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Ulrika Bergmark 《Educational Action Research》2020,28(3):331-344
ABSTRACT Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship. 相似文献
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Ulrika Wolff 《Annals of dyslexia》2014,64(2):151-165
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N?=?112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training. 相似文献
3.
Andersson Annica Ryan Ulrika Herbel-Eisenmann Beth Huru Hilja Lisa Wagner David 《Educational Studies in Mathematics》2022,111(2):323-343
Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for... 相似文献
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The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession. 相似文献
5.
The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic‐level control group was used as a reference group in a regression, eight students with phonological dyslexia and 15 students with surface dyslexia were identified. In contrast, 17 students with phonological dyslexia and two students with surface dyslexia were identified when the subtypes were defined by reference to a reading‐level control group, indicating a deviant profile among the students with phonological dyslexia and delayed development among those with surface dyslexia. The latent profile analysis was based on five phonological and four orthographic tasks. Seven profiles were obtained, of which none exhibited deficits in orthographic but not in phonological skills or vice versa. Thus, the analysis further supported the phonological deficit hypothesis of dyslexia. 相似文献
6.
Ylva Backman Eva Alerby Ulrika Bergmark Åsa Gardelli Krister Hertting Catrine Kostenius 《Scandinavian Journal of Educational Research》2013,57(5):555-570
The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students. 相似文献
7.
Current developments in the Swedish news business have resulted in clashes between the professional stands of journalists and the incentives of their managers, or—from a theoretical perspective—a confrontation between discourses of journalistic professionalism and managerialism. While professionalism includes values of autonomy, self-regulation and public interest, managerialism on the other hand promotes business ideals, standardisation and organisational efficiency. Above all, it promotes a centralised management model of line control at the cost of collegial decision-making and peer review. But what does this mean in practice? In what situations does the negotiation between those discourses arise in everyday news work and how does it affect the autonomy of journalists?This paper aims to answer those questions by focusing on the experiences of Swedish journalists working in the tension field between professional and managerial discourses. This empirical study includes observation studies as well as interviews with journalists and their managers in four Swedish daily newspapers.The results clearly reveal a conditioned journalistic autonomy, and shows how professional ideals are tarnished. The economistic view of journalistic activities is forcefully and successfully implemented by management. 相似文献
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This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning. 相似文献
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Linguistic awareness i.e. the ability to identify phonemes, to segment words into syllables and to rhyme is highly correlated with reading/spelling proficiency. Children with severe developmental language disorders DLD (syntagmatic type) have been shown to specifically lack linguistic awareness. Two non-identical twin boys with severe, specific DLD were studied longitudinally with respect to their linguistic, neurolinguistic and pragmatic development. In spite of poor linguistic awareness, the boys acquired normal reading/spelling skills. This might be due to the early and massive language training they were given. However, the boys differ considerably in some aspects of reading and spelling performance. These findings are discussed with reference to their different neurolinguistic and pragmatic profiles. 相似文献
10.
Tertiary Education and Management - How leadership is done in higher education is analysed through a longitudinal interview study among the heads of department at a Swedish university. The focus is... 相似文献