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  • 551.
    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.

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  • 552.
    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.

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    Fritidshemmets matematik
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  • 553.
    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.

  • 554.
    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)
  • 555.
    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.

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    Att lära demokrati - lärares arbetssätt i fokus Skolforskningsinstitutet 2022:03
  • 556. 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. 

  • 557. 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.

  • 558.
    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.

  • 559.
    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.

  • 560.
    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. 

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  • 561.
    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. 

  • 562.
    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.

  • 563.
    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.

  • 564.
    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.

  • 565.
    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.

  • 566. 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.

  • 567. 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.

  • 568.
    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. 

     

  • 569. 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.

  • 570.
    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)
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  • 571.
    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.

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  • 572.
    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. 

  • 573.
    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.

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    Undervisningsutvecklande forskning för relevant professionskunskap om algrebraiskt tänkande
  • 574.
    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)
  • 575.
    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. 

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  • 576.
    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.

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  • 577.
    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.

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  • 578.
    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.

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    Wredberg, Tanja. Ska du, eller måste jag?
  • 579. Xenofontos, Constantinos
    et al.
    Andrews, Paul
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. VIA University College, Denmark.
    The experiential construction of mathematics teacher identity and the impact of early mathematical failure2023In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 1158973Article in journal (Refereed)
    Abstract [en]

    It is broadly accepted that teachers’ professional identities influence how they teach and what their pupils learn. In this paper, drawing on semi-structured interviews with 22 experienced primary teachers from the Republic of Cyprus, we explore the construction of informants’ professional identities with a specific focus on mathematics teaching. Analyses, undertaken according to the constant comparison method, yielded three broad themes, implicated in differing ways in the construction and manifestation of informants’ identities: prior experiences of mathematics, mathematical competence, and images of the self-as-teacher. Overall, teachers fell into two groups, which analyses led us to construe as either mathematical victors or mathematical victims. Mathematical victors had experienced success as learners of school mathematics, from which pleasure, pride, and confidence in their mathematical knowledge for teaching emerged. Their teaching, which emphasized pupils’ attainment of similar enjoyment and success, focused on abstraction and mathematical reasoning. Mathematical victims had experienced failure as learners of school mathematics, from which anxiety and a restricted mathematical knowledge for teaching emerged. Their teaching, which emphasized positive pupil experiences, focused on affect rather than cognition and an avoidance of “traditional” teaching. However, both groups, despite their confident assertions, appeared unaware of the potential of their actions for creating new victims. The findings, which are discussed in relation to existing literature, confirm the complex nature of mathematics teachers’ identities and highlight, in particular, the need for further research into the formative role of teachers’ prior experiences of mathematics, whether positive or negative.

  • 580. Yildirim, Ali
    et al.
    Dragemark Oscarson, Anne
    Hilden, Raili
    Fröjdendahl, Birgitta
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland2024In: Journal of Teacher Education, ISSN 0022-4871, E-ISSN 1552-7816, Vol. 75, no 2, p. 203-218Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.

  • 581.
    Zeng, Yuchen
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Mahmud, Tanzima
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    ChatGPT in English Class: Perspectives of students and teachers from Swedish Upper Secondary schools2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study explored the application of artificial intelligence chatbot, ChatGPT, in English language teaching (ELT) and learning, exploring how Swedish upper secondary school students’ and teachers’ perceived ChatGPT in English class. The study collected quantitative data consisting of 63 upper secondary school students’ through an online questionnaire, and qualitative data from interviews with two upper-secondary ELT Teachers. The research explores the extent and purposes of students’ use of ChatGPT, the changes in ELT instructional practices, and the affordances and challenges of ChatGPT from teacher’s perspectives. This study adopts the unified technology acceptance and use of technology theory (UTAUT), Language teacher cognition and Learning autonomy as theoretical frameworks. The results indicate that students primarily use ChatGPT for brainstorming and inspiration, however, using ChatGPT for English learning has not become popular among students. Changes in instructional practices are noticeable in in-class assessments, activities, and assistance with lesson planning and material preparation. The affordances of ChatGPT are brainstorming, promoting learner autonomy, and the challenges include reliability concerns, limited learning, and issues of academic dishonesty. This emphasises the need for careful consideration when including ChatGPT in pedagogical implications. 

