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  • 1.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Ämnesdidaktisk forskning med relevans för språkdidaktik; teoretiska utgångspunkter, empiriska iakttagelser samt didaktiska konsekvenser: Vad har vi fått veta, hur, varför och hur kan vi använda oss av kunskaperna?2010Ingår i: Språk för framtiden. Rapport från ASLA:s höstsymposium, Falun 12-13 november 2010. Language for the Future.: Papers from the ASLA symposium in Falun 7-8 November 2010 / [ed] Antti Ylikliiskilä & Maria Westman, Svenska föreningen för tillämpad språkvetenskap , 2010, s. 44-60Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Ämnesdidaktik är ett centralt kompetensområde för skolors praktiska verksamheter. Studier utförs inom skilda discipliner, men vilken konkret, ny kunskap genereras och hur synliggörs den?  I denna studie sammanförs olika teoretiska synsätt och metodologiska ansatser inom ämnesdidaktik och vissa didaktiska aspekter reanalyseras för att tillvarata och konkretisera kunskaper utifrån tre empiriska studier med relevans för språkdidaktik. Vi exemplifierar hur de sammantaget kan ligga till grund för didaktisk verksamhet i allmänhet och språkdidaktik i synnerhet. Studien grundas på en explorativ design. Med en språklig och diskursiv analys jämför vi egenskaper och resultat i avhandlingarna samt analyserar samband och skillnader mellan de skilda sociala praktikerna. Slutsatserna är att språkdidaktik rymmer liknande komplexitet som framskymtar inom allmändidaktik. Följande gemensamma faktorer av avgörande betydelse kan skönjas; multimodalitet, medvetna metodiska val, kognitiva utmaningar, metakognitiv utveckling i interaktionen språk och tanke, motivation och intresse utifrån elevernas verkligheter, individualisering och samspel, funktionalitet och retorisk flexibilitet i språkkunskaper samt vikten av lärares reflekterande färdigheter. Studien a) pekar på möjligheter med ett multi- och transdisciplinärt, forskande förhållningssätt inom ämnesdidaktik, b) bidrar till integrering av forskning och skolpraktik samt c) sätter språkdidaktik i förgrunden i ett pragmatiskt perspektiv samt d) betonar samspelet mellan olika ämnesdidaktiska perspektiv.

  • 2.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ämnesdidaktisk forskning med relevans för språkdidaktik; teoretiska utgångspunkter, empiriska iakttagelser samt didaktiska konsekvenser.: Vad har vi fått veta, hur, varför och hur kan vi använda oss av kunskaperna?2011Ingår i: ASLAs årsbok 2010, Uppsala: ASLA, Swedish Science Press , 2011, s. 44-60Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Ämnesdidaktik är ett centralt kompetensområde för skolors praktiska verksamheter. Studier utförs inom skilda discipliner, men vilken konkret, ny kunskap genereras och hur synliggörs den? I denna studie sammanförs olika teoretiska synsätt och metodologiska ansatser inom ämnesdidaktik och vissa didaktiska aspekter reanalyseras för att tillvarata och konkretisera kunskaper utifrån tre empiriska studier med relevans för språkdidaktik. Vi exemplifierar hur de sammantaget kan ligga till grund för didaktisk verksamhet i allmänhet och språkdidaktik i synnerhet. Studien grundas på en explorativ design. Med en språklig och diskursiv analys jämför vi egenskaper och resultat från tre avhandlingar, samt analyserar samband och skillnader. Slutsatserna är att språkdidaktik rymmer liknande komplexitet som allmändidaktik. Följande gemensamma faktorer av avgörande betydelse kan skönjas; multimodalitet, medvetna metodiska val, kognitiva utmaningar, metakognitiv utveckling i interaktionen språk och tanke, motivation och intresse utifrån elevernas verkligheter, individualisering och samspel, funktionalitet och retorisk flexibilitet i språkkunskaper samt vikten av lärares reflekterande färdigheter. Studien a) pekar på möjligheter med ett multi- och transdisciplinärt, forskande förhållningssätt inom ämnesdidaktik, b) bidrar till integrering av forskning och skolpraktik c) sätter språkdidaktik i förgrunden i ett pragmatiskt perspektiv samt d) betonar samspelet mellan olika ämnesdidaktiska perspektiv.

