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ERIC Number: EJ832570
Record Type: Journal
Publication Date: 2009-Apr
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1741-4350
Using Inclusion, High Demands and High Expectations to Resist the Deficit Syndrome: A Study of Eight Grade Three Classes Overachieving in Reading
Damber, Ulla
Literacy, v43 n1 p43-49 Apr 2009
The main objective of this study was to explore how teachers and classroom factors contribute to students' successful literacy learning. Eight Grade three classes, achieving at higher levels than expected with regard to socio-economic background and language factors, were identified in a multicultural Stockholm district and statistically described. In-depth interviews were performed to add the teachers' voices in order to get fuller descriptions of classroom life about literature-based work and the creation of an inclusive classroom climate. The teachers' narratives illustrate how resistance to the deficit syndrome and avoidance of colour blindness were enacted in the classrooms and contributed to create positive conditions for literacy learning. The results indicated inclusion, high demands and high expectations as key concepts depicting these classrooms. The findings are discussed in relation to Vygotsky's theories, Bernstein's code theory, and critical language theory.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden (Stockholm)