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- Berggren, Cathrine, 1968-, et al.
(author)
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Kvalitetsindex för unversitetsbibliotekets verksamhet
- 2010
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Conference paper (pop. science, debate, etc.)abstract
- Uppdraget med att hitta fram till ett kvalitetsindex för universitetsbiblioteket (UB) finns i Mittuniversitetets utvecklingsplan 2009-2012: ”Till de mål som anges i planen ska indikatorer knytas som visar på graden av måluppfyllelse. Dessa kan även kombineras till indexerade mått att användas i samma syfte. Indikatorer och index ska också vara möjliga att bryta ner på olika verksamhetsområden och organisatoriska enheter och, i den mån data är tillgängliga, vara möjliga att jämföra nationellt. Indikatorerna ska kunna ge en god beskrivning av verksamheten i förhållande till planens målsättningar och vara kvalitetsdrivande för utvecklings- och förnyelsearbetet inom universitetet.”En arbetsgrupp vid UB tillsattes bestående av representanter från flera funktioner inom UB. Arbetsgruppen presenterade i september 2009 ett förslag till lämpliga indikatorer vilka ligger till grund för UB:s kvalitetsindex. De första idéerna kring indexet började spira efter en workshop våren 2009 i SUHF:s regi ”Bibliotekets värde – lärosätets nytta”. Därefter genomfördes en mindre omvärldsbevakning i form av andra verksamheters indikatorer och läsning av litteratur. Intensiva diskussioner fördes i arbetsgruppen kring de möjligheter vi har att mäta kvalitet inom UB:s olika funktioner med beaktande av att insamlingen av data inte skall upplevas som allt för tidskrävande. Val av områden Arbetsgruppen har valt att inte utgå från den befintliga statistikinsamlingen som UB skickar till SCB. Vi tycker att dessa siffror i större drag visar på kvantitet istället för kvalitet. Från flera håll inom biblioteksvärlden (både nationellt och internationellt) visar man på vikten av att istället för den traditionella statistikinsamlingen (som visar på antal besök, antal utlån etc.) visa på mått som stödjer lärosätets verksamhet.1 Hur ett bibliotek används och vad man satsar på beror t.ex. på vilken profil lärosätet har, i vilken region lärosätet verkar och hur många studenter och anställda biblioteket skall serva samt vilken pedagogik lärosätet använder sig av. Därför blir det svårt att jämföra högskolebiblioteken med varandra utan koppling till dess uppdragsgivare. Vi önskar att med föreslagna mått visa på måluppfyllelse inom de områden som nämns i universitetets utvecklingsplan: utbildning, forskning, verksamhetens grundförutsättningar, samverkan. 1 ”An academic library should not be compared to other academic libraries, instead, it should be measured by its contributions to the learning, teaching, and research that occurs at its home institution.” Gibbons, Susan (2007) The academic library and the net gen student. Chicago: American Library Association
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| 2. |
- Billmayer, Jakob
(author)
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Different Types of Order in Swedish and German Classrooms
- 2014
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In: WERA Focal Meeting, Edinburgh, 2014-11-20.
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Conference paper (other academic/artistic)abstract
- The aim of this paper is to examine which different kinds of classroom order there can be found in different countries. Schooling on the one hand is a global phenomenon and the classroom is usually seen as an integrated part of it. School systems on the other hand are nationally different. Therefore it is interesting to investigate whether, and to what extent, differences can be found in the classroom orders in different countries or if they are similar.The concept of disciplinary order formulated in Michel Foucault's book "Discipline and Punish" is the main theoretical framework of this study. Based on this concept an ideal type of "disciplinary classroom order" is formulated. This ideal type is the analytical starting point for describing different types of classroom order.The study is based on participant classroom observations, following German upper secondary school teachers and Swedish compulsory school teachers during their work week and in their classrooms.In the German examples, the classroom is the centre for teaching and learning activities at school; teachers and pupils are exclusively inside the classroom where the activities take place. The German classrooms are quite closed and the pupils are mainly static on their places whereas there is much movement in and out of the classroom as well as inside the classroom in the Swedish examples. This means that there are at least two different types of disciplinary classroom order to be found in the Swedish examples whereas only one in the German.
