8 research outputs found

    Text work in primary school : a study of form, content and approach to peer response in year five

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    Studiens övergripande syfte Ă€r att undersöka vilka sprĂ„kliga aspekter som elever i Ă„rskurs fem uppmĂ€rksammar i varandras texter, hur de formulerar sin kamratrespons och anvĂ€nder sig av kamraternas respons nĂ€r de reviderar sina texter. I studien belyses Ă€ven elevers upplevelser av att ge och ta emot kamratrespons. Studien tar sin utgĂ„ngspunkt i det sociokulturella perspektivet. Materialet bestĂ„r av 41 elevtexter med tillhörande skriftlig respons och elevernas reviderade texter efter kamratrespons samt sex fokusgruppsintervjuer med totalt 30 elever. Resultatet visar att antalet kommentarer pĂ„ global nivĂ„ Ă€r fler Ă€n pĂ„ lokal nivĂ„, medan fler revideringar görs pĂ„ lokal nivĂ„. Val av satstyp och sprĂ„khandlingar i kamratresponsen manifesterar elevernas upplevelser av en balansakt mellan att ge konstruktiv kritik och att vĂ€rna om vĂ€nskap. Överlag upplever eleverna att deras texter, skrivande och metakognitiva förmĂ„ga gynnas av kamratrespons. En slutsats Ă€r att de didaktiska val som görs utifrĂ„n parsammansĂ€ttning har en vĂ€sentlig betydelse för utfallet. Vidare Ă€r vĂ€l förankrade responsformulĂ€r och lĂ€rares modellering av responsgivning viktiga faktorer för gynnsam kamratrespons. Andra avgörande didaktiska aspekter Ă€r en tidig implementering och fĂ€rdighetstrĂ€ning, att adekvat tid avsĂ€tts och att texters kvalitet diskuteras

    Multilingual study guidance : A qualitative interview based study with teachers and tutors in grades 1–6

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    Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face?  The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance.  The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop

    Upplevelse av vÄrdpersonalens bemötande hos patienter med cancer

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    Inom forskningen ligger fokus till stor del pĂ„ hur sjukvĂ„rdspersonalen upplever bemötandet i kontakten med patienterna. För att förstĂ„ patienternas upplevelse behöver deras perspektiv undersökas. En utsatt grupp Ă€r patienter med cancer, eftersom det Ă€r en livshotande sjukdom som vĂ€cker existentiella frĂ„gor.In today's science most of the research is based on how healthcare providers experience the communication with their patients. To be able to understand the patients’ point of view, their experience needs to be further investigated. One group that is more vulnerable than others are the patients with cancer, since their disease is life-threatening and therefore leads to existential questions

    Upplevelse av vÄrdpersonalens bemötande hos patienter med cancer

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    Inom forskningen ligger fokus till stor del pĂ„ hur sjukvĂ„rdspersonalen upplever bemötandet i kontakten med patienterna. För att förstĂ„ patienternas upplevelse behöver deras perspektiv undersökas. En utsatt grupp Ă€r patienter med cancer, eftersom det Ă€r en livshotande sjukdom som vĂ€cker existentiella frĂ„gor.In today's science most of the research is based on how healthcare providers experience the communication with their patients. To be able to understand the patients’ point of view, their experience needs to be further investigated. One group that is more vulnerable than others are the patients with cancer, since their disease is life-threatening and therefore leads to existential questions

    Structured oral text tutorials according to Reciprocal teaching : an intervention

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    Syftet med denna interventionsstudie Àr att undersöka om explicit undervisning med strukturerade textsamtal enligt reciprok undervisning kan frÀmja elevers förstÄelse av text samt förmÄga att göra egna sammanfattningar. Studien har sin utgÄngspunkt i det sociokulturella och det pragmatiska perspektivet, dÀr lÀrande genom praktisk handling och interaktion med andra stÄr i fokus. Ansatsen för studien Àr i huvudsak kvantitativ. En intervention har gjorts med 39 elever i Ärskurs 4. Interventionsperioden innefattade 9 lektioner med undervisning i lÀsförstÄelsestrategier utifrÄn reciprok undervisning dÀr lÀrare och elever tÀnkte högt kring texter. För att fÄ fram mÀtbara resultat fick eleverna före och efter interventionen lÀsa samt lyssna till upplÀst text för att sedan göra egna sammanfattningar.  Efter interventionen genomfördes en elevenkÀt som var av bÄde kvantitativ och kvalitativ karaktÀr.   Resultatet av interventionsstudien ger indikation pÄ att i stort sett samtliga elever i studien pÄ nÄgot sÀtt har gynnats av undervisningsperioden med reciprok undervisning. Elevernas förmÄga att sammanfatta har ökat och indikerar dÀrmed pÄ ökad textförstÄelse. Flera elever upplever sjÀlva att de har utvecklat sina kunskaper kring strategianvÀndning. De starkare ordavkodarna som grupp kan ha gynnats nÄgot mer av metoden i jÀmförelse med de mindre starka ordavkodarna. VÄr studie visar inte pÄ nÄgon större skillnad mellan flickors och pojkars resultat.  

