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  • 1201.
    Svensson, Linnea
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pedagogers syn på barns inflytande i inomhusmiljön: En studie om hur pedagoger belyser arbetet med barns inflytande i inomhusmiljön2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and question formulations: The purpose of the study is to enlighten how the teachers describes their work with the kids and their influence in indoor environment at preschool.

    1.     How are the kids involved with the work about indoor environment?

    2.     How does the teachers demonstrate the kids influence in indoor environment?

    3.     How much importance does the teachers think that indoor environment effects the kids teaching and development?

    Method: The method which is use is qualitative and the empirical material was collected through semi-structured interviews. In the study it was three participating respondents who all were educated preschool teachers. They were allocated at two preschools in a town in middle of Sweden. The results were analyzed with help from former research and philosophy of Reggio Emilia.

    Result: The results shows that the teachers thinks that environment has a big impact consider teaching and development. However, the focus today is more observing what interests the kids have and shape the environment after that, rather involving the kids in the process.

  • 1202.
    Svensson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Samspelets möjligheter i förskolans större barngrupper: Pedagogers uppfattningar om möjlighet till samspel med det enskilda barnet i förskolan.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the preschool it becomes more common with larger groups of children while the staffing levels are the same and the workload of the pedagogue increases. As of own experience this means it gets harder to meet every child. That’s why the purpose of the study has been to describe teachers' different perceptions about how to get involved in the interaction with the individual child in a larger group of children. I’ve investigated this by interviewing three active pedagogues at three different preschools in central Sweden. All pedagogues worked in groups of children with a size of 19-22 children.

    The theoretical perspective for the study has been the sociocultural theory about children learning through interaction with others. The result showed that the pedagogues had a common view of what interaction was, while they had different thoughts about the conditions and opportunities of how to interact with the individual child.

  • 1203.
    Svensson, Martina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Wagnsson, Stefan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    SAMSYN Värmland: En kartläggning av implementeringen och utvecklingen av Samsyn Värmland 20172018Report (Other academic)
  • 1204.
    Svensson, Sofie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Rastvakt: Främjande metod mot mobbning i fritidsuppdraget2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

     

    Syftet med arbetet är att förstå vilka metoder som kan minska mobbning och kränkande behandling bland eleverna. För att kunna besvara syftet kommer jag undersöka och beskriva en utvald skolas metod som arbetar med att främja mot mobbning med inriktning på rasten.  De frågeställningar jag vill få svar på i detta arbete är,

     

    Upplever elever en tryggare tillvaro under rasten med den utvalda skolans metod?

    Vilka fördelar respektive nackdelar ser personalen med metoden?

     

    För att få svar på mitt syfte har jag avgränsat mig till en skola och en metod. Med tanke på den tidsperiod jag jobbade efter fanns inte tiden för ytligare skolor eller metoder. Metoden på den utvalda skolan innefattar både lärartäthet och kontinuerlig personal som rastvakt. Skolan är kommunal och ligger i utkanten av en större stad i Västra Götaland.  Metoden som används för att besvara syftet är kvalitativa enkäter. Undersökningen är delad i tre urvalsgrupper. Fritidspedagoger, lärare och elever. Sammanställningen av enkäterna är delad i de tre urvalsgrupperna där elevernas resultat kommer presenteras genom en median. Fritidspedagogernas och lärarnas svar kommer att presenteras genom en sammanställning, fråga för fråga. Resultatet av undersökningen visade att eleverna känner trygghet på rasten och de känner alla vuxna som är ute och får hjälp att reda ut konflikter. Ur personalens synvinkel så överväger de positiva effekterna de negativa i metoden. Den största positiva effekten är att det blir mindre stress för båda parter. Den största negativa effekten är att det är svårare att samordna träffar mellan lärare och fritidspedagogerna.

  • 1205.
    Svärd, Ingela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nationella proven i matematik– en tillgång för läraren?: Hur några lärare använder sig av resultaten på de nationella proven i matematik2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this qualitative study is to investigate how some teachers make use of the results of the national tests in mathematics to plan their teaching. The questions are how they plan their teaching in mathematics and if they use the results of the national tests to compare with their own teaching.  

     

    Five teachers in mathematics has been interviewed. I have used unstructured interviews with open-ended questions, and I have been able to ask follow-up questions based on their answers. The analysis of the survey is made from a systems theory approach.  The result of the survey shows that teachers make use of student performance to look at their own teaching of the current group of students. However, there is not enough time to rehearse and repair the deficiencies discovered in the national tests, which for some is perceived as a stress factor.  All the teachers base their teaching on the school curricula.

     

    Keywords

    National tests, mathematics, Systems theory, interview

     

  • 1206.
    Swanö, Klara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kan sagor göra små barn intresserade av myror?: Ett undervisningsförsök i biologi2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate toddlers’ responses when they are listening to a biology story with special focus on ants. The method used was a teaching attempt that was supplemented by a video recording of the activi- ty. Four children in the age of about three years participated. The analysis was conducted based on a phenomenological approach. The results show that children's interest in ants during the storytelling activities varied over time. All the children showed interest at some parts during the activities. They showed this affective response through facial expressions, being focused, listening and being active. It seemed as if the pictures that were shown during the storytelling were of importance. To be able to be active was another factor identified having an impact on the outcome. Finally, some of the content in the story that surprised the children also seemed to have an effect.

  • 1207.
    Sydvart, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Får lärare ha kul på jobbet?: En kvantitativ studie av lärares passion.2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on a survey among teachers in a municipality in Östergötland, where the teachers' opinion, if there was room for passion in everyday practice and if it was encouraged and supported by the school management, was investigated. The issues of teachers' perception if they have passion, if they are given the opportunity to exercise it in the everyday practice, if they are stimulated or hindered by the policies, and whether they interpret the school management adding inspiring motivation in a passionate everyday practice, led to the survey questions.

     

    This is a quantitative survey in the form of a questionnaire, in the empirical-inductive field, with a qualitatively oriented analysis where the answers in the questionnaire are teachers' experiences of, inter alia, relationships with school management and colleagues. It is rooted in positivism, with objective questionnaires, as well as teachers' perceptions of phenomena and phenomena responses (Bryman, 2002).

     

    Good examples of teachers impressions were analyzed and summarized based on the understanding that was given by previous research. Current research was studied and linked with the findings obtained. The teachers perceive they get space for their passions in everyday practice, they are encouraged and supported by the school management and that their work passions are wage meritorious. School leaders meet teachers in educational discussions, but are less likely to give time schedule-wise. As for the policy documents the teachers consider them not to be an obstacle to a passionate everyday practice.

     

    The core of the investigation was still if the teachers perceived that they had any passion, and there was a consensus around the student-centered passion: Students' learning and students' well-being was the focus when their passion in everyday practice was to be mentioned.

  • 1208.
    Särnholm, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Rektors pedagogiska ledarskap i en lärande organisation: En studie av skolutvecklingsarbetet kunskap i fokus2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie bygger på en kvantitativ enkätundersökning som genomförts bland rektorer och pedagoger i Kumla kommun för att studera deras lokala skolutvecklingsarbete Kunskap i fokus. Fokus i denna studie ligger på rektorernas närvarande pedagogiska ledarskap, genom deras klassrumsbesök och återkopplande samtal. Vidare studeras hur detta kan påverka utvecklandet av lärande organisationer, som varit målet med Kumlas utvecklingsarbete. Detta har studerats genom ett systemteoretiskt ramverk och ett lärande organisationsperspektiv. Resultatet visar att det finns ett tydligt samband mellan den teoretiska definitionen av lärande organisationer och det sätt som respondenterna skattar förutsättningarna att utveckla skolan som lärande organisation. Resultatet visar att det är få rektorer som genomför klassrumsobservationer trots att pedagogerna efterfrågar det. Resultatet visar att det finns en viss koppling mellan rektors pedagogiska ledarskap och skolornas förutsättningar att utvecklas som lärande organisationer. Dock skattas båda dessa aspekter lågt i denna undersökning.

