Gymnasieelevers inflytande i centrala undervisningsfrågor.

Autor/in	Swahn, Ragnhild
Titel	Gymnasieelevers inflytande i centrala undervisningsfrågor.
Quelle	Linköping: Linköpings Univ., Dep. of Behavioural Sciences (2006), 180 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit Zugl.: Linköping, Univ., Diss., 2006.
Reihe	Linköping studies in education and psychology. 107
Sprache	schwedisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	91-85523-72-0; 978-91-85523-72-6
Schlagwörter	Demokratische Bildung; Gymnasium; Schüler; Unterricht; Demokratie; Partizipation; Dissertation; Schweden
Abstract	One of the overarching goals of Swedish upper secondary education is to foster students to become citizens in a democratic society. It is, therefore, essential that the students learn to take responsibility for planning and carrying through their studies. The aim of this study is to investigate whether students have any influence on central teaching matters such as the choice of subject matter and working methods and what types of knowledge and learning students and teachers, respectively, request in situations where either of these groups is in charge of the contents.The study is based on field work, interviews and document analysis and it is carried out in one upper secondary vocational class.The results demonstrate that the syllabi are very important for the contents of teaching. The students` opportunities to influence the choice are expressed, for instance, in asking for tutoring, in deciding the level of task difficulty, and in constructing advance questions. The conditions for influencing the quality of knowledge and learning vary with the legitimacy of the subject, the study competence of the students, and their possibilities to interact with the teacher. The students` possibilities to take responsibility and to be supervised by the teacher, as well as a variation as regards group composition, working methods, and decision making are important factors for the students to be motivated for and interested in schoolwork. There seems to be several factors that are important for the students` possibilities to influence, e.g., crowding of contents, and insufficient basic knowledge, and the students also comment on the need of teaching and tutoring in order for them to get further in their studies.In conclusion, the results of the study are discussed in relation to John Dewey´s educational philosophy, i. e. the national curriculum, experiences - the point of departure of the contents of teaching, freedom and opportunities to grow, and tutoring - the necessary interaction.
Erfasst von	Universitätsbibliothek Erlangen-Nürnberg
Update	2007/3