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Alatalo, T. (2019). Introduktion (2ed.). In: Tarja Alatalo (Ed.), Läsundervisningens grunder: (pp. 13-16). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Introduktion
2019 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Malmö: Gleerups Utbildning AB, 2019, 2, p. 13-16Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019 Edition: 2
National Category
Pedagogical Work
Research subject
Education and Learning, Undervisning och lärande i förskoleklass
Identifiers
urn:nbn:se:du-30265 (URN)978-91-511-0276-4 (ISBN)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-06-18Bibliographically approved
Alatalo, T. & Johansson, A.-M. (2019). ”Kan man köra en skottkärra med fyrkantigt hjul?”: Läs- och skrivutvecklande praktiker i teknikundervisning i förskoleklass. Nordic Journal of Literacy Research
Open this publication in new window or tab >>”Kan man köra en skottkärra med fyrkantigt hjul?”: Läs- och skrivutvecklande praktiker i teknikundervisning i förskoleklass
2019 (Swedish)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596Article in journal (Refereed) Accepted
Abstract [sv]

I en rad svenska avhandlingsstudier har man funnit att läs- och skrivundervisningen i förskoleklass sker i formaliserade sammanhang och att utan att koppla till elevers erfarenheter. I den här studien är syftet att utveckla kunskap om läs- och skrivutvecklande sociala praktiker i teknikundervisning i en förskoleklass. Fyra tekniklektioner observerades med fokus på lärarens läs- och skrivutvecklande undervisning. Det teoretiska ramverket utgörs av Freebody och Lukes resursmodell som beskriver läs- och skrivkunnighet som en uppsättning sociala praktiker. Dessutom analyseras huruvida läs- och skrivundervisningen är formaliserad, funktionaliserad eller om den är balanserad, det vill säga genomförs i sammanhang där formaliserad och funktionaliserad undervisning är i samspel med varandra. Resultatet visar att teknikundervisningen skapar rikliga möjligheter för elever att medverka i de sociala praktikerna i Freebody och Lukes modell. Undervisningen är funktionaliserad och läraren undervisar inte explicit om språkets formaspekter eller om hur texters kommunikativa delar samspelar, utan det är oftast underförstått. Studien öppnar för en diskussion om förskoleklassens möjligheter att skapa läs- och skrivundervisning i balanserade sammanhang, för att stödja elevers läs- och skrivutveckling även när undervisningen har fokus på ämnesområden som teknik.

Keywords
Förskoleklass, balanserad undervisning, läs- och skrivundervisning, sociala praktiker, sociokulturellt perspektiv, språkstimulans, tekniklektioner
National Category
Pedagogical Work
Research subject
Education and Learning, Undervisning och lärande i förskoleklass
Identifiers
urn:nbn:se:du-30216 (URN)
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-06-27Bibliographically approved
Alatalo, T. (2019). Läsflyt – en komponent som möjliggör läsförståelseförmågan (2ed.). In: Tarja Alatalo (Ed.), Läsundervisningens grunder: (pp. 93-106). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Läsflyt – en komponent som möjliggör läsförståelseförmågan
2019 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Malmö: Gleerups Utbildning AB, 2019, 2, p. 93-106Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019 Edition: 2
Keywords
undervisning, lärande, läsflyt, läsförståelse, läsförmåga, läsutveckling
National Category
Pedagogical Work
Research subject
Education and Learning, Undervisning och lärande i förskoleklass
Identifiers
urn:nbn:se:du-30264 (URN)978-91-511-0276-4 (ISBN)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-06-18Bibliographically approved
Alatalo, T. (2019). Läsundervisning i förskoleklass (2ed.). In: Läsundervisningens grunder: (pp. 73-88). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Läsundervisning i förskoleklass
2019 (Swedish)In: Läsundervisningens grunder, Malmö: Gleerups Utbildning AB, 2019, 2, p. 73-88Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019 Edition: 2
Keywords
undervisning, lärande, förskoleklass, kognitiva förmågor, social interaktion, kritisk textutforskning, ordförråd, språklig medvetenhet, avkodning
National Category
Pedagogical Work
Research subject
Education and Learning, Undervisning och lärande i förskoleklass
Identifiers
urn:nbn:se:du-30263 (URN)978-91-511-0276-4 (ISBN)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-06-18Bibliographically approved
Alatalo, T. (Ed.). (2019). Läsundervisningens grunder (2ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Läsundervisningens grunder
2019 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019. p. 319 Edition: 2
Keywords
läsinlärning, läsutveckling, fonologisk medvetenhet, avkodning, läsflyt, läsförståelse, bedömning
National Category
Pedagogical Work
Research subject
Education and Learning, Undervisning och lärande i förskoleklass
Identifiers
urn:nbn:se:du-30266 (URN)978-91-511-0276-4 (ISBN)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-06-18Bibliographically approved
Alatalo, T. & Westlund, B. (2019). Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development. Journal of Early Childhood Literacy, 1-23
Open this publication in new window or tab >>Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development
2019 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, p. 1-23Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study examined active Swedish preschool teachers’ thoughts and perceptions in terms of read-alouds as a tool to support children’s language and literacy development. The research question was “How and for what purpose do preschool teachers say that they organize read-alouds in preschool?” Three focus group interviews were conducted with five preschool teachers from different preschools in each group. The findings reflect traditions that influence preschool education, and the general picture is that teachers’ personal and practical knowledge informs their daily teaching. The informants try to organize read-alouds but do not always succeed as a result of logistical and practical challenges. Teachers describe external factors, such as large groups and the requirement to teach math and science, as obstacles in the planning and implementing of read-alouds. Teachers that have received in-service training and professional development say that they have daily read-alouds, followed by text talk.  The need for professional development is discussed.