  • 3.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Good reading Enviroments for Individual Reading2013Ingår i: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 50, nr 5, s. 66-80Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The reading ability among today’s children and youth is highly discussed both nationally and internationally. The results for Swedish students, in both PIRLS and PISA, show a decrease in reading ability. There are different explanations to the decrease, for example deficiency in teaching and a reduction in the use of reading strategies. While a lot of research is being devoted to reading development, there is a lack on research showing overall constructive ways to build and maintain favorable reading environments for each individual. Our aim with this paper is to discuss what will work on an individual basis. Our research question is: Which are the key-factors that create good reading environments and maintain a sustainable reading interest on an individual level? The overall purpose of this paper is therefore to explore the field of research on early reading, with a special focus on good reading environments, individual conditions, reading styles and teaching strategies. The aim is to identify how good reading environments can be developed through children’s individual reading styles and strategies, and teacher’s awareness of teaching strategies that create an optimal platform for lifelong reading.   This paper is a conceptual paper in which a theoretical framework built on international empirical research was identified, by connecting and systematizing different parts of reading, learning and teaching.  This area is complex and complicated because it involves interactions and different learning and teaching perspectives. In this paper we present research showing that teaching reading based on individual reading styles and strategies is an effective way to ensure children’s´ achievement, interest, self-confidence, and motivation. Children’s awareness of reading strategies supported by favorable reading environments influence meta-cognition and also the ability and interest to become a skilled reader. It is also clear that teachers’ pedagogical knowledge is of great importance as well as their ability to use a variety of teaching strategies to meet the needs of every individual. This paper provides useful information unraveling concepts, methods and effects which can aid children, parents, teachers and researchers in understanding, evaluating and monitoring reading, thus having practical implications for promoting lifelong reading.

  • 4.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Good Reading Environments for Individual Reading Development2013Ingår i: Good Reading Environments for Individual Reading Development / [ed] Boström, L., Augustsson, G., Evans, C., Charlesworth, Z. & Cool, E., Brno: Tribun, EU , 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    The reading ability among today’s children and youth is highly discussed both nationally and internationally. The results for Swedish students, in both PIRLS and PISA, show a decrease in reading ability. There are different explanations to the decrease, for example deficiency in teaching and a reduction in the use of reading strategies. While a lot of research is being devoted to reading development, there is a lack on research showing overall constructive ways to build and maintain favorable reading environments for each individual. Our aim with this paper is to discuss what will work on an individual basis. Our research question is: Which are the key-factors that create good reading environments and maintain a sustainable reading interest on an individual level? The overall purpose of this paper is therefore to explore the field of research on early reading, with a special focus on good reading environments, individual conditions, reading styles and teaching strategies. The aim is to identify how good reading environments can be developed through children’s individual reading styles and strategies, and teacher’s awareness of teaching strategies that create an optimal platform for lifelong reading.   This paper is a conceptual paper in which a theoretical framework built on international empirical research was identified, by connecting and systematizing different parts of reading, learning and teaching.  This area is complex and complicated because it involves interactions and different learning and teaching perspectives. In this paper we present research showing that teaching reading based on individual reading styles and strategies is an effective way to ensure children’s´ achievement, interest, self-confidence, and motivation. Children’s awareness of reading strategies supported by favorable reading environments influence meta-cognition and also the ability and interest to become a skilled reader. It is also clear that teachers’ pedagogical knowledge is of great importance as well as their ability to use a variety of teaching strategies to meet the needs of every individual. This paper provides useful information unraveling concepts, methods and effects which can aid children, parents, teachers and researchers in understanding, evaluating and monitoring reading, thus having practical implications for promoting lifelong reading.

  • 5.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Shabes, Vladimir
    St. Petersburg University.
    Troschenskova, Elena
    St.Petersburg University.
    Potapova, Tamara
    St. Petersburg University.
    An experimental study of Russian and Swedish value systems2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of this study was to develop a method comparing Russian and Swedish value systems with the overarching aim to increase the understanding in intercultural communication. Value systems, as organized systems of nationally specific social concepts, are viewed as part of the cognitive, mental representations determining the behaviour of both individuals and communities. In comparative studies of value systems concepts in the national languages are often translated into English. Our Russian-Swedish project has indicated that similar national concepts, when translated into English, expose significant differences in their connotations. For example, when comparing the Swedish and Russian translations of ‘security’, much of the nationally specific contents are lost, thus, making data invalid. To overcome this problem, methods were developed to obtain comparable data, by use of experimental design, employing Russian and Swedish university students as informants. In our presentation we will explicate how simple value concepts coinciding for the two cultures were obtained and how differences in similar concepts were identified. We will describe the overall structure of the multilayer value systems of both countries, where similarities and differences related to gender and ethnicity, are made visible. The methodology, results and presumptive usages of these methods will be presented.

