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  • 1.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik behöver också en berättelse: ett pedagogiskt ledarskap med fokus på elevens motivation2012In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 6, no 1, p. 1-17Article in journal (Refereed)
    Abstract [sv]

    Svenska elever visar över tid i internationella jämförelser försämrade resultat i matematik (TIMSS, 2008; PISA, 2009; PISA, 2003). Detta har lett till att ledarskapet i lärarens pedagogiska utövning fått en ökad uppmärksamhet (Granström, 2007; Skolverket, 2009; Skolverket, 2010). Dessutom har regeringen gjort en särskild satsning i det så kallade matematiklyftet, en nationell fortbildning för matematiklärare med start hösten år 2012 (U2012/2103/GV).  Forskning har visat ett positivt samband mellan elevens självuppfattning eller självbild och elevens skolprestationer i ämnet matematik (Linnanmäki, 2002; Tapia & Moldavan, 2007). Däremot är det inte lika lätt att hitta forskning som handlar om hur ett ledarskap i matematikundervisning på klassrumsnivå utövas som bidrar till att stärka elevens självbild.  Frågeställningen i artikeln handlar om hur berättelsen som redskap i matematikundervisningen kan bidra till att stärka elevens självbild och därmed förändra elevens negativa attityder till ämnet. En studie, mattitydprojektet, har genomförts tillsammans med fyra matematiklärare som undervisar sex klasser i årskurs 1 på gymnasiet. Under ett läsår samarbetar forskare och lärare utifrån ett aktionsforskningsperspektiv. Som komplement till lärarens genomgångar och elevers räkneövningar ger läraren under matematiklektionen utrymme för berättelser i klassen utifrån en modell som presenteras i artikeln. Resultatet av projektet visar att lärarna i sitt pedagogiska ledarskap blivit mer medvetna om sammanhangets betydelse för att motivera eleverna att arbeta med matematik. De upplevde eleverna mer positiva på matematiklektionen. En attitydundersökning visar att eleverna generellt sett upplever matematikämnet som mer intressant efter projektet i jämförelse med innan. Antalet icke godkända betyg har minskat betydligt i jämförelse med motsvarande elevgrupp under tidigare läsår.

  • 2.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Rektors roll som pedagogisk ledare i IKT-baserat skolutvecklingsprojekt2016In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 10, no 3, p. 1-19Article in journal (Refereed)
    Abstract [en]

    The principal of the Swedish school has among other duties the responsibility for the pedagogical development of the school. This article analyses how the principals act as pedagogical leaders in a collaborative ICT project (Information and Communication Technology). The analysis is based on a case study of an EU funded Nordic school development project where the goal was to develop cross-boarder educational models between the national education systems in the three participating countries Sweden, Denmark and Norway. The project was based on virtual communication between the schools using digital technology. The study investigated how the teachers from two schools involved in the project experienced the leadership of the principals in ICT related matters. The teachers were interviewed to find out how they perceived the support they had received from the principals on pedagogical issues, technical equipment and ICT competence.  The interviews were analysed using Dexter’s three basic features, “setting direction”, “developing people” and “making the organisation work”.  Two kinds of leadership were found. The first one resembled a team-based leadership or even called a distributed leadership, where the principal worked closely with teachers and ICT managers. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but conventional organisational roles were retained. In development projects where ICT will be integrated into teaching requires different types of skills and experience, and hence also between different professional competencies. The project as a working method can in the study be seen as a model for developing a distributed leadership. 

  • 3.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wiki-mediated Writing: design, media, writing strategies and feedback in online text production2013In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 7, no 1, p. Art. 8 : 1-21Article in journal (Refereed)
    Abstract [en]

    Bringing social media arenas, such as wikis, into the classroom invites teaching approaches that engage students in authentic, participatory and creative writing processes. This case study examines the online text production of primary school students in a wiki environment and how the key functionalities for commentary, discussion, logging skills of text and multimodal expression are utilized in practice to develop writing. Exploring the design of assignments and analysing the nature of final texts, writing strategies and feedback reveals an iterative process of writing dominated by strategies of expanding texts with new information and occasional surface editing. The students composed individual narratives on selected themes augmented by drawings, images, speaking avatars and video clips. Feedback was mainly provided by the teachers in the form of encouraging comments and corrective revisions directly in the students’ texts. Peer response was rare, in one project taking the form of discussion posts. Revising indicating increased language awareness was observed among second language learners. Overall, the study demonstrates a tension between instructional design, the affordances of the writing arena and the space for creativity when engaging students in advanced, participatory and reflective composing and revising of texts. 

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