The purpose of this study is to investigate some of the conditions for teaching based on questions asked by the students. Special attention is given to the possibilities inherent in students' questions and to the limitations in the classroom. Two classes in each of the grades 3, 6 and 9 in six different schools were visited and the teaching was tape-recorded and observed. Complete descriptions of the lessons could be written down on the basis of these recordings and the observer's notes. 1024 questions that students asked were extracted and analysed on the basis of these descriptions. It appeared that boys asked almost twice as many questions as girls in almost all categories of questions with the exception of questions that the teacher invited the students to ask, orally or in writing, at the beginning of a new content area. Girls also asked comparatively more questions that opened the perspective by putting things into a wider context. In the visited classes 55 students were randomly selected for interviews. In the interviews the students were told to ask questions about six different objects. Altogether the students produced 1345 questions, girls slightly more than boys. The questions had to be systematized in order to be described in a suitable way. From the systematizing activity both content-oriented themes and cognitive categories emerged. The content-oriented themes were different for different objects, but certain similarities were observed. The themes could be organized along two lines, one stretching from the history or origin through actual appearance to future use and the other from details through appearance to relations to the surroundings. The cognitive categories that were found remained the same for all objects. It is worth emphasizing that the identification and description of the themes and categories of the content of the pupils' questions, within as well as outside the classroom, are to be seen as a main result of this study. Both concerning content-oriented themes and cognitive categories it was found that boys, working class students and students in grade 3 favoured the different categories in much the same way. The same applies to girls, upper middle class students and students in grade 6. In interviews teachers claimed that students were allowed to influence the teaching content by asking questions. Questions were said to be welcomed, noticed and answered. At the same time some of the teachers expressed strong ideas about what the students should know and what was expected of them. The analysis of the teachers' handling of the students' questions clearly demonstrated how teachers used certain strategies in order to adjust the questions to suit their purpose of stressing or repeating things that they considered to be important. All in the interest of being efficient and not wasting time. / digitalisering@umu

Syftet med denna kvalitativa studie var att genom semi-strukturerade intervjuer undersöka hur lärare ser på sin pedagogiska förmåga att individanpassa undervisningen för elever med ADHD, eller liknande svårigheter, samt vilka kunskaper lärare har om ADHD. Vidare undersöktes deras uppfattningar om möjligheter och svårigheter i undervisningen, vilka strategier de kunde använda sig av, samt hur de såg på inkludering. Med en hermeneutisk forskningsansats gavs lärarna möjlighet att fritt uttrycka sina tankar och åsikter kring forskningsfrågorna. Resultatet visar att möjligheter och svårigheter i undervisningen till stor del handlar om vilka resurser de har i form av tid, pengar och personal, eftersom elever med särskilda behov är en extra kostnad för skolorna. Majoriteten av lärarna är beredda att ta egna initiativ till vidareutbildning för att lära sig hur de på bästa sätt kan bemöta dessa elever. Slutsatser som kan dras av resultatet är att lärare borde få mer obligatorisk utbildning om funktionsnedsättningar, samt mer resurser att kunna hjälpa alla elever. Det behövs även mer forskning inom området för att se vad som fungerar i undervisningen av elever med ADHD eller liknande svårigheter

Student test scores related to mathematical word problems have been declining in a rural school district in western Louisiana. Word problems constitute a major component of the Algebra 1 End of Course examination, which students must be able to pass to graduate. Mathematics teachers have struggled to find appropriate strategies to teach students to answer constructed response questions (CRQs) effectively. The purpose of this study was to investigate the perceptions of math teachers about effective teaching strategies for improving student performance on CRQs. Guided by Piaget's constructivist theory, which is characterized by an emphasis on learner control of the learning process through active engagement and activation of prior knowledge, this study investigated teachers' perceptions and practices in relation to teaching the skills needed for CRQs. The research questions focused on math teachers' perceptions of current teaching practices, instructional effectiveness, and professional development needs. A case study design was used to capture the insights of 8 participants through semistructured interviews and observations. Emergent themes were identified from the data through a code-recode approach, and findings were developed and validated through triangulation and member checking. The key results were that math teachers expressed a need to collaborate with their colleagues to develop effective strategies that would incorporate literacy and hands-on learning. A project was designed to engage teachers in collaboration and planning to prepare students to think critically and problem solve. This study may promote positive social change by providing teachers with the tools necessary to improve students' thinking skills, problem-solving skills, and learning strategies.

