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Using inclusion, high demands and high expectations to resist the deficit syndrome: a study of eight Grade three classes overachieving in reading
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
2009 (English)In: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 43, no 1, 43-49 p.Article in journal (Refereed) Published
Abstract [en]

The main objective of this study was to explore how teachers and classroom factors contribute to students' successful literacy learning. Eight Grade three classes, achieving at higher levels than expected with regard to socio-economic background and language factors, were identified in a multicultural Stockholm district and statistically described. In-depth interviews were performed to add the teachers' voices in order to get fuller descriptions of classroom life about literature-based work and the creation of an inclusive classroom climate. The teachers' narratives illustrate how resistance to the deficit syndrome and avoidance of colour blindness were enacted in the classrooms and contributed to create positive conditions for literacy learning. The results indicated inclusion, high demands and high expectations as key concepts depicting these classrooms. The findings are discussed in relation to Vygotsky's theories, Bernstein's code theory, and critical language theory.

Place, publisher, year, edition, pages
Wily , 2009. Vol. 43, no 1, 43-49 p.
Keyword [en]
Literacy learning, teacher expectations, deficit syndrome, colour blindness
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-53452DOI: 10.1111/j.1741-4369.2009.00503.xOAI: oai:DiVA.org:liu-53452DiVA: diva2:288875
Available from: 2010-01-22 Created: 2010-01-22 Last updated: 2017-12-12
In thesis
1. Reading for Life: Three Studies of Swedish Students’ Literacy Development
Open this publication in new window or tab >>Reading for Life: Three Studies of Swedish Students’ Literacy Development
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Läsa för livet : Tre studier av svenska barns läsutveckling
Abstract [en]

The aim of this thesis is to explore school classes with a higher level of achievement in reading than could be expected, with regard to socio-economic background factors and language background. What do those classes practice? Which attitudes towards reading and schooling do those children and their teachers display? The teacher and the classroom environment are in particular focus. The thesis is based on three studies. Firstly, over-achieving and underachieving grade three-classes in reading are compared in a large-scale statistical study. Reading tests, student questionnaires and teacher questionnaires provided data. The results indicate that a positive classroom climate, frequent voluntary reading, the use of authentic literature and many years of teaching experience characterise the over-achieving classes. In a second study eight over-achieving classes, in the same data material were in focus. The schools were located in a low-income, low-education multicultural suburban area. In-depth interviews were performed with adults active in those classes at the time of the data collection. The joint analyses of quantitative and qualitative data indicate that teachers’ ways of relating to their students is important as the Deficit Discourse is replaced by future oriented pedagogy with features such as aesthetic activities, dynamic assessment, strong raming, abundant reading of fiction and a lot of writing. In a third smaller, qualitative study five young university students, former students in one of the targeted classes in the second study, were interviewed in-depth about their school experiences and their Future Time Perspective. The informants emphasize the importance of being acknowledged in school, reading competency and knowledge of oral and written Swedish as factors for success.

Abstract [sv]

Syftet med avhandlingen är att utforska de faktorer som bidrar till att vissa skolklasser presterar på högre nivåer i läsning än vad man skulle kunna förvänta med hänsyn till socioekonomiska bakgrundsfaktorer och språkbakgrund. Hur arbetar dessa klasser? Vilka uppfattningar och attityder visavi läsning och skola kännetecknar dessa barn och deras lärare? Framför allt fokuseras läraren och undervisningen. Avhandlingen baserar sig på tre studier. I en första storskalig statistisk studie jämförs över- och underpresterande klasser i läsning i skolår tre. Lästester, lärarenkäter och elevenkäter låg till grund för analyserna. Resultaten indikerar ett positivt klassrumsklimat, höga frekvenser av fritidsläsning, autentisk litteratur i undervisningen samt lärares långa yrkeserfarenhet som karaktäristika. I en andra uppföljande studie, fokuserades åtta överpresterande klasser i samma datamaterial, i ett multikulturellt förortsområde med låga utbildnings- och inkomstnivåer. I denna studie djupintervjuades även vuxna som varit aktiva i de överpresterande klasserna under tiden för datainsamlingen. De samlade analyserna av kvalitativa och kvantitativa data indikerar att lärares förhållningssätt intar en nyckelroll, då ett brist-synsätt ersatts av framtidsorienterad pedagogik, med inslag som estetisk verksamhet, dynamisk utvärdering, fasta strukturer, riklig läsning av skönlitteratur och eget skrivande. I en tredje, mindre, kvalitativ studie djupintervjuas tidigare elever från en av de undersökta klasserna, nu unga vuxna i början av sin akademiska karriär, om sin skolgång och sitt framtidsperspektiv. Informanterna betonar värdet av att få lyckas, att bli sedd och uppskattad för den man är, samt hemtamhet med litteratur och svenska språket i tal och skrift som framgångsfaktorer.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2010. 103 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 149
Keyword
Literacy, fiction, second language learning, the deficit discourse, scaffolding, Läsning, skönlitteratur, andraspråksinlärning, bristdiskurs, stöttning
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-53456 (URN)978-91-7393-455-8 (ISBN)
Public defence
2010-01-28, 101, hus I, Campus Valla, Linköpings universitet, Linköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2010-01-22 Created: 2010-01-22 Last updated: 2010-01-22Bibliographically approved

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