The aim of this essay is to describe how students in third grade speak about writing. I want to investigate what ideas and awareness children has about writing. I want to compare the results from third grade with pre-school children. I also want to find out how it is in other countries and over time. To achieve the aim, have four questions been formulated: What is writing for children in third grade? What similarities and differences are there with children in other countries? Has there been any change regarding children´s conceptions of writing compared with a 1985 study? Has there been any development in children´s conceptions of writing between pre-school and third grade? The study is based on interviews with ten students in third grade to get answers for the aim of this study. The questions for the interview are from a previous study The Mind is Not a Black Box: Children´s Ideas about the writing Process where Nora Scheuer, Montserrat de la Cruz, Juan Ignacio Pozo, Maria Faustina Huarte and Graciela Sola (2006) used four questions with picture cards. Each card represents a child in the writing process (anticipating, writing, revising, rereading). The results showed that students in third grade have come further in their development and have a more complex knowledge of what writing is than pre-school children. The students in third grade can describe which cognitive processes they process when they write. The results also showed that students have been formed by the formal teaching. They describe writing based on the criteria’s school puts on them. Students in third grade want to develop a fully spoken text that meets the language requirements that school or adults place on them. The Portuguese children speak about a concern about cursive witch Swedish children don´t do. This is probably because cursive is not a requirement in the Swedish curriculum.

This study investigates to what extent an intensive reading intervention of two weeks, based on repeated reading, can improve the reading fluency for students with reading difficulties in secondary school. The study also investigates how the students evaluated the intervention based on repeated reading. Nineteen students with reading difficulties in secondary school were selected and divided into two comparable groups, an intervention group and a control group. Ten students in the intervention group were given daily one to one tutorial training in decoding and fluency by reading lists with words, nonwords and texts repeatedly times. Visual as well as spoken feedback were given between every set of reading. The control group received ordinary classroom teaching. Tests before and after the intervention with all students were done. The intervention students completed a questionnaire about their evaluation of the intervention and how they estimated their reading ability after the training period. The results of the study showed that most students in the intervention group increased their test results in terms of decoding words and text reading compared to the control group. The results of the questionnaire showed that the students experienced that they had increased their reading ability and that they had become more self-confident about their reading.

No description available.

This study aims to define the problems and potential theoretical solutions to the problems in an automotive vocational teacher department. This study is part of a comprehensive study about the potential benefits of using the metacognition concept. Metacognition as the concept of learninghow-to-learn is needed for prospective automotive vocational teachers to conduct sustainable learning. This study is a qualitative study using semistructured interviews (SSI) and a focus group discussion (FGD) to collect the data. Firstly, the SSIs were conducted twice, before and after the FGD. The first SSI explores the problems, while the second SSI was conducted after the FGD to gain a possible contextual solution to the problems based on the result of FGD. Secondly, an FGD was conducted to explore the theoretical solutions to the problems. The findings of the first SSI stated that teaching communication skills and sustainable learning are necessary to be equipped since the automotive technologies in industries have been being developed rapidly from time to time. Those skills were not facilitated well in the teaching and learning activities in the department. The integration into courses of teaching communication and habit of sustainable learning could be the possible solution. The FGD findings stated that the metacognition concept could be brought into teaching and learning to deal with those problems. The second SSI findings said that automotive fault diagnosis learning was chosen as the subject since this is a problem-solving and higher-order thinking subject. Also, the learning tool kit for this subject is still conventional, so it needs to be improved with the metacognition concept.

Based on students’ declining reading comprehension there is a need to develop systematic explicit instruction in teaching reading. This study is based on theories of metacognition, reading comprehension, reading instruction and Legitimation Code Theory and has the reading triangle as a model for teaching expository texts. The model has been tested in one class with eighth-grade students. The students have estimated their own reading comprehension and how they worked before, during and after reading an expository text, both before and after work with the reading triangle. The students in this survey have been taught and have worked with texts based on three levels of the reading triangle. The materials in the study are students’ self-assessments, texts with underlining and comments and interviews with the students and their teacher. The results show that the model, the reading triangle, as a part of an approach to develop literacy, with modelling and metacognitive textual conversations, can contribute to an understanding of the students’ reading process and knowledge of how global and local aspects of texts – such as purpose, text structure and choice of words – are connected with and influence reading comprehension. The study shows that the link between local and global levels must be explicit, since a focus on details can be detrimental to the overall understanding of texts. The use of the reading triangle in the classroom can also help the teaching move between the concrete and the abstract, enabling students to use the acquired knowledge and insights in new texts and reading situations.