<p>This report presents the use of questions by both teachers and students in chemistry class. Both students and teachers have been observed during 24 lessons, both theoretical and practical. In addition, interviews have been made with the teachers and the students have answered a questionnaire. The result show that a high number of questions are asked, more than one per minute and that both teachers and students ask the same amount of questions. This contradicts earlier findings were teachers questions dominate. Another significant finding is that the distribution of questions over time is very similar between teachers and students. In a comparison between different teachers the conclusions can be drawn that the amount of questions asked in a classroom correlates more to the specific teacher than any other factor. This study also shows that both teachers and students are satisfied with the dialog and that the socio-cultural theories about dialogue base teaching have been assimilated into the Swedish classroom.</p>

This report presents the use of questions by both teachers and students in chemistry class. Both students and teachers have been observed during 24 lessons, both theoretical and practical. In addition, interviews have been made with the teachers and the students have answered a questionnaire. The result show that a high number of questions are asked, more than one per minute and that both teachers and students ask the same amount of questions. This contradicts earlier findings were teachers questions dominate. Another significant finding is that the distribution of questions over time is very similar between teachers and students. In a comparison between different teachers the conclusions can be drawn that the amount of questions asked in a classroom correlates more to the specific teacher than any other factor. This study also shows that both teachers and students are satisfied with the dialog and that the socio-cultural theories about dialogue base teaching have been assimilated into the Swedish classroom.

This study investigates the effects of intensive remediation in reading and assistive technology skills combined with the use of a computer based text to speech reader in a six-week intensive reading program for junior-age students with reading disabilities. The study reports on the strategies used by the teachers, week-by-week student progress, and the results of a criterion-referenced reading assessment. Other themes include student attitudes towards the technology and barriers to implementation. Findings indicate that a computer based text to speech reader provides significant compensatory support, resulting in improved fluency and comprehension scores. Students using technology were able to access paper and on-line text at a higher level. A model which builds on the work of Dyck and Pemberton (2002) and Edyburn (2004b, 2007) is proposed which provides a theoretical framework to assist schools in decisions about remediation or compensation for struggling readers in primary, junior, intermediate, and senior grades.

This study investigates the effects of intensive remediation in reading and assistive technology skills combined with the use of a computer based text to speech reader in a six-week intensive reading program for junior-age students with reading disabilities. The study reports on the strategies used by the teachers, week-by-week student progress, and the results of a criterion-referenced reading assessment. Other themes include student attitudes towards the technology and barriers to implementation. Findings indicate that a computer based text to speech reader provides significant compensatory support, resulting in improved fluency and comprehension scores. Students using technology were able to access paper and on-line text at a higher level. A model which builds on the work of Dyck and Pemberton (2002) and Edyburn (2004b, 2007) is proposed which provides a theoretical framework to assist schools in decisions about remediation or compensation for struggling readers in primary, junior, intermediate, and senior grades.

