Change search
Refine search result
1 - 31 of 31
CiteExportLink to result list
Permanent 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Andersson, Åsa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Bolin, Anette
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Work Integrated Learning from the Perspective of Internationalization2012In: The European Conference on Educational Research 2012: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Refereed)
    Abstract [en]

    The focus of this presentation is on work integrated learning in higher education that takes place in a cultural context different to that which the student is accustomed to. In higher education internationalization is often stated as a central vision both in relation to education and research. This is commonly expressed in policy documents in statements such as working for an open and border crossing university and having a distinct international perspective in all forms of higher education. The research project “Work integrated learning from the perspective of internationalization” is designed to highlight some of the conditions that surround such visions by examining learning in international settings from students' experiences of practice-related activities abroad. This involves activities that are directly work-oriented or field work carried out within the framework of a university course and / or a bachelor thesis. In the project we are thereby examining students' situated learning and thus highlight the contextual practice community they can access in an international environment. This includes both specific and more general aspects of learning in which different aspects are highlighted. Specific training related to special education programs focus on the development of professional identity while generally learning affects students from all programs in which learning outcomes such as wider perspectives and critical thinking are included.Our research focus is of exploratory nature where the approach is to examine students’ experiences of practice-related learning from the perspective of internationalization. This is being researched from three relating aspects. • Emotional and identity transformational aspects of learning. What does it mean to be in a relatively unknown social environment and there be faced with work-related tasks? What kind of interpretations and understandings of the situations occur? • Communicative aspects of students' practice-oriented learning – the importance of language and cultural codes. • Comparative aspects of students’ learning – the importance of comparisons for perspective taking and development of knowledge.Previous researched has been done on students’ practice-related learning in the field of work integrated learning. The forms of practice-oriented learning are of various kinds. It may be learning through the use of practical training related to establishing a profession-specific knowledge and identity. Other forms are the use of direct working connections or cultural settings outside the university through project work in course moments and / or for a bachelor thesis. What is common to these various forms is an endeavor of higher education to make the arena and cultural settings outside the university to a direct part in students’ learning. Given that the internationalization of higher education has increased, it is important also to examine students’ learning in various international contexts. The relevance of this can be found in theories of learning particularly those focusing on the contextual meaning from the idea that learning originates from the experience of interaction with the environment. Social aspects such as the relational and dialogic qualities are central already in the work of Vygotsky (1962) but according to Cooper (2008), it is only recently that this has been researched from an international perspective.

    Method

    The study is based on qualitative interviews with post graduate students who have completed internship or field work abroad. We have conducted in depth interviews using a guide with thematic questions focusing on emotional, communicative and comparative aspects of work integrated learning abroad. When processing the raw information the interviews were digitally-recorded and transcribed verbatim. The sample includes 12 in depth interviews, three students from each four different departments (social work, teacher, health promoter, cultural studies and engineering) at a smaller Swedish university. Another category of material is the interviewed student’s written reports from their field work. A content-analysis is performed on all parts of the material according to the three mentioned aspects. The analysis is abductive, which means that it uses theoretical concepts in making sense of the material, but is also sensitive to the participants' own ways of conceptualizing their experiences and learning. Common as well as unique features in the students' stories will be presented and discussed and considered in regard to the students' personal, institutional and cultural contexts.

    Expected Outcomes

    Preliminary analysis suggest in line with previous studies that the interviewed students' experiences of practice-related learning in a different cultural context show linkage with the phenomenon of sojourning which means taking up temporary residence in another culture. The previous, more linear psychological explanatory model of "adapting" the self in a new country to study or work does not suffice to explain the students' various experiences and learning in their field of study/professional development or on a more general. Our primary analysis of the material rather indicate that these processes are best understood as a complex web of shifting links between mastery of communication, social interaction and personal development. It is the management of this web which gives the result of cross-cultural adaptation and renegotiation of the "identity". As previous studies in the field have shown, personal, educational and psychological factors are as important as organizational and social-cultural factors for influencing the learning outcome (Qing et al 2010). And when it comes to identity formation practice related learning abroad also shows deeply personal transformative possibilities (Ryanand & Viete 2009).

