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Atterström, A., Malmqvist, J., Anderberg, E. & Swärd, A.-K. (2023). Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment. International journal of disability, development and education, 70(6), 1101-1119
Open this publication in new window or tab >>Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
2023 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 70, no 6, p. 1101-1119Article in journal (Refereed) Published
Abstract [en]

Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Augmentative and alternative communication communication (AAC), capability approach, reading, self-efficacy, severe speech and physical impairment (SSPI), writing
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-54202 (URN)10.1080/1034912X.2021.1940880 (DOI)000675284900001 ()2-s2.0-85111111978 (Scopus ID)HOA;;757047 (Local ID)HOA;;757047 (Archive number)HOA;;757047 (OAI)
Funder
Clas Groschinski Memorial FoundationStiftelsen Folke Bernadottes minnesfond
Available from: 2021-08-11 Created: 2021-08-11 Last updated: 2023-09-04Bibliographically approved
Ylenfors, M., Malmqvist, J., Möllås, G. & Rack, J. (2022). Arbete för flerspråkiga elever som möter svårigheter i läs- och skrivutveckling – en enkätstudie. Nordic Journal of Literacy Research, 8(2), 82-105
Open this publication in new window or tab >>Arbete för flerspråkiga elever som möter svårigheter i läs- och skrivutveckling – en enkätstudie
2022 (Swedish)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 8, no 2, p. 82-105Article in journal (Refereed) Published
Abstract [sv]

Elever med utländsk bakgrund presterar genomsnittligt lägre i läsförståelse än elever med inhemsk bakgrund. Föreliggande studie ämnar bidra med kunskap om skolors arbete med flerspråkiga elever som möter svårigheter med läsning och skrivning. Syftet med studien var att undersöka hur grundskolor i en kommun beskriver hur de arbetar med att förebygga läs- och skrivsvårigheter, identifiera läs- och skrivsvårigheter samt hur de arbetar med stödinsatser för att utveckla elevers läs- och skrivförmåga. En webbenkät skickades till samtliga skolor i en kommun. En litteracitetsmodell, som innefattar olika aspekter av läsning och skrivning med utgångspunkt i ett sociokulturellt perspektiv, användes för att analysera kodknäckande och meningsskapande undervisningspraktiker. Resultaten visar på ett behov av att utveckla skolornas arbete inom två viktiga områden. Det första är att utveckla arbetet med att tillvarata flerspråkiga elevers olika språkliga och sociokulturella resurser samt deras erfarenheter. Det andra är att förbättra samarbetet med modersmålslärare och studiehandledare. Studiens huvudslutsats är att skolor, genom att tillvarata elevers olika språkliga och kulturella resurser, rimligtvis kan förbättra stödet till flerspråkiga elever i deras läs-och skrivutveckling.

Abstract [en]

Schools’ teaching practices for multilingual pupils experiencing difficulties in their literacy development process

The aim of the present study is to investigate how the elementary schools in one municipality describe how they work to prevent difficulties with literacy development, to identify specific reading and writing difficulties among multilingual pupils and how they work to develop their literacy skills. A questionnaire was sent to all schools in the municipality (response rate, 77 %). A literacy model within a sociocultural theoretical framework was used in the analysis of codebreaking and meaning-making practices. The results show the need for schools to improve their capability in two crucial areas: firstly, to better utilize the students’ different linguistic resources and sociocultural experiences, and secondly to improve the collaboration with mother tongue teachers and study guidance tutors. The main conclusion is that the schools can improve their practices by taking advantage of the students’ linguistic resources to a greater extent, which plausibly can support these students’ literacy development.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2022
Keywords
multilingual students; preventive work; identifying; reading and writing difficulties; support, flerspråkiga elever; förebyggande arbete; identifiering; läs- och skrivsvårigheter; stödinsatser
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-59269 (URN)10.23865/njlr.v8.3197 (DOI)GOA;;851049 (Local ID)GOA;;851049 (Archive number)GOA;;851049 (OAI)
Available from: 2023-01-02 Created: 2023-01-02 Last updated: 2023-08-15Bibliographically approved
Malmqvist, J., Möllås, G., Hellberg, K. & Hammarqvist, S. (2022). Specialpedagogers arbete med likvärdighet. In: A. Öhman (Ed.), Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik: (pp. 201-226). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Specialpedagogers arbete med likvärdighet
2022 (Swedish)In: Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik / [ed] A. Öhman, Lund: Studentlitteratur AB, 2022, p. 201-226Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-63817 (URN)9789144155098 (ISBN)
Available from: 2024-03-14 Created: 2024-03-14 Last updated: 2024-03-14Bibliographically approved
Lövström, A., Malmqvist, J. & Olteanu, C. (2021). Different student achievement profiles in a learning study about integers: are the students included?. International Journal for Lesson and Learning Studies, 10(1), 17-32
Open this publication in new window or tab >>Different student achievement profiles in a learning study about integers: are the students included?
2021 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 10, no 1, p. 17-32Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore to what extent students with such profiles participate in inclusive teaching and learning practices.

