabulary scores2022Conference paper (Other academic)
    Abstract [en]

    Many non-English university courses-taught in the majority language-include a large number of mandatory English texts in the literature lists. This globalized use of English as a reading language calls for our ability to identify the academic English proficiency level required by students to cope with academic tasks. One well-spread required standard for university admission is the B2-level of the Common European Framework of Reference (CEFR). Another prominent standard is a band-6 score on the academic IELTS-test (International English Language Testing System). Such standards may indicate students' preparedness for university. There is little empirical validation of what a CEFR-B2 means in terms of other standards, e.g., an IELTS-score or educational achievement. Moreover, the IELTS-band 6 is contested for being a too low requirement. Additionally, vocabulary is a key predictor of reading ability, and, thus, academic vocabulary knowledge may be a good indicator of academic preparedness. This study sets out to provide new information to this research gap. With reference to the increased use of English as an academic reading language and to the importance of vocabulary knowledge, 323 CEFR-B2 upper-secondary English-as-a-foreign-language (EFL) students took an IELTS-reading task and two academic vocabulary tests. The results indicated that a large proportion of CEFR-B2 students fall far beneath the recommended IELTS-band 6, and, thus, question the applicability of CEFR-B2 as a valid standard. Academic vocabulary scores correlated positively with reading and achievement grades. Furthermore, it is discussed whether IELTS-band 7 may provide a higher probability of students' academic preparedness.

  • 535.
    Warnby, Marcus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Piloting, investigating and analyzing an academic Swedish word test2019Conference paper (Other academic)
    Abstract [en]

    Students from disadvantaged backgrounds regularly seem to fall behind in study results. Educational success builds on academic literacy where vocabulary is a key element. Swedish upper secondary education aims at providing basic knowledge for further studies of which, presumably, basic academic vocabulary is included. However, debates on students’ readiness for engaging with receptive academic tasks are frequent. This poster presents results from a pilot study where a test aimed to measure general academic vocabulary is analyzed, both with respect to the test’s internal reliability and to relationships between test scores and background factors.

    General academic vocabulary, by means of corpus methods, distinguishes frequent words in different academic genres from high-frequency words in everyday language, and from technical words. In Swedish there is one Swedish Academic Word List (SAWL) available (Ribeck et al., 2014). Johansson & Lindberg (2019) constructed a vocabulary test including a section of SAWL words, which was used in this pilot study.

    First year students (N=45) from upper secondary school took the test and filled in a background questionnaire. The data were digitalized and run into SPSS. The reliability analysis reveals problematic issues of validity, mainly due to poor test construction principles. The regression analysis shows some interesting correlations. The main finding is that the test instrument needs to be revised according to valid principles.

  • 536.
    Warnby, Marcus
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Malmström, Hans
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Ett svenskt akademiskt vokabulärtest – revidering, validering och förslag på vidareutveckling2022In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Nordic Journal of Literacy Research, ISSN 2464-1596, Vol. 8, no 1, p. 106-127Article in journal (Refereed)
    Abstract [en]

    Academic vocabulary is generally regarded as indispensable for academic literacy, e.g., for reading and understanding academic texts. Assessment of academic vocabulary knowledge can be relevant in a range of educational contexts. The aim of this study was to validate a multiple choice test of receptive Swedish academic vocabulary. A Swedish academic vocabulary test (SAVT) was extracted from an existing frequency-based word levels test. SAVT measures knowledge of words from a Swedish academic word list. Pilot studies were followed by minor revisions to the extracted test. Subsequently, the test, a sociolinguistic survey and a linguistic self-estimation instrument were administered to 551 students in university preparatory upper secondary education. Statistical and lexical analyses were conducted based on the results. Reliability and variance were sufficient and discriminated different proficiency levels among test-takers at group level. Positive covariance between test scores and self-reported reading ability and test score differences between groups of different gender and first languages added to the validity argument. The lexical analyses showed that word frequency, polysemy and meaning nuances between certain words could pose difficulties for some students, which is typical for a test group in the process of developing their academic literacy. Suggestions for further development of the test (and the underlying list of academic words), including the addition of more items, are discussed.