The overall aim of this thesis was to explore the role of different assessment tools and training regimens in assessment and remediation for children with special educational needs in school. A central purpose of assessment explored was that it should inform remediation, teaching and instruction. The concepts of working memory, complex executive function and metacognitive strategy training for children with special educational needs were specifically explored in relation to this purpose of assessment. Complex executive function refers to planning and metacognitive ability, that many children with special educational needs struggle with, and which they are expected to handle in learning during school day. Of particular interest in the thesis was the contrast between working memory and complex executive function and how these concepts inform assessment and remediation practices. In this context, special attention was given to mathematical learning difficulties. The thesis was based on four studies (I‑IV). Study I explored the prevalence of different assessment tools, and dilemmas and challenges as perceived by assessment professionals, teachers and parents, in the work with children with special educational needs in Europe. In Study II, a metacognitive strategy training framework was developed as a training regimen, guided by research on complex executive function, and applied on working memory training. Effects of working memory training were compared between the two training regimens, with and without metacognitive strategy training, and also the overall effect of working memory training on cognitive functioning and the school related skills of reading, writing and arithmetic. In Study III, different types of measures of working memory and their predictive capacities in relation to mathematics achievement in national curriculum assessments were explored, as well as the effects of working memory training on mathematics achievement. In Study IV the role of working memory and complex executive function in identifying risk for mathematical learning difficulties in children with special educational needs was explored. The results from Study I suggested that assessment and remediation practices can contribute to a deficiency‑oriented outlook on children with special educational needs. In contrast parents and teachers in Sweden also reported that assessment could help them to better understand the needs of the child. Results from studies II-IV showed that only the use of a metacognitive strategy training regimen targeting complex executive function resulted in improvements following working memory training. The results also indicated that working memory training strongly predicted mathematical performance in national curriculum assessments of mathematics in school, and that a more complex change measure of working memory was a better predictor than simple working memory measures in this regard. Finally, the results also showed that complex executive function, defined as planning ability, was a better predictor than simple working memory in the assessment of risk for mathematical learning difficulties. The results from the studies were discussed in relation to the purpose of assessment to inform remediation, teaching and instruction for children with special educational needs. It was concluded that, in addition to working memory, as complex executive function – planning and metacognitive ability - seems to be an important cognitive function related to learning, this should be addressed both in the assessment of children with special educational needs as well as in the remediation when designing training regimens and interventions for children with special educational needs in general, and children at risk for mathematic learning difficulties in particular. It was also highlighted that in remediation, the role of the teacher as a mediator of metacognition and complex executive function seems vital. / Det övergripande syftet med avhandlingen var att undersöka den roll som olika utredningsverktyg och begrepp spelar i utformandet av utrednings‑ och stödinsatser för barn i behov av stöd i skolan. Ett centralt syfte med utredningar som utforskades är att de ska bidra med kunskaper vid utformande av stödinsatser och undervisning. I relation till detta syfte utforskades specifikt begreppen arbetsminne, komplex exekutiv funktion och metakognitiv strategiträning för barn i behov av stöd. Komplex exekutiv funktion syftar till planerings- och metakognitiv förmåga, något som många barn i behov av stöd upplevs ha svårigheter med, och som de förväntas kunna hantera i lärandet i skolans vardag. Av särskilt intresse i avhandlingen var kontrasten mellan arbetsminne och komplex exekutiv funktion och hur dessa begrepp bidrar till en förståelse i utformandet av utrednings- och stödinsatser. I detta sammanhang uppmärksammades särskilt matematiksvårigheter hos barn i behov av stöd. Avhandlingen bygger på fyra studier (I-IV). I Studie I undersöktes förekomsten av olika utredningsverktyg, samt utredares, lärares och föräldrars uppfattningar av dilemman och utmaningar i arbetet kring barn i behov av stöd, i Europa. I Studie II utformades ett koncept för metakognitiv strategiträning med utgångspunkt från forskning kring komplex exekutiv funktion och tillämpades i arbetsminnesträning. Effekten av arbetsminnesträning med och utan metakognitiv strategiträning jämfördes, liksom effekten av arbetsminnesträning på kognitiva funktioner och skolrelaterade färdigheter inom läsning, skrivning och aritmetik. I Studie III undersöktes olika mått på arbetsminne, och deras prediktiva kapacitet i relation till matematisk förmåga mätt genom nationella prov i matematik, samt effekten av arbetsminnesträning på matematisk förmåga. I Studie IV undersöktes vilken roll arbetsminne och komplex exekutiv funktion har i identifiering av barn i behov av stöd i riskzon för matematiksvårigheter. Resultaten från Studie I visade att utrednings- och stödinsatser kunde bidra till att förstärka ett brist-orienterat synsätt på barn i behov av stöd. I kontrast till detta, delgav lärare och föräldrar i Sverige att utredningar kunde hjälpa dem att förstå barnets behov på ett bättre sätt. Resultaten från studie II-IV visade att enbart den metakognitiva träningen, fokuserad på komplex exekutiv funktion, bidrog till förbättringar efter arbetsminnesträning. Resultatet indikerade också att arbetsminnesträning predicerar matematisk prestation i nationella prov i matematik, och att ett mer komplext arbetsminnesmått var en bättre prediktor än enklare arbetsminnesmått. Slutligen visade resultaten också att komplex exekutiv funktion i form av planeringsförmåga var en bättre prediktor än enkelt arbetsminnesmått vid utredning av risk för matematiksvårigheter. Resultaten från studierna diskuterades i relation till syftet med utredning: att bidra med kunskaper vid utformande av extra anpassningar, särskilt stöd och undervisning för barn i behov av stöd. Eftersom komplex exekutiv funktion –planerings- och metakognitiv förmåga - verkar vara en viktig kognitiv funktion i lärandet, bör man ta hänsyn till detta både i utrednings- och stödinsatser kring barn i behov av stöd generellt, och särskilt kring barn i riskzon för matematiksvårigheter. Det belystes också att i stödinsatser är lärarens roll som mediator av metakognition och komplex exekutiv funktion viktig. / <p>Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 3 (inskickat), delarbete 4 (inskickat)</p><p>At the time of the doctoral defence the following papers were unpublished: paper 3 (submitted), paper 4 (submitted)</p>