Keywords
early childhood literacy, language and literacy instruction, focus group interviews, read-alouds, shared reading, literacy development, teachers’ perceptions
National Category
Pedagogical Work
Research subject
Education and Learning, Förskollärares uppfattningar om högläsningens potential som skriftspråksutvecklande pedagogik
Identifiers
urn:nbn:se:du-29859 (URN)10.1177/1468798419852136 (DOI)2-s2.0-85067786667 (Scopus ID)
Available from: 2019-04-06 Created: 2019-04-06 Last updated: 2019-07-08Bibliographically approved
Alatalo, T., Vinterek, M., Tegmark, M. & Winberg, M. (2018). Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 9. In: : . Paper presented at ECER, Bolzano, Italy, September 2018.
Open this publication in new window or tab >>Amount of text read at school and the motivation for reading: a large scale study in grade 6 and 9
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on some preliminary results from the project “To read or not to read: A study of reading practices in compulsory school” funded by the Swedish Research Council. The aim of the project is to develop knowledge of existing reading practices and to find out what kind of teaching that promotes such practices in a way that enables students to learn from reading. The decline in students’ reading literacy is something that concerns and worries many European and other Western countries. But surprisingly it is difficult to find large scale studies focusing on how much students read at school. To be a good reader one needs to practice (Kuhn & Stahl, 2003; Campell et al., 2001); it takes more than 5000 hours of reading to achieve a well-functioning reading capacity (Lundberg & Herrlin, 2005). To learn from text one needs to be able to read a longer text (Topping et al., 2007; Merisuo-Storm & Soininen, 2014). Prior research in the field further shows that it is important for students to read different types of texts (Kuhn & Stahl, 2003) and thus develop vocabulary and reading skills in many subjects (see, for example, Biemiller, 2001).The amount of reading, at school or at leisure, correlates positively with reading ability (Anderson et al., 1988; Cunningham & Stanovich, 1997; Taylor et al., 990). In our study we therefore are interested in the total amount of coherent and continuous text students read during an average school day in all their subjects, with a particular focus on reading habits in Swedish (L1), English (L2), Chemistry and History. We also want to find out how the amount of reading correlates with the students’ self-assessed motivation for their school-initiated reading activities. In the first part of the project there is a predominantly quantitative focus in which we seek to find out the extent to which students read continuous prose texts – fictional as well as non-fictional – as part of their everyday school work, and how their reading is related to different types of motivation. The second part of the project has a predominantly qualitative focus where a limited number of groups will be selected for a series of closer classroom studies of teachers as well as students through observations, interviews and questionnaires in order to find out what characterizes the reading practices of these schools and classes. This paper will report on some preliminary results from the first part of the project where the following research questions are to be answered:

  • To what extent do students in years 6 and 9 read continuous prose text—fiction as well as nonfiction— as part of their school work?
  • What kind of motivation do students express for reading nonfiction and fiction texts in different school subjects?
  • What is the nature of the relationship between students’ reading motivation and the extent of their reading in school?
  • What differences in the interest of reading and in the reading habits among females and males, between school years 6 and 9, and between schools can be detected?

The overall framework of the study is the didactic triangle and the meeting between the teacher, the student and the subject matter in terms of meaning making and reading activities that occur in this meeting (Uljens, 1997; Hudson & Meier, 2011; Liberg et.al. 2002.) We also draw on motivation theories that stress the importance of constructing classroom practices that support student reading motivation by fulfilling the basic needs of autonomy, competence and relatedness (Deci & Ryan, 2008; De Naeghel et al, 2014)  

Keywords
Reading, nonfiction, fiction, school subjects, motivation
National Category
Pedagogical Work
Research subject
Education and Learning, Att läsa eller inte läsa: En studie av grundskolans läspraktiker
Identifiers
urn:nbn:se:du-28884 (URN)
Conference
ECER, Bolzano, Italy, September 2018
Funder
Swedish Research Council, 2016-04747
Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2018-11-12Bibliographically approved
Alatalo, T., Hansson, Å., Johansson, S. & Gustafsson, J.-E. (2018). Characteristics of Teacher Competence: Trends over Time and Between Student Groups in the Swedish Compulsory School. In: : . Paper presented at ECER, Bolzano, Italy, September 2018.
Open this publication in new window or tab >>Characteristics of Teacher Competence: Trends over Time and Between Student Groups in the Swedish Compulsory School
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background

