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Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
Stockholm University, Faculty of Social Sciences, Department of Education.
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star & Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students.

Thesis results suggest that:

Feedback is a challenge for teachers when the content of what the students present is unknown.

Parents' life experiences can be a resource in a content-based partnership between home and school.

Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents.

In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University , 2013. , 85 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 25
Keyword [en]
Homework assignments, cultural diversity, parents, life experiences, feedback
National Category
Educational Sciences Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-95882ISBN: 978-91-7447-785-6 (print)OAI: oai:DiVA.org:su-95882DiVA: diva2:662241
Public defence
2013-12-13, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defence the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 3: In Press; Paper 4; Submitted.

Available from: 2013-11-21 Created: 2013-11-06 Last updated: 2013-12-20Bibliographically approved
List of papers
1. Feedback in a multiethnic classroom discussion: a case study
Open this publication in new window or tab >>Feedback in a multiethnic classroom discussion: a case study
2012 (English)In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 23, no 2, 75-88 p.Article in journal (Refereed) Published
Abstract [en]

This article focuses on teaching about and for cultural diversity. More specifically, we look at the manner in which different types of teacher feedback either support or hinder student interaction and student learning. We identified seven types of feedback that were used in classroom discussions with 14–15-year-old students. The discussions and the feedback in these discussions provide insight into teaching about cultural diversity and also the impact of specific content that is focused on a sensitive topic. In this case, content of discussions related to a homework assignment about fear in different contexts.

Abstract [sv]

Artikeln berör undervisning för och om kulturell mångfald. Mer specifikt studerar vi vilka typer av feedback som förekommer i en klassrumsdiskussion mellan elever i årskurs 8 och 9 och vad de innebär för elevers lärande. Vi identifierade sju typer av feedback. Sex av dem stödde elevernas lärande medan en av dem motverkade det som undervisningen syftade till. Diskussionen och den feedback som gavs av läraren under lektionerna bidrar med insikt om undervisning om kulturell mångfald, liksom om den inverkan ett särskilt innehåll kan ha. I det här fallet var innehållet i diskussionen relaterat till en läxuppgift om rädsla i olika kontexter.

Place, publisher, year, edition, pages
Routledge, 2012
Keyword
cultural diversity, cultural script, feedback, homework, Sweden, multicultural classrooms
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-96041 (URN)10.1080/14675986.2012.686018 (DOI)
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06Bibliographically approved
2. Läxor som gränsobjekt för samverkan mellan hem och skola?
Open this publication in new window or tab >>Läxor som gränsobjekt för samverkan mellan hem och skola?
2013 (Swedish)In: Nordiske udkast, ISSN 1396-3953, Vol. 1Article in journal (Refereed) Published
Abstract [sv]

Studien analyserar läxor i ett läxsamarbete mellan hem och skola.Tidigare forskning med interaktiva läxor mellan hem och skola har studerat samarbetets betydelse för elevernas resultat. Här studeras däremot hur läxor som utgår ifrån föräldrarnas erfarenheter kan bidra till samarbetet ochtill ett specifikt innehåll. Datamaterialet består av intervjuer, klassrumsobservationer och elevtexterinsamlade i samband med ett utvecklingsprojektpå en multietniskoch flerspråkig högstadieskola.Elevernadiskuterade läxan först i klassen, sedan hemma och därefter tillsammans i klassen – på så sätt kunde föräldrarnas bidrag bli enresurs för hela klassen. Begreppet gränsobjekt (Star &Griesemer, 1989) används för att analysera vad som kännetecknadede läxor som ledde tillsamtal i hemmenoch i skolan. När innehållet iundervisningen stod i centrum skapades en annan sorts samarbete än det som traditionellt äger rum vidföräldramöten och utvecklingssamtal. Samarbetet med läxorna karakteriseradesav diskussioneroch samtalmellan ungdomar och vuxna om skolgångoch barndom i olika delar av världen och kring existentiella frågor. Resultatet visar att läxor som berörde förälskelse, Mellanöstern och religion inte kunde fungera som gränsobjekt.  Resultatet visar också att föräldrar som i annan forskning emellanåt beskrivs som ett problem i samarbetet mellan hem och skola kunde bidra med sina livserfarenheter ochvärderingar till undervisningen. Studien ger en indikation om att lärare inte på egen hand kan skapa läxor för alla elever i flerspråkiga och multietniska klasser. För att lyckas krävs ett innehållsligt samarbete med elever och föräldrar.