  • 1209.
    Söderkvist, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den pedagogiska utelekens betydelse för barns kroppskännedom: Förskollärares interaktiva arbete för hälsa och välbefinnande vid utelekt2018Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to look into examples of how education is discribed in the outdoor environment ant outdoor-play to promote children´s health and body awareness. Through the study I want to see the preschool teacher´s attitudes and experiences with work that promote chidren´s body awareness. The study has a phenomenographic approach and have a deep interview technique and half-structured interviews.

    The main result of the study is that there are many reasons for having an outdoor education in preschool. The variety of the outdoor environment make a difference for possibilities or restraints of outdoor education

  • 1210.
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Etiska perspektiv på skolledares arbete2017Collection (editor) (Other (popular science, discussion, etc.))
  • 1211.
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Främja, förebygga, upptäcka och åtgärda: Hur skolor kan arbeta mot trakasserier och kränkningar.2014Book (Other (popular science, discussion, etc.))
  • 1212.
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Local Drivers for Improvement Capacity: Six Types of School Organisations2014Book (Other academic)
  • 1213.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Blossing, Ulf
    Göteborgs universitet.
    A School for Every Child in Sweden2014In: The Nordic Education Model: "A School for All" Encounters Neo-Liberal Policy / [ed] Blossing, U., Imsen, G., Moos, L., Dordrecht: Springer, 2014, 1, p. 17-34Chapter in book (Refereed)
  • 1214.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Capturing the proven experience through action learning: The systematic work of developing quality in Swedish leisure-time centres.2014In: Action Learning and Action Research Journal, E-ISSN 1326-964X, Vol. 20, no 2Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss the requirement of the Swedish Educational Act that says that the activities of school and leisure-time centres should be based on (soft) science and proven experience. The discussion is carried out through illustrations from a collaborative action learning project that took place between researchers and leisure-time teachers with the overall aim to strengthen evidence-based knowledge about leisure-time teachers and to clarify their proven experience. The combination of pupils’ proven experiences and the leisure-time teachers’ reflective and researching approach proved to be the best route to follow in increasing the quality of the leisure-time centres. The leisure-time centres involved, to a greater extent than before the project, are now built upon a scientific approach as well as the proven experiences of both the pupils and the leisure-time teachers. The project underlines the well-known facts that developmental work needs stability and continuity to lay the foundation for sustainable change and that changes need to be a clear part of the schools’ development organization.

  • 1215.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Preschool work against bullying and degrading treatment: Experiences from an action learning project2017In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 37, no 3, p. 300-312Article in journal (Refereed)
    Abstract [en]

    This article deals with experiences from an action learning project against bullying and degrading treatment among nine Swedish preschools. Even though definitions of bullying and degrading treatment tend to lead to thoughts of school-age children rather than preschoolers, previous research shows that bullying occurs in preschool as well. Our data consist of documentation of improvement work carried out in the preschools that were analysed from both a peer culture perspective and a school improvement perspective. Our main results show that the preschools, by identifying challenges and actions anchored in the local context, ‘hit the target’ in their work against bullying and degrading treatment in the preschools. However, the children and their perspectives were rarely taken into account in the improvement work, which we consider as ‘missing the point’. Didactic implications for further preschool action learning projects are discussed.

  • 1216.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Osbeck, Christina
    Göteborgs universitet.
    Är program lösningen på det svåra antimobbningsarbetet?: Skolpersonals och elevers erfarenheter av att arbeta med program mot mobbning.2014In: Värdepedagogik: Etik och demokrati i förskolan och skolan. / [ed] E. Johansson & R. Thornberg, Stockholm: Liber , 2014Chapter in book (Other academic)
  • 1217.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Thelander, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The challenging work against discrimination at school - examples from Sweden.2016In: Challenges to social diversity. A map of problems and proposals for "good practices". / [ed] A. Brismark, A. Hulling, E. Konieczna, M. Pogorzelska, Opole: Wydawnictwo Uniwersytetu Opolskiego, 2016, p. 151-161Chapter in book (Other academic)
  • 1218.
    Sör, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Främjande av berättande i förskolan: En studie om förskollärares strategier för att främja berättande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study was to find out what strategies educators use in preschool to promote narrative, both regarding the educators themselves and the children's narrative. This I wanted to find out by interviewing preschool teachers regarding how they feel that the preschool's activities and their actions promote the narrative, as well as the materials and environments used for this purpose.

    The method I used in the study was semistructured interviews. Participation was five respondents, all preschool teachers. The interviews were recorded with the respondents' consent.

    The result shows that the pre-school teachers in the study build different environments, create cozy spaces and specific reading lanes to promote the story. Even the light can be used to amplify the story. The results show that strategies used by the preschoolers to listen to children's stories are to ask questions about what the children are saying, follow-up questions based on the story, and to relate children's stories to what's happening in the day's activities. This is stated by all respondents as important in promoting children's own stories. Preschool teachers state that they use the voice, body and eye contact with the children, to show that they actively listen and that what the child is telling is important and priority.

  • 1219.
    Sörensen, Terhi
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förstelärare i utanförskapsområden ska gynna varje elevs lärande: Förstelärares och rektorers erfarenheter2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka förstelärares och rektorers erfarenheter av förstelärareuppdraget i utanförskapsområden. Jag vill också se om resultaten och lärandet ökat i dessa skolor genom tillsättningen av extra många förstelärare. Eftersom antalet förstelärare är högre i utanförskapsområden undrar jag om försteläraruppdraget leder till skolutveckling i organisationen så att varje elevs lärande gynnas. Enkätundersökningen genomförs i en svensk kommun i två förorter. Alla verksamma förstelärare och rektorer får chansen att svara på enkäten.

    Resultatet visar att förstelärare och rektorer i utanförskapsområden har en relativt samstämmig syn av försteläraruppdraget. Förstelärares och rektorers upplevelse är att resultaten och lärandet för eleverna gynnats ganska positivt av tillsättningen av extra många förstelärare i dessa områden. Tid, struktur, tydlig roll- och ansvarsfördelning samt engagemang skapar större möjligheter för skolutveckling i organisationen. Kollegialt lärande är den form av skolutveckling som gett bäst resultat.

  • 1220.
    Tahiri, Jehona
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barngruppens storlek i en sydafrikans förskola: En kvalitativ studie om pedagogernas syn på barngruppens storlek i en sydafrikans förskola2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to contribute to increased knowledge about how the size of the group affects teachers' work in a South African preschool, as well as how teachers describe that group size affects the child's individual learning and development. The study is based on interviews conducted with teachers who are working in a preschool in South Africa. The methodology used in the study is a qualitative interview method that has been performed on five teachers. The study results shows that teachers organize the day in a certain way to handle the size of the group and that the group size affects the child's individual learning and development. One conclusion that can be drawn from the study is that the teachers do not have the opportunity to meet the needs of each individual in a large group of children. This in turn affects children's learning and development. Teachers argue that the children who suffer most are the so called slow learners. It is a term used in South Africa to refer to children with learning difficulties.

