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Frank, Elisabeth
Publications (10 of 31) Show all publications
Alatalo, T., Meier, J. & Frank, E. (2017). Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School. Journal of Research in Childhood Education, 31(2), 240-254.
Open this publication in new window or tab >>Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School
2017 (English)In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 2, 240-254 p.Article in journal (Refereed) Published
Abstract [en]

Collaboration and continuity between school types are important factors

that favor long-term learning and that need to be given attention in the

transition between early childhood school institutions. This study highlights

teachers’ experiences of information sharing during the transition from

Swedish preschool to preschool class (i.e., from the child care to school)

with regard to children’s literacy learning. To find out and evaluate the

individual child’s development, the child’s actual and proximal development

zones needs to be taken into account in the transition. It appears that

some preschool teachers wish to share information on children’s literacy

learning, but it is mainly about the children’s interest in literacy activities.

Also the preschool class teachers’ wishes to know more about the children’s

literacy learning are too much on a general level to be able to provide a

good enough basis for planning literacy activities that fit every individual

child. A large part of the outcomes derives from the preschool tradition that

has viewed care as being core to its work and considered learning and

achievement as domains associated with compulsory school. This article

discusses whether the training of teachers in early childhood education

needs a stronger focus on literacy learning.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keyword
Communities of practice, literacy learning, preschool, preschool class, transition, zone of proximal development
National Category
Didactics
Research subject
Pedagogics and Educational Sciences, General Didactics
Identifiers
urn:nbn:se:lnu:diva-62037 (URN)10.1080/02568543.2016.1274926 (DOI)000400153700006 ()
Available from: 2017-03-31 Created: 2017-03-31 Last updated: 2017-05-29Bibliographically approved
Frank, E. & Herrlin, K. (2016). Avkodning. In: Tarja Alatalo (Ed.), Läsundervisningens grunder: (pp. 55-70). Gleerups Utbildning AB.
Open this publication in new window or tab >>Avkodning
2016 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Gleerups Utbildning AB, 2016, 55-70 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-49764 (URN)9789140692092 (ISBN)
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2016-02-24Bibliographically approved
Herrlin, K. & Frank, E. (2016). Fonologisk medvetenhet. In: Tarja Alatalo (Ed.), Läsundervisningens grunder: (pp. 41-54). Gleerups Utbildning AB.
Open this publication in new window or tab >>Fonologisk medvetenhet
2016 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Gleerups Utbildning AB, 2016, 41-54 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-49763 (URN)9789140692092 (ISBN)
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2016-02-24Bibliographically approved
Alatalo, T., Meier, J. & Frank, E. (2016). Transition between Swedish preschool and preschool class: a question about interweaving care and knowledge. Early Childhood Education Journal, 44(2), 155-167.
Open this publication in new window or tab >>Transition between Swedish preschool and preschool class: a question about interweaving care and knowledge
2016 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 44, no 2, 155-167 p.Article in journal (Refereed) Published
Abstract [en]

This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i. e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.

Keyword
Continuous learning, Preschool, Preschool class, Rationality of care, Transition
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-49765 (URN)10.1007/s10643-015-0700-y (DOI)2-s2.0-84925242026 (Scopus ID)
External cooperation:
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2017-11-30Bibliographically approved
Frank, E. (2015). Att tillgodose ett intresse utan att skada ett annat. In: Lindgren, Maria, Svensson, Gudrun & Zetterholm, Elisabeth (Ed.), Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola (pp. 57-68). Växjö: Linnaeus University Press.
Open this publication in new window or tab >>Att tillgodose ett intresse utan att skada ett annat
2015 (Swedish)In: Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola / [ed] Lindgren, Maria, Svensson, Gudrun & Zetterholm, Elisabeth, Växjö: Linnaeus University Press, 2015, 57-68 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2015
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-49762 (URN)978-91-87925-88-7 (ISBN)
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2016-02-24Bibliographically approved
Frank, E. & Torpsten, A.-C. (2015). One-to-one computer and language development in a multilingual classroom. US-China Education Review A, 5(2), 77-91.
Open this publication in new window or tab >>One-to-one computer and language development in a multilingual classroom
2015 (English)In: US-China Education Review A, ISSN 2161-623X, Vol. 5, no 2, 77-91 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to provide knowledge about the impact of using one-to-one computers in educational practice, which in this case is language development in a multilingual classroom. The questions investigated are if and how the pupils’ learning is promoted and how the teacher’s instruction is influenced when each pupil has access to a personal computer. A 4th grade class, where all pupils speak Swedish as a second language, has been observed. Analyses are carried out by Activity Theory (AT). Language development and learning is in focus, as well as socio-cultural theories of mental tools. Having one-to-one computers in the studied classroom practice indicates that the computer is the actual mediating artifact in the students’ language development. The teacher becomes invisible and acts as technical support. The computer with its spellcheck function has taken over the teaching role. The interaction among the classroom actors appears as minor