    References

    Cooper, G. (2008) "Assessing International Learning Experiences: A Multi-Institutional Collaboration". In: Phi Kappa Phi Forum/ Vol. 88 Qing, G., Schweisfurthb, M. & Daya, C. (2010) "Learning and growing in a 'Foreign' Context: Intercultural Experiences of International Students" In: A Journal of Comparative & International Education. Vol.40, No. 1. Ryan, J. & Viete, R. (2009) “Respectful interactions: learning with international students in the English-speaking academy”. In: Teaching in Higher Education, Vol. 14, No. 3 Vygotsky, L. (1962) Thought and language. Cambridge: MA: M IT press

  • 2.
    Henning Loeb, Ingrid
    et al.
    Göteborgs universitet Utbildningsvetenskapliga fakulteten. Institutionen för pedagogik och specialpedagogik.
    Korp, HelenaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärare och lärande i yrkesprogram och introduktionsprogram2012Collection (editor) (Other academic)
  • 3.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Anna
    Karlstad University, Karlstad.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters2018In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, no 2, p. 247-273Article in journal (Refereed)
    Abstract [en]

    Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.

  • 4.
    Henry, Alastair
    et al.
    University West, Trollhättan, Sweden.
    Korp, Helena
    University West, Trollhättan, Sweden.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Thorsen, Cecilia
    University West, Trollhättan, Sweden.
    Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters2018In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 52, no 2, p. 247-273Article in journal (Refereed)
    Abstract [en]

    Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei’s (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for D€ornyei’s proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance.

  • 5.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Pia
    Karlstads universitet.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Elevers möten med engelska i och utanför skolan: Upprop till deltagande i forskningsprojektet Bridging the Gap2014In: LMS : Lingua, ISSN 0023-6330, no 4, p. 22-27Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Pia
    Karlstad university.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Generating Engagement: A Content Analysis of the Motivational Qualities in EFL Teachers’ Descriptions of Motivating Activities2015Conference paper (Other academic)
    Abstract [en]

    Students’ declining motivation to learn English in school presents a major challenge for teachers (Ushioda, 2013) and motivation researchers need to help them “find ways of eliciting, enhancing, and sustaining students’ motivation” (Guilloteaux, 2013: 3). While recent publications (e.g. Dörnyei & Kubanyiova, 2014; Gregersen & Macintyre, 2014) offer theoretically-based, practically-oriented guidance on generating motivation, focus tends to be on the development of language-speaker/user self-concepts over longer timescales. In the research literature on materials design, itself an under-explored area (Gilmore, 2012), focus has been directed to the effectiveness of tasks as classroom input, rather than their motivational qualities. Faced with a daily need to deliver motivating activities, teachers are poorly supported by principled advice. With the aim of contributing to the development of effective practice, and recognizing that “the accumulated wisdom of best practices in the teaching profession considerably exceeds the significance of the findings of empirical investigations” (Dörnyei, 2009: 267), the purpose of the research presented here is to examine the language learning activities teachers themselves consider motivational.

    An electronic questionnaire was distributed to 325 teachers of English from a randomly-drawn sample of 65 secondary schools in Sweden. An open-ended question invited teachers to describe an activity carried out in the current/previous term which they experienced as generating student motivation. Quantitative and qualitative content analysis techniques were employed in the analysis of these descriptions. Drawing on activity-relevant motivational factors outlined by Dörnyei and Csizér (1998), Ushioda’s (2011) principles for motivating learners ‘to speak as themselves’, and Henry’s (2013) identification of the motivational potential of activities with ‘affinity space’ features (Gee, 2007), analyses were guided by five overarching motivational characteristics; Interest, Personal relevance, Autonomy, Invoking transportable identities and Affinity space features. Recurring themes, frequencies, and exemplar activities are presented and tentative proposals are made for practice development.

    SUMMARY

    In delivering motivational activities, teachers are poorly supported by principled advice. The research objectives were to examine activities teachers consider motivational. Descriptions of activities provided by Swedish EFL teachers from a randomly-drawn sample (N=325) were analysed. Themes, frequencies, and exemplar activities are presented. Proposals for practice development are offered.