  • 6.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Dyslexic but Determined: A Qualitative Study of Seven Dyslexic Swedish Student Teachers2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This article takes its starting point in the UN Declaration of Human Rights, where everyone’s right to professional education is stated. Seven Swedish dyslexic student teachers were interviewed in depth about how they perceived their educational trajectories from childhood and onwards, and how their present studying situation was perceived. How and when did they get their diagnosis and which effects did it have? How did they perceive the compensatory support provided by the university and what further needs to support their academic performance did they express? Along with the answers to these questions, a discussion about the deficit discourse versus acknowledgement of the strengths of the dyslexic students will follow. The students’ self-image linked to the reactions to the students’ reading and writing problems and received compensatory aid, both at home, in school and at university, will be analyzed. Issues like the role of the diagnosis, impact of socio-economic background factors, implications of both compulsory school teachers’ and university teachers’ lack of sufficient knowledge of how to support dyslexic students, will also be discussed. Finally, the supportive role of the student counselor will be highlighted.

  • 7.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Shabes, Vladimir
    Herzen State Pedagogical University, St-Petersburg, Russia.
    Potpova, Tamara
    St-Petersburg State University, St-Petersburg, Russia.
    Troshchenkova, Ekaterina
    St-Petersburg State University, St-Petersburg, Russia.
    Gender differences in value systems expressed by Russian and Swedish university students2011Ingår i: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 10, nr 2, 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, the authors pinpoint the similarities and differences between students at a Russian university and a Swedish university regarding the students’ value systems. What similarities and what differences are there between male Swedish students and male Russian students, and what similarities and what differences are there between the female students in the two countries? The authors’ interest was directed towards the gender differences between the two countries. A method employing three phases was developed for analyses of the value systems in the two countries. Students, who, as a category, often challenge existing value systems, were chosen as informants. Student samples from each country, varying in number from 63 to 100 informants, provided data in the three sub-studies. The results indicated that similar national concepts, when translated into English, exposed significant differences in their connotations, a phenomenon which is discussed in relation to implications for intercultural communication. In particular, the concepts of democracy and gender equality are highlighted. Differences and similarities related to gender and nationality constitute the bulk of the discussion. A major finding was that concepts describing close interpersonal relations, such as friendship and love, were cross-nationally rated higher than values more distant from the individual’s private world, such as democracy and equal rights.

  • 8.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Trotchenskova, Ekaterina
    Potapova, Tamara
    Gender differences in value systems exposed by Russian and Swedish university students2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study we pinpoint the similarities and differences between students at a Russian university and a Swedish university regarding the students’ value-systems. Which similarities and which differences are there between male Swedish students and male Russian students and which differences are there between the female students in the two countries? Our interest was directed towards the gender differences between the two countries. A method, employing three phases was developed for analyses of value systems in the two countries. Students, who as a category, often challenge existing value-systems, were chosen as informants.  Student samples from each country, in number varying between 63-100 respondents, provided data in the three sub-studies. The results indicated that similar national concepts, when translated into English, exposed significant differences in their connotations, a phenomenon which will be discussed in relation to implications for intercultural communication. In particular, the concepts of democracy and gender equality will be highlighted. Differences and similarities related to gender and nationality constitute the bulk of the discussion. A major finding was that concepts describing close inter-personal relations, such as friendship and love, were cross-nationally higher rated than values more distant from the individual’s private life world, such as democracy and equal rights.  