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    ChatGPT in English Class Perspectives of students and teachers from Swedish Upper Secondary schools Yuchen Zeng & Tanzima Mahmud
  • 582.
    Åkerfeldt, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bergdahl, Nina
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hrastinski, Stefan
    KTH Royal Institute of Technology, Stockholm, Sweden.
    Adult learners' perceptions of distance education2023In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194Article in journal (Refereed)
    Abstract [en]

    Research informing adult education teachers' didactic practices in distance education is scarce. Approaching the adult learner's perspectives on how distance education is perceived is key to informing future initiatives. This study explores adult learners' perception of distance education, concentrating on aspects such as, social presence, course structure, and perceived learning and satisfaction. A survey was distributed to teachers (n = 78) in five schools organising adult distance education. Findings show that teacher accessibility and course structure correlated positively with social presence and perceived learning and satisfaction. Overall, adult learners are satisfied with their distance teaching. A challenge facing adult distance education is to create a sense of social presence despite the high demand for flexibility. Thus, we explored learner perceptions of benefits and challenges in distance education and structured these into social, cognitive, spatio-temporal, emotional, and technical dimensions. Findings reveal that one challenge in the social dimension was a lack of connection with peers, and a benefit in the cognitive dimension referred to autonomy and self-regulation. These findings are important as educational institutions and policymakers may strive for high flexibility, which in turn may lead to lower group cohesion and a lack of social presence.

  • 583.
    Åkerfeldt, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Björklund Boistrup, Lisa
    Design and research: ethical considerations2022In: Designs for Research, Teaching and Learning: A framework for future education / [ed] Lisa Björklund Boistrup; Staffan Selander, Routledge, 2022, p. 48-60Chapter in book (Refereed)
    Abstract [en]

    A Designs for Learning perspective, with its close attention to the setting and the materiality of communications, is well-suited for research closely connected to the actions taken by professionals and participants. This may be research on others, where the interest is to understand how learning is supported and/or limited in a certain context, while also considering the complexities of that context. There may also be research with others, where the emphasis is on mak-ing changes in practices while investigating these changes, where researchers, professionals, and other participants collaborate. In such collaborations profes-sionals may, for example, be working in schools as teachers and school leaders (i.e., in formal settings), or as staff working in semi-formal settings such as museums (see Chapter 8  by Insulander & Öhman in this volume). Here, we discuss both design research on others and with others, with specific attention given to ethical considerations and aspects. In this chapter we discuss ethical considerations, following the LDS model ( Figure 4.1 ) from left to right; starting with the setting, which is framed by the resources at hand, and the institutional norms and regulations. This section is followed by ethical considerations in relation to the transformation units where interactions take place in different kinds of situations, constituted by transformations within and transductions between modes (e.g., pictures, body movements, speech). After this we address ethical considerations concerning participants’ roles vis-à-vis a Designs for Learning framework.

  • 584.
    Åkerfeldt, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Kjällander, Susanne
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Petersen, Petra
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    A research review of computational thinking and programming in education2024In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139Article, review/survey (Refereed)
    Abstract [en]

    In the following research review, 57 articles were analysed to get an insight into research in the field of computational thinking and programming in K–12. The results show that empirical research regarding programming and computational thinking is prevalent in the USA and Greece. The articles were published in 43 different academic journals. A fast-growing number of articles published in the research field during 2006–18 indicate growing interest. The articles were analysed and clustered into seven strands: 1) Evaluating digital resources, 2) Assessment, 3) Improving students’ academic performance through programming, 4) Gender and equity, 5) Games – as a method to learn programming, 6) Attitudes and motivations, and 7) Teachers’ competencies and teaching. An extensive focus is on the evaluation of different technical solutions as well as pedagogical methods. Implications for teaching and learning programming and developing computational thinking skills are discussed.