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| 3. |
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| 4. |
- Billmayer, Jakob
(author)
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Film in the Teacher Education Classroom : Theoretical Basis and Areas of Application
- 2014
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Conference paper (other academic/artistic)abstract
- One difficulty that teachers in teacher education are faced with is the relative distance between the place of teaching, the teacher education classroom, and the subject taught, being a teacher in a classroom. The question is therefore how to involve experiences of teaching into the teacher education classroom in a way that is both practical inside the given frames and worthwhile for all participants, both students who already have experiences of teaching and those who do not.Films and other mass media productions can be sources for such (vicarious) experiences, which can bring pictures of practice to the theoretical teacher education classroom with relatively small effort.This paper will start at that point and address two issues: 1) a theoretical framework to examine the knowledge theoretical premises and possibilities of using mass media productions in educational purpose. This theoretical framework is based on the works of Alfred Schütz about ideal types as concept for social understanding and Niklas Luhmann's thoughts on mass media's role in society. 2) The paper will show which aspects of being a teacher and teaching are especially suitable to discuss using films. Using some examples, the paper will point out which themes that are usually addressed in films and why and how they can be adapted for educational purposes.
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| 5. |
- Billmayer, Jakob, 1983-, et al.
(author)
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Good and evil teachers : teaching and leading in the movie Hets
- 2013
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Conference paper (peer-reviewed)abstract
- Teachers' profession can be said to consist of at least two aspects, teaching and leading. Teaching summarizes subject matters and didactic knowledge, leading is the social part of teachers' work, for example arranging a learning environment, rules, discipline and teacher-pupil-interaction. Teachers are, of course, the formal leaders, managers, in schools and classrooms. They are put in this position by formal law and social customary. At the same time, teachers do have a choice how they exercise their part as a leader depending on personal preferences, their own education and, again, legal and social boundaries.. What is considered as good respectively bad leadership for a teacher is changeable.Teachers and schools are a common theme for film and television. The dramatic focus lies on the social aspects of school and classroom life, the relation between teachers and pupils for example, subject matters are rarely depicted. This means teachers are mainly portrayed in their role as leaders.Mass media, such as television and films, give direction to discourses in society. Analyzing them can give a clue to what matters concern at a certain time period and in a certain society. In Sweden the film Torment (Hets) written by Ingmar Bergman in 1944 has been influencing public discourse about school and teaching since then.In this paper we are going to analyze how teachers' leadership is depicted in this film. Using directed material as empirical data allows us to ask “Who is the good teacher and who is the bad – or evil – teacher?”In our discussion we will look at how the formal manager role that teachers get by law and social customary leaves space for different kinds of teachers' leadership. Will bigger juridical authority for teachers prevent evil teaching, or is the opposite more plausible? But even common ideas of morality will have to be considered and discussed; why is a certain type of leader connected with the role of the good hero and the other one is the evil villain? Is this the only way the different styles of leadership can be looked at?
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| 6. |
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| 7. |
- Billmayer, Jakob, 1983-
(author)
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Inside or outside the system? : Swedish free schools’ self-descriptions
- 2017
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Conference paper (peer-reviewed)abstract
- Since the beginning of the 1990‘s, Swedish parents have had the possibility of choosing schools for their children freely by taking publicly funded school vouchers to the chosen school. At the same time free schools started to develop, competing for the pupils and the school vouchers. Even though the free schools are a part of the school system, obligated to follow the same laws and curricula as the public schools, they describe themselves as something else, something “outside the system inside the system”.The aim of the paper is to identify, analyse and discuss the different communicative strategies of inclusion/exclusion in the educational system that are used in the self-descriptions of the free schools. The paper is theoretically and methodologically informed by Luhmann’s social theory, which allows to study how social systems (the free schools)describe – and establish – themselves in relation to other systems and society.The data for the study is based on official information that can be found on the three largest free schools‘ websites including introductions, welcoming words, presentation of the staff,teacher recruitment sites, statistics etc etc.The data is analysed using Luhmann inspired semantic-analysis which allows to study and discuss how meaning is made inside social systems. It will be discussed and compared how the different free schools describe themselves on the one hand as legitimate and worthy parts of the Swedish educational system at the same time as they – for reasons of competition and marketing – describe themselves as different from the public schools.