  • 9.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Att kunna läsa innan skolstarten: läsutveckling och lärandemiljöer hos tidiga läsare2008Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The current study investigated the factors that have a positive impact on reading development by examining the influence of the home and school environment on students who started school already able to read (early readers).  The reading proficiency of the students in the study was determined by a variety of reading tests conducted at the beginning of the school year and students were identified as “early readers”, “average readers”, or “non readers”.  The intent was to provide a comprehensive picture of early readers with an emphasis on historical, cultural, and social factors.  Many factors influence the development of reading, but this study concentrated on the learning environment at home and in the school.  Several methods were used to facilitate a broad description of the reading development of early readers, including observations, interviews, questionnaires, and reading tests.  The theoretical concepts were derived from a social constructivist perspective and build on Vygotsky’s theories of learning and development.  Among the factors considered were formal reading instruction and literacy. The results demonstrated that the early readers’ reading ability greatly exceeded that of their classmates at the start of the formal school experience. The early readers maintained this advantage through the first three years of school, but the gap was reduced over time.  A comparison of the timing of the reading development showed that the early readers developed primarily before the start of school, while the average readers developed during school years one and two, and the non readers, during school year two.  A comparison of the learning environments in home and school showed considerable differences.  Learning in the home came about as a result of the child’s interests and occurred in the zone of proximal development.  Parents gave support without controlling the activities and, along with older siblings, served as good models for reading.  In the school setting, the national curriculum and the goals set in the syllabus determined the content of the instruction.  The child’s interest did not guide the learning and early readers often worked on concepts they had already mastered.  Early readers also worked independently more often, facilitated by their ability to read instructions.  As a result, the individualization that occurred was often simply that children accomplished the same tasks in different amounts of time. This study concluded that the stimulation and support that parents provide can have a significant impact on reading learning and development.  It is important that teachers take into account the prior knowledge and experiences that children have, since this can greatly impact their motivation to learn.  Reading development does not occur at any one specific age, but can be influenced by a number of factors including the child’s development in other areas, and historical, social, or cultural influences.

  • 10.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Different learning environments and their impact on reading development2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study focuses early readers, e.g. children who have learnt to read before they start school, and their learning environment at home and in school. The theoretical concepts of interaction, zone of proximal development, actual and potential level of development, Vygotsky (1978), emerge as key concepts.

     

    This presentation draws on data from a three year longitudinal study. Participants are thirteen early readers, their peers, teachers and parents. Data consist of standardized reading tests, interviews with parents and teachers, classroom observations and informal talks with early readers.

     

    Children should be given the possibility to read in social practices (Liberg & Björk, 2001) with a starting point in their own understanding, interest and motivation. Reading and writing can not be learnt separately from each other and the world around, but in meaningful contexts, where the children are given opportunities to explore print and be a part of the reading society, on their own and together with others. In this study, early readers’ interest in reading and writing activities is the starting point for different activities in the homes. Reading acquisition takes place in the zone of proximal development, with parents and older siblings support. Interactions between early readers and parents will develop early readers’ knowledge of print and the world around, which will serve as good help in reading acquisition.

    The school environment, differs from the home environment, e.g. as there are steering documents, learning materials, class-mates and teachers views of learning, that will influence teaching and learning.

  • 11.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Early Readers - background factors: Doctoral conference on qualitative research methods2006Konferensbidrag (Refereegranskat)
  • 12.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Early Readers: Background factors2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Early readers are interesting to study as they already master some of the content they are supposed to learn at school. Early readers have learnt to read before they start school and without any formal instruction. This study will focus early readers’ background factors, to see if particular patterns can be found.

    The paper is based on interviews with parents and a questionnaire concerning background information on eleven early readers. The interviews took between 20 and 45 minutes and they were recorded and then transcribed. The questionnaires were sent by mail to the parents before the interview which made it possible for them to answer the questionnaire and give it to the researcher when the interview took place.

    The data from interviews and questionnaires will be grouped into units such as; oral language development, reading development and reading habits in the family. From that, data will be analysed and my expectation is to use a model found in Frith (2003) to organize data in the following groups; cognitive, behavioural, biological and environmental factors. Whether this is possible or not is something I will try to find out and bring with me to the conference in Vaasa to discuss. There may be other, better ways of interpreting the data but I will at least try this model to see if it works.

    As the work is in progress it is difficult to tell anything about the result yet.

  • 13.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Early reader's reading ability - an advantage or a disadvantage?2006Konferensbidrag (Refereegranskat)
  • 14.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Early readers reading development during their first year in school2006Konferensbidrag (Övrigt vetenskapligt)
  • 15.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Teaching and learning in reading acquisition: a study of early reader's learning environment, at home and in school2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study focuses early readers, e.g. children who have learnt to read before they start school, and their learning at home and in school. As social constructivist theories on learning and reading acquisition are applied, the concepts of interaction, zone of proximal development, actual and potential level of development, Vygotsky (1978), emerge as key concepts. The main purpose with this study is to shed light on early readers, with regard to positive reading acquisition, and the importance of a favourable learning environment.

