Sorry, this entry is only available in Svenska.
Paper presented at the TA Teachers Conference ‘Thinking as a Key Competence: Implications for Learning, Teaching and Management’ in Riga 23-24 September 2016.
Read paper here: keeping-order-pihlgren
See slideshow here: pihlgren-keeping-order
This paper is part of a larger study where more than two hundred teachers have been observed and interviewed. The questions guiding this part of the study focus on how the teacher’s way of keeping order is connected to the cognitive quality of what is taught.
A ‘thinking and learning environment’ presupposes that the teacher acts with strong focus on fostering students’ habits of mind, keeping order at the same time. However, there is no automatic relationship between orderliness and learning. Two factors are of importance: The teacher’s way of exercising control and if the system is perceptible for the students. Five types of learning environments were identified, three less successful in supporting cognitive development of students, and two more successful. The strongest learning outcomes are achieved when teachers use a clear and visible system during the lesson, so the students understand what is expected, a system that promotes their self-control.
Keywords: Cognition, order, praxis theory, teaching environments, thinking
Paper presented at ECER, the European Conference on Educational Research, 23-26 August 2016, Dublin, Ireland.
Research Director, dr. Ann S. Pihlgren, Ignite Research Institute
Box 116, SE-761 22 Norrtälje, SWEDEN
See slideshow: Slideshow Teaching environments
Read the paper: Teaching Environments in Preschool, Pihlgren
This paper analyzes how preschool teachers and caretakers meet the demands for cognitive and creative development of children. Observations of 40 sessions in preschools for 1-5-year-old children, and staff interviews were used. The questions guiding the analysis concern how preschool staff describe the considerations they make when planning, how this is represented in the observed activities, and how the results compare to the school and afterschool material analysis.
Teaching thinking and creativity presupposes that the teacher plans, assesses, chooses activities and tools, and arranges the setting carefully, with focus on fostering children’s habits of mind. The contextual and communicational interactions play a vital part of support. Evidence of the anticipated criteria was difficult to ascertain in the observed preschools as well as in the previously observed classrooms and afterschools. All previously found teaching environments were found in the preschool material, with a bulk of the child-investigative teaching environment. This environment is similar to Pramling’s description of ‘child centered pedagogy’. A few preschool teachers present successful planning models and interactional activities to improve children’s thinking and creativity, and was found similar to Pramling’s ‘development pedagogy’.
This paper by Kerstin Winberg is written in Swedish. However, you can read the abstract in English here.
The purpose of this study was to investigate the experiences of studying amongst people with a neuropsychiatric disability who received support from the model Supported Education, and people who did not get this support. Another purpose was to discuss if the model could be suitable for this group. The study also shows how some support options for this group were inspired by the support given to two other groups with disabilities. The research method had a narrative approach, where fourteen participants were asked to write a short reflective narrative about their experience of studying, with/without the support from Supported Education. The stories were analysed with narrative analysis. The result shows that the persons without support from the model used the family as their primary support, and that support from formal support givers was slow, especially before the participants could show that they had a diagnosis. The persons who received the support from the model were generally satisfied with the support they got, and did not emphasize the family as support givers in the same way. The analysis shows how it could me valuable to use Supported Education for people with a neuropsychiatric disability, not only because it helps them to study, but also helps them gain higher self-esteem through personal development.
I arbetet med att finna en gemensam syn på elevhälsa och hur vi kan hjälpa alla elever att uppleva en skola som är tillgänglig kan arbetslag och elevhälsoteam behöva föra en dialog om hur man tar sig an olika problem. Som en hjälp i det arbetet publicerar vi här en samling cases, fallbeskrivningar, som kan utgöra grunden för sådana dialoger. Fallbeskrivningarna utgår från de samlade erfarenheterna från kunnig elevhälsopersonal men barn, situationer och händelser är fiktiva.
Frågor att ställa i dialogen kan vara:
- Vilka faktorer i den fysiska miljön, i en sociala miljön och i den pedagogiska miljön försvårar lärande för eleven?
- Vilka förbättringar/förändringar i den fysiska, sociala och pedagogiska miljön kommer att stödja elevens lärande?
- Ser eleven det som ett problem eller inte?
- Vilket syfte/vilken nytta har det nuvarande beteendet för eleven?
- Vilka styrkor har eleven om kan hjälpa hen att utveckla lärande?
- På vilket sätt påverkar personalens syn hur eleven kommer att agera?
Ta del av fallbeskrivningarna här: Fyra cases