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Säg det!: En undersökning om hur rektor kan synliggöra lärares undervisningsförmågor likväl som läraren kan synliggöra elevens lärande – en parallellprocess
Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

-------------------------- 4

Abstract

This study is a qualitative case study in order to delineate how visible learning processes in the classroom. The study draws its theory from researcher John Hattie's findings about effective teaching. Data collection is taken from a class in grade 2 in a medium-sized Swedish municipality. The result demonstrates how the communication takes place in the classroom based on the teacher's strategies and planning in relation to pupils' interests and their own initiative. Is there a mutual feedback between teachers and students while teaching? From five perspectives, and the definition of what visible learning is all about, the results shows many good examples of excellent teaching. The students are engaged and interested. They are confirmed by the teacher and the rate of learning is high. However, there is no sign of conversation between the teacher and the student about how the student learns even though the teacher knows how teaching against a specific pupil should be developed.

As a result, the lack of this conversation prevents the students to receive a degree of self-awareness and insight into their strengths and weaknesses that according to J Hattie's research is so beneficial to their academic performance.

What also is apparent in the results of this study is that what students learn in class must be verbalized and formulated and also repeated clearly.

In the analysis and discussion section, useful and concrete strategies are given on how principal can make the teacher's teaching methods visible to improve teaching quality. This process, where the teacher exposes the student's knowledge and abilities, and where the principal makes visible the teacher's teaching abilities, strengths and developable skills, is called the parallel-process.

To you who work as a Principal, you are hereby granted a tool for practical methods to visualize your teachers' teaching in order to raise student’s achievement and develop their skills.

Place, publisher, year, edition, pages
2014. , 46 p.
Keyword [sv]
Pedagogiskt ledarskap, synligt lärarnade, parallellprocess
National Category
Political Science
Identifiers
URN: urn:nbn:se:umu:diva-97983OAI: oai:DiVA.org:umu-97983DiVA: diva2:779056
Presentation
2014-06-10, Centrum för skolledarutveckling, Umeå universitet, Umeå, 12:28
Supervisors
Examiners
Available from: 2015-01-14 Created: 2015-01-12 Last updated: 2015-01-14Bibliographically approved

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Säg det!(516 kB)157 downloads
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Type fulltextMimetype application/pdf

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Department of Political ScienceCentre for Principal Development
Political Science

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CiteExportLink to record
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Citation style
  • apa
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