    Multilingual pupils’ development in language and knowledge : - A qualitative interview study about language- and knowledge-development teaching

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    The aim of this qualitative interview study is to investigate which methods some teachers in grades 4–6 say that they use to strengthen multilingual pupils’ development in language and knowledge. A central place in the study is devoted to these teachers’ choice of method and how they justify it. The study seeks answers to the following questions: How do teachers in grades 4–6 describe their work to strengthen multilingual pupils’ language and knowledge development? What obstacles and possibilities do the teachers think are afforded by the methods described?  The study proceeds from a sociocultural perspective, focusing on learning through interaction with others. The method on which the study is based is qualitative interviews with teachers in grades 4–6. The twelve participants in the study, who work as teachers at three different schools in Götaland, were interviewed in four focus groups where a semi-structured interview form was used.  The results of the study show that the teachers think that language- and knowledge-development teaching benefits all pupils and that the teachers want and need more training in how to work to develop language and knowledge, a finding that agrees well with research in the field. The teachers in the study cannot give an explicit and unambiguous explanation of language- and knowledge-development teaching, but they are in relatively good agreement in their description of factors that are fundamental for language- and knowledge-development, such as interaction and cooperation, support, pre-understanding, positive expectations and proceeding from the pupils’ knowledge and experience. The teachers see opportunities to develop the pupils’ language and subject knowledge through explicit teaching about the various concepts in school language, different forms of group work which give high pupil activity and interaction, and explicit teaching about reading and writing strategies, for example, work with model texts, the circle model and reciprocal teaching in reading comprehension. Other methods and aids used by the teachers are picture support, film, body language, concept boxes, small whiteboards, recorded teaching material in different languages, and cooperation with study advisers. Obstacles mentioned were limited availability of digital aids and shortage of time, which mean that the teachers were not able to give as much pre-understanding, adapted teaching, and support as they would have liked.

    Det kompensatoriska uppdraget : En studie av sju lÀrares syn pÄ en likvÀrdig skola för flersprÄkiga elever

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    The purpose of this qualitative interview based study is to investigate how seven teachers in elementary school look at the compensatory assignment and the responsibility to provide an equal school in relation to multilingual pupils whose knowledge of Swedish is not yet fully developed. The study also intends to investigate and get to know what methods the teachers state that they use to provide multilingual students with the same conditions as those who have Swedish as their first language. In summary, the study shows that the teachers take an intercultural perspective with a positive attitude towards bilingualism, and make use of many concrete methods that seem to be compensatory. The teachers see the multilingual pupils from a resource perspective and focus on what the pupils manage and carry with them, instead of looking at them from a lacking perspective focusing on what they cannot yet manage. However, the teachers express a frustration about not having enough knowledge of second language learning and language and knowledge developing work methods, and they wish for further training in this. They also call for a greater educator density with mother tongue skills, as well as for more time for conversation and co-planning, and an increased support from the management.Syftet med denna kvalitativa intervjustudie Àr att undersöka hur sju lÀrare i grundskolan ser pÄ det kompensatoriska uppdraget och ansvaret för en likvÀrdig skola i förhÄllande till flersprÄkiga elever vars kunskaper i svenska Ànnu inte Àr fullt utvecklade. Studien avser Àven att undersöka och fÄ svar pÄ vilka metoder som lÀrarna uppger att de anvÀnder sig av för att flersprÄkiga elever ska kunna ges lika goda förutsÀttningar som de elever som har svenska som modersmÄl. Sammanfattningsvis framtrÀder i studien en bild av att lÀrarna intar ett interkulturellt resursperspektiv med en positiv instÀllning till tvÄsprÄkighet, och med mÄnga konkreta arbetssÀtt som verkar kompensatoriskt. LÀrarna ser de flersprÄkiga eleverna ur ett resursperspektiv dÀr de utgÄr ifrÄn vad eleverna kan och har med sig, istÀllet för att se dem ur ett bristperspektiv med fokus pÄ vad de inte kan Ànnu. Dock uttrycker lÀrarna en frustration över att inte ha tillrÀcklig kunskap om andrasprÄksinlÀrning och sprÄk- och kunskapsutvecklande arbetssÀtt, och önskar fortbildning i detta. De efterlyser ocksÄ en större pedagogtÀthet med modersmÄlskompetens, tid för samtal och samplanering samt ett ökat stöd frÄn ledningen.

    Upplevelse av vÄrdpersonalens bemötande hos patienter med cancer

    No full text
    Inom forskningen ligger fokus till stor del pĂ„ hur sjukvĂ„rdspersonalen upplever bemötandet i kontakten med patienterna. För att förstĂ„ patienternas upplevelse behöver deras perspektiv undersökas. En utsatt grupp Ă€r patienter med cancer, eftersom det Ă€r en livshotande sjukdom som vĂ€cker existentiella frĂ„gor.In today's science most of the research is based on how healthcare providers experience the communication with their patients. To be able to understand the patients’ point of view, their experience needs to be further investigated. One group that is more vulnerable than others are the patients with cancer, since their disease is life-threatening and therefore leads to existential questions
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