  • 1221.
    Takala, Marjatta
    et al.
    Oulu University, Finland.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    History of change in education of pupils with severe hearing loss: Teachers' narratives from Finland and Sweden2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 39-64Article in journal (Other academic)
    Abstract [en]

    In this article, we present a study of teachers’ experiences, specifically their own perception of their work over time with deaf and hard-of-hearing (DHH) pupils, in both Finland and Sweden. Teachers of DHH pupils are a minority amongst teachers in general, and also amongst special education teachers, because the number of DHH pupils is small. There seems to be a lack of research on experienced teachers’ own perspectives on their practice, their role and experience over time in teaching DHH pupils. The aim of our research is thus to shed light on the work career of experienced educators of DHH pupils and on the main changes in it. In order to understand the current situation of DHH education which is realised mainly in mainstream education today, we need to know its history as well. The research questions are formed as following: 1) What are the main issues that teachers bring up? 2) What elements are there in the teachers’ stories from different decades? A third minor interest is to determine whether the Finnish and Swedish teachers’ stories about their work differ. The narrative approach was chosen here to illustrate teachers’ experiences. 

  • 1222.
    Takman, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns lärande i leken: Studie utifrån pedagogers perspektiv2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate what teachers in preschool thinks of play and how they use play to create learning. In my study I have proceeded from three questions which are: How do the teachers describe how the children learn through play? How do the teachers describe their participation in the children´s play? How do the teachers describe what they do to involve learning in play? To examine my purpose and the questions at issue, qualitative interviews were done with three different teachers. The interviews were transcribed and analyzed and the result showed that teachers´opinion and experiences of learning through play. The result shows that teachers belive that playing is very important and that it should be fun and joyful. The study also shows that different teachers join in play for different reasons and that they use playing to promote different kinds of learning, such as language acquisition and empathy.

  • 1223.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att lära sig skriva nationella prov2017In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 83-108Chapter in book (Other academic)
  • 1224.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Att visa vad man kan. Elever som medspelare i förändrade policypraktiker om bedömning i år sex2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 1, p. 1-20Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln studeras hur policyförändringar när det gäller betyg och nationella prov i årskurs sex framträder i elevers interaktion. Den fråga som specifikt utforskas är hur eleverna positionerar sig i relation till förändrade bedömningspraktiker samt vilka ideala elevidentiter som därigenom framträder. Ett urval från gruppintervjuer med elever i årskurs sex har analyserats med fokus på hur de i interaktionen konstruerar berättelser om prov och bedömning i undervisningen. Resultatet visar hur policydiskurser görs som samkonstruktioner i elevernas interaktion. Ett dubbelt elevideal framträder där man som elev både förväntas prestera och ta ansvar för att visa vad man kan, samtidigt som man också förväntas kunna tänka självständigt och argumentera för sin sak – men på ett sätt som faller inom ramen för systemets officiella retorik. Eleverna framstår som kompetenta medspelare och aktörer inom systemet som bidrar till görandet av policy. Samtidigt är de också objekt för de förändringar som policyreformer syftar till att påverka. Resultatet väcker frågor om villkor för elevers deltagande i policyförändringar, och inte minst när det gäller elevers möjligheter till att göra motstånd och kunna påverka de elevideal som formas i samband med utbildningspolitiska reformer i ett allt mer marknadiserat utbildningssystem.

  • 1225.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Evolving literacy practices in the classroom: Choices, problem solving and responsibilities in desk interaction2015Conference paper (Refereed)
    Abstract [en]

    This presentation focuses on a specific kind of learning situation in the classroom, desk interactions. This means situations when students work individually at their desks while the teacher moves around in the classrooms to help and supervise them. Almost without exceptions these interactions involve the use of texts; they are literacy events linked to school specific literacy practices (Barton & Hamilton, 1998; Barton, 2007; Street, 1983).  This presentation aims at exploring how and which literacy practices gets produced and reproduced in these literacy events in interactions between teachers, students and texts. It builds on video-data from an ethnographic classroom study in year 4 and 5 focusing on school subjects Swedish and Geography. Conversation Analysis (Hutchby & Wooffitt, 2008; Goodwin, 2001) has been used to show how teachers and students, using both verbal and non-verbal resources, continuously relate to, use and contribute to shape institutionally shaped literacy practices as resources in interaction. The result shows that texts in these situations are primarily used to make short references to index where to find knowledge, remind each other of previously shared knowledge or to regulate school work. A conclusion is that the literacy practices that evolve in these situations to a higher degree promotes students responsibilities to independently make choices, solve problems and move on with their work, than making explorations of the texts themselves the object of learning.

  • 1226.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Förenklad debatt om katederundervisning2014In: Svenskläraren. Tidskrift för svenskundervisning., ISSN 0346-2412, no 3, p. 10-11Article in journal (Other (popular science, discussion, etc.))
  • 1227.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärande i skrifthändelser: Om undervisning och bänkinteraktion i mellanstadiets skriftpraktiker.2013Conference paper (Refereed)
    Abstract [sv]

    Det övergripande syftet med mitt pågående avhandlingsprojekt är att utifrån ett interaktionsperspektiv studera bänkinteraktioner mellan lärare och elever i skrifthändelser på mellanstadiet. Med utgångspunkt i det sociala perspektiv på skriftspråklighet som beskrivs inom fältet New Literacy Studies (Heath, 1982; Barton, 2007; Gee, 2008) studerar jag på vilket sätt lärare och elever i de studerade skrifthändelserna i sin interaktion orienterar sig mot situationen som en lärandeaktivitet med ett särskilt intresse för hur lärarens deltagande organiseras. Två mellanstadieklasser, år 4 och 5, från olika skolor har följts periodvis under ett läsår, där vardagliga skriftpraktiker i olika ämnen har dokumenterats genom videoinspelning och fältanteckningar. Studiens urval avgränsas till skrifthändelser vid s.k. bänkinteraktioner, dvs. tillfällen med individuellt bänkarbete då läraren rör sig mellan olika elever och främst intar en handledande roll. Metodologiskt använder jag mig av samtalsanalys, CA, för att studera hur lärande i interaktion (Melander & Sahlström, 2010) organiseras med användande av verbala och icke-verbala semiotiska resurser (Goodwin, 2000; 2013). Studiens resultat förväntas bidra till klassrumsforskningen med kunskap om bänkinteraktioner som organisationsform och på vilket sätt detta kan relateras till formandet av mellanstadiets skriftpraktiker.

  • 1228.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärarens väg genom klassrummet: Lärande och skriftspråkande i bänkinteraktioner på mellanstadiet2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation takes an interest in learning and literacy in everyday interaction in the middle year classroom. It is based on a view of learning as emically construed in social interaction. Conversation Analysis (CA) and the concept of epistemic stance are used as a theoretical framing for describing in what way, and with what verbal and non-verbal resources, learning is achieved in desk interaction, i.e. when students work individually at their desks while the teacher moves around to support them. Almost without exceptions, these interactions involve the use of texts. Hence, they are viewed as situated literacy events that are part of the institutionally shaped literacy practices as described in the field of New Literacy Studies.

    The empirical data for this study comes from a video-ethnographic study in two middle year classrooms in grade four and five. Out of a total of 70 hours of video documentation, a selection of interrelated desk interactions was made. These were analyzed as learning trajectories and compared from two perspectives. Firstly, learning trajectories when a teacher repeatedly interacts with the same student about the same learning content were analyzed. Secondly, the changes in the teacher’s epistemic stance when interacting with different students about the same learning content in repeated desk interactions were studied.

