Social bakgrund och studieframgång i skolans svenskämne : en kvalitativ studie om läs- och skrivundervisning för elever från studieovana hem
Social background and study performance in the Swedish language subject : a qualitative study of reading and writing instruction for students from non-academic homes
Author
Summary, in English
Translated title: Social background and study performance in the Swedish language subject – a qualitative study of reading and writing instruction for students from non-academic homes
English abstract: National grade statistics show that students whose parents do not have a post-secondary education tend to leave compulsory school with lower grades than students with academically qualified parents. The differences in performance are large in all core subjects, but above all in the Swedish language subject (see SIRIS 2020). Therefore, the purpose of the present study is to investigate how the Swedish language subject's reading and writing instruction can be designed to support
students with less academically qualified parents to a greater extent. Through qualitative interviews with nine Swedish language teachers, teaching strategies and organizational conditions considered successful to meet the students' individual needs are made visible. The study's informants have been selected according to a criteria-based selection, and grade statistics from each school have been used to form two selection groups with maximum variation. Subsequently, a comparative analysis was performed within and between the two sample groups. The empirical
material has been coded according to a phenomenological method and then analyzed in relation to Bernstein's code theory and current research.
The results show that the two selection groups have different opportunities to offset differences in students' ability to assimilate the education. In the selection group with a higher final grade in the Swedish language subject, the interviewed teachers expressed they have good conditions to support students of less academically qualified parents. They had a reflective attitude and advocated the benefits of explicit teaching. However in the selection group with a lower final grade, a higher degree of implicit teaching and organizational shortcomings were described, which made the teachers' compensatory work more difficult. Thus, teachers 'opportunities to compensate for parents' level of education depend on the school's organizational conditions and an explicit pedagogy.
English abstract: National grade statistics show that students whose parents do not have a post-secondary education tend to leave compulsory school with lower grades than students with academically qualified parents. The differences in performance are large in all core subjects, but above all in the Swedish language subject (see SIRIS 2020). Therefore, the purpose of the present study is to investigate how the Swedish language subject's reading and writing instruction can be designed to support
students with less academically qualified parents to a greater extent. Through qualitative interviews with nine Swedish language teachers, teaching strategies and organizational conditions considered successful to meet the students' individual needs are made visible. The study's informants have been selected according to a criteria-based selection, and grade statistics from each school have been used to form two selection groups with maximum variation. Subsequently, a comparative analysis was performed within and between the two sample groups. The empirical
material has been coded according to a phenomenological method and then analyzed in relation to Bernstein's code theory and current research.
The results show that the two selection groups have different opportunities to offset differences in students' ability to assimilate the education. In the selection group with a higher final grade in the Swedish language subject, the interviewed teachers expressed they have good conditions to support students of less academically qualified parents. They had a reflective attitude and advocated the benefits of explicit teaching. However in the selection group with a lower final grade, a higher degree of implicit teaching and organizational shortcomings were described, which made the teachers' compensatory work more difficult. Thus, teachers 'opportunities to compensate for parents' level of education depend on the school's organizational conditions and an explicit pedagogy.
Department/s
Publishing year
2021
Language
Swedish
Full text
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Document type
Student publication for Master's degree (one year)
Topic
- Languages and Literatures
Keywords
- kompensatoriskt uppdrag
- social bakgrund
- föräldrars utbildningsnivå
- explicit undervisning
- läs- och skrivundervisning
- compensatory education
- social background
- parents' level of education
- explicit teaching
- write and reading instruction
Supervisor
- Anna W Gustafsson (PhD)