Design/methodology/approach: Data from a previous learning study are re-analysed, supported by a framework that enables the investigation of inclusive practices. In the present study, inclusion and achievement are viewed as interrelated, meaning that student achievement must be incorporated in the definition of inclusion. The analysis is based on documentation of a video-recorded lesson and on identical tests conducted before and after the lesson.

Findings: The general framing of the learning study indicates an inclusive practice, while pre- and post-test achievement together with data from the lesson reveal a mixed picture concerning student achievement and inclusion. The analysis of the pre- and post-test results for the 16 students in the class indicates considerable diversity in student achievement, resulting in four achievement profiles. The main conclusion is that some students gained from participating in the learning study lesson while others did not. The extensive analysis of four students' participation, one for each profile, shows that differences in student achievement are related to the extent to which students participate in inclusive teaching and learning practices.

Originality/value: While previous research on learning studies has mainly considered average student achievement, this study focuses on individual variation in achievement and the reasons for it, a matter largely neglected in previous learning study research.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2021
Keywords
Achievement, Inclusion, Inclusive classroom practice, Integers, Learning study, Participation
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-50994 (URN)10.1108/IJLLS-06-2020-0036 (DOI)000590948000001 ()2-s2.0-85095717515 (Scopus ID)
Available from: 2020-11-16 Created: 2020-11-16 Last updated: 2022-10-11Bibliographically approved
Malmqvist, J. (2021). The PRU: The solution for whom?. Education Sciences, 11(9), Article ID 545.
Open this publication in new window or tab >>The PRU: The solution for whom?
2021 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 11, no 9, article id 545Article in journal (Refereed) Published
Abstract [en]

In Sweden, pupil referral units (PRUs) have been recommended by the government, suggesting that “inclusion has gone too far”. This governmental recommendation is not based on research focusing on PRUs, as such research is sparse. Furthermore, there has been a lack of evaluations of the efficacy of PRUs, and no national evaluations of such provision have been undertaken. Furthermore, more attention must be paid to PRU students’ own perspectives and experiences as we lack knowledge of their needs and situation. This study aimed to investigate how educational needs have been and should be addressed in one PRU according to nine stakeholder groups, for example, current students, former students, parents, school staff, and various groups of people who, in their work, were responsible for deciding about the PRU (e.g., chief education officers or politicians) or supporting the PRU (e.g., school healthcare unit staff). Comparative analysis of all groups’ perceptions considered similarities and differences of views of this topic. Preliminary results indicate substantial between-and within-group variation concerning the purpose of the PRU and uncertainty about educational quality, partly due to insufficient documentation. Some students described a “Catch-22”: having been told to catch up educationally with peers and that PRU placement would help in this, they were disappointed, as the emphasis on non-educational practices impeded catching up.

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
Inclusion, Inclusive education, PRU, Segregation, Special education, Special needs education, Stakeholder
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-54747 (URN)10.3390/educsci11090545 (DOI)000699288400001 ()2-s2.0-85115124114 (Scopus ID)GOA;;767752 (Local ID)GOA;;767752 (Archive number)GOA;;767752 (OAI)
Available from: 2021-09-27 Created: 2021-09-27 Last updated: 2021-10-11Bibliographically approved
Tideman, M., Lövgren, V. & Malmqvist, J. (2020). Övergången från ung till vuxen för personer med funktionsnedsättning: en kartläggning av detvetenskapliga kunskapsläget. Stockholm: Forte – Forskningsrådet för hälsa, arbetsliv och välfärd
Open this publication in new window or tab >>Övergången från ung till vuxen för personer med funktionsnedsättning: en kartläggning av detvetenskapliga kunskapsläget
2020 (Swedish)Report (Refereed)
Abstract [sv]

Att gå från att vara ungdom till att bli vuxen kan innebära en rad förändringar, som att flytta hemifrån, börja studera eller arbeta, skapa nya relationer och kanske träffa en partner. Men det handlar också om att möta högre krav på att fatta egna beslut och ta ansvar för beslutens konsekvenser. Med andra ord: att etablera sig som vuxen innebär såväl möjligheter som utmaningar för unga människor. Detta gäller givetvis också för unga som lever med olika typer och grader av funktionsnedsättning. Den här kunskapsöversikten redovisar forskningsbaserad kunskap om övergången från ungdoms- till vuxenliv för personer med funktionsnedsättning.

Abstract [en]

The transition from adolecense to adulthood includes several changes, such as completing school, leaving home and start working. It also involves establishing new relationships, meeting a partner, having your own family and shaping a new identity as an adult. This transition may for some young adults, and especially for some young adults with disabilities, involve challenges. In the present study, a broad mapping of the scientific knowledge about the transition for young adults with disabilities has been completed. The study focuses specifically on conditions for transition, for instance different supporting measures, and outcomes such as social relationships and employment.