  • 537.
    Warnby, Marcus
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Malmström, Hans
    Hansen, Kajsa Yang
    Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT2023In: Language Testing, ISSN 0265-5322, E-ISSN 1477-0946, Vol. 40, no 3, p. 548-575Article in journal (Refereed)
    Abstract [en]

    The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and pedagogical purposes, it is important to be able to compare scores achieved on the two tests between administrations and within similar contexts. Based on a sample of 385 upper secondary school students in university-preparatory programs (independent CEFR B2-level users of English), this study presents a comparison model by linking the VLT-Ac and the AVT using concurrent calibration procedures in Item Response Theory. The key outcome of the study is a score comparison table providing a means for approximate score comparisons. Additionally, the study showcases a viable and valid method of comparing vocabulary scores from an older test with those from a newer one.

  • 538. Wedin, Åsa
    et al.
    Rosén, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Språkliga normer i förskollärarutbildning: Ett kritiskt perspektiv2021In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 15, no 2, article id 5Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna studie är att utifrån ett kritiskt perspektiv bidra med kunskap om språkideologier inom lärarutbildningen i Sverige. För att möjliggöra en likvärdig skola menar vi att det är centralt att förskollärare och lärare utvecklar arbetssätt för att ge alla barn och elever oavsett språkliga erfarenheter möjlighet att utvecklas. Fokus riktas här mot språkideologier i svensk lärarutbildning genom att undersöka hur ideologiska rum och rum för implementering av språklig mångfald konstrueras och förhandlas inom förskollärarprogrammet. Det empiriska materialet har skapats under fyra år genom observationer, individuella intervjuer och fokusgruppsamtal med lärarutbildare och studenter när vi följde en grupp studenter som på grund av sin migrationsbakgrund valts ut och getts stöd för att delta i förskollärarprogrammet. Analysen visar på en rådande enspråkig norm för standardiserad svenska såväl i förskollärarutbildningen som för studenternas framtida arbete som förskollärare, och att en förutsättning för att bli en erkänd medlem i denna grupp var att följa denna norm. Ideologiska utrymmen för flerspråkighet skapades under utbildningen men möjligheter att implementera dessa var få. En spänning fanns mellan å ena sidan pluralism och mångfald och å andra sidan ett starkt krav på anpassning av språkanvändning för minoritetsstudenter till en enspråkig standardiserad norm. Som lärarutbildare inser vi värdet och kanske nödvändigheten av en gemensam språklig norm, och även att denna i hög grad behöver gälla skriven text. Samtidigt argumenterar vi för att öppna lärarutbildningen för en flerspråkig pedagogik som inkluderar och stärker både studenternas språkliga repertoarer och ger dem möjlighet att utveckla förhållningssätt och arbetssätt för att arbeta i verksamheter präglade av språklig mångfald.

  • 539. Wedin, Åsa
    et al.
    Rosén, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Straszer, Boglárka
    Multi-Layered Language Policy and Translanguaging Space a Mother Tongue Classroom in Primary School in Sweden2021In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 13, no 5, p. 699-711Article in journal (Refereed)
    Abstract [en]

    This article is aimed to demonstrate how language policy at the local school level may create space for translanguaging. Focus is on a Mother Tongue (MT) classroom for Somali in a primary school in Sweden by way of an analysis of layers of language policy, with focus on spatial aspects. The empirical material consists of policy documents, interviews and observations documented through field notes and photographs from an MT Somali classroom with grade six students. Through the use of a framework of language policy as layered and linguistic landscaping with a focus on aspects of time, place and social factors, the analysis shows how the mother tongue classroom may constitute a demarcated room, while simultaneously interacting with other spaces both inside and outside school. The understanding of policy as layered made power relations visible in terms of language that moves between layers. It also made visible how school discourses shift between micro/macro, management/practice and inside/outside in the creation of space dominated by Somali and Swedish. It became apparent that an environment that supports the use of Somali inside the MT classroom may increase the likelihood of the pupils using Somali outside the classroom.