    The analysis shows that the teacher’s trajectories through the classroom build infrastructures for learning, enabling differentiation between students within the constraints and possibilities of evolving routines. Learning in desk interaction mainly relies on the use of text references to index previously shared knowledge. Epistemic topicalizations and recurring semiotic fields are shown to be crucial resources for both maintaining and changing the epistemic stance of the participants towards the learning content constituted in interaction. A conclusion is that the shared experiences of teachers and students in collective literacy events serve as important resources for learning in individual desk interaction.

  • 1229.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Samtalsanalytiska perspektiv på textens roll i elevers och lärares interaktion2016In: Läsa mellan raderna / [ed] Christina Olin-Scheller, Michael Tengberg, Malmö: Gleerups Utbildning AB, 2016, 1, p. 151-171Chapter in book (Refereed)
  • 1230.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ska jag skriva det.: Lärares och elevers interaktion vid bänkarbete2012Conference paper (Refereed)
    Abstract [sv]

    Det övergripande syftet med mitt avhandlingsprojekt är att bidra med kunskap om lärares och elevers interaktion i skrifthändelser i vardagliga skriftpraktiker på mellanstadiet. Med utgångspunkt i fältet New Literacy Studies (Street, 1984; Barton, 2007; Gee, 2008) samt dialogiska och multimodala perspektiv på språk och kontext (Linell, 2009; Goodwin& Duranti, 1992; Prior& Hengst, 2010) studerar jag på vilket sätt mellanstadiets undervisning konstitueras i s.k. bänkinteraktioner, dvs. tillfällen då elever arbetar självständigt med olika skriftliga uppgifter och läraren främst intar en handledande roll. Metodologiskt använder jag mig av samtalsanalys, CA, (eng. conversation analysis) för att studera lärarens deltagande i dessa bänkinteraktioner och hur det kan förstås i relation till undervisning och lärande (Melander & Sahlström, 2010; Sahlström, 2011).

     

    Två mellanstadieklasser från olika skolor har följts periodvis under ett läsår, där vardagliga skriftpraktiker i ämnena svenska, geografi och textilslöjd har dokumenterats genom videoinspelning och fältanteckningar. En videokamera har följt lärarens arbete i klassrummet när denne rör sig mellan olika elevers bänkar, kompletterat med en fast kamera som dokumenterat helklassperspektivet. Från det rika videomaterialet görs ett urval av relaterade sekvenser i undervisningens förlopp då läraren bemöter olika elever kring en och samma arbetsuppgift, vilket möjliggör analys av hur lärarens deltagande i undervisningens interaktioner med eleverna förändras över tid med användande av olika semiotiska resurser såsom verbalt tal, gester, blickar och artefaktuella texter.

     

    Preliminära resultat synliggör hur både tidigare och projicerade skrifthändelser remedieras i de situerade bänkinteraktionerna och används som interaktionella resurser av deltagarna. Lärarens deltagande förändras successivt genom de olika bänkinteraktionerna, en förändring som inrymmer aspekter av både rutinisering och variation.

  • 1231.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Taking interaction in literacy events seriously: A conversation analysis approach to evolving literacy practices in the classroom2017In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 31, no 5, p. 400-417Article in journal (Refereed)
    Abstract [en]

    In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and literacy practices are maintained in the institutionally shaped classroom interaction. Conversation analysis (CA) is used to explore the interactional resources and social knowledge relied upon as teachers and students orient to literacy practices in everyday classroom interactions. The analysis focuses on a frequent type of teacher–student interaction during seatwork, desk interaction, i.e. interactions that occur as students work individually at their desks while the teacher moves around in the classroom to help and supervise them. The result shows how teachers and students refer to and use previously shared experiences of institutionally shaped literacy practices in the desk interactions, using both verbal and non-verbal resources. Thus, the literacy events in these interactions are shown both to be embedded in and contributing forward to the progressive shaping of classroom literacy practices that to a large extent seem to be practices of selfregulation and responsibility in individual assignments.

  • 1232.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Texts as material resources in the organization of learning in classroom desk-interaction2015Conference paper (Refereed)
    Abstract [en]

    Research on learning within CA has in recent years contributed to new insights about the social organization of learning in everyday interactions, inside and outside classrooms (Melander, 2009; Lee, 2010; Sahlström, 2011; Tanner, 2014). This research reveals how learning as social actions gets actively accomplished as participants successively change their epistemic stance to a simultaneously construed learning content. In doing this, participants coordinate their actions within participation frameworks, using both verbal and non-verbal resources such as language, bodily stance and material structures (Goodwin 2007; 2013). In this presentation I aim to further explore the use of material texts as resources in such participation frame-works. Even though the use of texts in people’s everyday lives has been well described within other fields of research, CA provides analytical tools that could contribute to deeper understandings of the role of texts in human interaction. Here I explore how texts come to play part in the organization of learning in teacher-student interactions in classrooms. Analyzed data comes from a larger classroom video-ethnography on learning and literacy practices during the middle years, i.e. students aged 10 to 12 years, in two different classrooms as they work with individual assignments in subjects Swedish and Geography. I particularly focus on so-called desk-interactions, i.e. situations when students work individually at their desks while the teacher moves around to support and supervise them. The results show how students in these situations are expected primarily to solve problems as independently as possible, and to regulate their work in relation to work-instructions and other texts. Textbooks, pictures, the blackboard or the students’ own texts are mainly used to motivate a request for help, or to remind each other of where to find information to solve an assignment. Thus, text references in desk-interaction get an indexical function, as they are used to coordinate the variety of texts middleyear students encounter in different situations. The possibilities for shared reading and discussions on text comprehension are on the other hand shown to be limited in desk-interaction. A conclusion is that the use of texts comes to work more as resources to organize learning and instruction in deskinteraction, than being construed as a learning content per se.

  • 1233.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    The teacher’s pathway through the classroom.: Learning and literacy in desk-interactions in the middle years.2014Conference paper (Refereed)
    Abstract [en]

    In this presentation, I take an interest in how teaching and learning as social actions have to be actively accomplished in interactions between teachers and students in the institutional setting of the classroom. More precisely I focus on learning trajectories between teachers and students within subsequent situations over time and the practices relied upon for coming to situated agreement of the level of student learning, and for adjusting teaching and instruction in individual deskwork to these changing understandings.

    Within CA, there is a growing interest in the ubiquitous role that issues related to knowledge have in the interactive organization of human sociality. This interest has brought new insights about the diverse ways in which epistemic stance is utilized as a resource in interaction (c.f. Stivers, Mondada, & Steensig, 2011; Heritage, 2012; Goodwin, 2013). This focus on epistemics is at the core of a growing body of research on learning that within a CA framing explores new ways of conceptualizing learning as changed participation in interaction (Melander, 2009; Lee, 2010; Sahlström, 2011). Here, I explore how participants orient to learning processes across situations, by relying on interactional resources such as epistemic topicalizations and reoccurring semiotic fields.

    Analyzed data comes from a larger classroom video-ethnography on learning and literacy practices during the middle years, i.e. students aged 10 to 12 year in two Swedish schools.  Within this material, trajectories of learning in desk-interactions between teachers and students, i.e. when students work individually while the teacher moves around in the classroom to support them, have been traced. In the analysis I compare learning trajectories from two different perspectives. First I analyze examples where a teacher repeatedly meets the same student in interactions about the same learning content. Secondly I focus on changes in the teacher’s epistemic stance as he/she meets different students about the same learning content in repeated desk-interactions.