  • 7.
    Jonsson, Anna-Carin
    et al.
    Högskolan i Borås, Institutionen för pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för pedagogik.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erlandson, Peter
    Högskolan i Borås, Institutionen för pedagogik.
    Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories2012In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 35, no 4, p. 387-400Article in journal (Refereed)
    Abstract [en]

    A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most

  • 8.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "I think I would have learnt more if they had tried to teach us more"2009In: ECER European Community for Educational Research, 2009Conference paper (Other academic)
  • 9.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    'I think i would have learnt more if they had tried to teach us more' - performativity, learning and identities in a swedish transport programme2012In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, no 1, p. 77-92Article in journal (Refereed)
    Abstract [en]

    This study is based on an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High). The research is part of a larger project focusing on discourses on Intelligence in Swedish upper secondary school, and how these are produced and used in different educational contexts. The title of the article quotes Emily, a hardworking and high-achieving TP student. Emily is disappointed that the academic courses much of the time operate on a rote level, and that teachers' expectations on the students in the programme generally are quite low. The present study also indicates, in line with several studies of vocational education in Sweden, that academic courses in vocational programmes often seem to provide scarce opportunity for theoretical learning and higher order thinking. Others suggest that the vocational courses present better conditions for such learning. The present article explores learning and instruction in different subjects and the conditions that are structuring them. It discusses the possibility that performativity pressure is one of the structuring forces. 'Performativity' is used here to refer to the notion that individuals and systems are valued based on their measured performances in regard to standards, and identified by those standards. Thus ascribed values become ends in themselves and render the use value of knowledge subordinate to the exchange value. This means that not only knowledge but also the pedagogical interaction and relationships become commodified. This is exactly what happens when new managerialism and economic rationality are imposed on the education system, as it has been throughout the Western world in the last decades. Swedish educational policy has gone far down this road, focusing measurable outcomes, individual choice and competition on all levels as means for quality. Still, not all spheres of education are dominated by the economistic rationality, as this articles aims to demonstrate and discuss. © 2012 Taylor and Francis Group, LLC.

  • 10.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identitetserbjudanden och lärar–elevrelationen2012In: Lärare och lärande i yrkesprogram och introduktionsprogram / [ed] Henning Loeb, Ingrid & Korp, Helena, Lund: Studentlitteratur, 2012, 1. uppl., p. 95-112Chapter in book (Other academic)
  • 11.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kunskapsbedömning: Vad, hur, varför? :  kunskapsöversikt2011 (ed. 2)Book (Other academic)
    Abstract [sv]

    I den här kunskapsöversikten sammanställs forskning inom området bedömning och den riktar sig främst till lärare och rektorer. Kunskapsöversikten behandlar frågor som: Hur påverkas elever av de bedömningar som de är med om i skolan? Hur lär sig elever? Vad har elever rätt att lära sig i skolan? Vilka kunskaper är värda att överföra till nästa generation? Hur kan man som lärare veta vad någon annan kan och vet?

  • 12.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lika chanser i gymnasiet?: en studie om betyg, nationella prov och social reproduktion2006Doctoral thesis, monograph (Other academic)
  • 13.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nationella prov och likvärdig betygssättning i gymnasiet2010In: Bedömning i och av skolan: praktik, principer, politik / [ed] Folke-Fichtelius, Maria, Lundahl, Christian, Lund: Studentlitteratur, 2010, 1, p. 143-157Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet handlar om hur nationella prov används i gymnasiet och hur de fungerar som stöd för likvärdig betygssättning i olika program och ämnen. Det tar också upp olika modeller för betygssättning och diskuterar bedömning, betygssättning och likvärdighet i ett vidare perspektiv.

  • 14.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    What counts as being smart around here? the performance of smartness and masculinity in vocational upper secondary education2011In: Education, Citizenship and Social Justice, Vol. 6, no 1, p. 21-37Article in journal (Refereed)
    Abstract [en]

    This article is based on an ethnographic study of the transport program, a vocational education with strong masculine tradition, in a Swedish upper secondary school. It looks at the ways that notions of intelligence and smartness are culturally produced and used in the daily practises of students and teachers. In the article, I discuss how such notions inform, but also limit, students' learning and their constructions of identity in school, with possible consequences for their futures, and for the reproduction of social and gender-based inequalities in the wider society. My aim is to challenge taken-for-granted assumptions about cognitive ability and school results, and to point to the capacity of the concept of smartness as such to contribute to producing unequal outcomes in a school system, which allegedly offers all students, regardless of social background and gender, equal chances to succeed. © The Author(s) 2011.

  • 15.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Berhanu, Girma
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Smart eller inte?: Hur kulturella föreställningar om intelligens påverkar ungdomars identitet och livsbanor2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, Emma, Andersson, Åsa & Molin, Martin, Stockholm: Liber, 2014, 1, p. 248-274Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet beskriver intelligensdiskurser som kontext.