  • 540.
    Weiland, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Paulsson, Marie
    Björnhammer, Sebastian
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Stockhaus, Emelie
    Didaktiska val i syfte att skapa förutsättningar för lågstadieelever att utveckla förståelse för vad som påverkar ett resultat2022Conference paper (Other academic)
    Abstract [sv]

    Den här studien har genomförts inom ramen för samverkansplattformen Stockholm Teaching & Learning Studies (STLS) och fokuserar systematiskt undersökande på lågstadiet. I kursplanen för NO betonas att eleverna ska ges förutsättningar att utveckla denna förmåga men tidigare forskning visar att laborativa moment oftare syftar till att eleverna ska lära sig om naturvetenskapliga begrepp och fenomen än genomförandet i sig (Högström m.fl., 2010; Lunde m.fl., 2015). Förståelse för skillnaden mellan data och evidens är en aspekt av förmågan som visat sig vara extra svårt för elever (Gyllenpalm m.fl., 2021). 

    I denna studie undersöker vi hur undervisningen kan organiseras för att elever i årskurs 2 ska ges förutsättningar att utveckla förståelse för vad som påverkar ett resultat som ett led i förståelsen av skillnaden mellan data och evidens. Dataunderlaget består av filminspelningar av fyra lektioner i en klass där eleverna undersökte vilket material som åkte snabbast i en ramp. Lektionerna har med avstamp i ett pragmatiskt perspektiv på lärande planerats och analyserats med stöd av Organiserande syften (Johansson & Wickman 2011).

    De tentativa resultat som genererats ur analysen visar på didaktiska val och aktiviteter som stöttar elevernas lärandeprogression, så som att inkludera flera oberoende variabler i undersökningen för att stötta elevernas förståelse av vikten av att fokusera på en variabel. Resultatet visar även hur vissa aktiviteter i undervisningen istället skapar nya syften än de för lektionerna planerade, så som att eleverna strävar efter att undersökningen ska kännas rättvis för alla i klassen när begreppet rättvis undersökning (fair testing) introduceras av läraren. 

     

  • 541. Wernholm, Marina
    et al.
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Linnaeus University, Växjö, Sweden.
    Ebbelind, Andreas
    Palmér, Hanna
    Patron, Emelie
    Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources2023In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 6, article id 568Article in journal (Refereed)
    Abstract [en]

    The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. This qualitative case study focuses on one group of three pupils aged 8–9. The study is theoretically grounded in the designs for learning perspective, with the Learning Design Sequence Model utilized as an analytical tool. The teacher’s design for learning—including her planned activities and the resources made available to the pupils—appeared to have a major impact on what happens and what becomes possible for the pupils in their design for learning. The teacher’s design also influenced what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during the small-group activities, which partly could be explained by the different affordances of the resources provided, as well as the teacher’s design. The detailed descriptions of how the pupils’ positioning changed in relation to the teacher’s design for learning and the available resources add valuable knowledge to the field of educational research.

  • 542.
    Westerholm, Kristin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att utföra eller uppfylla? Pedagogiska dilemman i lärares erfarenheter av artbetet till följd av åtgärdsgarantin för tidig taluppfattning2024Licentiate thesis, comprehensive summary (Other academic)
    Download full text (pdf)
    fulltext
  • 543.
    Westerholm, Kristin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden;Department of Teaching and Learning, Stockholm University, Stockholm, Sweden.
    Lindqvist, Henrik
    Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden.
    A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs2023In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecolo-gical model of teacher agency as an overarching theoretical frame-work and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a ‘dilemmatic space’ (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils’ num-ber sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study’s results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.

    Download full text (pdf)
    fulltext
  • 544.
    Westerholm, Kristin
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Linköpings universitet, Linköping, Sverige.
    Norén, Eva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Lärares erfarenheter av Åtgärdsgarantin i matematik: möjligheter att åstadkomma stödinsatser2024In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, ISSN ISSN 1104-2176, Vol. 29, no 2, p. 27-47Article in journal (Refereed)
    Abstract [sv]

