Selektiva traditioner i grundskolans tidigare år : Lärares olika betoningar av kvalitéer i NO-undervisningen

The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning.  Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.

A restricted curriculum for second language learners : a self-fulfilling teacher strategy?

The focus of this article is on relations between classroom interaction, curricular knowledge and student engagement in diverse classrooms. It is based on a study with ethnographic perspective in which two primary school classes in Sweden were followed for three years. The analysis draws on Halliday's Systemic Functional Linguistics. The results indicate that language use in the classrooms is on a basic everyday level and that high teacher control results in low-demanding tasks and low engagement among students. Interaction in the classrooms mainly consists of short talk-turns with fragmented language, frequent repairs and interruptions, while writing and reading consists of single words and short sentences. Although the classroom atmosphere is friendly and inclusive, second language students are denied necessary opportunities to develop curricular knowledge and Swedish at the advanced level, which they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their opportunities to school success. Thus, I argue for a more reflective and critical approach regarding language use in classrooms.

Language ideologies and Schooled Education in Rural Tanzania : The Case of Karagwe

In this article I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district in Tanzania I have found that the case of “Swahili only” in primary school education favours the small minority of the children that live in a context where Swahili is used. This leads to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promote the developing and use of safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

Vad krävs för en likvärdig undervisning i NO för årskurs 1-6 : En systematisk litteraturstudie om olika faktorers betydelse

Denna litteraturstudies syfte var att få kunskap om vad tidigare forskning uttrycker har för en mer genusmedveten och jämställd undervisning i naturvetenskapliga ämnen för grundskolans tidigare årskurser. Syftet preciserades i följande frågeställningar:  Hur resonerar lärare om genus och jämställdhet enligt tidigare forskning?  Vilken betydelse har elevers kön och ålder för deras intresse för naturvetenskap generellt eller för de naturvetenskapliga ämnena i skolan enligt tidigare forskning?  Vad betonar tidigare forskning som betydelsefullt för mer genusmedvetenhet och jämställd NO-undervisning?  Vilken betydelse har lärarna och föräldrarna för elevers motivation i NO-ämnena enligt tidigare forskning? Studien är utformad som en systematisk litteraturstudie. Ur syfte och frågeställningar skapades svenska och engelska sökord, naturvetenskap, NO och undervisning, samt gender, science och primary school. Dessa har sedan använts i databaserna avhandlingar.se, ERIC (Proquest) och NorDiNa för att finna aktuell forskning som kan besvara studiens frågeställningar. Resultatet visar att genusmedvetenhet hos läraren är av betydelse för elevernas resultat, intresse och attityd till naturvetenskap och teknik. Eleverna behöver få respons och feedback på deras arbeten för att känna sig motiverade och behålla intresset. Det är även viktigt att läraren vet skillnaden mellan kön och genus samt jämställdhet och jämlikhet.

A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review

This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.

Five Little Monkeys Jumping on the Bed : En litteraturstudie om hur arbete med sång, rim och ramsor kan främja barns utveckling av engelska som främmande språk i grundskolans tidigare år.

Syftet med litteraturstudien är att undersöka hur arbete med sång, rim och ramsor kan främja yngre elevers språkutveckling i engelska som främmande språk. Detta görs genom att fokusera på främjandet av barns språkinlärning, hur lärare bör arbeta med sång, rim och ramsor inom engelska som främmande språk, samt lärares attityder till ett sådant arbetssätt. Arbetet genomfördes som en systematisk litteraturstudie innehållande en bakgrund med relevant teori, samt analys av fem vetenskapliga studier rörande ämnet. Dessa gav möjlighet till en bred bild av området, då länder och perspektiv varierade. Studierna valdes ut genom sökning i databaser efter relevans och tillförlitlighet. I studiernas resultat framgick att majoriteten av tillfrågade lärare och elever var positivt inställda till arbete med sång och ramsor i engelskundervisning, och den språkutveckling dessa metoder innebar. Genom arbete med läraren som förebild motiverades eleverna. Dock fanns en avsaknad av material och kunskap för att kunna genomföra och bedöma undervisning innehållande sång och ramsor. En avsaknad av rim i de studier som analyserats berörs även i studien, likaså en brist på svenska studier. Sammanfattningsvis verkar sång och ramsor enligt de granskade studierna ha ett värde i engelskundervisning. Dock finns det behov av mer forskning och kunskap för att få starkare underlag för användning av dessa metoder i undervisning.

Non-challenging education and teacher control as factors for marginalization of students in diverse settings

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

Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes

This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.

