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  • 1.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hitta drivet: Studiemotivation och genusmönster i grundskolan2019Report (Other academic)
  • 2.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lind, Henrik
    Orust Kommun, Orust, Sverige.
    Jansson, Lars
    Orust kommun, Orust, Sverige.
    Lindeberg, Björn
    Eds kommun, Ed, Sverige.
    Adler Johannesson, Ann-Helen
    Eds kommun, Ed, Sverige.
    Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University2018In: ICERI2018 Proceedings, IATED , 2018, p. 10347-10356Conference 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.

  • 3.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Frågan som didaktiskt verktyg: en studie av textsamtal kring skönlitteratur i årskurs 6 och 72016In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 2, p. 24-45Article in journal (Refereed)
    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.

  • 4.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks2017In: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 51, no 1, p. 19-25Article in journal (Refereed)
    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.

  • 5.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Om lässtrategier och textrörlighet: En studie av elevers textsamtal kring skönlitteratur i årskurs 92017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 103-129Article in journal (Refereed)
    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.

1 - 5 of 5
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