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| 8. |
- Billmayer, Jakob, 1983-
(author)
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Is leadership really everything? : Practitioners perspectives on schooldevelopment in a low-achieving Swedish municipality
- 2017
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Conference paper (peer-reviewed)abstract
- This paper is part of a larger ongoing study which is conducted in a mid-sized Swedish municipality where the students results lie behind the national average and lower than theirsocio-economic background would implicate. This makes the municipality in question quiteunique and the general question is, what makes this municipality so special, what are thereasons behind the deviant results? Earlier attempts to identify and eliminate causes have notyet been successful, maybe because they have been aiming at areas of development in a toogeneral way, such as leadership, study environments or student health.The study which is presented in this paper has the aim to identify more specific andcomplimentary areas of development and improvement to the above mentioned.This will be done by using an inductive research strategy with teachers as informants whohave moved to the municipality during the last two years with prior teaching experiencesfrom other municipalities. (School education is organized by the municipalities in Sweden.The local “school systems” can differ quite a lot, structurally and pedagogically.) Theseteachers are due to their professional history capable of comparing different municipalities,they contribute to the research with inductive comparisons. The study will be able to add apractitioners perspective to school development and improvement work. Structural andorganizational aspects are completed by practical ones. The research is conducted usingletter writing, interviews and focus groups. The paper will include a discussion ofmethodological and data collection challenges and how they could be addressed.
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| 9. |
- Billmayer, Jakob, 1983-
(author)
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Lärares ledarskap i svensk film och tv
- 2012
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In: Lärare som ledare. - Lund : Studentlitteratur. - 9789144075457 ; , s. 71-85
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Book chapter (pop. science, debate, etc.)
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| 10. |
- Billmayer, Jakob, 1983-
(author)
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Monoculture or Diversity : Types of Order in Swedish and German Classrooms
- 2015
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Conference paper (other academic/artistic)abstract
- The aim of this paper is to describe which types of order can be found in observations in Swedish and German classrooms and to discuss what effects these implicate for the work of teachers. Schooling on the one hand is a global phenomenon and the classroom is usually seen as an integrated part of it. School systems on the other hand are nationally different. Therefore it is interesting to investigate whether, and to what extent, differences can be found in the classroom orders in different countries.The concept of disciplinary order as formulated in Michel Foucault's book "Discipline and Punish" is the main theoretical framework of this study. Based on this concept an ideal type of "disciplinary classroom order" is formulated. This ideal type is the analytical starting point for constructing and describing different types of classroom order based on classroom observations. The study is based on participant classroom observations, following German upper secondary school teachers and Swedish compulsory school teachers during their work week and in their classrooms.The results of these studies show that there can be found two different, and in many ways opposing, types of classroom order in the Swedish examples, whereas only one in the German.In the German examples, the classroom is the unquestioned centre for teaching and learning activities at school; teachers and pupils are exclusively inside the classroom where teacher centred whole-class lessons are carried out. During the lessons the German classrooms are quite closed and the pupils are static on their places. In the Swedish classroom observations this type of order can be found as well, but there it alternates with another almost opposite type of order where pupils are studying individually with the teacher as supervisor or mentor. The classroom is one of many places for these activities and is therefore much more open for teachers and pupils during the lessons.It will be discussed what possibilities and risks are carried along by either focusing on one type or shifting between different types of classroom order and what demands are put on the teacher in those different environments.
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