The aim of the study is to review the state of art in transition research, from childhood to adulthood, for young adults with disabilities.

Place, publisher, year, edition, pages
Stockholm: Forte – Forskningsrådet för hälsa, arbetsliv och välfärd, 2020. p. 62
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48553 (URN)978-91-88561-34-3 (ISBN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2020-05-28 Created: 2020-05-28 Last updated: 2021-01-14Bibliographically approved
Malmqvist, J., Hellberg, K., Möllås, G., Rose, R. & Shevlin, M. (2019). Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies. International Journal of Qualitative Methods, 18, Article ID 1609406919878341.
Open this publication in new window or tab >>Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies
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2019 (English)In: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 18, article id 1609406919878341Article in journal (Refereed) Published
Abstract [en]

During the development of research to compare the processes and impact of inclusive education in Sweden with results obtained from a study undertaken in Ireland, a pilot study was conducted and documented. The pilot study had three aims: (1) to gather data to provide guidance for a substantive study adapted to Swedish conditions through modification of Irish research procedures and instruments, (2) to critically interrogate how we as researchers could most effectively conduct a pilot study utilizing observational and video-recorded data, and (3) to use the Irish theoretical model as a tool of analysis for studying inclusion in two Swedish schools. Although pilot studies are frequently conducted to assess the efficacy of research instruments for use in qualitative research projects, few publications have drawn upon empirical findings related to such studies. Additionally, while methodological texts recommend the use of pilot studies in qualitative research, there is a lack of reported research focusing on how to conduct such pilot studies. We argue that our methodological findings may contribute to greater awareness of the important role that a pilot study may have for full-scale qualitative research projects, for example, in case study research where semi-structured qualitative interviews are used. This argument is based on the assumption that researchers, and especially novice researchers, having conducted a pilot study will be better informed and prepared to face the challenges that are likely to arise in the substantive study and more confident in the instruments to be used for data collection. A proper analysis of the procedures and results from the pilot study facilitates the identification of weaknesses that may be addressed. A carefully organized and managed pilot study has the potential to increase the quality of the research as results from such studies can inform subsequent parts of the research process.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
case study, methods in qualitative inquiry, qualitative evaluation, interpretive description, mixed methods
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hj:diva-46529 (URN)10.1177/1609406919878341 (DOI)000487795400001 ()2-s2.0-85073061865 (Scopus ID)GOA HLK 2019;HLKLPSIS (Local ID)GOA HLK 2019;HLKLPSIS (Archive number)GOA HLK 2019;HLKLPSIS (OAI)
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2024-01-17Bibliographically approved
Malmqvist, J. & Möllås, G. (2019). Enhancing equity through an intervention?. In: Abstract book: . Paper presented at NERA 2019, Education in a Globalized World, Uppsala, Sweden, 6-8 March 2019 (pp. 370-371).
Open this publication in new window or tab >>Enhancing equity through an intervention?
2019 (English)In: Abstract book, 2019, p. 370-371Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-43703 (URN)
Conference
NERA 2019, Education in a Globalized World, Uppsala, Sweden, 6-8 March 2019
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2021-01-14Bibliographically approved
Möllås, G. & Malmqvist, J. (2019). Intensivstöd, en intervention i Jönköpings kommun med syfte att öka fyra skolors måluppfyllelse samt att uppfylla skollagens kompensatoriska uppdrag. Jönköping: Jönköping University, School of Education and Communication
Open this publication in new window or tab >>Intensivstöd, en intervention i Jönköpings kommun med syfte att öka fyra skolors måluppfyllelse samt att uppfylla skollagens kompensatoriska uppdrag
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Jönköping: Jönköping University, School of Education and Communication, 2019. p. 32
Series
Forskningsrapporter från Högskolan för lärande och kommunikation ; 13
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47064 (URN)978-91-88339-25-6 (ISBN)
Available from: 2019-12-11 Created: 2019-12-11 Last updated: 2021-01-14Bibliographically approved
Malmqvist, J. & Bagga-Gupta, S. (2019). Provision of support and services in compulsory education in Sweden. School placement patterns of pupils with ADHD or hearing difficulties. In: : . Paper presented at European Conference on Educational Research (ECER), “Education in an Era of Risk – the Role of Educational Research for the Future?”, September, 3-6, 2019, Hamburg, Germany.
Open this publication in new window or tab >>Provision of support and services in compulsory education in Sweden. School placement patterns of pupils with ADHD or hearing difficulties
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47069 (URN)
Conference
European Conference on Educational Research (ECER), “Education in an Era of Risk – the Role of Educational Research for the Future?”, September, 3-6, 2019, Hamburg, Germany
Available from: 2019-12-12 Created: 2019-12-12 Last updated: 2021-01-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8598-3365

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