  • 16.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erlandson, Peter
    Beach, Dennis
    Jonsson, Anna-Carin
    What counts as being smart around here?: Students' identity making and valued discourses in vocational upper secondary education2009In: Oxford Ethnography and Education Conference, 2009Conference paper (Other academic)
  • 17.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Pia
    Karlstads universitet.
    Exploring multi-sited ethnography as an approach for studying good practice in the L2 classroom2014Conference paper (Other academic)
    Abstract [en]

    Introduction

    This paper explores multi-sited ethnography (Marcus, 2011) as a research strategy in L2 classroom research in regard to a specific project: Bridging the Gap between in and out-of-school English: Learning from good practice (hence forth BTG). Using an online survey, we aim to identify English teachers in Swedish lower secondary schools (grades 6-9) who in their teaching are committed to exploring and drawing on students’ experiences and use of English in their free-time. After establishing contact and reaching agreements with selected teachers, we plan to do in-depth classroom studies through observations, interviews with teachers and students, collected instructional materials and student work, and other possible sources. We will also collect data from students in these classes about their use of English outside of school. The classroom studies will be carried out by three or four researchers, each spending about three weeks with four teachers which means that we will get data from the classrooms of about 16 teachers (which means approximately 48 weeks of classroom studies). Such a design, where a phenomenon is elicited based on the analysis of observational and other kinds of data from several settings has been termed “multi-sited ethnography” Coleman & von Hellermann, 2011).

    With this design we hope to combine many of the benefits of classic ethnography, based on rich data from the extensive study of one case, with the opportunity to explore the complex interplay between learning tasks, processes, teaching and classroom culture in various pedagogic contexts. We also intend to examine what kind of tasks that are motivating for different students, and which students get the opportunity to feel that their cognitive and cultural resources are recognized and drawn upon in class. Realizing that we can never predict how a pedagogical action or task would be interpreted and work out in a new context or from all students’ point of view (Willis & Trondman, 2000), our hope is still that we will be able to convey the results of BTG in such a way that teachers could use them, not as a manual, but as a starting point for reflecting on how such processes could develop in their classrooms, with their students.

    The purpose of the current paper is to discuss how ethnography, and particularly multi-sited ethnography could be applied in our project, given the purpose and theoretical framing of the study as well as practical concerns. We will do this through a review of literature on methodology in classroom ethnography and of second language (L2) studies in the same vein as our project.

    The review is not based on a systematic selection of readings, but is an effort to outline a map of the methodological and theoretical landscape where we, at this moment, see it as relevant to place and discuss our study. Another purpose of this paper is to provide it as a point of departure for critical and creative discourse with experienced ethnographers in OEC about design and methods, and thus help us work these out soundly. Willis & Trondman (2000, p. 12) argue concerning theory in ethnography that

    the criterion for relevance is maximum power in relation to the data for purposes of illumination, not theoretical adequacy or sophistication for its own sake. ‘Analytic points’ can be made without recourse to a full account of the whole intellectual history of the traditions from which theory is drawn: the necessity is for sufficient, perhaps quite brief, account of the specific theoretical work that a concept or view can bring to the subject of study, its usefulness in context.

    The paper is organised as follows: a presentation of the purpose and theoretical framing of the project, the literature review, an outline in more concrete detail of our planned design of the project BTG (based on our application for grants, and inspired by the accounted readings and by other empirical L2 studies in the same vein). We conclude with some ideas and questions regarding our research project.

  • 18.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Pia
    Karlstads universitet.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors2015Conference paper (Other academic)
    Abstract [en]

    The purpose of this questionnaire-based study is to investigate whether differences in ways in which teachers of English view the challenge of generating pupil motivation, and the nature and qualities of the activities they regard as motivational, are related to (i) school-type and (ii) pupil demographics. The study is part of a larger project investigating ways in which teachers relate to pupils’ increasing encounters with English in out-of-school contexts as observed recently in the Nordic countries (Simensen, 2010; Sundqvist, 2009). The study draws on responses of teachers (n = 111) who completed an online survey sent in 2014 to a randomly-drawn sample of grade 6 – 9 English teachers (N =250). The questionnaire comprised Likert-scale items focusing on factors identified as having a positive impact on language learning motivation (Dörnyei & Ushioda, 2011; Henry, 2013). These were: (i) self-reported recognition of the value of youth culture in goal-directed teaching, (ii) knowledge and use of digital medias, (iii) creation of networked environments, (iv) creation of activities emphasizing creativity and self-expression, and (v) attempts to link out-of-school English experiences with in-school learning. The questionnaire additionally included an open-ended question inviting teachers to describe a task they found particularly motivated their pupils. Mean scores were calculated for the scales and cluster analysis was used to identify teachers with differing approaches to generating motivation. Responses to the open question were content analyzed and quantitatively coded. Preliminary analyses indicate that teachers who report types of practice that draw on pupils’ out-of-school encounters with English, create learning activities that engage with pupils’ interests and identities and which embody features of networked communication are overrepresented in (i) independent schools and (ii) schools with relatively high proportions of pupils from academic home backgrounds and a low share of pupils with minority backgrounds. In that performance is mediated by motivation (Dörnyei, 2009), the presence of such patterns sheds light on school- and pupil-related differences in attainment found in Nordic and other settings.