No description available.

Syftet med pilotstudien är att pröva hur rekommenderade metoder för att uppmuntra elevers metakognitiva tänkande kan användas. Metakognition handlar om ”att lära att lära” och är relaterat till begrepp såsom återkoppling, självreglering och formativ bedömning. Forskning visar att elever som får träning i metakognition ökar sina prestationer. Ett av skolans mål enligt läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011/2017 är att eleverna ska utveckla förmågan att bedöma sina resultat. Jag har undersökt hur elever i årskurs sju besvarar och uppfattar metakognitiva frågor i ämnena bild och svenska. Eleverna svarade på metakognitiva frågor vid tre olika tillfällen: vid planeringen, under genomförande samt vid utvärderingen av arbetsuppgiften. I samband med frågorna svarade de även på en enkät om hur de uppfattade de metakognitiva frågorna. Avsikten är att använda pilotstudiens resultat för att bereda mark för en större studie. I studien har en kvalitativ forskningsmetod använts. Resultatet visar att det är väsentligt att lärarna tar reda på elevernas olika förförståelse för de metakognitiva frågorna. Majoriteten av elever upplever de metakognitiva frågorna som oanvändbara, men av olika skäl. Om eleverna inte förstår frågorna tycker de att frågorna blir något utöver arbetsuppgiften. Om eleverna har en hög metakognitiv förförståelse kommer de att anse att frågorna är överflödiga. De flesta eleverna upplevde att de metakognitiva frågorna tog tid från den uppgift de skulle genomföra. Några elever uttryckte stort missnöje, stor frustration och irritation över frågorna. För att metakognitivt tänkande ska kunna tränas metodiskt med avsedd effekt, måste eleverna vara motiverade. En nyckelfaktor är att eleverna förstår vad träningen ska leda till. Detta behöver läraren arbeta med på olika sätt med olika grupper av elever. / This pilot study aims to test how recommended methods to promote students’ metacognitive thinking can be used. Metacognition is about “learning how to learn” and is related to conceptions like feedback, self-regulation and formative assessment. Research shows that students that get training in metacognition increase their performances. One of the goals according to the Swedish Curriculum for the compulsory school, preschool class and the recreation centre 2011/2017 is that students shall develop the ability to assess their results. I have examined how students in grade seven answer and apprehend metacognitive questions in the compulsory subjects Art and Swedish. The students answered metacognitive questions at three different times: when planning, when carrying through and when evaluating the task. In connection to answering the questions they also answered a questionnaire about their conception of the metacognitive questions. The intention is to use the result of the pilot study to prepare for a larger study. A qualitative research method has been used in this study. The result show that it’s substantial that the teachers find out about the students different preunderstanding of the metacognitive questions. The majority of the students find the metacognitive question useless, but for different reasons. If the students don’t understand the questions they think that the questions are something in addition to the task. If the students have a high metacognitive preunderstanding they will consider the questions as redundant. Most students thought that the metacognitive questions took time from the task they were supposed to do. Some students expressed great dissatisfaction, big frustration and irritation over the questions. To be able to train metacognitive thinking methodically with desired effect the students have to be motivated. A key factor is that the students understand what the training is supposed to leading. The teacher has to work in different ways with different groups of students with this.