     

    This presentation draws on data from a three year longitudinal study. Participants are thirteen early readers, their peers, teachers and parents. Data consist of standardized reading tests, interviews with parents and teachers, classroom observations and informal talks with early readers. Both quantitative and qualitative data will be presented.

     

    Results from standardized reading tests show, that early readers are well developed readers already at the school start, and that they continue to develop their reading during the first years in school, but not in the same pace as before school start. In relation to their peers, the gap is still wide compared with the less developed, but almost closed compared with the most developed non early readers, at the end of school year three.

    In a social constructivist (Vygostsky, 1978) perspective, together with a literacy (Gee, 1996; Lankshear & Knobel, 2006) perspective, early readers seem to have a favourable learning environment in their homes. In accordance with Liberg & Björk (2001) children should be given the possibility to read in social practices, with a starting point in their own understanding, interest and motivation. Reading and writing can not be learnt separately from each other and the world around, but in meaningful contexts, where the children are given opportunities to explore print and be a part of the reading society, on their own and together with others. In this study, early readers’ interest in reading and writing activities is the starting point for different activities in the homes. Reading acquisition can be described as taking part in the zone of proximal development, as parents and older siblings work as good reading models, and give support to the early readers. Interactions between early readers and parents, e.g. discussions about print and happenings in the world around, will develop early readers’ print awareness, knowledge which will serve as good help in reading acquisition. The early readers’ home environment may be described as a learning environment. The school environment, differs from the home environment, as there are steering documents, learning materials, class-mates and teachers views of learning, among other things, that will influence what to be learnt and how. The possibility to start in each child’s own interest and motivation is a difficult task, as well as support everybody on their level. The teachers in this study work rather traditionally with letters and sounds, often following a special reading material and a working schedule. All children are supposed to go through the same content, irrespective of their prior knowledge, which means that early readers may have to work with things they already master. The school environment in this study may be described as a teaching, and learning environment.

  • 16.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Tidiga läsare: därför blev de tidiga läsare2007Ingår i: Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning, ISSN 0349-9855, Vol. 2, s. 20-23Artikel i tidskrift (Övrigt vetenskapligt)
  • 17.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Tidiga läsare i skolan2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Tidiga läsare

     

    Hur är det att kunna läsa vid skolstarten? Är det en fördel eller en nackdel? Delresultat från en longitudinell studie av tidiga läsares läsutveckling under grundskolans tidigare år presenteras. Med tidiga läsare avses barn som lärt sig läsa innan skolstarten och den formella läsundervisningen.

    Följande punkter kommer att belysas:

    • Utvecklingen av läsförmågan hos de tidiga läsarna
    • Den inledande läsundervisningen och anpassning till de tidiga läsarna
    • Tidiga läsares speciella behov
    • Lärares attityder till tidiga läsare
    • Tidiga läsares läsförmåga och dess konsekvenser
  • 18.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Understanding and describing reading development among early readers2007Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Sweden, it is getting more and more common that a small group of students starting in grade one already can read. Thus, a longitudinal study of a group of thirteen early readers has been accomplished. Early readers are here defined as children who are already able to read when they, the year they become seven years old, start in grade one of the compulsory school system in Sweden. The early readers� reading development during their first three years in school will be described and discussed. Comparisons with peer groups will also be accomplished to put the early readers� reading development in relation to the development of other groups of students in the same classes as the early readers. Important questions are: How do early readers� develop their reading ability during their first three years in school? Does the gap to the comparison groups increase, maintain or decrease? Are there differences in reading interest between early readers and the comparison groups? Can we gain new knowledge of importance for other students by studying early readers? Interviews, observations and reading tests are the basis for the results. Data from thirteen early readers and two comparison groups, one with ten average readers and one with fifty-five non readers at the school start will be presented.

  • 19.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    What’s in it for me? - Peer observation of teaching: Experiences from a primary school in Sweden2019Ingår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 18, nr 3, s. 128-141Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Peer observations of teaching, POT, is a model for developing teachers to reflect on their teaching practice and discuss their ideas with colleagues. This article contributes to the knowledge of how peer observation of teaching can be used in a primary school as a model to develop teachers’ teaching practices, and highlights the challenges throughout the process. Semi-structured interviews were used for data collection and analyzed by a qualitative content analysis with a deductive approach. The results of the study confirm that peer observation of teaching is, in fact, a useful model for metacognitive improvement of teaching and learning for teachers, provided that some necessary conditions are met, for example transparency in the planning of the process, inclusion of teachers in the decision-making process, and training in the process of providing and receiving feedback.