  • 19.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Etnografi i forskning om ungdomars vardag2013In: Barn- och ungdomsforskning: metoder och arbetssätt / [ed] Erlandsson, Soly I. & Sjöberg, Lena, Lund: Studentlitteratur, 2013, 1. uppl., p. 61-80Chapter in book (Other academic)
  • 20.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rinnemaa, Pantea
    Berhanu, Girma
    Göteborgs universitet, Göteborg, Sverige.
    Language Training and Meaningful Waiting: the Impact on Refugees' L2, Identity and Agency of taking an Intensive Language Course While in Asylum Accommodation2017Conference paper (Refereed)
  • 21.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual Education Plans: sustaining or challenging power relations?2012In: ECER EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Refereed)
    Abstract [en]

    This study is based on an analysis of a sample of so called Individual Education Plans (IEP) from 233 Swedish students in grade five. It addresses three questions:

    ·         What forms of knowledge and modes of learning are focuses in the EIP:s?

    ·         How can the information in the IEP:s be interpreted in terms of its potential contribution to students’ learning and control over their learning?

    ·         Does the potential contribution of the IEP:s to students’ learning and agency vary between schools according to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    The framework involves sociological theories (e.g. Bourdieu and Bernstein), as well as educational theories about assessment and learning. The results will also be discussed in regard to the wider issue of performativity in a European context (e.g. Ball, 2003).

    Formally the IEP serves two purposes in the Swedish school system – to summarize the students’ achievements in regard to objectives and standards for each subject in order to inform the students and their parents, and to guide future learning. Unlike in most countries, the IEP:s are mandatory for all students in the Swedish compulsory school system – not only students with special educational needs.

    The IEP should be elaborated and revised in a parent-teacher conference twice a year, but should, according to policy, be used by the students and the teachers throughout the school year in planning, guiding and evaluating learning. Thus, the idea of IEP is well in line with the notion ofassessment for learning, which stress that assessments in regard to pre-specified criteria that mirror learning objectives are powerful in enhancing students’ achievements, self-efficacy and motivation.

    There is much empirical evidence that assessment for learning indeed have these effects, and moreover that students from educationally and economically less privileged families, second-language learners and students with weak school results tend to benefit the most (William, 2010; Hattie & Timperley, 2007). However, for assessments to have these effects, they must meet certain criteria, e.g. for feedback to be clearly related to the target, detailed and concrete, directed at the process and supportive (Shute, 2007). Conversely, assessment/feedback that focuses on students’ personality, is judgmental or compares students to one another, are likely to debilitate students’ motivation, self-efficacy and future achievements (Harlen & Deakin Crick, 2002).

    Morover, IEP can, through its gentle and student-centered appearance also reinforce the control function of the school at the expense of the students’ power and control, and particularly so for students whose cultural and social background have made t them less prepared to interpret the school’s “hidden curriculum” (Bunar, 2001; Dovemark, 2004).

    Thus, the consequences of the use of IEP-practice is contingent, since in theory it seems to hold the potential to empower students (in general and students with weak cultural capital in particular) as well as the opposite – to disempower them. 