Influência da composição do grupo (turma escolar), entre crianças da primeira serie do 1. grau, sobre a estrutura sócio-afetiva

Neste estudo discutem-se as influências da forma de composição do grupo (turma escolar), entre crianças da primeira série do 1º Grau, em função da maturidade necessária à aprendizagem da leitura e da escrita, relativamente à estrutura e mudança da estrutura sócio-afetiva. O problema teve origem no questionamento em torno do valor da prática e suas possíveis influências sobre o desenvolvimento social da criança que, por volta dos sete anos de idade - coincidindo com a entrada para a escola - é mais fortemente incrementado. O suporte teórico do estudo é dado pela Teoria de Campo de Kurt Lewin. O percentual de indicações positivas (PIP) , o percentual de indicações negativas (PIN) , o destaque da posição sociométrica (D), a qualidade do destaque (Qd) , e a mudança das posições sociométricas dos indivíduos nos grupos (MPS) , - constituiram-se em indicadores da variável composição do grupo. Do estudo realizado conclui-se que as formas homogênea e heterogênea de composição do grupo influenciaram de maneira não significativamente diferente em relação à estrutura e a mudança da estrutura sócio-afetiva do grupo, sendo, portanto, injustificada a prática da homogeneização das classes escolares em relação a estes aspectos.

Formação continuada: um estudo sobre fatores motivacionais e a participação de professores em cursos de especialização

O estudo aqui apresentado tem como objetivo analisar e compreender fatores motivacionais que impulsionam profissionais de educação do ensino básico a buscarem participação em cursos de especialização lato sensu na área de educação. O caminho metodológico escolhido e que embasou a análise e a interpretação dos dados foi a Técnica de Análise de Conteúdo, tendo como suporte os estudos de Bardin (2011). O presente estudo inclui-se no modelo de pesquisa de abordagem quantitativa e qualitativa. O questionário é composto por questões relacionadas com o levantamento dos dados biográficos dos respondentes, os itens estão configurados em uma escala de Likert sobre os fatores motivacionais que mobilizam os profissionais de educação a participarem do curso de especialização e duas questões subjetivas sobre as expectativas dos respondentes acerca das novas competências adquiridas e contribuições para a prática profissional. O estudo foi realizado através da pesquisa de campo onde coletamos dados a partir de um questionário semiestruturado. A amostra estudada está composta por 122 (cento e vinte e dois) respondentes qualificados para o nosso estudo, com formação em pedagogia ou licenciaturas diversas. O campo de estudo foi a FAFIRE – Faculdade Frassinete do Recife - no ano de 2012 e considerou alunos participantes de nove cursos de especialização voltados para a área de educação. Os resultados nos permitiram identificar e compreender os principais fatores que motivam os professores na busca de ampliação do seu conhecimento, podendo ser sintetizados como sendo fatores voltados para a profissionalidade e prática docente, empregabilidade e a questão salarial.

The distribution of male wages in Brazil

This paper examines the evolution of wage inequality in Brazil in the 1980s and 1990s . It tries to investigate the role played by changing economic returns to education and to experience over this period together with the evolution of within-group inequality. It applies a quantile regression approach on grouped data to the Brazilian case. Results using repeated cross-sections of a Brazilian annual household survey indicate that : i) Male wage dispersion remained basically constant overall in the 1980's and 1990' s but has increased substantially within education and age groups. ii) Returns to experience increased significantly over this period, with the rise concentrated on the iliterate/primary school group iii) Returns to college education have risen over time, whereas return to intermediate and high-school education have fallen iv) The apparent rise in within-group inequality seems to be the result of a fall in real wages, since the difference in wage leveIs has dec1ined substantially over the period, especially within the high-educated sample. v) Returns to experience rise with education. vi) Returns to education rise over the life-cycle. vii) Wage inequality increases over the life-cycle. The next step i~ this research will try to conciliate all these stylised facts.

O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos didáticos

PASSEGGI,Luis Álvaro Sgadari. O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos didáticos. Revista do GELNE, Fortaleza, v.4, n.1, p. 122-124, 2002.

A contribuição de técnicas modernas de reabilitação estrutural para autenticidade e integridade de edificações patrimoniais

This work discusses the study of the application of structural reinforcement and rehabilitation using modern techniques for interventions in repair works of historical buildings as well as the verification of the behavior of works that have already undergone different structural intervention techniques, with the objective of obtaining data to allow a comparative analysis of the advantages/disadvantages of techniques adapted in each case, regarding the interferences related the authenticity and integrity of the buildings belong to the constructed patrimony so as to obtain a basis for the theoretical foundation for choosing the best solution to be adopted in the case study which consists in an intervention of structural rehabilitation of the old historic building in the primary school "Augusto Severo"