Forskning och utveckling kategorier
Månadens forskare: Andreas Bergh
Att utbildning kan bidra till utveckling och förändring för både individer och samhälle, det är forskare Andreas Berghs stora drivkraft med sin forskning.
Forskning- och utvecklingsartiklar
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Forskning och utveckling kategorier
Motivating students with digital badges
Badges for students who reach specific learning milestones could be effective motivators, just as they are for scouting and for workers who seek to learn and prove new skills, Drexel University professor Stephanie Smith Budhai explains.
Forskning och utveckling kategorier
5 ways to elevate the effective teaching happening in your school
Principals can use these strategies to help all teachers on staff learn about the best teaching practices of their colleagues.
Forskning och utveckling kategorier
Betyg i årskurs 4 kan få elever att ge upp
I höst kan alla skolor som vill, ge betyg redan i årskurs fyra. Men forskare varnar för reformen: betyg får svaga elever att ge upp, tar viktig tid från undervisningen och kan öka skolsegregationen. Det finns heller inga belägg för att betyg sporrar tioåringar att prestera bättre i skolan.
Forskning och utveckling kategorier
Skrivuppgifterna som får eleverna att prestera bättre
Elever som skriver mer presterar bättre – även i ämnen som matematik och NO, visar en ny rapport. Bäst fungerar det för elever som får skriva analyserande och reflekterande texter.
Forskning och utveckling kategorier
FoU tidskrift källor
Didaktik modelling illustrated by sustainability teaching arrangements in preschool
This paper presents the research behind the formulation of a new didaktik model on waste and material resources in preschool. The research was part of an extensive collaborative R&D programme, involving close to 300 preschool teachers/managers and researchers, to build systematic knowledge on what may characterize teaching in preschool based on scientific grounds and proven experience.
Forskning och utveckling kategorier
Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching
The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment.
Forskning och utveckling kategorier
Didaktik attention. Preschool teaching from a didaktik and variation theory perspective using examples of mathematical aspects of programming
This article is based on a partial study of an R&D programme with various theory-informed teaching arrangements aimed at describing and further developing knowledge of what characterizes preschool teaching.
Forskning och utveckling kategorier
Didaktik informed teaching arrangements in preschool with a focus on movement
This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content, and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden.
Forskning och utveckling kategorier
Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool
The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned, conducted, and co-evaluated music teaching.
Forskning och utveckling kategorier
Didaktik in preschool: Critical-democratic and play-oriented
The paper presents a review process of Didaktik and curriculum theories, one that suggests that a German Bildung Didaktik approach seems to be suitable ground for the development of a critical-democratic Didaktik in preschool.
Forskning och utveckling kategorier
FoU tidskrift källor
Multivocal didaktik modelling in a collaborative conceptual replication study
This themed issue presents the results of a collaborative conceptual replication study based on a research and development (R&D) programme entitled “Multivocal teaching in preschools”. The issue is practically and theoretically positioned in a Continental–Nordic didaktik tradition, specifically a critical-reflective one.