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Pojkars lägre måluppfyllelse i skolan: En intervjustudie med lärare
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Boys lower goal achievement in school : An interview study with teachers (English)
Abstract [sv]

Genom studiens syfte som var att studera hur specialpedagoger och lärare i grundskolan uppfattade orsaker till skillnader i måluppfyllelse för pojkar respektive flickor, samt vilka arbetssätt som användes för att kunna motverka den problematiken, ville vi bidra till ökad kunskap. Bakgrund och tidigare forskning behandlade olika styrdokument, hur könsbegreppet kunde förstås inom pedagogiken, könsskillnader i måluppfyllelse samt olika förklaringar och framgångsrika metoder för att motverka dessa skillnader. Som övergripande teoretiskt ramverk användes sociokulturellt perspektiv på lärande. Studiens empiriska data samlades in genom semistrukturerade intervjuer med fem lärare och fem specialpedagoger på några olika skolor och stadier i två kommuner. Resultatet visade på att både specialpedagoger och lärare fann förklaringar till könsskillnader i måluppfyllelse hos både individen och omgivningen. För att minska könsskillnader i måluppfyllelse framkom bland annat förslag på arbete med läsinlärning, formativt förhållningssätt och kooperativt lärande, men de flesta informanterna menade att detta inte är ett prioriterat område. I fråga om hur informanterna uppfattade att området uppmärksammades i det vardagliga arbetet på skolorna framkom att det inte var särskilt frekvent och att det inte ingick i det systematiska kvalitetsarbetet på någon av de undersökta skolorna. Däremot var nästan hälften av informanterna positiva till fortbildning inom området, även om några menade att fortbildning inom andra områden var viktigare i nuläget.

Abstract [en]

Through the purpose of the study, which is to investigate how special educators and educators in compulsory school perceived causes of differences in goal achievement for boys and girls, as well as the working methods used to counteract this problem, we wanted to contribute to increased knowledge. Background and previous research dealt with various control documents, how the concept of gender could be understood in pedagogy, gender differences in goal fulfillment as well as various explanations and successful methods for countering these differences. Socioculturally perspective on learning was used as an overall theoretical framework. The study's empirical data was collected through semi-structured interviews with five educators and five special education teachers at a few differentschools and stages in two municipalities. The result showed that both special educators and educators found explanations for gender differences in goal achievement in both individuals and the environment. To reduce gender differences in goal attainment suggestions were, working with enhancing reading, a more formative approach and cooperative learning emerged. Most participants did not feel that this was a priority field. In regards to how the informants perceived that the field was noticed in everyday work at the schools, it was found that it was not very frequent and that it was not included in the systematic quality work at any of the schools surveyed. However, almost half of the informants were positive about continuing education in the area, although some thought that continuing education in other areas was more important at the present time.

Place, publisher, year, edition, pages
2019.
Keywords [en]
causes, equality, gender differences, standards
Keywords [sv]
jämställdhet, könsskillnader, normer, orsaker
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-167367OAI: oai:DiVA.org:umu-167367DiVA, id: diva2:1386127
Educational program
Special Edcation Programme
Available from: 2020-01-16 Created: 2020-01-16 Last updated: 2020-01-16Bibliographically approved

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