Har alla elever möjlighet att lyckas? : En kvalitativ studie om hur lärare beskriver sitt tolkningsutrymme av kunskapskraven
(2019) SOPA63 20191School of Social Work
- Abstract
- Author: Jessica HauschildtTitle:Have all students the opportunity to succeed? -a qualitative study on how teachers disclosestheir interpretation space of the knowledge requirements[translate]Supervisor:Maria Bangura Arvidsson
The purpose of the paper was to investigate whether there were similarities and differences between how teachers described their interpretation space of the knowledge requirements. Collection of empirical data was done through four interviews with primaryschool teachers from different schools in the same municipality. In the analysis, new institutional theory and action theory were used as explanatory models.The result shows that there are differences in how much teachers experienced having interpretation space of... (More) - Author: Jessica HauschildtTitle:Have all students the opportunity to succeed? -a qualitative study on how teachers disclosestheir interpretation space of the knowledge requirements[translate]Supervisor:Maria Bangura Arvidsson
The purpose of the paper was to investigate whether there were similarities and differences between how teachers described their interpretation space of the knowledge requirements. Collection of empirical data was done through four interviews with primaryschool teachers from different schools in the same municipality. In the analysis, new institutional theory and action theory were used as explanatory models.The result shows that there are differences in how much teachers experienced having interpretation space of the knowledge requirements and that teachers described different structures about the assessment work.In my study, the teachers described that they themselves experienced a lack of knowledge about students with needs and problematized the lack of special educators and special teachers, which means that the students do not get the help they need.The teachers problematized the exception provision from two perspectives. That it is used even if the student's difficulties were not caused by their diagnosis, and that teachersperceive that there were those students who have problems but no established diagnosis.The result of the study indicates that there are differences in the pupils' opportunities to succeed depending on the school they attend. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8980903
- author
- Hauschildt, Jessica LU
- supervisor
- organization
- course
- SOPA63 20191
- year
- 2019
- type
- M2 - Bachelor Degree
- subject
- keywords
- Teacher experience in grading, teacher's interpretation space of knowledge requirements, teacher's strategies, knowledge requirements, grades, lärares upplevelse av betyg, lärares tolkningsutrymme av kunskapskrav, lärares strategier, kunskapskrav, betyg
- language
- Swedish
- id
- 8980903
- date added to LUP
- 2019-09-04 17:16:23
- date last changed
- 2019-09-04 17:16:23
@misc{8980903,
abstract = {{Author: Jessica HauschildtTitle:Have all students the opportunity to succeed? -a qualitative study on how teachers disclosestheir interpretation space of the knowledge requirements[translate]Supervisor:Maria Bangura Arvidsson
The purpose of the paper was to investigate whether there were similarities and differences between how teachers described their interpretation space of the knowledge requirements. Collection of empirical data was done through four interviews with primaryschool teachers from different schools in the same municipality. In the analysis, new institutional theory and action theory were used as explanatory models.The result shows that there are differences in how much teachers experienced having interpretation space of the knowledge requirements and that teachers described different structures about the assessment work.In my study, the teachers described that they themselves experienced a lack of knowledge about students with needs and problematized the lack of special educators and special teachers, which means that the students do not get the help they need.The teachers problematized the exception provision from two perspectives. That it is used even if the student's difficulties were not caused by their diagnosis, and that teachersperceive that there were those students who have problems but no established diagnosis.The result of the study indicates that there are differences in the pupils' opportunities to succeed depending on the school they attend.}},
author = {{Hauschildt, Jessica}},
language = {{swe}},
note = {{Student Paper}},
title = {{Har alla elever möjlighet att lyckas? : En kvalitativ studie om hur lärare beskriver sitt tolkningsutrymme av kunskapskraven}},
year = {{2019}},
}