    I denna studie intervjuades 14 lärare i årskurs 1 om sina erfarenheter av arbetet med elevers taluppfattning i relation till utbildningsreformen Läsa, skriva, räkna – en garanti för tidiga stödinsatser (Åtgärdsgarantin). Studien undersöker lärares möjligheter att åstadkomma agens som kan leda till att elever tidigt ges stöd, och i vilka avseenden dessa stödinsatser ges. Lärares erfarenheter analyserades tematiskt. Lärare beskriver att deras mål främst är att elevens ska känna sig delaktig ”här och nu” och att undervisningen ska beröra allt centralt innehåll innan nationella proven i årskurs 3. I den ordinarie undervisningen ställs elevers behov av mer tid för träning mot lärarens behov av matematikbokens stöd i undervisningen. Stödinsatserna skapas då främst genom anpassningar av innehåll i matematikboken, samt i kommunikationen med eleven. Studiens resultat pekar på att lärares möjligheter att åstadkomma agens i den ordinarie undervisningen var begränsade. Agensen som åstadkoms syftade till att alla elever ska kunna följa den gemensamma undervis-ningens takt och innehåll, och då inte i första hand till en uppföljande undervisning som stärker elevens taluppfattning. 

  • 545.
    Wettergren, Sanna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Undervisningsutvecklande forskning för relevant professionskunskap om algrebraiskt tänkande2024In: Praktiknära skolforskning: – resultat och erfarenheter från nio forskningsprojekt / [ed] Skolforskningsinstitutet, Stockholm: Skolforskningsinstitutet , 2024, p. 49-57Chapter in book (Other academic)
    Abstract [sv]

    Denna artikel bygger på resultat från ett undervisningsutvecklande forskningsprojekt rörande algebraiskt tänkande för grund- och gymnasieskolan. Frågor vi adresserar rör hur forskningsresultat av hög vetenskaplig kvalitet genereras, presenteras och kan prövas av såväl lärare som forskare. Vi diskuterar vad som kan räknas som relevanta forskningsresultat och användbara kunskapsprodukter för lärare.

    Download full text (pdf)
    Undervisningsutvecklande forskning för relevant professionskunskap om algrebraiskt tänkande
  • 546.
    Weurlander, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Flodin, Veronica S.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Att undersöka och utveckla den egna undervisningen på ett etiskt medvetet sätt: En guide för universitetslärare2024Report (Other academic)
  • 547.
    Willert, Martin
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Utforskande ögonblick: Deritualiserande elevuttryck i matematikundervisningen2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Mötet med matematikens utforskande sida har visat sig vara viktigt för elevernas matematiska och intellektuella utveckling. Utforskande matematik upplevs dock som svår av såväl lärare som elever, och i många klassrum dominerar istället en mer traditionell undervisning där renodlade minneskunskaper och upprepning av färdigformulerade procedurer betonas. Detta underliggande problem utgör grunden för detta arbete, i vilket jag ansluter mig till commognition-teorins diskursiva syn på lärande. Mer precist gäller mitt intresse de ögonblick då elever ger uttryck för deritualisering, med andra ord uppvisar tecken som tyder på en uppmärksamhets-förflyttning från ett rituellt (process-orienterat) till ett mer utforskande (målorienterat) förhållningssätt. Genom att, utifrån observationer, detaljstudera de mekanismer som samspelar, söker jag en förståelse av vad som är karaktäristiskt för dessa situationer. Jag finner att situationer med deritualiserande elevuttryck i synnerhet karaktäriseras av språklig och matematisk precision kring det givna uppdraget, betänketid, insisterandet på ett utforskande förhållningssätt, samt klassrumsdiskurser som präglas av uppmuntran, nyfikenhet och delaktighet. Detta resultat tyder sammanfattningsvis på att en lärares indirekta tillvägagångssätt är väl så betydelsefullt som de mer direkta uppmaningar som denne ger. Resultatet bör vara intressant för praktiserande lärare och lärarstudenter som strävar efter att i högre grad närma sig ett utforskande förhållningssätt i sin undervisning, samtidigt som det pekar på tänkbara områden för fördjupad forskning inom matematikämnets didaktik och matematiklärarutbildning. 

    Download full text (pdf)
    fulltext
  • 548.
    Winnberg, Mattias
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning, PRIM-gruppen.
    Analysis of digital assessment in mathematics through the lens of connectivity2022In: Proceedings from the 12th Congress of the European Society for Research in Mathematics Education (CERME12), 2022, 2022Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is to investigate the framework of connectivity in relation to analyses of summative digital assessment in mathematics. As an example, two digital items in mathematics are analyzed according to the framework of connectivity. The results imply that the framework, along with some instrumental adaptations, can be used to guide item analysis. In future, the framework could likely guide analyses of digital national tests in mathematics. A suggestion is to broaden the scope of this research to a macro level, which might focus on assessment platforms, and possible connections to other digital resources.