    Method

    The study includes 233 individual development plans from students in their fifth grade (aged 11-12), in five municipalities and thirty one schools in western Sweden. The plans were obtained by a systematic sampling at each school, where alphabetical lists from all classes in the relevant grade in each school were sequenced and every fifth name on the list was drawn. The written assessments and the formative comments will be analyzed and coded in regard to forms of knowledge and modes of learning; potential effects on learning and control over learning. Bi-variate analyses will then be carried out on the material in regard to school variables related to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    Expected Outcomes

    Preliminary analyses, in line with previous studies, suggest that the feedback and feedforward provided in the IEP often include statements about students behavior and personal qualities, focus mostly on Swedish, mathematics and English, and tend to focus on atomistic knowledge rather than higher order thinking (Andreasson, 2007). The information is mostly too scarce and vague to be useful as guidance for students in planning future learning. Thus, generally the IEP:s do not seem to meet the criteria for assessments that increase students control over their learning or boost their results and self-efficacy. However, as previous studies too have shown, there is a variation between schools. Our most significant observation is that schools with digital IEP:s tend to provide richer and more curriculum aligned feedback than other schools. We have not yet systematically explored the variation in the content of the IEP:s in regard to the schcools’ student population or results. Such patterns do not seem to stand out, however.

    References

    Andreasson, I. (2007). Elevplanen som text: om identitet, genus, makt och styrning i skolans elevdokumentation. Göteborg: Acta Universitas Gothoburgensis. Ball, S.J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215-228. Bunar, N. (2001). Skolan mitt i förorten: fyra studier om skola, segregation, integration och multikulturalism. Diss. Växjö : Univ., 2001. Eslöv. Dovemark (2004). Ansvar – flexibilitet – valfrihet: en etnografisk studie om en skola I förändring. Göteborg: Acta. Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hattie, J. & Timpeley, H. (2007). The power of feedback. Review of Educational Research, 77, s. 81-112. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research. Vol. 78, No. 1, (s.153–189). William, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. I Andrade, H.L. & Cizek, G.J. (red.) Handbook of formative assessment. New York: Routledge.

  • 22.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 2, p. 229-244Article in journal (Refereed)
    Abstract [en]

    In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

  • 23.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Gymnasiet, en skola för alla: men på olika villkor2008In: Ung på 2000-talet: perspektiv på ungdomars vardag, Trollhättan: Högskolan Väst , 2008, p. 133-148Chapter in book (Other academic)
  • 24.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner2019Report (Other academic)
  • 25. Nordenbo, Sven Erik
    et al.
    Allerup, Peter
    Andersen Leth, Hanne
    Dolin, Jens
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsen Søgaard, Michael
    Olsen Vegar, Rolf
    Svendsen Mosegaard, Majken
    Tiftikci, Neriman
    Østergaard, Susan
    Pædagogisk brug af test: et systematisk review2009 (ed. 1)Book (Other academic)
  • 26.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studiehandledning för nyanlända elever i svensk skola2018In: Lisetten, ISSN 1101-5128, p. 6-8Article in journal (Other (popular science, discussion, etc.))
  • 27.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hitta drivet: Studiemotivation och genusmönster i grundskolan2019Report (Other academic)
  • 28.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lind, Henrik
    Orust Kommun, Orust, Sverige.
    Jansson, Lars
    Orust kommun, Orust, Sverige.
    Lindeberg, Björn
    Eds kommun, Ed, Sverige.
    Adler Johannesson, Ann-Helen
    Eds kommun, Ed, Sverige.
    Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University2018In: ICERI2018 Proceedings, IATED , 2018, p. 10347-10356Conference paper (Refereed)
    Abstract [en]

    This paper aims to highlight challenges and opportunities connected to collaboration between municipal school administrators, principals, teachers and researchers. The current study was formulated in cooperation between researchers and administrators from two rural Swedish municipalities. The study was based on their concern on large gender gap in grades, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially among low-achieving boys.

    The project was co-designed in close collaboration between administrators, principals and researchers. The negotiated purpose was thus collaboratively broadened to include not only gender patterns but also other sociological aspects that affect learner identities and motivation. Project information was provided through on-site visits where the project was presented for all staff members at each school in each municipality. During the first year, observations were carried out in grade 6 in five schools, and grade 9 in three schools. Two researchers followed each class one week, by teacher invitation. The focus was on the conditions for learning and motivation offered in class, and on factors supporting and hindering the learning and motivation of girls and boys with different backgrounds and resources. Semi-structured interviews with teachers in the targeted classes (N=18) were held. The interviews focused on the teachers' notions of student achievement and motivation in regard to gendered norms, curriculum and classroom practices. Teachers were also asked to reflect on the possibilities to change prevailing patterns. Semi-structured interviews with students, mostly in pairs (N=70; 39 girls, 31 boys) were carried out. The topics for these interviews were the students' notions of how school, home and peers interplay with their views on learning, motivation and their aspirations for the future. In addition to the practice-based research activities, organizational development and competence building were key ambitions in the cooperation between the two municipalities and the university. The model for this was a one-day workshop for the entire pedagogical staff in the schools at the respective municipality (N=195, N= 65). During these days, local experiences and observations were discussed in relation to presented research concerning study motivation and gender patterns.

