Profiles

Åsa Lyrberg

Åsa Lyrberg

Doktorand

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Arbetar vid Specialpedagogiska institutionen
Telefon 08-120 764 47
E-post asa.lyrberg@specped.su.se
Besöksadress Frescati hagväg 10
Rum 426
Postadress Specialpedagogiska institutionen 106 91 Stockholm

Om mig

Åsa är specialpedagog och doktorand i specialpedagogik med inriktning mot ämnesdidaktik. Åsa har tidigare arbetat med undervisning och handledning i förskola, fritidshem, grundskola och grundsärskola. Forskningsintresset handlar om literacyundervisning i grundsärskolan och hur undervisning kan utformas och utvecklas för att öka möjligheter till skriftspråkligt lärande. Inom ramen för  avhandlingsarbetet har Åsa genomfört en undervisningsutvecklande studie tillsammans med lärare i grundsärskolan. Analysen fokuserar på aspekter i undervisningspraktiken som kan främja elevernas lärande av framväxande och tidiga literacykompetenser. Åsa var tidigare knuten till Forskarskolan i Learning study - lärardriven, praktikbaserad och praktikutvecklande forskning.

Huvudhandledare: Filosofie doktor och Universitetslektor Diana Berthén, Specialpedagogiska institutionen, Stockholms universitet 

Handledare: Professor Inger Eriksson, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms Universitet

Undervisning

Åsa har erfarenhet av undervisning inom specialpedagogprogrammet samt med undervisning och kursansvar inom speciallärarprogrammet med specialisering mot utvecklingsstörning.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2015. Åsa Lyrberg. NoFa5 - Nordic Conference on Subject Education, 96-96

    This presentation is based on an intervention, conducted in the Swedish compulsory school for children with intellectual disability, grundsärskolan. Previous research (Berthén, 2007; Reichenberg, 2012; 2013) and a report from the Swedish Schools Inspectorate (2010) indicate that students in grundsärskolan are not given adequate opportunities for literacy learning in social interaction with their teachers and peers. The aim of this study was to design, implement and analyze lessons, focusing on a certain object of learning: The capability to distinguish between words and letters in continuous text. Another interest was to investigate whether analyses of research lessons, planned by teachers and researcher together, might increase students’ opportunities to develop literacy capabilities. A theoretical framework combining sociocultural theory, variation theory (Marton & Pang, 2006; Runesson, 2006) and Clay’s (1991) theory of early reading and writing instruction was used in order to design a series of three lessons, following the method of Learning study. Results show that variation of content and participants’ interaction are mutually related in the process of costituting the object of learning. Thus, learning opportunities depend on how the object of learning is focused by variation and how the participants’ interact in relation to this.

  • 2015. Åsa Lyrberg.

    This paper is based on a Learning study, conducted in särskolan, a Swedish school for children with intellectual disability, Previous research (Berthén, 2007; Reichenberg, 2012; 2013) and a report from the Swedish Schools Inspectorate (2010) indicate that students in särskolan are not given adequate opportunities to participate in meaningful literacy learning in social interaction with teachers and peers. The aim of this study was to design, implement and analyze lessons, focusing the capability to distinguish between the concepts of word and letter in connected text. Another interest was to investigate whether analyzes of research lessons, planned by teachers and researcher together, might support further attention to students opportunities to learn subject-specific competences within the field of literacy. A sociocultural framework (Vygotskij, 1978) along with variation theory (Marton& Pang, 2006; Runesson, 2006) and a subject-specific theory of reading and writing instruction (Clay, 1991) were used in order to design, analyze and revise a series of three lessons, following the method of Learning study. The notion of learning in this Learning study can be described both in terms of changing participation in a social practice and being able to discern certain aspects of the object of learning, as a result of the complementary theoretical framework being used. As the study progressed, the critical aspects were slightly developed and refined. The object of learning did not change fundamentally between lessons, but the critical aspects were specified by an abductive process, where theories were used to understand practice. The joint analyzes of the lessons meant a renegotiation of the design, through a repeated theoretical screening of empirical data. Results show that teachers’ theoretical understanding of the object of learning is crucial in order to make learning of the intended object of learning possible. Access to the object of learning depended on how critical aspects of the object of learning were made visible in the lessons and how the students were offered opportunities to participate in relation to this. variation, and participation, in joint interaction were regarded as mutually related and as constituting each other throughout the learning process.

Visa alla publikationer av Åsa Lyrberg vid Stockholms universitet

Senast uppdaterad: 17 februari 2020

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