  • 585.
    Åkerlund, Fredrika
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Swenzén, Elsa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Multimodalt lärande i historieundervisningen: En ämnesdidaktisk intervjustudie med F-3 lärare2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hur beskriver F-3 lärare att de arbetar utifrån intellektuella och fysiska artefakter i historieundervisningen? Hur beskriver F-3 lärare att elever utvecklar sitt historiemedvetande?Hur beskriver F-3 lärare att de arbetar med multimodala arbetssätt som pedagogiskt drama,lekpedagogik och skönlitteratur för att utveckla elevernas historiemedvetande? Detta är de forskningsfrågor som vi har undersökt i vår studie. Studiens syfte är att undersöka hur F-3 lärare förhåller sig till begreppet historiemedvetande och vilka arbetssätt de använder sig avför att utveckla elevernas historiemedvetande. Vi har undersökt om lärarna arbetar med multimodalt lärande i sin historieundervisning och valt att särskilt undersöka användandet i undervisningen av gestaltande arbetssätt som skönlitteratur, pedagogiskt drama och lekpedagogik. Vi valde att närmare undersöka användandet av dessa arbetssätt eftersom tidigare forskning har visat att arbetssätt som levandegör kunskapsinnehåll bidrar till utvecklandet av elevernas historiemedvetande. Inom ramen för vår studie har vi genomfört kvalitativa intervjuer med fem F-3 lärare för att ta reda på hur de arbetar i sin historieundervisning. Det empiriska materialet från dessa intervjuer ligger till grund för vårstudies resultat och besvarar tillsammans med tidigare forskning studiens forskningsfrågor.Studiens resultat visar att fyra av fem intervjuade lärare inte kände till begreppet historiemedvetande sedan tidigare. Vidare visade vår studie att det finns både skillnader och likheter mellan hur de intervjuade lärarna väljer att lägga upp sin historieundervisning. Det fanns däremot en gemensam uppfattning om att det finns fördelar med att arbeta med gestaltande arbetssätt och skönlitteratur i historieundervisningen. Både för att det bidrar till ett lustfyllt lärande och för att det utvecklar elevernas historiemedvetande där eleverna får en förståelse för hur dåtid, nutid och framtid hänger samman och att vi alla är med och påverkar framtiden samt är en del av historien.

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  • 586.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Drama workshops as single events in higher education – what can we learn?2022In: The Routledge Companion to Drama in Education / [ed] Mary McAvoy; Peter O'Connor, Abingdon: Routledge, 2022, p. 324-337Chapter in book (Refereed)
    Abstract [en]

    In Swedish higher education, drama is often seen as a teaching method to be utilised in other subjects, and Drama in Education/Applied Drama is put forward by drama teachers as a creative form of learning in pre-schools as well as at university level. Here, drama is often organised as single workshops, but this chapter problematises drama work as single events, drawing on experiences of drama workshops on sustainability for university students in Athens, Helsinki, and Stockholm. Preliminary results, based on questionnaires, indicate significant differences in the students’ learning, connected to previous drama knowledge and level of teacher training. The findings provide a more precise understanding of the interplay between context and outcome. This may inform decisions about when, how, and why drama is applied in various educational settings.

  • 587.
    Österling, Lisa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Bilder med makt över matematiklärarutbildningen2022In: Matematikundervisningens sociopolitiska utmaningar / [ed] Paola Valero; Lisa Björklund Boistrup; Iben Maj Christiansen; Eva Norén, Stockholm: Stockholm University Press, 2022, p. 207-233Chapter in book (Refereed)
    Abstract [sv]