Abstract [en]

Homework assignments as boundary objects in collaboration between home and school?

 

 

The study analyses homework assignments in a collaboration project between home and school. Previous research into interactive homework between home and school have studied the importance of this cooperation for student achievement. Here, however, a study is made of how homework assignments that are based on parents' experiences can contribute to cooperation, and to specific content. The data consists of interviews, classroom observations and student texts collected during a development project in a multi-ethnic, multilingual secondary school. Students discussed the homework assignment in their class first, then at home and then together in class so that the parents' contribution could become a resource for the entire class. The concept of boundary object (Star & Griesemer, 1989) is used to analyse what characterised the homework assignments that led to discussion at home and at school. When the content of teaching is central, a different kind of cooperation than that which traditionally takes place at parent-teacher meetings and parent/teacher meetings is created. Collaboration as concerns homework was characterised by discussions and conversations between young people and adults about schooling and childhood in various parts of the world and on existential issues. Results show that homework assignments that included subjects such as love, the Middle East and religion could not function as boundary objects. Results also show that parents, who in other research contexts are sometimes described as a problem in the collaboration between home and school, could contribute their life experiences and values ​​to the teaching. The study provides an indication that teachers, on their own, cannot create homework for all the students in multilingual, multiethnic classes. Success requires content related collaboration from students and parents.

Keyword
samarbetsläxor, läxmodell, föräldrasamverkan, gränsobjekt, kunskapsinnehåll
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-96047 (URN)
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06Bibliographically approved
3. Homework- is there a connection with classroom assessment? A review from Sweden
Open this publication in new window or tab >>Homework- is there a connection with classroom assessment? A review from Sweden
2013 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 55, no 4, 325-346 p.Article in journal (Refereed) Published
Abstract [en]

Background: The growing interest among researchers concerning how to use assessment to enhance students' learning as well as to improve instruction provided the impetus for this review of teachers' assessment activities related to homework.Purpose and method: The purpose was to bring together and critically examine the evidence in a way that illuminates research findings firstly on homework related to formative assessment, and secondly to relate research findings on homework to teachers' classroom work to formative assessment, and finally to complement existing international research by examining findings from Sweden. International peer-reviewed articles as well as doctoral theses, reviewed anthologies, encyclopaedias, international reports, and handbooks were used.Findings and conclusions: Findings show a gap in the research field of homework, especially in relation to formative assessment. Various research findings point to the importance of exploring the quality of homework. Research on how to assign and assess homework must consider the problems and conflicts that homework causes students, parents and teachers. Research is also needed to illuminate issues related to conditions for equity in relation to homework and feedback.

Keyword
homework, formative assessment, quality of homework, Sweden, equity and homework
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-96044 (URN)10.1080/00131881.2013.844936 (DOI)000326867900001 ()
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06Bibliographically approved
4. Kulturell mångfald i kommunala skolplaner under tidigt 2000-tal
Open this publication in new window or tab >>Kulturell mångfald i kommunala skolplaner under tidigt 2000-tal
(Swedish)In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995Article in journal (Refereed) Submitted
Abstract [sv]

Artikeln syftar till att beskriva hur de positiva formuleringarna om kulturell mångfald i den svenska läroplanen för grundskolan (Lpo 94) 1994-2011 och de kursplaner som hörde samman med den tolkades på den kommunala nivån relaterat till förekomsten av flerspråkighet i kommunerna.

 

Metod – en kvalitativ innehållsanalys av ett urval av skolplaner från 40 kommuner. Urvalet av kommuner baserades på uppgifter om modersmålsberättigade elever och föräldrars utbildningsnivå. För innehållsanalysen användes mångfald som sökord kompletterat med kultur och ’etni’.

 

Resultat: De fyra kommuner som lyfte fram mångfald som en tillgång hade alla en hög andel flerspråkiga elever av utländsk bakgrund.  Fem kommuner nämnde mångfald i samband med integration och främlingsfientlighet och fyra i bemärkelsen valfrihet. De övriga nämnde inte mångfald. Den positiva bilden av mångfald i läroplanen och kursplanerna begränsades till några kommuner med hög andel flerspråkiga elever.    

Keyword
diversity, municipal school plan, multi-lingualism, educational level, qualitative content analysis, Mångfald, kommunal skolplan, flerspråkighet, utbildningsnivå, kvalitativ innehållsanalys
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-96076 (URN)
Available from: 2013-11-11 Created: 2013-11-11 Last updated: 2017-12-06Bibliographically approved

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