Scaffolding or Simplifying: Students' Perception of Support in Swedish Compulsory School

Autor/inn/en	Klapp, Alli; Jönsson, Anders
Titel	Scaffolding or Simplifying: Students' Perception of Support in Swedish Compulsory School
Quelle	In: European Journal of Psychology of Education, 36 (2021) 4, S.1055-1074 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klapp, Alli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00513-1
Schlagwörter	Scaffolding (Teaching Technique); Foreign Countries; Educational Objectives; Factor Analysis; Student Attitudes; Standards; Performance Based Assessment; Educational Change; Low Achievement; Structural Equation Models; Teaching Methods; Gender Differences; Curriculum Development; Compulsory Education; Grade 9; Science Instruction; Teacher Expectations of Students; Academic Achievement; Comparative Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausland; Educational objective; Bildungsziel; Erziehungsziel; Faktorenanalyse; Schülerverhalten; Standard; Leistungsermittlung; Bildungsreform; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulpflicht; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Schweden
Abstract	National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-achieving students in Swedish compulsory school. A questionnaire focusing on support in science studies was distributed to students in grade 9 (N = 1731), and data was analyzed with confirmatory factor analysis and structural equation modeling. Findings show that low-achieving students perceive that they primarily receive "simplifying support," which involves the lowering of expectations and limiting of students' opportunities to learn. "Scaffolding support," which involves changes to practices and holding the same standards for all students, seems to be mainly provided to boys, regardless of achievement level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01