    Groups of teachers sat together and shared their understandings and reflections. All group conversations were documented in shared online documents for capturing and spreading thoughts and understandings. These shared documents provided a source for further discussions after the actual competence development day. The same model for data gathering will be carried out in year two of the project in order to have a solid foundation for analysis and further recommendations and suggestions. So far, our mutual experience from the range of roles participating in the project, is that the model for co-designing a project combining competence development arrangements with research activities is a fruitful cross-fertilizing process for knowledge creation and professional learning.

  • 29.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.2017Conference paper (Refereed)
    Abstract [en]

    The Swedish Parliament and the Government draw up the overall national goals regarding the educational system. Education in Sweden has had a strong element of redistribution in the systems and thus high taxes, which was developed after the Second World War, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to 19 and also free school lunches. However, over the last twenty years the welfare model has changed due to globalization and an increase in international financial competition. The Swedish school system's organization and capacity is currently challenged as many newly arrived children and youth arrive in the country. Thus, pressing questions among others are: How are newly arrived children included and integrated into the Swedish school system? What are these childrens’ rights and possibilities of getting an equal education in comparison to Swedish-born children and youth? In documents form the Swedish National Agency for Education it is stated that the top priority is to include all newly arrived pupils into ordinary education as soon as possible, which is in line with a strong discourse of inclusion in the Swedish educational system.  This paper will discuss newcoming and asylum seeking childrens’ and youths’ rights and obligations in the Swedish school system, as well as political tensions in the system expressed by local representatives working within the Swedish educational system. The data come from document studies and interviews in the project, “Mapping of the Newcomers' Reception and Educational Situation, and their Transitions in the Swedish School System” (KAN) located at University West, Sweden.

     

  • 30.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden.2017In: Abstractbook, ECER 2017: The European Conference on Educational Research, Copenhagen, Denmark 22-25/8, 2017, 2017, article id 3386Conference paper (Refereed)
    Abstract [en]

    ID: 3386 / 26 SES 03 C JS: 426. Educational Leadership Paper (Copy for Joint Session) Alternative EERA Network: 07. Social Justice and Intercultural Education Keywords: migration, newly arrived students, compulsory schooling, Sweden.

    Mapping of the Migrating Newcomers' Reception and Educational Situation and their transitions in the School System in Sweden

    Kerstin von Brömssen, Helena KorpUniversity West, Sweden,

    Presenting Author: von Brömssen, Kerstin; Korp, Helena

    Schools and educational practices in Europe are currently challenged by migration and various forms of transnational practices in relation to globalization, war and unequal social conditions (cf. Adams & Kirova 2007; Hamilton & Moore 2004; Rutter 1998).. Migration into Sweden has gone on in different phases and with different intensity since the end of the Second World War and the year 2016, 16% of the population in Sweden are born abroad.

    Swedish schools have however adopted slowly and research and national evaluations show low results and a neglect of migrant children and newcomer students’ needs (Bunar 2015; Jonsson & Rudolphi 2010; Nilsson & Bunar 2015). There is however a considerable gap in educational achievement between students who have immigrated after starting school and those who were born in the country or who migrated at a younger age, prior to starting school (Nilsson & Bunar 2015; PISA 2016). Newly arrived students have a double disadvantage in that they in addition to lacking the knowledge of the language often have difficult experiences in connection with the migration. Further, these students are partly seen by teachers and majority students as representatives of ‘the other’, and there is a lack of respect within a dominant discourse on Swedishness (Bunar 2010).

    A first aim of this research is to provide a picture of how the newly arrived students are received in school. This will be explored through extensive case-studies in two mid-sized Swedish municipalities which include schools with various experience of multilingual students and arrangements for their inclusion. A second aim is to explore different models and methods, approaches and didactic tools in order to take part in a critical discussion on newly arrived students’ education and possible educational interventions. How newly arrived students are received in schools varies greatly between Swedish municipalities, according to Bunar (2010), and is only sporadically investigated through research at the present.

    Research questions

    The project aims, through a survey and in-depth case studies in two Swedish municipalities and its compulsory schools:

    - Explore how newly arrived pupils are received and included during their first time in the Swedish compulsory school, which models there are for receiving, for teaching and models for transitions, and how the students themselves interpret, experience and handle their education.

