• Jan Inge Jönhill, Inklusion och exklusion: En distinktion som gör ski...
  Bouakaz, Laid   Review article in Sociologisk Forskning;2 : Sociologisk Forskning (2014)	Review article

  

  

  FULLTEXT01.pdf   (874.6Kb)

  http://urn.kb.se/resolve?urn=urn:nbn:se:du-16369

• Beginning Early : Mathematical Exclusion
  Helenius, Ola; Johansson, Maria L.; Lange, Troels; Meaney, Tamsin; Wernberg, Anna   Conference contribution in Proceedings of the International Mathematics Education and Society Conference; : Mathematics Education & Soc (2015) Mathematics Education and Society 8 (June 21-26, 2015 : Portland, Oregon, USA)	Conference contribution

  

  

  English abstract:

  In this paper, the distinction between Bernstein's horizontal and vertical discourse is used to show how two children are restricted in their possibilities to learn mathematics. The social relationships set up within contexts, both of the problems being solved, and between participants, contributed to the horizontal or vertical discourse being employed. In a circular motion, these discourses then reinforced the social relationships that could come into play. It is argued that mathematical exclusion can occur when social relationships, not only within problem contexts but also within interactions, miscue the kind of discourse which is foregrounded. Children can become confused over the sort of discourse that contributes to mathematics learning.

  Beginning Early.pdf   (336.6Kb)

  https://www.mescommunity.info/MES8ProceedingsVol2.pdf

• In-service and pre-service teacher education in IBSE : The ESTABLISH ...
  Jeskova, Zuzana; Kires, Marian; McLoughlin, Eilish; Finlayson, Odilla; Ottander, Christina; Ekborg, Margareta   Journal article in Nuovo Cimento C;3 : Soc Italiana Fisica (2015)	Journal article

  

  

  English abstract:

  One of the main goals of the ESTABLISH 7fp project (available on line at http://www.establish-fp7.eu/) was the development and implementation of the professional development teacher education programmes (TEP) to support teachers in adopting inquiry-based strategies in their teaching. Within the project there was a model for in-service and pre-service teacher training in IBSE designed and implemented across 12 participating countries. The programme is based on 4 core elements and 4 additional elements that are built around the IBSE teaching units developed within the project. As accepted by ESTABLISH partners, all teacher training programmes include the minimum of the four elements, i.e. introduction to IBSE, industrial content knowledge, teacher as implementer and teacher as developer of IBSE teaching materials. There are also four additional elements designed in detail, i.e. ICT for IBSE, argumentation in the classroom, research and design projects for students, assessment of IBSE. These can be added to the programme optionally with regard to the level of teachers' IBSE skills and current situation in education and teachers' professional development within the country. This ESTABLISH model of TEP was followed in participating countries in order to change teachers' attitudes from traditional ways of teaching towards adopting inquiry strategies and their successful implementation in the classroom. Within the face-to-face workshops teachers experienced and developed their inquiry based teaching strategies using specifically developed materials. In addition, the e-platform has been developed to provide on-line support. This platform provides educators and teachers with all the necessary materials for the training and IBSE teaching units and other teaching materials for teachers' ongoing help. The teacher training programme was successfully implemented in Slovakia. There were two runs of teacher training workshops on IBSE already carried out. Moreover, the additional element ICT in IBSE was developed more deeply designing a separate teacher training course for it. The contribution discusses in more details the success and problems of implementation in the context of Slovak educational environment.

  ncc10984.pdf   (288.6Kb)

  http://doi.org/10.1393/ncc/i2015-15099-8

• Elevers förståelse av ljus och skugga
  Holmqvist, Mona; Lelinge, Balli  (2018) Nationell ämnesdidaktisk konferens (NÄD2018) (26-27/4 2018 : Kristianstad, Sverige)	Conference contribution

  

  

  Swedish abstract:

  Även om vi kan "se" instanser av ljus är det svårt för barn i de tidiga skolåren att förstå vad ljus är. I denna studie beskrivs elevers förståelse av ljus genom att studera på vilket sätt de tecknar skuggor från ett föremål belyst av en ljuskälla. Syftet med studien är att skapa ny kunskap om hur elever i åk 3 förstår begreppen ljus och skugga och på vilket sätt detta kan stimulera elevers intresse för fysiska fenomen. Forskningsfrågorna är: På vilket sätt visar eleverna sin förståelse av ljus genom att teckna skuggor? Vad kan vi förstå av barns förståelse av ljusets riktning genom att studera hur de tecknar skuggor? Genom en variationsteoretisk ansats för analys synliggörs vilka aspekter som eleverna redan har urskilt och vilka aspekter som behöver bedömas för att utveckla deras djupare förståelse av fenomenet.

• Voices of special educators in Sweden : a total-population study
  Göransson, Kerstin; Lindqvist, Gunilla; Nilholm, Claes   Journal article in Educational Research;3 : Routledge (2015)	Journal article

  

  

  English abstract:

  Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name special educators' to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators' work.Purpose: The overall purpose of the present paper is to provide a first overview of special educators' work. The paper investigates these special educators' perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs' and special education teachers' knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school difficulties.Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N=4252, 75% response rate).Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs' and special education teachers' authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.

View more