    Det finns många bilder av vad som är en bra matematiklärare. Det här bokkapitlet belyser de bilder som målas upp i den senaste lärarutbildningsutredningen. Genom en textanalys av de stycken som handlar om matematik framträder fyra bilder som begär olika saker av matematikläraren och lärarutbildningen: läraren ska vara ämneskunnig, undervisningsskicklig, intresseutvecklande och dessutom vara född med rätt biologisk, social och kulturell bakgrund. I utredningen framträder en bild av matematikämnet som en rad användbara fakta och beräkningsstrategier, och det målas upp som något förgivettaget gott att matematikelever behöver bli intresserade av och lära sig använda matematik. Att elever ibland inte lär sig matematik kommer därför att reflekteras i bilden av matematikläraren, där både matematikläraren och matematiklärarutbildningen målas upp som bristfälliga. Genom att bilden synliggör en viss typ av matematiklärarstudent, medan andra blir osynliga, har bilden makten att både inkludera och exkludera studenter.

  • 588.
    Österling, Lisa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Mathematics Student Teachers’ Confessional Reflections2022In: Philosophy of Mathematics Education Journal, ISSN 1465-2978, no 38Article in journal (Other academic)
    Abstract [en]

    As part of practicum, student teachers are often asked to provide written reflections on their teaching, sometimes in the form ofself-inquiry confessions. Confessional practices in teacher education havebeen critiqued in earlier research, andthis article provide an empirically-based discussion from four student teachers’ reflectivelogbooks. The findings show and how confessional reflections are entangled with five discourses aboutgood teachers:they interactwithlearners, follow curriculum, legitimise mathematics, use educational theory, andhold particular attributes of body and soul. The first move in confessions, the self-examination, was part of all four logbooks. However, it was rarely used for the second move of self-improvement. From this, the purposefulness of confessional reflections can be questioned, and hence the ethical considerations of intruding student teachers’ integrity by assessing their inner feelings and beliefs.

  • 589.
    Österling, Lisa
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Operationalising de-ritualisation for the analysis of teaching-as-usual2022In: Proceedings of the Twelfth Congress ofthe European Society for Research in Mathematics Education (CERME12) / [ed] Jeremy Hodgen; Eirini Geraniou; Giorgio Bolondi; Federica Ferretti, Bozen-Bolzano: Free University of Bozen-Bolzano, Italy and ERME , 2022, p. 3229-3236Conference paper (Refereed)
    Abstract [en]

    To trace and represent changes in mathematics teaching over time is a challenge for research. This methodological paper proposes a framework for visually representing teacher moves in mathematics lessons. Based on commognitive theory, a framework of de-ritualising moves towards explorative teaching is developed. Two lessons of mathematics student teachers ‘teaching-as-usual’ in their final practicum are used for the development of a coding-scheme. The analysis enables to represent several de-ritualising moves, and the visual and fine-grained analysis is a promising result for longitudinal research on de-ritualisations in teaching-as-usual.

  • 590.
    Österling, Lisa
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Christiansen, Iben
    Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities2022In: International Electronic Journal of Mathematics Education, E-ISSN 1306-3030, Vol. 17, no 4, article id em0710Article in journal (Refereed)
    Abstract [en]

    There is a widespread conviction in research on teacher education that practicum contributes to the development of student teachers’ inner qualities. This article presents a systematic review of empirical research articles on teacher affect, identities, and conceptions of mathematics, based on 87 publications from 2001-2021. Becoming a teacher is described as a slow, uncertain, and individual process, with varied assumptions about what or whom the prospective teacher needs to become or feel. Generally, a synthesis was difficult, partly due to contextual as well as methodological differences among the included articles. Still, we could conclude how tensions between identities endorsed by school and university became influential for identity development. For affect, we saw contradictory results in how positive attitudes to mathematics can increase or decrease after practicum, and in how stable they are. Studies disagreed on the extent to which students’ attitudes and beliefs determine their teaching approach. Despite this complexity, practicum-as-usual appears less successful than various interventions. This may have to do with the widespread implementation fidelity perspective, or with aspects focused on interventions being made more accessible for participants.

