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Publications (5 of 5) Show all publications
Spante, M., Varga, A. & Korp, H. (2019). Hitta drivet: Studiemotivation och genusmönster i grundskolan. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Hitta drivet: Studiemotivation och genusmönster i grundskolan
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 28
Series
Rapport i korthet
Keywords
Studiemotivation, grundskolan, genus
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14009 (URN)
Available from: 2019-06-28 Created: 2019-06-28 Last updated: 2019-06-28Bibliographically approved
Spante, M., Varga, A., Korp, H., Lind, H., Jansson, L., Lindeberg, B. & Adler Johannesson, A.-H. (2018). Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018 (pp. 10347-10356). IATED
Open this publication in new window or tab >>Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University
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2018 (English)In: ICERI2018 Proceedings, IATED , 2018, p. 10347-10356Conference paper, Published paper (Refereed)
Abstract [en]

This paper aims to highlight challenges and opportunities connected to collaboration between municipal school administrators, principals, teachers and researchers. The current study was formulated in cooperation between researchers and administrators from two rural Swedish municipalities. The study was based on their concern on large gender gap in grades, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially among low-achieving boys.

The project was co-designed in close collaboration between administrators, principals and researchers. The negotiated purpose was thus collaboratively broadened to include not only gender patterns but also other sociological aspects that affect learner identities and motivation. Project information was provided through on-site visits where the project was presented for all staff members at each school in each municipality. During the first year, observations were carried out in grade 6 in five schools, and grade 9 in three schools. Two researchers followed each class one week, by teacher invitation. The focus was on the conditions for learning and motivation offered in class, and on factors supporting and hindering the learning and motivation of girls and boys with different backgrounds and resources. Semi-structured interviews with teachers in the targeted classes (N=18) were held. The interviews focused on the teachers' notions of student achievement and motivation in regard to gendered norms, curriculum and classroom practices. Teachers were also asked to reflect on the possibilities to change prevailing patterns. Semi-structured interviews with students, mostly in pairs (N=70; 39 girls, 31 boys) were carried out. The topics for these interviews were the students' notions of how school, home and peers interplay with their views on learning, motivation and their aspirations for the future. In addition to the practice-based research activities, organizational development and competence building were key ambitions in the cooperation between the two municipalities and the university. The model for this was a one-day workshop for the entire pedagogical staff in the schools at the respective municipality (N=195, N= 65). During these days, local experiences and observations were discussed in relation to presented research concerning study motivation and gender patterns.

Groups of teachers sat together and shared their understandings and reflections. All group conversations were documented in shared online documents for capturing and spreading thoughts and understandings. These shared documents provided a source for further discussions after the actual competence development day. The same model for data gathering will be carried out in year two of the project in order to have a solid foundation for analysis and further recommendations and suggestions. So far, our mutual experience from the range of roles participating in the project, is that the model for co-designing a project combining competence development arrangements with research activities is a fruitful cross-fertilizing process for knowledge creation and professional learning.

Place, publisher, year, edition, pages
IATED, 2018
Keywords
Collaborative research, competence development, motivation, co-design, collaboration
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13448 (URN)10.21125/iceri.2018.0951 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018
Available from: 2019-01-25 Created: 2019-01-25 Last updated: 2019-01-25Bibliographically approved
Varga, A. (2017). Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks. Literacy, 51(1), 19-25
Open this publication in new window or tab >>Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks
2017 (English)In: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 51, no 1, p. 19-25Article in journal (Refereed) Published
Abstract [en]

The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4)recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.

Keywords
Metacognition, teacher skills, reading comprehension, practice analysis
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-10493 (URN)10.1111/lit.12095 (DOI)
Available from: 2017-01-04 Created: 2017-01-04 Last updated: 2019-05-21Bibliographically approved
Varga, A. (2017). Om lässtrategier och textrörlighet: En studie av elevers textsamtal kring skönlitteratur i årskurs 9. Educare - Vetenskapliga skrifter (2), 103-129
Open this publication in new window or tab >>Om lässtrategier och textrörlighet: En studie av elevers textsamtal kring skönlitteratur i årskurs 9
2017 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 103-129Article in journal (Refereed) Published
Abstract [en]

This article presents findings from a school project of which the focus has been to help pupils develop their reading abilities through text-talks about fiction. The article is the last in a study of four. The three preceding articles have fo- cused on how the teachers involved in the project have supported their pupils in order to help them improve their reading skills. The purpose of the study is to analyse and describe the abilities the pupils have developed in relation to the support they have been given during their education. The empirical findings referred to in the study are from text-talks in grade 9. The reading skills have been measured through analysis of video recordings of text talks among pupils discussing in small groups without a teacher present. The analytical tool used is the concept of text movability. The study displays to what extent the pupils have acquired strategies to read the lines, between the lines and beyond them. Also, how a metalanguage can be applied to talk about texts and the processes of interpretation. The results give evidence of the connection between the teaching offered to the students and the abilities they have developed.

Keywords
Comprehension strategies, practice analysis, reading skills, text movability, text-talks
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11892 (URN)
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2017-12-06Bibliographically approved
Varga, A. (2016). Frågan som didaktiskt verktyg: en studie av textsamtal kring skönlitteratur i årskurs 6 och 7. Forskning om undervisning och lärande, 4(2), 24-45
Open this publication in new window or tab >>Frågan som didaktiskt verktyg: en studie av textsamtal kring skönlitteratur i årskurs 6 och 7
2016 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 2, p. 24-45Article in journal (Refereed) Published
Abstract [sv]

Tidigare forskning, bland andra Palincsar & Brown, 1984, och Pressley, 1992, har visat att frågeställande utgör ett viktigt didaktiskt verktyg för att främja elevers läsutveckling. Det saknas dock studier som specifikt fokuserar relationen mellan olika typer av frågor och dess lärandepotential. I föreliggande artikel studeras denna relation. Här analyseras frågan som didaktiskt verktyg med hjälp av empiri hämtad ur textsamtal i årskurs 6 och 7. Läsförmågan diskuteras med utgångspunkt i begreppet textrörlighet. Studien visar hur frågorna stödjer eleverna i att läsa på, mellan och bortom raderna, identifiera, tillämpa och befästa läsförståelsestrategier, formulera egna frågeställningar till text och läsprocess, motivera och belägga tolkningar samt internalisera ett ämnesrelaterat språk i det egna ordförrådet.

Abstract [en]

Within reading research the use of question formulation has been identified as an important didactic tool, Palincsar & Brown, 1984, and Pressley, 1992. This article is a contribution to investigations within this field. It studies the use of question-posing as a didactic tool based on empirical research carried out in two classes in grades 6 and 7. The study exemplifies the use of questions aimed to train pupils to read the lines, between and beyond them, to identify and establish reading-comprehension strategies, to formulate their own questions in relation to texts and reading-processes, to defend and verify interpretations and to internalize a meta-language within a personal vocabulary.

Keywords
Reading comprehension, teacher skills, text movability, text-talks, classroom research
National Category
Didactics
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-10494 (URN)
Available from: 2017-01-04 Created: 2017-01-04 Last updated: 2019-05-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5004-2650

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