Denna studie för till ljuset strategier som kristna lärare använder i sitt yrkesliv. Särskilt intresse under slutanalysen ges till de strategier som är specifikt aktuella i naturvetenskapsundervisning. Utöver lärarstrategier presenteras resultat om kommentarer kring yrkets lämplighet för kristna. Data insamlas genom lärarintervjuer vilka analyseras genom en tematisk kartläggning. Strategierna värderas varken kvalitativt eller kvantitativt sett till upplevd verkningsgrad eller signifikans, utan alla de strategier som de verksamma kristna lärarna avser att använda framläggs. Datamängden utgörs av 4 delvis styrda lärarintervjuer. Resultatet framställs i form av en beskrivning och motivering av teman i textform samt genom visuella kartor som åskådliggör och på olika sätt belyser övergripande teman som grenar ut sig i mer detaljerade beskrivningar av strategier som lärare avser sig bruka. Flera kartor har skapats av en och samma stora karta (figur 7) för att synliggöra olika delar i taget. De övergripande teman som hittats är: Ämnen: naturvetenskapsundervisning – fysik (innehåll precis enligt läroplan) och evolutionsteori (innehåll precis enligt läroplan, samlad attityd, fokus: fakta och saklighet, ta upp både trosuppfattningar och vetenskap, vara kritisk mot evolutionsteori, inte själv propagera), religionskunskap, hbtq+ och män &amp; kvinnor, allmän hållning samt elevbemötande. Majoriteten av de strategier som framkom kan kopplas till vad som i allmänhet anses vara kristendomens två centrala budskap; att älska Gud av hela sitt hjärta, hela sin själ, hela sitt förstånd och hela sin kraft samt att älska sin nästa som sig själv. Vikten av och skillnaden man kan åstadkomma i elevers liv genom att som kristen arbeta som lärare påpekades och upphöjdes tydligt. Generellt kan sägas att lärarna inte såg några stora problem med att undervisa i naturvetenskap i enlighet med gällande styrdokument i dagsläget. Många av de strategier som hittats sammanstämmer med vad som hittats i tidigare forskning inom Sverige, men varken styrker eller ifrågasätter strategier som lärare i USA hittats avse att använda. I övrigt diskuteras strategier som hittats inom några andra möjligen kontroversiella områden såsom religionsundervisning, vittnande om Gud samt hbtq+ och män &amp; kvinnor. / This study brings into light strategies which Christian teachers in Swedish schools use within their employment. Special interest in the analysis is given strategies which are specifically relevant in science education. Apart from teacher strategies, relevant findings concerning Christians’ suitability for becoming teachers are presented. Data is gathered via teacher interviews which are analyzed by a thematic analysis. The strategies are not valued quantitatively nor qualitatively according to experienced relevance or significance but all the strategies that working teaches intend to use which are found are presented. The data material consists of 4 partly directed interviews. The results are presented in the form of a description and motivation in text format as well as through visual maps which visualize and in different ways highlight overarching themes branching out into subthemes and descriptions of found strategies. Several maps have been formed out of a single resulting thematic map (figure 7) to highlight different parts. The main parts (overarching themes) found are: General stances, student treatment, and three specifically subject oriented themes: science education – physics (content straight according to the curriculum) and evolution theory (focus: objectivity and comprehensiveness, content straight according to the curriculum, gathered attitude, bringing up both belief systems and science, being critical to evolution theory and not propagate), religion teaching, hbtq+ and men &amp; women. The majority of the found strategies can be connected to what in general is considered the two main messages and callings within Christianity; to love God with all of one’s heart, soul, mind and strength and one’s neighbor as oneself. The importance and difference that Christians can make in students’ life while working as a teacher was noted and highly valued by the teachers. Generally, it can be said that the teachers did not see major difficulties with working as a science teacher in accordance with the current curricula. Many of the found strategies are in accordance with previous findings from studies done in Sweden, but neither strengthen nor question strategies previously found in studies from the US. In addition, strategies found within potentially controversial topics, for instance teaching religion, witnessing about God and hbtq+ are discussed.

Admonition in preschool, super damaging or the dream! - A qualitative study about conflict management amongst preschool teachers har undersökt vilken uppfattning förskollärare har gällande tillrättavisning vid konflikthantering samt vilka strategier som används i de situationer då tillrättavisning erfordras. Grundat i en kvalitativ metod genomfördes semistrukturerade intervjuer, vilka kopplades till den medvetenhet förskollärare har om konflikthantering vid olika tillrättavisningssituationer. Valet av intervjumodell landade på personliga intervjuer. Detta för att lyfta fram individuella upplevelser och tolkningar. En intervjuguide togs i förväg fram och utformades i syfte att ge respondenterna utrymme för egen reflektion. Intervjuerna understöddes av etiska ställningstaganden. Urvalet bestod av förskollärare från tre olika förskolor. Intervjusvar analyserades och kategoriserades baserat på respondenternas uppfattning om tillrättavisning som begrepp men även baserat på förskollärares kompetens. Erhållet resultat visade att strategier som verbal tillsägning, samspel och åsidosättning förekommer hos urvalet av förskollärare. Det visades också att den strategi som respondenterna strävar efter att nyttja är samspel, men att det inte är möjligt i alla situationer. Konflikter som kan leda till fara eller skada bör hanteras snabbt och då är det mest tillgängligt att använda verbal tillsägning som strategi. Vidare betonades kompetens som en betydande faktor vid val av strategi, där respondenterna syftade till förskollärares förhållningssätt, förskollärares erfarenhet och betydelsen av utbildning. Även relationen mellan lärare-barn lyftes fram som en del inom kompetens.

Syftet var att undersöka vilka strategier lärare har för att skapa goda pedagogiska relationer med elever. Undersökningen genomfördes med fokusgruppsamtal som metod, vilket genererade data för en fenomenografisk analys utifrån ett relationellt perspektiv. Sammanlagt deltog tretton lärare i undersökningen och resultatet visar att det finns ett spektrum av olika strategier hos lärare i syfte att bygga pedagogiska relationer i med fokus på att stärka elevernas studiemotivation. / The aim of this study was to investigate teacher’s strategies to promote good pedagogical relations with their students. The method was dialog in focus groups that contributed data for fenomenographic analyses with a relational perspective as a theoretical framework. In total, thirteen teachers participated in the study and the result exposed that there is a substantial variety of strategies to promote good pedagogical relations for motivational purposes.