    - Deepen the knowledge of how the school organization as well as competences, attitudes and approaches at different levels (from administration to the classroom) affects newcomers' opportunities for learning and inclusion.

    - Describe examples and general aspects of the organization, approach and didactic tools that promote or hinder newcomers' knowledge and social inclusion.

    Theoretical framework

    Theoretically we draw on an ecological system perspective as used in work by among others Anderson, Hamilton, Moore, Loewen, and Frater-Mathieson (2004) and Nilsson and Bunar (2015). It builds on the work by Urie Bronfenbrenner (1979, 1992) and his development of a theory for understanding child development. In this theory Bronfenbrenner emphasizes the whole social context and the different systems of relationships that form a child’s environment. Bronfenbrenner separates in his theory between five different environmental levels that influence the child; the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem, this in order to understand and organize patterns of the levels experienced by the child . Of importance is to emphasize that the theory states that we are not mere recipients of the experiences we have when socializing in the micro system environment, but we are also contributing to the construction of such environment. In our work this theory will work as an important organizing tool or lens for understanding different levels influencing the lives of newly arrived children

    Methodology, Methods, Research Instruments or Sources UsedThe project draws on data from different sources:Interviews at the reception schoolsThe two principals were interviewed individually. Group interviews were made with teachers, L1 assistant teachers and student-health staff. The interviews focused on the function of different professions, on inter-professional cooperation, on the use of students’ assessment results in different domains, and on the students’ transfer to different home schools.Survey to principals in comprehensive schoolsA survey to the principals of all comprehensive schools in the two municipalities. The aim of the survey was to map the schools in regard to their proportion of newly arrived students (children who immigrated within the nearest four years; almost all with refugee-background), and their past experience with multi-lingual children; how they organize for the new-comers learning and social inclusion; their use of assessment information about the new-comers skills and knowledge in different domains; their resources in terms of L1-teachers and assistant teachers etc. School-based case studiesWhile the survey provide a broad image of organizational arrangements and conditions for including new-comer students, 2-3 schools in each of the two municipalities are selected as cases in order to further explore these arrangements and conditions through qualitative methods, and from the views of the main stake-holders: students, parents, teachers and principals. Each case-study is based on 1) ethnographic field-observations in prepatory groups or classrooms, L2 Swedish and L1 lessons, and regular lessons where newcomers are participating,2) interviews with 2-3 new-comer students3) interviews with principal and teaching staffFocus will be on what in the classroom and organization that promote or inhibit educational and social inclusion. We will also look at how the results from initial assessments made at the reception-schools of the students’ skills and knowledge in different domains are used.  Student-based case studiesFor students’ own experiences and perspectives on the transit from the reception schools to regular schools, and on their educational and social situation within different arrangements and school cultures, six students from the reception schools (two from each stage) will be interviewed at different occasions. The first interview includes the students’ parents or legal guardians, and take place at the reception school. The second interview is carried out with after about 3-4 months. Additional interviews are carried out each semester for three years.Data from the survey will be analyzed with simple statistical methods, while the project at large will mainly use interpretive approaches.Conclusions, Expected Outcomes or FindingsIt is our hypothesis grounded in preliminary analysis of the presently available data and our local personal knowledge about the schools (as lecturers visiting students in internship), that the traditionally multicultural and -linguistic schools tend to be more purposefully organized and staffed to cater for second language-learners’ educational needs, with e.g. some examples of systematic collaboration between subject teachers and L1 support-teachers standing out. These schools also tend to have a more linguistically and ethnically diverse staff. Traditionally mono-ethnic schools have naturally have fewer resources in terms of L1-and Swedish L2-teachers, and less intercultural experience. However, the intense refugee-immigration in 2015, brought a situation where new-comer students were included in almost every school of the two municipalities, even schools with no previous experience. This necessitated and led to changes in school culture and organization as well as teaching methods, and thus learning processes on all levels, even the municipal level since resources and school-development had to be facilitated and distributed on a central level in order for the schools to provide equal opportunities for learning. Through this study we hope to find out how the different contexts and set-ups are experienced by the new-comer students, and how it affects them.

  • 31.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?2018Conference paper (Refereed)
    Abstract [en]

    General description

    This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).

    Objectives

    The objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.

    Theoretical framework

    Theoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.

    Methods/methodology

    The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.

    Expected outcomes/result

    The analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.

1 - 31 of 31
CiteExportLink to result list
Permanent 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