    The varying functions in participants’ use of epistemic topicalizations and reoccurring semiotic fields are shown to be crucial resources to maintain, in different ways, the “sameness” in a certain constituted content through repeated learning situations, while at the same time making it possible for the teacher and the student to continuously change and differentiate their epistemic stance to this content. When comparing trajectories from the student’s and teacher’s perspective it becomes clear that learning in desk-interactions is constituted in the dynamic interplay between teacher’s and student’s learning, where the main feature of the teacher’s learning could be described as trying out a routine. The teacher’s pathway through the classroom could from this be described as an infrastructure for learning characterized of both differentiation and routinization (Schegloff, 2006). This in turn can simultaneously both enable and constrain student learning in these situations.

     

    References

    Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8-23.

    Heritage, J. (2012). The epistemic engine: Sequence organization and territories of knowledge. Research on Language & Social Interaction, 45(1), 30-52.

    Lee, Y. (2010). Learning in the contingency of talk-in-interaction. Text & Talk, 30(4), 403-422.

    Melander, H. (2009). Trajectories of learning : Embodied interaction in change. Uppsala: Acta Universitatis Upsaliensis : Uppsala University Library

    Sahlström, F. (2011). Learning as social action. In J. K. Hall, J. Hellermann & S. P. Doehler (Eds.), L2 interactional competence and development . Bristol: Multilingual Matters.

    Schegloff, E. (2006). Interaction: The infrastructure for Social Institutions, the Natural Ecological Niche for Language, and the Arena in which Culture is Enacted (70-96). In N.J. Enfield & S.C. Levinson, Roots of Human Sociality: Culture, Cognition and Interaction. Oxford: Berg.

    Stivers, T., Mondada, L., & Steensig, J. (Eds.). (2011). The morality of knowledge in conversation. Cambridge: Cambridge University Press.

  • 1234.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning (from 2013).
    Vargen kommer!: Elevers läsning av argumenterande texter i ämnet svenska2015Conference paper (Other academic)
  • 1235.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Buskqvist, Ulf
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ett papperslöst klassrum?: Utmaningar för det uppkopplade klassrummets literacypraktiker2017In: Textkulturer / [ed] Ljung-Egeland, B., Olin-Scheller, C., Tanner, M. & Tengberg, M., Karlstad: Karlstads universitet, 2017, p. 175-194Chapter in book (Refereed)
  • 1236.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Sahlström, Fritjof
    Helsingfors universitet.
    How content becomes routine.: Teacher learning in desk interactions.2013Conference paper (Refereed)
    Abstract [en]

    In this paper we focus on classroom interaction between teacher and students in desk interactions, and on how attitudes towards knowing and learning are demonstrated in so called epistemic stances. The aim is to explore how the teacher’s epistemic stance changes through a series of desk interactions with different students and how this can be understood as learning in a situated activity. The analysis is grounded in empirical data consisting of video recordings where one teacher assists five different groups of students with the same question during a geography lesson. In the analysis we highlight how the teacher orients to the learning activity, and how his participation in this activity changes in the situationally unfolding contingency of interaction. In the studied example, the construal of a list with three examples becomes an interactional resource for the organization of both participation and content. Through changes in epistemic stance, a learning trajectory evolves as the teacher tries out a routine. These subsequent changes can be understood as professional learning in on-going teaching. In the studied classroom, the main feature of this learning can be described as routinization.

  • 1237.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Material texts as objects in interaction: Constraints and possibilities in relation to dialogic reading instruction.2017In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, p. 83-103Article in journal (Refereed)
    Abstract [en]

    In this article we focus on the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with critical reading of argumentative texts. With a Conversation Analysis approach, we investigate how texts are used as material objects in the organization of interaction between students and their teacher, as well as between students during group work. We also discuss what pedagogical implications the role of texts as material objects have for dialogicity in critical reading instruction. The result shows that texts as material objects are vital for the organization of interaction as they are used as resources in negotiating responsibility and primacy as well as for the distribution of turns between participants and to accomplish a representation of the answer to a reading task. A conclusion is that an intention to support dialogicity in reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around texts that are also material objects.

  • 1238.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    The role of material texts in interaction when teaching critical reading to adolescents: Paper presented in the symposia " The Interplay of Textual and Interactional resources in Collective Reading and Writing Practices in Nordic Classrooms "2015Conference paper (Refereed)
    Abstract [en]

    The development of critical reading practices reflects a key component in an education for democratic citizenship, which also is addressed in recent curriculum reforms in Sweden as well as many other countries. This presentation is part of a larger study designed to improve proficiency in critical reading related to argumentative texts. The study concerns implementation of dialogic reading strategies in teaching Swedish as first language, planned in close cooperation between researchers and teachers (Olin-Scheller, Tengberg & Lindholm, 2015). In this presentation challenges in learning and instruction are further explored through close video-analysis of classroom interactions. We draw on social perspectives on literacy described within the New Literacy Studies (Barton, 2007; Street, 1984) and view teachers’ and students’ interactions around the texts as literacy events. Conversation analysis, CA, is used for close examination of the interactions. We especially focus on how participants use verbal language, bodily stance and texts as material structures to organize interaction (Goodwin 2000; 2007) and the organization of learning as social actions (Melander& Sahlström, 2009; Lee, 2010; Sahlström, 2011; Tanner, 2014). Eight lessons in year nine were documented with 2-3 video-cameras. Literacy events when students talk to each other or the teacher during seatwork in small groups has been selected and analyzed. Results show that the focused texts (print-, screen- and whiteboard texts) are used as problem solving devices which sometimes constrain the critical discussion that is intended. Besides for pedagogical purposes, the materiality of the texts, in different ways, also become resources to order and control the classroom arena.

  • 1239.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Elevers motstånd i ett beslut som berör dem2017In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 159-174Chapter in book (Other academic)
  • 1240.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förändrade dokumentationspraktiker - förändrade stödinstatser?2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 21-38Article in journal (Other academic)
    Abstract [sv]

    I den här artikeln diskuteras hur specialpedagoger översätter och hanterar en nyligen införd reform när det gäller skolors stödinsatser, där det tidigare begreppet ”särskilt stöd” nu har delats in i två nivåer av stödinsatser, ”extra anpassningar” eller ”särskilt stöd”. Med utgångspunkt i en mindre intervjustudie uppmärksammas några av de frågor och dilemman som aktualiseras i samband med detta. Reformen förstås som ett exempel på hur policy reformer ramar in och formar det tolkningsarbete som sker på alla nivåer i utbildningssystemet, vilket mot bakgrund av skolans nuvarande styrningssystem under senare decennier har inneburit ett ökat performativt tryck. Analysen grundar sig på tre intervjuer med specialpedagoger på olika skolor och olika stadier. Sådana aspekter som i intervjuerna framstår som kritiska för hur specialpedagogerna hanterar de förändringar som skrivits fram på myndighetsnivå har identifierats och tematiserats. Resultatet visar hur specialpedagogerna hamnar i en mellanposition mellan rektor och lärararbetslagen, där förhandlingar om olika yrkesgruppers ansvar i förhållande till varandra blir centralt när reformen hanteras. Strävan efter att utarbeta hållbara rutiner och strukturer för att utreda, dokumentera och följa upp stödinsatser framstår som en stor del av specialpedagogernas tolkning av reformen, medan förändringsarbetet på klassrumsnivå blir mindre synligt i deras framställning. 

