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  • 1.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    A Swedish perspective on teaching ’literacy’2007In: Delta Kappa Gammas Europakonferens, 2007Conference paper (Refereed)
  • 2.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology.
    Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data.

    The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research), in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing.

    The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled ‘didactic arranging’. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ - expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress.

     

     

  • 3.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Att säkerställa skriftspråklighet genom medveten arrangering: Wittingmetodens tillämpning i några olika lärandemiljöer2009In: Vår skola. Specialundervisning, ISSN 0284-6829, no 2, p. 4-7-25-27Article in journal (Other academic)
  • 4.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Ensuring literacy2008In: Delta Kappa Gammas International Convent, 2008Conference paper (Refereed)
  • 5.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Ensuring literacy2008In: World Congress on Reading, 2008Conference paper (Refereed)
  • 6.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Ensuring Literacy through ‘ Didactic Arranging’2009In: European Regional Conference, 2009Conference paper (Refereed)
  • 7.
    Swärd, Ann-Katrin
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Ensuring Literacy through ‘Didactic Arranging’2010In: International Conference on Special Education, 2010Conference paper (Refereed)
  • 8.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Ensuring Literacy through ‘Didactic Arranging’2009Conference paper (Refereed)
  • 9.
    Swärd, Ann-Katrin
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Ensuring literacy through didactic arranging      : the Witting method set in context2010In: Focus on Europe, 2010Conference paper (Refereed)
  • 10.
    Swärd, Ann-Katrin
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Praxisnära forskning: skriftspråkligt arbete i några olika klassrumsmiljöer2010In: Svenska Dyslexiföreningens utbildningskonferens, 2010Conference paper (Refereed)
  • 11.
    Swärd, Ann-Katrin
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Säkerställa skriftspråklighet – vad kan det innebära? 2010In: Dyslexi, ISSN 1401-2480, no 4, p. 9-11Article in journal (Refereed)
  • 12.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    The Witting method:  a metacognitive perspective2008In: The Fifth Graduate Summer School for Literacy Research, 2008Conference paper (Refereed)
  • 13.
    Swärd, Ann-Katrin
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    The Witting method set in context2007In: Grounded Theory researach seminarium, 2007Conference paper (Refereed)
  • 14.
    Swärd, Ann-Katrin
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education.
    Vad erfarna och skickliga lärare gör när de arbetar med läs- och skrivundervisning2010In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 1, p. 17-18Article in journal (Other academic)
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