  • 20.
    Ivarsson, Lena
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Thombs, M
    Bridges across the Atlantic: Elementary students share culture and knowledge.2005Konferensbidrag (Övrigt vetenskapligt)
  • 21.
    Shabes, Vladimir
    et al.
    Herzen State Pedagogical University, St-Petersburg, Russia.
    Troshchenkova, Ekaterina
    St-Petersburg State University, St-Petersburg, Russia.
    Potapova, Tamara
    St-Petersburg State University, St-Petersburg, Russia.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Cognitive linguistic basis for experimental study of Russian and Swedish value systems2012Ingår i: Problems of Cognitive Linguistics, ISSN 1812-3228, nr 2, s. 67-78Artikel i tidskrift (Refereegranskat)
  • 22.
    Shabes, Vladimir
    et al.
    Herzen State Pedagogical University, St-Petersburg, Russia.
    Troshchenkova, Ekaterina
    St-Petersburg State University, St-Petersburg, Russia.
    Potapova, Tamara
    St-Petersburg State University, St-Petersburg, Russia.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Complex Values in Different Cultures: Some Research Results of Psycholinguistic Experiments with Russian and Swedish Students2012Ingår i: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, nr 1, s. 70-83Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the article on the basis of the psycholinguistic experimental data obtained in 2009-2010 from Russian and Swedish students, we consider internal features of several complex values (“Harmony”, “Freedom”, “Democracy”, “Tolerance” and “Patriotism”) and analyze their external systemic organization, taking into account both specificity of the two cultures and gender specifics. We argue that value concepts are hierarchically organized, forming different generalization levels from the simple to the more complex ones with intricate overlapping among different complex values within the system. This research is a stage in a complex experimental work aimed at comparing Russian and Swedish values (the project on Swedish Institute grant). 

  • 23.
    Thombs, Margaret
    et al.
    Roger Williams University.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Gilis, Maureen
    Roger Williams University.
    Building Bridges Across the Atlantic: The Impact of Technology Facilitated Classroom Partnership on Cultural Understanding and Student Motivation in Language Acquisition.2011Ingår i: Emerging Technologies in Learning: Impact on Cognition and Culture / [ed] Bhattacharya Madhumita, Mach Nada & Moallem Mahnaz, AACE - Association for the Advancement of Computing Education , 2011Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    With ever-increasing globalization of economies and societies, educators recognize that proficiency in multiple languages and insight into cultural differences are essential components of sound curricula. Participation in international classroom learning partnerships is one way to accomplish these goals.  This chapter describes an ongoing collaboration, named Bridges Across the Atlantic, between elementary students in Sweden and the United States. Students work together and share ideas on various projects in math, science, social studies, and literacy. Using traditional and emerging technologies, they are able to experience first hand the language and culture of their peers on the other side of the Atlantic. Advice is given on establishing similar projects, setting classroom learning goals, and choosing appropriate technology resources.  Research implications are described and topics for further research are suggested.

  • 24.
    Thombs, Margaret
    et al.
    Roger Williams University, department of education.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Gillis, M
    Building Bridges Across the Atlantic: The Impact of Technology Facilitated Classroom Partnership on Cultural Understanding and Student Motivation in Language Acquisition2011Ingår i: Emerging Technologies in Learning: Impact on Cognition and Culture / [ed] Bhattacharya, M., Mach, M., & Moallem, M., AACE Publication , 2011, s. 35-44Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    With ever-increasing globalization of economies and societies, educators recognize that proficiency in multiple languages and insight into cultural differences are essential components of sound curricula. Participation in international classroom learning partnerships is one way to accomplish these goals. This chapter describes an ongoing collaboration, named Bridges Across the Atlantic, between elementary students in Sweden and the United States. Students work together and share ideas on various projects in math, science, social studies, and literacy. Using traditional and emerging technologies, they are able to experience first hand the language and culture of their peers on the other side of the Atlantic. Advice is given on establishing similar projects, setting classroom learning goals, and choosing appropriate technology resources. Research implications are described and topics for further research are suggested. 

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