  • 1241.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    In between self-knowledge and school demands.: Policy enacted in the Swedish middle year classroom.2012Conference paper (Refereed)
    Abstract [en]

    In a recent series of articles Braun et al highlights the importance of studying the ways that policy is enacted by teachers in their everyday work attending the material and discursive contingencies that forms, frames and limits practical responses to policy (Braun, Ball, & Maguire, 2011) . Using these articles as point of departure we go one step further in empirically exploring how policy is interpreted and made in to being in the classroom interaction between teacher, students and artifactual texts being used.

    In the performative society that has  developed in the new education economy (Lauder, Brown, Dillabough, & Halsey, 2006)  it is not so much in the structures of the formal organization but in the constant flows of performativities that power is produced where, as Stephen Ball puts it (S. J. Ball, 2006), “[I]t is the database, the appraisal meeting, the annual reviews, report writing and promotion applications, inspections, peer reviews that are to the fore” (p. 693). Policy work in schools thus comes to be a much broader concept not only referring to policy as top-down steering from governmental decisions and organizational structures but as something that is achieved and made on all levels by the actors in the school system. Different kinds of texts and documents made on all levels and by various actors thereby become part of the regulatory techniques in the performative society. In a Swedish context one example is how new text genres and literacy practices are created (Andreasson & Asplund Carlsson, 2009)  when schools have to find ways to organize and document increased demands of assessments and control over student outcomes through national standards and tests as well as written assessments and individual developmental plans for each student. These student centred texts has in various studies been seen as self-regulatory technologies from a governmentality perspective (Andreasson, 2007; Bartholdsson, 2007; Granath, 2008).

    This paper aims at showing how policy is enacted in the everyday classroom interaction and how the student’s identity and position in relation to ideals of “the good student” is negotiated and fabricated within new kinds of literacy practices in the classroom context. We focus the interaction in a Grade 5 classroom where students are asked to fill in a “self-evaluation form” as a preparation for a forthcoming discussion on progress between teacher, student and parents aiming at producing an individual developmental plan. Drawing on the theoretical concepts of fabrications and performativity (S. Ball, 2006; S. J. Ball, 2003) we see this practice as an enactment of policy where both teacher and students are seen as actors and subjects made into being in interaction with the self-evaluation form as a textual artifact.  In doing this we also draw on critical views of literacy within the field of the new literacy studies (Barton, 2007; Brandt & Clinton, 2002; Gee, Hull, & Lankshear, 1996; Gee, 2008)  where literacies are seen as social practices made in interaction in different domains in people’s lives, such as for example the school context.

    Method (200 words)

    The empirical data used comes from a larger video ethnographic study of literacy practices in the Middle years, which in Sweden means students that are 10 to 12 years old. In this analysis we focus a lesson during 30 minutes when the teacher first instructs the whole class and then moves to different students to help them fill out the form “self-evalutation”. Two video cameras have been used to document the interaction between teacher and students in the classroom from a classroom- and a teacher perspective, where we make a detailed micro-level analysis of a series of interactions with one of the students during the class. In the analysis we use conversation analysis (CA) as an analytic tool to make visible the joint interaction of the participants, teacher and students in an institutional setting (Have, 1999; Heritage, 1997; Sacks, Schegloff, & Jefferson, 1974; Schegloff, 1992; Schegloff, 1996)  where  participants use verbal talk and other semiotic resources to simultaneously both make use of and continuously shape material and contextual resources through their interactional work (Duranti & Goodwin, 1992; Goodwin, 2000) .

    Expected outcomes (200 words)

    The result of the analysis shows how the “self-evaluation” form that seemingly addresses the student’s self-knowledge to be made explicit in order for school to be able to give support meets interpretations of preferred answers to the different boxes in the form that results in a negotiation between different ways of construction the student’s social identity. This makes visible how the “self-evaluation” as a policy document not only can be seen as means for self-regulation from a governmentality perspective, but how the students identity rather can be seen as a fabrication where the teacher and student negotiate different conceptions of the ideal student in relation to the students self-knowledge and school demands both socially and in relation to curricular knowledge. It is an empirically grounded contribution that hopes to enrich and deepen the understanding about how policies are interpretated and made into being by the local actors in schools. It also highlights how students from early years in school are made participants in new literacy practices related to neoliberal changes in the societal work order at large, which also can be seen as a learning practice even though it is not made explicit in the curriculum.

  • 1242.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    In between self-knowledge and school demands: Policy enacted in the Swedish middle year classroom2014In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 35, no 4, p. 554-569-Article in journal (Refereed)
    Abstract [en]

    In this article we focus on the interaction in a Year 5 classroom where students fill in a ‘self-evaluation form’ as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity (Ball, 2003; 2006), we understand this as an enactment of policy where both teacher and students become actors and subjects (Ball et al., 2012; Maguire et al. 2011). From using document analysis together with conversation analysis as a methodological approach, we show how the ‘self-evaluation’ in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools.

  • 1243.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Studying policy in interaction: Students’ enactment of new grades and national tests in Swedish year six.2015Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to explore how recent policy changes in education gets interpreted and realized in student interaction. In recent years the concept of enactment has been used within policy research as an analytical tool for the understanding of how policy gets translated into practice by actors on different levels (Ball, 2006; Ball, Maguire & Braun, 2012; Singh, Heimans & Glasswell, 2014; Tanner & Pérez Prieto, 2014). Most studies on a school level focus on school leaders and teachers, whereas the students often remain unnoticed as actors in policy practice. In this presentation we argue for the importance of including students’ perspectives in studies of policy, and suggest new methods for how this could be explored.  

    Methodologically we bring together understandings of policy enactment and performativity from the field of educational sociology with the ethnomethodological stance of conversation analysis (CA) for studying how policy comes to play in interactions between students (ten Have, 1999).  We use data from a larger study about students’ experiences on doing national tests and getting grades in year 6, including more than 10 schools. The data consists of audio- and video recordings from focus group interviews with students and of video recordings from classrooms in the preparation and realization of the national tests.

    Preliminary results show how students position themselves as competent actors in relation to peers, teachers and family as they talk about tests and grades. In the interactions they negotiate strategies for coping with expectations and increasing pressure, while at the same time playing down the importance of tests and grades in for example comparisons with friends or in relation to final grades in year nine.   Even though the combination of CA and the theoretical concept of policy enactment require careful methodological considerations, we find a substantial gain in the way it makes new understandings of students’ identity formations in relation to educational policy possible.

  • 1244.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "They want to show that they are topnotch": Students enactments of policy in interaction2015Conference paper (Refereed)
    Abstract [en]

    This presentation focuses on recent reforms in Swedish education concerning new grades and extended use of national tests in grade six, and how this extensive reform comes to play in everyday practices in schools. Schools today have to be able to handle a multitude of policy initiatives that get introduced with increasing pace in the new education economy. Not least has several studies on the effects of schools marketization showed how this results in higher demands for schools to produce information about themselves and the students to inform and guide families school choices as well as governments control and inspection  (Ball, 2006; Löfdahl &Pérez Prieto, 2009; Löfgren, 2012).The new national tests and grades in year 6 are examples of policymaking that has the capacity of producing high stake information about the actors in schools (teachers, school leaders and students) as well as information about schools in terms of competitiveness and results in relation to given standards. Here we take an interest in the consequences this could have from the students’ perspective.

    Policy reforms are often studied in terms of implementation, i.e. measuring schools’ responses to different specific policy initiatives. As an alternative approach, in recent years the concept of enactment has been used within policy research as an analytical tool for the understanding of how policy gets translated into practice by actors on different levels (Ball, Maguire & Braun, 2012; Singh, Heimans & Glasswell, 2014; Tanner & Pérez Prieto, 2014). The concept of policy enactment is used to address the complexities in institutional policymaking not only referring to policy as top-down steering from governments through organizational structures, but as something that is interpreted on all levels by different actors in the school system (Ball et al., 2012).

