Change search
Link to record
Permanent link

Direct link
Publications (3 of 3) Show all publications
Malmqvist, J., Atterström, A. & Swärd, A.-K. (2024). But was it Trustworthy?: Methodological Experiences From a Study of a Hard-to-Reach Group of Students in Need of a Flexible Research Approach. International Journal of Qualitative Methods, 23, Article ID 16094069241234805.
Open this publication in new window or tab >>But was it Trustworthy?: Methodological Experiences From a Study of a Hard-to-Reach Group of Students in Need of a Flexible Research Approach
2024 (English)In: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 23, article id 16094069241234805Article in journal (Refereed) Published
Abstract [en]

Pedagogical research on experiences of learning among students with severe speech and physical impairment (SSPI) is sparse. This may be due to a lack of research-on-research methodology literature about students with SSPI, as they are difficult to find and there are barriers to their participation in mainstream research. Hence, method development is especially important regarding these students, who cannot participate when traditional inquiry methods are used. This article's objective is therefore to advance method development by means of a retrospective investigation. The empirical findings consist of documented experiences from a previous study of students with SSPI (henceforth, "literacy study"). A computer-assisted email dialogue technique was developed in the literacy study's pilot study and eventually used in the main study, to investigate the students' experiences of their literacy development. The aim of this study is to retrospectively and critically examine the scientific trustworthiness of a methodological research approach based on an email dialogue technique used exploratively in the literacy study, to investigate the literacy development among the students grounded in their own experiences, and to contribute methodological experiences gained from that study regarding the relationship between the use of verification strategies and checking techniques. The computer-assisted email dialogue approach was necessary because the few participants were spread over great geographical distances. The approach was developed as an explorative and flexible inclusive research design and was used within the tradition of participatory research. The students in both the pilot and main studies (8-16 years of age) were treated as collaborators rather than research subjects. Both the verification strategies and techniques regarding trustworthiness criteria were found to be important for trustworthiness. The main conclusion, based on our experiences in this retrospective investigation, is that it is necessary to continuously and thoroughly focus on trustworthiness issues throughout the research process to obtain trustworthy findings.

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
methods in qualitative inquiry, narrative research, emancipatory research, conversation analusis, case study
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-63721 (URN)10.1177/16094069241234805 (DOI)001164617600001 ()2-s2.0-85185668006 (Scopus ID)HOA;;940264 (Local ID)HOA;;940264 (Archive number)HOA;;940264 (OAI)
Funder
Sven Jerring Foundation
Available from: 2024-03-01 Created: 2024-03-01 Last updated: 2024-03-11Bibliographically approved
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
Atterström, L. & Atterström, A. (2020). Jag hör inte hemma i någon annan värld. In: A.-K. Swärd, S. Fischbein & M. Reichenberg (Ed.), Positiv specialpedagogik: Teorier och tillämpningar (pp. 119-136). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Jag hör inte hemma i någon annan värld
2020 (Swedish)In: Positiv specialpedagogik: Teorier och tillämpningar / [ed] A.-K. Swärd, S. Fischbein & M. Reichenberg, Lund: Studentlitteratur AB, 2020, p. 119-136Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-51141 (URN)9789144137544 (ISBN)
Available from: 2020-12-04 Created: 2020-12-04 Last updated: 2020-12-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1148-7945

Search in DiVA

Show all publications