    Download full text (pdf)
    fulltext
  • 549.
    Woodhouse, Rasmus
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Redo att jobba?: En kvalitativ intervjustudie om sfi-utbildningens förberedelser till arbetslivet2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie har varit att undersöka hur arbetsrelaterat språkbruk har integrerats i sfi-utbildningen utifrån tidigare sfi-elevers perspektiv i jämförelse med deras erfarenheter på den svenska arbetsmarknaden. Detta undersöktes utifrån tre frågeställningar: (1) I vilken mån upplever sfi-eleverna att sfi-utbildningen inriktats mot arbetsrelaterade kontexter och språkbruk? (2) Vilka förväntningar hade sfi-eleverna angående sfi-utbildningens roll för deras framtida jobb? (3) Hur uppfattar sfi-eleverna sin språkliga identitet och sin egen förmåga att använda språkkunskaperna från sfi på arbetsplatsen? Fyra intervjuer genomfördes med tidigare sfi-elever som alla hade arbetslivserfarenhet på den svenska arbetsmarknaden. Resultaten från intervjuerna analyserades med hjälp av en analysmall som skapats från analysmetoden kvalitativ innehållsanalys. Resultaten beskrev hur deltagarna arbetat med arbetsrelaterat språkbruk genom exempelvis övningar att skriva cv och personliga brev men att ämnet skulle kunna haft större prioritering. Deltagarnas förväntningar handlade om förhoppningar att lära sig arbetsrelaterat språkbruk på sfi-utbildningen med fokus på språket som samhällsbärare, men att saknaden av effektivitet i sfi-utbildningens innehåll påverkat deras chanser till detta. Slutligen uppfattades deltagarnas språkliga identiteter utifrån språkanvändningen på arbetsplatserna, där vissa av deltagarna upplevde en svårighet att bygga upp sin språkliga identitet medan andra kände att de kunde byggas upp språkligt av kollegor och kunder. Samtliga deltagare uttryckte dock att deras språkliga identiteter begränsades av den korta tid som de hunnit praktisera språket på arbetsplatsen.

    Download full text (pdf)
    fulltext
  • 550.
    Wredberg, Tanja
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Ska du, eller måste jag?: En undersökning av lärares attityder till undervisning om sexualitet, samtycke och relationer i svenska som andraspråk2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att öka kunskapen om lärares arbete och utmaningar i sex- och samlevnadsundervisning i ämnet svenska som andraspråk (SVA). Studien syftar dessutom till att utforska hur lärare tolkar undervisningsuppdraget med anledning av revideringar i läroplanens inledande delar för gymnasieskolan hösten 2022. Frågeställningarna är följande: 1) Vilken erfarenhet har SVA-lärare av undervisning om sex- och samlevnad? 2) Hur motiverar och tolkar SVA-lärare relevansen av kunskapsområdet? 3) Vilka utmaningar kan SVA-lärare ställas inför i undervisning om sexualitet, samtycke och relationer? Studien baseras på en både kvantitativ och kvalitativ enkätundersökning med 27 respondenter, vilken ligger till grund för sju kvalitativa fördjupningsintervjuer med behöriga och verksamma SVA-lärare. Resultatet visar att majoriteten av lärarna ser utmaningar med undervisningsuppdraget, grundade i bristande kompetens, osäkerhet inför möten med elevernas olika kulturella referensramar, den praktiska organisationen och otillräcklig uppdragsformulering. Studiedeltagarna anser att kunskapsområdet är relevant för ämnet SVA, men det till trots väger osäkerheten kring uppdraget tyngre. Detta har resulterat i att kunskapsområdet hitintills inte har intagit någon större del av undervisningen, och troligtvis inte heller kommer att göra det till hösten 2022 om inte förutsättningarna ändras.

    Download full text (pdf)
    Wredberg, Tanja. Ska du, eller måste jag?
89101112 501 - 550 of 567
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf