Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Non-challenging education and teacher control as factors for marginalization of students in diverse settings
Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. (Utbildning och lärande)ORCID iD: 0000-0002-2992-0818
2015 (English)In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 07, no 2, 169-188 p.Article in journal (Refereed) Published
Abstract [en]

This article discusses teachers’ attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers’ attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students’ own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students’ influence on what took place in classrooms resulted in high level of students’ engagement and high outcome.

Place, publisher, year, edition, pages
2015. Vol. 07, no 2, 169-188 p.
Keyword [en]
Challenging education, Immigrant students, Diverse settings, Teacher attitudes, Deficiencies
National Category
Educational Sciences
Research subject
Education and Learning, Flerspråkighet i undervisningen
Identifiers
URN: urn:nbn:se:du-17279OAI: oai:DiVA.org:du-17279DiVA: diva2:802178
Projects
Interaction and Learning: Teacher strategies in diverse classrooms
Available from: 2015-04-11 Created: 2015-04-11 Last updated: 2017-12-04Bibliographically approved

Open Access in DiVA

fulltext(515 kB)169 downloads
File information
File name FULLTEXT01.pdfFile size 515 kBChecksum SHA-512
120a980c77a8a2f001dff6819d33470ed7bdb8a34bae223ff38f963ef84c1619c4da179ee85998114b11f90ee66ba3f06ffa79b3e53540a65c58d70fb74b00df
Type fulltextMimetype application/pdf

Other links

http://iejee.com/index/makale/163/non-challenging-education-and-teacher-control-as-factors-for-marginalization-of-students-in-diverse-settings

Search in DiVA

By author/editor
Wedin, Åsa
By organisation
Swedish as Second Language
In the same journal
International Electronic Journal of Elementary Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 169 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 1185 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf