miun.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Reading, schooling, and future time perspective: A small-scale study of five academically successful young Swedes
Mid Sweden University, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-9015-311X
2009 (English)In: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 16, no 1, p. 234-248Article in journal (Refereed) Published
Abstract [en]

My research project will be briefly described. Evidence-based research describing over-achieving classes in reading was performed in a first large-scale study of the grade 3 classes in Stockholm. Standardized reading comprehension tests, student and teacher questionnaires were employed. The meagre results of this first study will be compared with those of a second, more focused, mixed methods follow-up study on eight multi-cultural classes, overachieving in reading, where the teachers view of literacy as participating in a social, cultural practice, was enacted within the realms of a book flood programme. In the present study five in-depth interviews were carried out with academically very successful young multicultural adults to explore how they viewed their school trajectories and their present situation. The informants validate the results of the second study and also indicate that these students have developed a very strong Future Time Perspective. They also indicate that the future-oriented pedagogy they met with as children, has influenced their attitudes towards school and a future academic career, apart from giving them strategies and tools for further learning. The theoretical frame of reference employs FTP-research, the enlarged concept of literacy as described in new Literacy Studies, and Vygotsky's theories on learning, together with the results of the second study. Implications for practitioners and implications for researchers in terms of a more extensive use of both qualitative and quantitative methods in researching literacy will be discussed.

 

 

Place, publisher, year, edition, pages
2009. Vol. 16, no 1, p. 234-248
Keywords [en]
Future Time Perspective, Future-oriented Pedagogy, Second Language Acquisition, Second Language Teaching
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-9413Scopus ID: 2-s2.0-67650233453OAI: oai:DiVA.org:miun-9413DiVA, id: diva2:228130
Available from: 2009-07-24 Created: 2009-07-24 Last updated: 2017-12-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Scopushttp://ijl.cgpublisher.com/product/pub.30/prod.2003

Authority records BETA

Damber, Ulla

Search in DiVA

By author/editor
Damber, Ulla
By organisation
Department of Education
In the same journal
International Journal of Learning
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 98 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf