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Swärd, Ann-Katrin
Publications (8 of 8) Show all publications
Swärd, A.-K. (2014). Ett renoveringsarbete - varför blev det så? (1ed.). In: Fischbein, Siv (Ed.), Ungdomar läser och skriver - specialpedagogiska perspektiv: (pp. 121-134). Lund: Studentlitteratur
Open this publication in new window or tab >>Ett renoveringsarbete - varför blev det så?
2014 (Swedish)In: Ungdomar läser och skriver - specialpedagogiska perspektiv / [ed] Fischbein, Siv, Lund: Studentlitteratur , 2014, 1, p. 121-134Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2014 Edition: 1
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-23934 (URN)978-91-44-08337-7 (ISBN)
Note

Bokens redaktör är Siv Fischbein

Available from: 2014-05-30 Created: 2014-05-30 Last updated: 2014-05-30
Swärd, A.-K. (2012). Improve students' self-esteem through Re-learning in Reading and Writing. The European Journal of Social & Behavioural Science, 2(2), 317-338
Open this publication in new window or tab >>Improve students' self-esteem through Re-learning in Reading and Writing
2012 (English)In: The European Journal of Social & Behavioural Science, ISSN 2301-2218, Vol. 2, no 2, p. 317-338Article in journal (Refereed) Published
Abstract [en]

When students’ fail in their reading and writing development it also affects their self-esteem and self-confidence. Too many students in Sweden fail in literacy development and therefore don’t reach the goal stated in the curriculum. Their future education will not be what students had wished, instead they are more or less forced to enter an individual program at high school or quit after nine year in compulsory school. Many of these students have low self-esteem and self-confidence and their self-efficacy are also low when entering high school. The aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what four teachers and their students in high school actually do when working with reading and writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show how teacher and students strive to increase and ensure every student in their reading and writing skills through what is labelled didactic arranging. Teachers’ systematic work with reading and writing, their self-efficacy and beliefs in every student’s possibilities helps students to increase their self-esteem and self-confidence.

Keywords
Grounded Theory; literacy; special education; reading instruction; self-esteem, self-confidence, self- efficacy
National Category
Humanities
Identifiers
urn:nbn:se:hj:diva-22856 (URN)
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2014-06-19Bibliographically approved
Swärd, A.-K. (2012). Re-learning in Reading and Writing – is it Possible?. In: Zafer Bekirogullari (Ed.), International Conference on Education & Educational Psychology (ICEEPSY 2012). Paper presented at Education and Educational Psychology (ICEEPSY 2012) (pp. 104-113).
Open this publication in new window or tab >>Re-learning in Reading and Writing – is it Possible?
2012 (English)In: International Conference on Education & Educational Psychology (ICEEPSY 2012) / [ed] Zafer Bekirogullari, 2012, p. 104-113Conference paper, Published paper (Refereed)
Abstract [en]

Increasing failing in reading and writing among student in Swedish schools results in that many students can’t reach the goal stated in the curriculum in compulsory school. Therefore they are forced to enter an individual program at the upper secondary school. The specific aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what two teachers and their students in one class in upper secondary school actually do when working with re-reading and re-writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show that these teachers strived systematically to ensure every student's reading and writing development through what is labeled didactic arranging. Teachers, students and the didactic procedures are shown to be in constant interaction. It was also found to be important that the teachers believed that every student could re- learn reading and writing and help them to believe in their re-learning so they could increase their low self-esteem and self-confidence.

Series
Procedia - Social and Behavioral Sciences ; 69
Keywords
Literacy, Special Education, Reading research, Readin instruction
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-19927 (URN)10.1016/j.sbspro.2012.11.388 (DOI)
Conference
Education and Educational Psychology (ICEEPSY 2012)
Available from: 2013-01-07 Created: 2012-11-28 Last updated: 2013-01-18Bibliographically approved
Swärd, A.-K. (2012). Re-learning in Reading and Writing – is it possible?. Procedia - Social and Behavioral Sciences, 69(24), 104-113
Open this publication in new window or tab >>Re-learning in Reading and Writing – is it possible?
2012 (English)In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 69, no 24, p. 104-113Article in journal (Refereed) Published
Abstract [en]