    Most studies on a school level focus on school leaders and teachers, whereas the students often remain unnoticed as actors in policy practice. We have in previous studies argued for the importance of including students’ perspectives in studies of policy enactment, and have suggested new methods for how this could be explored (Pérez Prieto & Tanner, 2013; Tanner & Pérez Prieto, 2014). In this presentation we continue to develop this line of work in relation to the new reforms on grades and national tests in year six. Using conversation analysis (CA) as a methodological approach we explore how these policies are interpreted and realized in student interactions within the school context, and how this helps to produce and re-produce policy discourses in schools today. The aim is to describe how the reform is being made in interaction from the students’ perspective. We depart from the following research questions:

    • How are national tests and grades oriented to in students’ interaction?

    • How do students position themselves in relation to these changed assessment practices in different situations?

    This study is part of a larger project about students’ experiences of doing national tests and getting grades in sixth grade, where in total more than 150 students in 7 schools have been interviewed. Within the larger project, this presentation builds on a complementary video-ethnographic substudy where three groups from two different schools have been followed during preparation and realization of national tests in the subjects of social sciences and natural sciences. The data material in the substudy consists of more than 30 hours of video recordings from classroom interaction in three different groups in two schools, 7 video recorded group interviews with students focusing on their experiences of getting grades and 7 video recorded group interviews with students about doing national tests. From this data different examples where students position themselves to these assessment practices are selected for further analysis on how this policy reform gets interpreted. The selected data consists of different kinds of interactions; between students, between teacher and students or interactions within an interview setting.

    To visualize new aspects of how policy is constituted in the interaction between different actors in school, we make a somewhat unusual methodological combination of policy studies and interactional analysis, where we use the inductive approach of conversation analysis (CA) focusing on the institutionally framed interaction within the school context (Drew & Heritage 1992; Heritage, 1997). CA aims at studying human sociality as it is organized in people’s talk-in-interaction and how they together create shared meanings in relation to context (c.f. Hutchby &Wooffitt, 2008). Whereas early CA studies mainly focused on verbal talk in everyday situations, there is now within CA an increasing interest in to how verbal and non-verbal resources such as gesture, gaze and material artefacts are coordinated in human interaction (Goodwin, 2000; 2007). In this study the use of video recordings makes these kinds of multimodal analysis possible. Here we view the participants’ interpretations of policy as social actions, and explore how these kinds of policy practices is being made in student interaction through the use of different kinds of available semiotic resources. 

    Even though the combination of CA and the theoretical concept of policy enactment require careful methodological considerations, we find a substantial gain in the way it makes possible new understandings of how students position themselves in relation to educational policy. Preliminary results show how students position themselves as competent actors in relation to peers, teachers and family as they talk about tests and grades. In the interactions they negotiate strategies for coping with expectations and increasing pressure, while at the same time playing down the importance of tests and grades in for example comparisons with friends or in relation to final grades in year nine. To a large extend they position themselves as being responsible for making changes and increasing their efforts to achieve good results. But in the empirical data are also examples of how students’ position themselves in relation to increased demands on teachers and schools, and expectations to produce good results in competition with other schools in a marketized education system.

    References 

    Ball, S. J. (2006). Performativities and fabrications in the education economy: Towards the performative society. In H. Lauder, P. Brown, J-A. Dillabough & A. H. Halsey (Eds.), Education, globalization & social change (pp. 692-701). New York: Oxford University Press.

    Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactment in secondary schools. London: Routledge.

    Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional settings. Cambridge: Cambridge University Press.

    Goodwin, C. (2000a). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489-1522. doi: 10.1016/S0378-2166(99)00096-X

    Goodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53-73. doi:10.1177/0957926507069457

    Heritage, J. (1997). Conversational analysis and institutional talk. I D. Silverman (Red.), Qualitative research: Theory, method and practice (ss. 161-182). London: Sage.

    Hutchby, I., & Wooffitt, R. (2008). Conversation analysis (2. uppl.). Cambridge: Polity

    Löfdahl, A. & Pérez Prieto, H. (2009). Between control and resistance: Planning and evaluation texts in the Swedish preschool. Journal of Education Policy 4(24), 293-408. 

    Löfgren, H. (2012). Det sitter inte i väggarna: Identiteter i lärares berättelser om skola och arbete [It is not in the walls – Professional identities in teachers’ stories about school and work). Doctoral dissertation, Karlstad: Karlstad University Studies. 

    Pérez Prieto, H. & Tanner, M. (2014): Fabricando buenos alumnos: autoevaluación y negociación en la escuela sueca. I C. Peláez-Paz & M.I. Jociles (Eds) Estudios etnográficos de las políticas públicas en contextos educativos. Madrid: Traficantes de Sueños

    Singh, P.,  Heimans, S.  & Glasswell, K. (2014) Policy enactment,context and performativity: ontological politics and researching Australian National Partnership policies, Journal of Education Policy, 29:6, 826-844 

    Tanner, Marie; Pérez Prieto, Héctor (2014) In between self-knowledge and school demands: Policy enacted in the Swedish middle year classroom. Discourse. Studies in the Cultural Politics of Education, 2014, volym 35 (5)

  • 1245.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The aim is to analyse how policy decisions about assessment practices influence what it means to be a student in a performative system. We examine an occasion where a previously mandatory national test became optional, and how students took the opportunity to try to change the school's decision about this. The study is based on student group interviews in year 6, and uses Conversation Analysis to examine how they use discursive resources to co-construct fabrications of the ideal student. The findings show how neoliberal rhetoric has worked its way into the students' everyday lives, and how they display a deep knowledge about how to use arguments that work inside the system. We argue that there is a need for more knowledge about contemporary education policies from a student perspective.

  • 1246.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Högskolan i Kristianstad.
    Video - ett forskningsfält i utveckling: Videografiska utgångspunkter i forskning om social interaktion2017In: Nordicom Information, ISSN 0349-5949, Vol. 39, no 2, p. 8-14Article in journal (Other (popular science, discussion, etc.))
    Abstract [vi]

    Videobaserade forskningsmetoder utvecklas i snabb takt, inte minst beroende på den tekniska utvecklingen inom videoområdet som medger nya och lättillggängliga lösning- ar för att i för forskningsändamål dokumentera olika visuella aspekter av människors sociala interaktion. I takt med samhällets digitalisering har dock formerna för social interaktion förändrats till att allt mer sker genom olika slags digitala medier – män- niskors socialitet blir i allt högre grad uppkopplad. Här presenteras först en bakgrund till videogra som metod och teori, följt av två exempel på hur video används i ett par aktuella studier idag samt en avslutande diskussion kring några utvecklingsområden. 

  • 1247.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Sahlström, Fritjof
    Helsingfors universitet.
    Same and different.: Epistemic topicalizations as resources for cohesion and change.2014Conference paper (Refereed)
    Abstract [en]

    In this presentation, we take an interest in how teaching and learning as social actions have to be actively accomplished in interactions between teachers and students in the institutional setting of the classroom. More precisely, we focus on the practices relied upon by teachers and students for coming to situated agreement of the level of student learning, and for adjusting teaching and instruction in individual deskwork to these changing understandings, both within teaching instances and in subsequent situations occurring over longer periods of time.