Keyword
one-to-one computer, Activity Theory (AT), multilingual classroom
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-40225 (URN)10.17265/2161-623X/2015.02.001 (DOI)
Available from: 2015-02-17 Created: 2015-02-17 Last updated: 2017-12-29Bibliographically approved
Herrlin, K. & Frank, E. (2014). Förskoleklassens metodik: Språkande, skrivande och läsande. Stockholm: Natur och kultur.
Open this publication in new window or tab >>Förskoleklassens metodik: Språkande, skrivande och läsande
2014 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2014. 139 p.
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-38531 (URN)9789127435278 (ISBN)
Available from: 2014-12-07 Created: 2014-12-07 Last updated: 2015-04-30Bibliographically approved
Alatalo, T., Meier, J. & Frank, E. (2014). Överlämningar från förskola till förskoleklass. Forskning om undervisning och lärande (13), 30-52.
Open this publication in new window or tab >>Överlämningar från förskola till förskoleklass
2014 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 13, 30-52 p.Article in journal (Refereed) Published
Abstract [en]

Syftet med studien var att synliggöra verksamma förskollärares erfarenheter av överlämning från förskola till förskoleklass. Ett antagande var att överlämningen, för att gynna kontinuitet och långsiktighet, behöver fokusera barns lärande inom målområden som styrdokumenten anger för förskolans verksamhet. Empirisk data samlades in genom en kombination av frågeformulärmetod och intervjumetod. 36 förskollärare i förskolan och 38 förskollärare i förskoleklassen besvarade en enkät, medan fyra förskollärare i respektive verksamhet intervjuades. Analysen genomfördes abduktivt genom att studiens teoretiska utgångspunkter och frågeställningar utgjorde grund för teman som identifierades i det empiriska materialet. Studien visar att det genomförs överlämningar mellan verksamheterna. Dessa görs för att ge barnen en trygg övergång snarare än för att gynna kontinuerligt och långsiktigt lärande inom angivna målområden. Omsorg om barnen och föreställningar om skolformernas verksamhet ger avtryck på agerande och ställningstagande i överlämningarna. I artikeln diskuteras professionell bedömning av barns lärande samt behovet av ökad samsyn inom förskola och förskoleklass vad gäller enskilda barns lärande inom olika områden.

Keyword
förskola, förskoleklass, kontinuitet, långsiktigt lärande, omsorgsrationalitet, överlämning
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-38529 (URN)
Available from: 2014-12-07 Created: 2014-12-07 Last updated: 2017-12-05Bibliographically approved
Alatalo, T. & Frank, E. (2013). Divergent views among Swedish preschool teachers and primary school teachers regarding exchange of information on children's linguistic development in the sensitive transition from preschool to school. In: : . Paper presented at Twentieth Annual Meeting, 2013 Society for the Scientific Study of Reading, July 10-13, University of China, Hongkong. .
Open this publication in new window or tab >>Divergent views among Swedish preschool teachers and primary school teachers regarding exchange of information on children's linguistic development in the sensitive transition from preschool to school
2013 (English)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-28822 (URN)
Conference
Twentieth Annual Meeting, 2013 Society for the Scientific Study of Reading, July 10-13, University of China, Hongkong
Available from: 2013-09-12 Created: 2013-09-12 Last updated: 2014-12-10Bibliographically approved
Frank, E. & Torpsten, A.-C. (2013). En-till-en-datorer och skrivutveckling i flerspråkiga klassrum.. In: : . Paper presented at NORDAND 11: Den 11:e konferensen om Nordens språk som andra- och främmandespråk, Stockholm, 13-15 juni 2013. .
Open this publication in new window or tab >>En-till-en-datorer och skrivutveckling i flerspråkiga klassrum.
2013 (Swedish)Conference paper, Published paper (Refereed)
National Category
Specific Languages
Research subject
Humanities, Swedish
Identifiers
urn:nbn:se:lnu:diva-28820 (URN)
Conference
NORDAND 11: Den 11:e konferensen om Nordens språk som andra- och främmandespråk, Stockholm, 13-15 juni 2013
Available from: 2013-09-12 Created: 2013-09-12 Last updated: 2018-01-11Bibliographically approved
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