Background: Worry exposure (WE) is a core element of cognitive-behavioral treatment for generalized anxiety disorder (GAD). Its efficacy as a stand-alone treatment method (without further cognitive-behavioral therapy interventions) has never been tested.We aimed to examine whether WE alone is as efficacious as the empirically supported stand-alone treatment for GAD, applied relaxation (AR). Methods: In a randomized controlled study, 73 outpatients meeting DSM-IV criteria for GAD as primary diagnosis were allocated to either WE or AR or a waiting list control group; in a 2nd randomization procedure the waiting list subjects were reallocated to WE or AR. The treatment was manualized (15 sessions with WE or AR), included 6-month and 1-year follow-ups, as well as last observation carried forward and completer analyses, and was controlled for allegiance effects.The Hamilton Anxiety Rating Scale and the State-Trait Anxiety Scale were used as primary outcome measures. Self-report scales of anxiety, worrying and depression including negative metacognition about worrying and thought suppression served as secondary outcome measures. Results: The dropout rate was moderate. The pre-/posttreatment effects were high for the Hamilton Anxiety Rating Scale (standardized mean difference >1) and for the State-Trait Anxiety Inventory (standardized mean difference >0.87). The proportion of patients reaching high end state functioning was 48% (WE) and 56% (AR). WE and AR did not differ with regard to dropout rate or treatment effects. The treatment effects were stable at 6 month and 1 year follow-up. Conclusion: This is the first study to show that a stand-alone exposure in sensu technique – WE – is efficacious in the treatment of GAD. Both AR and WE seem to represent effective principles of change in GAD. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

Hur kan man genom grafisk design främja lärandet om en eller flera delar av hjärnans kapaciteter? Också, hur kan man genom grafisk design gynna utvecklingen av en eller flera delar av hjärnans kapaciteter? Med grafisk design har jag skapat ett verktyg som hjälper dig att planera dina studier samt hjälper dig att stimulera hjärnan inför studierna. Beteendedesign, metakognition och gamification är de teoretiska grunder arbetet vilar på. Jag vill uppmana dig som läser detta att reflektera kring din egen hjärnkapacitet. Upplever du ofta svårigheter med att fokusera, att sova eller kanske att planera? Det finns många sätt att stimulera hjärnan så att svårigheter kan bli lättare. Det sistnämnda är just det Charlie kan hjälpa dig med, att planera. En app som i nuläget är en prototyp hjälper dig att skapa vanor kringdina studier och utmanar dig att utveckla dina beteenden. Charlie uttryckeroch kombinerar planeringsverktyg och kunskap om hjärnstimulans på ett sätt som inte gjorts förut. Intrycket målgruppen får lämnar ett avtryck där beteendeförändring blir möjlig. Kunskap om och beteenden som främjar hjärnans kapacitet kombineras effektivt med de stunder då en använder stora delar av hjärnan, vilket gynnar förändringen i sig. Testa att utmana dig själv i vad din hjärna är kapabel till. Du sitter inte fast, du kan ändra dina vanor när du vill! / How can you through graphic design encourage schooling of one or multiple parts of the brain’s capacity? Furthermore, how can you through graphic design promote the evolvement of one or multiple parts of the brain’s capacity? With the help of graphic design, I have created a tool that helps you schedule your studies as well as it stimulates your brain pre-studying. Behavioral design, metacognition, and gamification are the theoretical foundations this study relies on. I want to encourage you, the one reading this, to reflect on your own brain capacity. Are you having a hard time focusing, sleeping, or planning things ahead? There are multiple ways to stimulate your brain so these difficulties become easier. The latter is the one Charlie can help you with, to plan ahead. An app, that’s currently a prototype, helps you create new habits around your studies, and challenges you to expand your behavior. Charlie, with the help of planning tools and knowledge about brain stimulation, coaches you in a way that’s never been done before. The impression my target group gets leaves a print where behavior change becomes a possibility. Knowledge about the behavior that encourages the brain’s capacity combined with the moments when we use most parts of our brain, benefits the evolution itself. Have the courage to challenge yourselves in what your brain is capable of. You’re not stuck, you can change your habits whenever you want!