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Lärares beskrivningar av undervisning för elever med grav språkstörning: Intervjustudie genomförd i grundskolans senare del, åk 7-9
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The main purpose of this study is to investigate which strategies teachers identify as important to help pupils with severe language disorder to succeed in comprehensive school. Another purpose is to explore how teachers motivate the connections between chosen strategies that support learning and the pupils’ achievements at school. Four research issues has been used: Which educational strategies do teachers use in classroom during teaching? How do teachers motivate their stance of chosen strategies during teaching? How do teachers explain the connection between chosen strategies and pupils achievements at school? How can collected data be interpreted and analyzed to clarify favorable strategies for learning? Qualitative method has been used for collecting data through semi-structured interviews with teachers working in comprehensive school. The teachers in this study are geographically well spread from the north of Sweden to the south of Sweden. The result in this study indicate that if teachers have a special educational approach, i.e. see environmental factors on teaching as their concern, it improves the students’ knowledges. The result also show that teachers choose strategies out of experience in order to facilitate pupils’ learning and improve their results at school.

Place, publisher, year, edition, pages
2015.
Keyword [en]
Comprehensive School, Special Education, Specific Language Impairment (SLI), Teachers Strategies
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-118881OAI: oai:DiVA.org:umu-118881DiVA: diva2:917360
Subject / course
Examensarbete Specialpedagogprogrammet
Educational program
Special Edcation Programme
Available from: 2016-04-07 Created: 2016-04-06 Last updated: 2016-04-07Bibliographically approved

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