Increasing failing in reading and writing among student in Swedish schools results in that many students can’t reach the goal stated in the curriculum in compulsory school. Therefore they are forced to enter an individual program at the upper secondary school. The specific aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what two teachers and their students in one class in upper secondary school actually do when working with re-reading and re-writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show that these teachers strived systematically to ensure every student's reading and writing development through what is labeled didactic arranging. Teachers, students and the didactic procedures are shown to be in constant interaction. It was also found to be important that the teachers believed that every student could re- learn reading and writing and help them to believe in their re-learning so they could increase their low self-esteem and self-confidence.

Keywords
Grounded Theory, literacy, education, special education, reading research, reading instruction
National Category
Humanities
Identifiers
urn:nbn:se:hj:diva-22855 (URN)10.1016/j.sbspro.2012.11.388 (DOI)000317131400013 ()
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-12-06Bibliographically approved
Swärd, A.-K. (2010). Säkerställa skriftspråklighet - vad kan det innebära?. Dyslexi - aktuellt om läs- och skrivsvårigheter, 15(4), 9-11
Open this publication in new window or tab >>Säkerställa skriftspråklighet - vad kan det innebära?
2010 (Swedish)In: Dyslexi - aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, Vol. 15, no 4, p. 9-11Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Stockholm: Svenska dyslexiföreningen, 2010
Keywords
literacy, skriftspråklighet, läs- och skrivundervisning
Identifiers
urn:nbn:se:hj:diva-14176 (URN)
Available from: 2011-01-04 Created: 2010-12-31 Last updated: 2011-01-04Bibliographically approved
Swärd, A.-K. (2010). Vad erfarna och skickliga lärare gör när de arbetar med läs- och skrivundervisning. Specialpedagogisk tidskrift - att undervisa (1), 17-18
Open this publication in new window or tab >>Vad erfarna och skickliga lärare gör när de arbetar med läs- och skrivundervisning
2010 (Swedish)In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 1, p. 17-18Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Stora Mellösa: Svenska förbundet för specialpedagogik, 2010
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-14179 (URN)
Available from: 2011-01-04 Created: 2010-12-31 Last updated: 2013-06-26Bibliographically approved
Swärd, A.-K. (2009). Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer. Vår skola. Specialundervisning (2), 4-7, 25-27
Open this publication in new window or tab >>Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer
2009 (Swedish)In: Vår skola. Specialundervisning, ISSN 0284-6829, no 2, p. 4-7, 25-27-Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Vaxholm: Vår Skola, 2009
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-14178 (URN)
Available from: 2011-01-04 Created: 2010-12-31 Last updated: 2014-01-17Bibliographically approved
Swärd, A.-K. (2008). Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer. (Doctoral dissertation). Stockholm: US-AB
Open this publication in new window or tab >>Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer
2008 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Ensuring Literacy through ’Didactic Arranging’

The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data. The data has been gathered from studying how teachers in their practice use didactic innovation along with their own professional competence. The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research),  in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing. The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled didactic arranging. The organizational framework where these teachers work means that they have to navigate between constrained spaces and liberated spaces. Their work is about discontinuity and continuity, about scheduling and teamwork, about collaboration and didactic isolation. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ – expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development and signals where early extra support may be necessary. Teacher competency is judged as being more important than the method itself. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn and be ready to match adequate support to pupils needs as early as possible but also later, if found necessary. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress. 

Keywords: Grounded Theory, the Witting Method, method, literacy, education, special education, reading research, reading instruction.

Place, publisher, year, edition, pages
Stockholm: US-AB, 2008. p. 222
Keywords
Special Education, Specialpedagogik
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-12962 (URN)978-91-7155-706-3 (ISBN)
Public defence
K-aulan, Rålambsvägen 35, Campus Konradsberg, Stockholm (Swedish)
Opponent
Supervisors
Available from: 2010-09-17 Created: 2010-08-25 Last updated: 2010-09-17Bibliographically approved
Organisations

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