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  • 1.
    Spante, Maria
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Varga, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Hitta drivet: Studiemotivation och genusmönster i grundskolan2019Rapport (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 2.
    Spante, Maria
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Varga, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    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 University2018Inngår i: ICERI2018 Proceedings, IATED , 2018, s. 10347-10356Konferansepaper (Fagfellevurdert)
    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
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Frågan som didaktiskt verktyg: en studie av textsamtal kring skönlitteratur i årskurs 6 och 72016Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, nr 2, s. 24-45Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 4.
    Varga, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks2017Inngår i: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 51, nr 1, s. 19-25Artikkel i tidsskrift (Fagfellevurdert)
    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
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Om lässtrategier och textrörlighet: En studie av elevers textsamtal kring skönlitteratur i årskurs 92017Inngår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 2, s. 103-129Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 6.
    Varga, Anita
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Abdulla, Afrah
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Språkutvecklande undervisningsstrategier i SVA-undervisningen.: En studie av textsamtal i år F-32019Inngår i: NNMF 2019 : Morsmålsfaget som fag og forskningsfelt: Abstracts, Trondheim: Norges teknisk-naturvitenskapelige universitet, NTNU , 2019, s. 6-Konferansepaper (Annet vitenskapelig)
    Download (pdf)
    sammanfattning
  • 7.
    Varga, Anita
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Expansive Learning And Transformative Agency For School Professionals2020Inngår i: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, s. 1419-1428Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The current study has been formulated in cooperation between researchers and school officers from a rural Swedish municipality, based on their concern that there is a large and growing gender gap in the results, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially the low-achieving boys. The school officers as well as the teachers suggested that the problems are the result of an interplay between norms and conditions in the local society which foster negative attitudes to education generally, and unfavorable but amendable premises for learning that prevail in many schools and classrooms. To generate knowledge of have to change the situation researcher, principals, teachers and other professionals' such as school nurse and union representatives have worked together in finding tools to deal with the gender gap in grades. In this paper we present the result from the first, in a series of five (CL:1-CL:5), activity based formative interventions. The participants' in CL:1 have been school professionals' who works with students in 7-9 grade. The theoretical and methodological framework is Change Laboratory (CL), which is a specific form of activity based formative intervention where actionable knowledge is understood as a collaborative and generative possibility knowledge intertwined with transformative action (Sannino & Engeström 2017). Focus is on the participants expanding learning and the aim to generate and implement new models and instruments for activity. The core ideas of the CL is about professional empowerment and empowering in ways not experienced before and insert hope that change is possible also at the systematic level when working together. Based on the result from CL:1, the aim of this paper is to highlight challenges and opportunities connected to the use of Change Laboratory as a method for work integrated learning.

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