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Structured teaching and classroom management - the solution for the decline of Swedish school results?: Conclusions drawn from a comparative meta-synthesis of teaching and learning.
Linnaeus University, Faculty of Social Sciences, Department of Education. (SITE)ORCID iD: 0000-0003-1157-7932
2015 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 21, no 5, p. 584-602Article in journal (Refereed) Published
Abstract [en]

With a basis in conclusions from a comparative meta-synthesis of teaching and learning, the question of structured and teacher-led teaching in Swedish comprehensive schools is discussed and analysed. The aim is to illustrate the development of results and changes in teaching patterns in Swedish comprehensive schools in relation to new regulations in the curriculum concerning structured teaching. The result shows that in current research there is some support for structured teaching but, at the same time, a gradual and parallel development of the pupil’s personal discovery and learning is emphasised. Regardless of the grade of structure, the quality of interaction and communication in teaching seems to be conclusive. One superior teaching dimension consists of structure and interaction.

Place, publisher, year, edition, pages
2015. Vol. 21, no 5, p. 584-602
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-42161DOI: 10.1080/13540602.2014.995479ISI: 000353779700007Scopus ID: 2-s2.0-84929050462OAI: oai:DiVA.org:lnu-42161DiVA, id: diva2:802114
Available from: 2015-04-10 Created: 2015-04-10 Last updated: 2017-12-04Bibliographically approved

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Håkansson, Jan

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  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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