    Within CA, there is a growing interest in the ubiquitous role that issues related to knowledge have in the interactive organization of human sociality. This interest has brought new insights about the diverse ways in which epistemic stance is utilized as a resource in interaction  (c.f. Stivers, Mondada, & Steensig, 2011; Heritage, 2012b; 2012a; Goodwin, 2013; Koole, 2012). The focus on epistemics is at the core of a growing body of research on learning that within a CA framing explores new ways of conceptualizing learning as changed participation in interaction (Martin, 2004; Melander, 2009; Lee, 2010; Sahlström, 2011; Seedhouse, Walsh, & Jenks, 2010). Drawing on these and other studies on learning from a participationist perspective (Lave & Wenger, 1991; Sfard, 1998), the paper takes a view on learning as a social action; as something people are literally doing, accomplished in part through changes in epistemic stance. The issue of cross-situational relevance has proved to be a challenge for CA studies. Here, we explore how participants orient to learning processes across situations, by relying on epistemic topicalizations as resources for the shaping of cohesive learning trajectories.

    The analyzed material consists of data from a larger classroom video-ethnography on learning in literacy practices during the middle years, i.e. students aged 10 to 12 year in two Swedish schools.  Within this material, trajectories of learning in desk-interactions between teachers and students when students work individually while the teacher moves around in the classroom to supervise and support their work have been traced. We analyze how the verbal and non-verbal resources (Goodwin 2007; 2013) for epistemic topicalizations used by teachers and students come to construct the interaction as oriented to learning and change.

    In the analysis we contrast two different examples where teachers in two or more desk-interactions subsequently meet the same student in interactions about the same learning content in a school assignment. In the first case, we show how the teacher’s epistemic stance changes through and between the desk-interactions in relation to how the studentbecomes more and more certain of how to make use of a map in a geography assignment. The teacher and the student use epistemic topicalizations to explicate the changed epistemic status of the students, and to remind each other of previous experiences, which thus become available to them in the learning activity. By making the previous learning experiences available, the teacher does not have to be as thorough in her explanations in the second interaction compared to the first. This makes it possible to redefine the learning content with more complexity. In the second example, the student shows that despite the teacher’s previous support in a writing activity during a series of Swedish lessons, he still cannot fulfill an assignment. Also in this case, epistemic topicalizations are used to position the student’s epistemic status, and to remind each other of previous experiences. However, in this second instance, this results in more thorough explanations from the teacher using similar semiotic resources as before but with a higher degree of scaffolding, rather than the progressivity of the first instance.

    In conclusion, we show how epistemic topicalizations play an important role in the learning trajectories as means to maintain, in different ways, the “sameness” in a certain constituted content through several learning situations, while at the same time making it possible for the teacher and the student to continuously change and differentiate their epistemic stance to this content in relation to successive changes in the student’s epistemic status. Hence, epistemic topicalization is demonstrated to be a primary resource in establishing a shared understanding of the evolving epistemic status of the students, and consequently, as a primary resource for adapting and changing teaching and instruction. Epistemic topicalizations represent crucial resources both for the contingent organization of learning as social action within and beyond situated interactions, and for the situated construction of differentiation and mutual adaption of teaching and learning in relation to displayed needs and requests from various students.

     

    References

    Goodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53-73. doi:10.1177/0957926507069457

    Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8-23. doi:10.1016/j.pragma.2012.09.003

    Heritage, J. (2012a). The epistemic engine: Sequence organization and territories of knowledge. Research on Language & Social Interaction, 45(1), 30-52. doi:10.1080/08351813.2012.646685

    Heritage, J. (2012b). Epistemics in action: Action formation and territories of knowledge. Research on Language & Social Interaction, 45(1), 1-29. doi:10.1080/08351813.2012.646684

    Koole, T. (2012). The epistemics of student problems: Explaining mathematics in a multi-lingual class. Journal of Pragmatics, 44(13), 1902-1916. doi:http://dx.doi.org/10.1016/j.pragma.2012.08.006

    Lave, J., & Wenger, E. (1991). Situated learning : Legitimate peripheral participation. Cambridge: Cambridge Univ. Press.

    Lee, Y. (2010). Learning in the contingency of talk-in-interaction. Text & Talk, 30(4), 403-422. doi:10.1515/TEXT.2010.020

    Martin, C. (2004). From other to self : Learning as interactional change. Uppsala: Acta Universitatis Upsaliensis : Universitetsbiblioteket [distributör].

    Melander, H. (2009). Trajectories of learning : Embodied interaction in change. Uppsala: Acta Universitatis Upsaliensis : Uppsala University Library [distributör].

    Sahlström, F. (2011). Learning as social action. In J. K. Hall, J. Hellermann & S. P. Doehler (Eds.), L2 interactional competence and development (). Bristol: Multilingual Matters.

    Seedhouse, P., Walsh, S., & Jenks, C. (2010). Conceptualising "learning" in applied linguistics. Houndmills, Basingstoke, Hampshire ; New York: Palgrave Macmillan.

    Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. doi:10.3102/0013189X027002004

    Stivers, T., Mondada, L., & Steensig, J. (Eds.). (2011). The morality of knowledge in conversation. Cambridge: Cambridge University Press.

  • 1248.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Åbo Akademi University, Vasa, Finland.
    Sahlström, Fritjof
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Åbo Akademi University, Vasa, Finland.
    Same and Different: Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories2018In: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950, Vol. 55, no 8, p. 704-725Article in journal (Refereed)
    Abstract [en]

    Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning trajectories by focusing on how participants establish relations of cohesion and change between current and previous occasions that constitute a learning trajectory. Analysis of empirical data shows how participants frequently topicalize aspects of epistemic stance toward a co-constructed learning content. Such epistemic topicalizations play an important role in maintaining cohesion in a learning trajectory, while making it possible for teachers and students to progressively change and differentiate their epistemic stance. Epistemic topicalizations are suggested as a useful analytic concept, grounded in conversation analysis, to describe how cohesion and change are emically managed in interaction to accomplish progressivity in learning trajectories.

  • 1249.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Skolan, marknaden och ämnet.: Kommersiella aktörer på internet i undervisningen2017In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 3-26Article in journal (Other academic)
    Abstract [sv]

    I den här artikeln uppmärksammar vi förekomsten av olika privata och kommersiella webbsajter som specifikt riktar sig mot undervisning och lärande i skolan. Syftet är att beskriva och diskutera hur några olika kommersiella aktörer på internet tar plats som policyaktörer i ett utbildningssammanhang, och vad det kan betyda i relation till undervisningens ämnesinnehåll. Med ett särskilt fokus på historieämnet, analyserar vi med inspiration från metoden network ethnograpy två olika exempel på sådana webbsajter, SO-rummet samt studi.se. Vi undersöker det nätverk av aktörer som ligger bakom webbsajten, hur syftet med sajten framställs samt hur historieämnet konstrueras på dessa sajter. Resultatet visar hur den politiska styrningen av skolan har fått konkurrens av nya aktörer, vilket leder till att de förstnämndas inflytande minskar till förmån för det komplexa nätverk av aktörer som istället tar plats. På så vis skapas ett marknadens ämne, som visserligen i de två studerade exemplen visar sig ligga nära det konventionella skolämnet historia, men som också visar på ett starkt behov av ytterligare forskning som kan synliggöra hur olika och vitt skilda ideologiska intressen tar plats och skapar politiska kluster som kommer att påverka undervisningens innehåll.

  • 1250.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att bedöma läsförmåga: teoretiska utgångspunkter2015In: Bedömning i svenskämnet: Årskurs 7-9 / [ed] Gustaf Skar & Michael Tengberg, Stockholm: Natur och kultur, 2015, p. 87-108Chapter in book (Other academic)
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