Achievement differences across schools have increased in Sweden during the past two decades, at the same time as average achievement levels have declined, for example in mathematics (Holmlund et al., 2014; SOU 2014:05) and reading (Skolverket, 2013). These negative trends may be related to schools’ demographic, organizational and resource prerequisites. The organizational basis for the Swedish compulsory school has undergone significant changes since the late 1980s, with free school choice, an increasing number of private schools and a larger autonomy for school leaders. The increased school segregation with respect to migration background since the implementation of these reforms (Yang Hansen & Gustafsson, 2016), could possibly be caused by the continuing decline in inclusion of migrant students and a related educational inequality in instructional quality and teacher competence. Inclusion is defined as a structure of organizing integration according to particular rules and regulations.

The results of research on effects of teacher competence are, however, somewhat fragmented and unclear, at least with respect to effects on different student groups. This can partly be explained by uncertainties in the determination of crucial teacher characteristics. Making comparisons between for example authorized and unauthorized teachers has been shown to be problematic. There is vast research in this field which is characterized by severe methodological problems, e.g. with respect to drawing causal conclusions from cross-sectional observational data. For example, no correlation between student achievement and various resource factors has been found in some studies (e.g. Hanushek, 1997), whereas others found a positive correlation (e.g. Greenwald, Hedges & Laine, 1996).

A teacher effect on student achievement is, however, well manifested (e.g., Gustafsson, 2003; Gustafsson & Myrberg, 2002; Johansson, Myrberg, & Rosén, 2015; Nye, Konstantopoulus, & Hedges, 2004; Rockoff, 2004), and the results also suggest that lower achieving students, as for example immigrants, are the more likely to benefit from increases in teacher effectiveness (e.g., Sanders, 1998). Teacher quality is, furthermore, one of the resource factors that explains most of the increase in performance differences between schools in Sweden (Björklund, Fredriksson, Gustafsson, & Öckert, 2010, Ch 7; Gustafsson & Myrberg, 2002). The general reduction in teacher quality in Sweden the last decades (SOU 2014:05), and the decreased equality of allocation of teacher competence between schools (Hansson & Gustafsson, 2016; OECD, 2013), supports these results. However, the variation between student outcomes that different teachers are achieving (Hanushek, 2003) needs to be further problematized and discussed. Teacher knowledge and skills, teacher training and teaching experience are examples of characteristics highlighted in different meta-studies (e.g., Greenwald, Hedges & Laine, 1996), that should be subject of such an investigation.

This study intends to develop a precise and differentiated description of teacher quality for use in future analyses of relations between teacher competence and educational results, with focus on interactions with student composition of schools due to students’ socio-economic and migration backgrounds. The description is among other factors focusing on teacher’s basic knowledge, subject-related and pedagogical training, and type of teacher training program. One aim is to investigate the variation over time in access to qualified teachers and the variation in teacher qualifications between schools. In further analyses, the significance of the teacher characteristics for literacy and mathematics in grades 1 to 6 will be focused.

Overall, the project, which this study is a part of, is expected to generate insights about essential conditions for effective and equitable teaching in Swedish and mathematics in primary school, and about distributions of teacher competence across schools with different student composition.

Keywords
teacher quality, teacher education, teacher characteristics, teacher competence, equality
National Category
Pedagogy
Research subject
Education and Learning, Betydelsen av lärarkompetens för elevers skolprestationer: Effektiv och rättvis undervisning i svenska och matematik
Identifiers
urn:nbn:se:du-28885 (URN)
Conference
ECER, Bolzano, Italy, September 2018
Funder
Swedish Research Council, 2016-03636
Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2018-11-12Bibliographically approved
Tjernberg, C. & Alatalo, T. (2018). Fokusskiften i skrivundervisningen. Stockholm: Skolverket
Open this publication in new window or tab >>Fokusskiften i skrivundervisningen
2018 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2018. p. 10
Series
Skolverkets Läslyftsmodul: Tidig skrivundervisning. Del 8. Fokusskiften i skrivundervisning
Keywords
tidigt skrivande, form, innehåll, funktion, fokusskiften
National Category
Pedagogical Work
Research subject
Education and Learning, Förskollärares och lärares uppfattning om undervisning och lärande i förskoleklass
Identifiers
urn:nbn:se:du-27839 (URN)
Available from: 2018-06-13 Created: 2018-06-13 Last updated: 2018-08-22Bibliographically approved
Alatalo, T. (2018). Livet i Bokstavslandet: Lärarhandledning åk 1 (3ed.). Stockholm: Liber
Open this publication in new window or tab >>Livet i Bokstavslandet: Lärarhandledning åk 1
2018 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Liber, 2018. p. 170 Edition: 3
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-27719 (URN)9789147128556 (ISBN)
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-12-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2130-4797

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