  • 591.
    Österling, Lisa
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    de Ron, Anette
    Andersson, Annica
    Transforming Powers in a Magic Pill that Makes Anyone Good at Mathematics2024In: Values and Valuing in Mathematics Education: Moving Forward into Practice / [ed] Yüksel Dede; Gosia Marschall; Philip Clarkson, Springer, 2024, p. 443-463Chapter in book (Refereed)
    Abstract [en]

    We asked students to propose three ingredients for a magic pill to make anyone “very good at mathematics” in our Swedish context. This chapter engages both what students perceive as values in mathematics, and what they put up as characteristics for persons who know mathematics. We include a political dimension on the processes of inclusion and exclusion to understand the transforming powers in a pill for making anyone “very good at mathematics”. 735 Swedish students in grade five and eight answered the question. The results show how students put mathematical facts about numbers and calculations in their pills, together with ingredients to make you fast and intelligent, but also magic, such as unicorns. Ingredients transforming the person taking the pill were more common for girls. The suggested ingredients are reminders of the importance of reducing the emphasis on exclusionary practices, based on ability or being fast when doing mathematics. Instead, the recommendation for teachers is to include “an ounce of joy and happiness”, as one girl puts in her pill.

  • 592.
    Ünsal, Zeynep
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jakobson, Britt
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Molander, Bengt-Olov
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Is the bulb off or closed? Scientific meaning-making in a multilingual primary science classroom2013Conference paper (Refereed)
  • 593.
    Ünsal, Zeynep
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jakobson, Britt
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Molander, Bengt-Olov
    Wickman, Per-Olof
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Undervisning i naturvetenskap med tvåspråkiga elever:  Inkludering av elevers modersmål i mångspråkiga klasser2022Conference paper (Refereed)
    Abstract [sv]

    I denna studie undersöks tvåspråkiga elevers meningsskapande i naturvetenskap. En återkommande slutsats från tidigare studier är att tvåspråkiga elevers modersmål bör inkluderas i naturvetenskapsundervisningen. De flesta av dessa är dock från länder där lärare och elever talar samma modersmål. I Sverige är klasserna istället ofta mångspråkiga med flera olika modersmål i en och samma klass. Det är därför relevant att studera hur elevers modersmål kan inkluderas i naturvetenskapsundervisningen i en mångspråkig kontext. Data samlades in genom klassrumsobservationer i en årskurs 3 där eleverna arbetade med elektricitet. Två olika förändringar genomfördes i undervisningen: a) eleverna tilläts prata sina modersmål under lektioner i naturvetenskap och b) elever med samma modersmål fick arbeta tillsammans vid gruppaktiviteter. Data analyserades utifrån ett pragmatiskt perspektiv på meningsskapande och teorin om transpråkande. Resultatet visar dels att när eleverna fick möjligheten använde de alltid båda sina språk för att skapa mening i naturvetenskap, och dels en markant minskning av språkliga begräsningar vid gruppaktiviteterna. Under helklassundervisningen på svenska kunde eleverna delta i kortare meningsutbyten, men hade svårare att delta i mer avancerade samtal såsom diskussioner och generaliseringar jämför med när de hade möjlighet att använda hela sin språkliga repertoar. Detta är problematiskt eftersom dessa typer av samtal är nödvändiga för att elever ska utveckla en djupare förståelse av naturvetenskap. Studien visar således på möjliga sätt att öka elever lärande i naturvetenskap i en mångspråkig kontext genom strategier för att inkludera elevers modersmål i undervisningen.

  • 594.
    Ünsal, Zeynep
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jakobson, Britt
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Molander, Bengt-Olov
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Gesticulating science: Bilingual students' learning as mediated action2017In: Embracing diversity: Examples from classrooms in Sweden, Luxembourg and the U.S., 2017Conference paper (Refereed)
  • 595.
    Ünsal, Zeynep
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Jakobson, Britt
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Molander, Bengt-Olov
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Gesticulating science: Emergent Bilingual students’ use of gestures2019Conference paper (Other academic)
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