"She was a Bitch" : A Socio-Educational Perspective on Motivation for Learning English.

AbstractThis degree project focuses motivation for learning English among a group of Swedish uppersecondary school students. By employing a socio-educational perspective, some vital factorsbehind a strong motivation for learning English in school are investigated through individualinterviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.

Historical Consciousness and Historical Media : A History Didactical Approach to Educational Media

This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

Museum Personalized : The impact of floor staff on an exhibition - A holistic approach

The current paper presents a study conducted at The National Museum of Science and Technology in Stockholm to investigate the exhibition “Antarctica – that’s cool” from its first concept to the first workshop that is held in the exhibition. The focus is on the influence of floor staff on an exhibition and workshops as learning facilities in museums. Findings, based on visitor observation and the exhibition building process, go into the characteristics of low-budget productions and discuss the importance of staff on the exhibition floor for museums as life-long learning facilities. The holistic approach of the study provides deep insights into the complex interplay of visitors, staff and exhibitions. The results can be used for future exhibition building processes and educational programs in museums and should strengthen the museum’s position as life-long learning facility in nowadays society.

Capability outcomes from educational and ICT capability inputs : an analysis of ICT use in informal education in Kenya

In the field of Information and Communication Technologies for Development (ICT4D) ICT use in education is well studied. Education is often seen as a pre-requisite for development and ICTs are believed to aid in education, e.g. to make it more accessible and to increase its quality. In this paper we study the access and use of ICT in a study circle (SC) education program in the south coast of Kenya. The study is qualitative reporting results based on interviews and observations with SC participants, government officers and SC coordinators and teachers. The study builds on the capability approach perspective of development where individuals’ opportunities and ability to live a life that they value are focused. The aim of the study is to investigate the capability outcomes enabled through the capability inputs access and use of ICT in education as well as the factors that enabled and/or restricted the outcomes. Findings show that many opportunities have been enabled such as an increase in the ability to generate an income, learning benefits, community development and basic human development (e.g. literacy and self-confidence). However, conversion factors such as a poorly developed infrastructure and poor IT literacy prevent many of the individuals from taking full advantage of the ICT and the opportunities it enables. 

Åldersblandning i skolan : elevers erfarenheter

Mixing ages in school classes became more and more common during the last dec-ades of the 20th century. From being a way to organise classes out of necessity they have now come to be something which is implemented on the basis of pedagogical arguments. The aim of this research has been to improve our knowledge of classes where pupils are not of the same age. A study of the pupils’ perspectives has been my main interest. (Age) homogeneous class can been looked upon as a result of the authorities’ deci-sion to have a fixed age for children to start school and their decision that certain courses should be completed within a defined period of time. Terms and the data concerning heterogeneous age groupings are ambiguous and cannot be fully understood without knowledge of national and sometimes even local contexts. Practices within age heterogeneous classes may differ greatly. A great deal of individual work takes place in age heterogeneous classes. Whether the class is non-mixed or mixed-aged does not seem to have a major im-pact on cognitive or non-cognitive abilities among the pupils, but there are suggestions that age heterogeneous classes might be disadvantageous to pupils in problematic situations. I am able to show that more than 30% of pupils in grades 1-3, close to 25% in grades 4-5, about 15% in grade 6 and a couple of percent of Swedish pupils in the later school years are taught in mixed-age groups. My own empirical research focuses on pupils’ experiences. My investigation has a ‘life-world’ oriented approach inspired by phenomenology. Pupils in grades 5 and 6 from three schools in three different socio-economic settings were interviewed. These pupils had experienced both mixed-age and single-age classes. The life-world of pupils seems to be something different from that encompassed by the philosophy about the advantages of mixing the ages in classes. Pupils find it diffi-cult to maintain or create relationships when only a few pupils of the same sex, who have started school at the same time, can be together in a class for a long time. Be-cause of the importance of social relationships almost every pupil in this investigation wished to be in a single-age class during the following year. It is the importance of common experiences rather than age that is central. Pupils stated that having things in common to study in their everyday schoolwork makes it easier to communicate and contributes to stable friendships. In my conclusion I focus on what it means to have relationships and how these are important for human identity. I also try to show how relationships are important in learning situations at school and for pupils’ opportunities to expand their knowledge.