| 1. |
- Hjelmér, Carina, 1956-, et al.
(författare)
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Time, space and young people´s agency in vocational upper secondary education : a cross-cultural perspective
- 2010
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Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 9:2, s. 245-256
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The Swedish data originate from the Vehicle programme and the Child and Recreation programme; the Finnish data originate from the social and health-care sector. In this sense, the authors’ perspective is cross-cultural. The article focuses on temporal and spatial dimensions of these three educational contexts and analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered. In the female-dominated fields of vocational upper secondary education, disciplinary practices related to time and space are more visible than in the male-dominated fields. Moreover, it is argued that the political atmosphere in Sweden has been more favourable for promoting equality than that in Finland. Despite this, divisions between students and pigeonholing exist in everyday school life.
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| 2. |
- Ramsten, Anna-Carin, 1969-, et al.
(författare)
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Lärosätenas organisering av samverkan och modeller för resursfördelning
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektet har syftat till att kartlägga modeller för hur lärosäten premierar strategisk samverkan i sin interna resursfördelning mellan lärosätesledningen och fakulteter/verksamhetsområden och i nästa led till institutioner eller andra aktiviteter. Som bakgrund till våra analyser har vi kartlagt hur lärosätena organiserar sitt arbete med extern samverkan såväl ledningsmässigt, akademiskt som administrativt. I projektet har även analyserats principer för resursfördelning och metoder för att samla in nödvändig information. En central frågeställning har varit i vad mån förutsättningar inom olika discipliner och utbildningsinriktningar kan jämföras. Ett av resultaten visar att lärosätenas modeller för resursfördelning samtidigt är både jämförbara och unika. Det förekommer sällan tydligt riktade satsningar på samverkan. Genomgången visar samtidigt att aktörer på olika nivåer inom universiteten visar stor skicklighet och uppfinnings ‐ rikedom när det gäller att indirekt påverka den interna fördelningen av fakultetsmedel för såväl utbildning som forskning och forskarutbildning. Ett betydande gemensamt lärande kan åstadkommas genom fortsatt samarbete mellan universitetsledningar och förvaltningar men även mellan fakulteter och institutioner vid respektive lärosäte.
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| 3. |
- Brodin, Jane, 1942-, et al.
(författare)
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IRIS Teacher Training : CD
- 2009
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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| 4. |
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| 5. |
- Lundgren, Berit, 1951-
(författare)
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Retoriken i den pedagogiska praktiken
- 2008. - 1
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Ingår i: Sjätte nationella konferensen i svenska mned didaktisk inriktning. - Uppsala : Uppsala universitet. - 9789150620948 ; , s. 70-82
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Studien, som redovisas, lyfter fram betydelsen av styrdokumentens och lokala arbetsplaners utformning samt lärares undervisning för att utveckla elevers kommunikativa förmåga uttryckt i förberett tal. I studien görs en retorisk analys av en elevtext, ett manus till ett förberett tal, från en sydafrikansk kontext. I manuset kan tre topos urskiljas, byggnader, samhälle/familj och kroppen, vilka utgör ramen för den retoriska analysen. Vidare visar analysen att eleven i sin text, My name is HIV, tydligt använder sig av retoriska grepp på ett övertygande, intressant och associativt sätt. Avslutningsvis för jag en didaktisk diskussion om undervisning i tal i en svensk kontext, där jag menar att ett kritiskt reflekterande över skrivande och i synnerhet tal måste övervägas.
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| 6. |
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| 7. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Privatisation of public education? : The emergence of independent upper secondary schools in Sweden
- 2011
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Ingår i: Journal of education policy. - London : Routledge, Taylor & Francis Group. - 0268-0939 .- 1464-5106. ; 26:2, s. 225-243
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Upper-secondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship. Keywords: upper secondary education; independent schools; Sweden; privatisation; marketisation; education funding; profit-maximisation; discourse
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| 8. |
- Lundström, Ulf, 1954-, et al.
(författare)
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Market competition in upper secondary education: : Perceived effects on teachers’ work
- 2011
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Ingår i: Policy Futures in Education. - Oxford : Symposium Journals. - 1478-2103 .- 1478-2103. ; 9:2, s. 193-205
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Tidskriftsartikel (refereegranskat)abstract
- The development and expansion of market solutions is one of the mostimportant changes in Swedish education in the last 30 years. The aim of the article is todescribe and analyse how students and staff in upper secondary schools perceive the impactof market competition on teachers’ work. Three groups of actors in two Swedish regionswere interviewed: students, teachers and principals. The interviews were carried out at eightschools in five municipalities, at both public and independent schools. The results show thatcompetition relations are more complex than is often assumed. Intensification of teachers’work is a common theme in the interviews. Traditional professional values and identities arechallenged by the market competition and a market-oriented teacher is shaped – whetherthe teachers like it or not. The extension of teachers’ tasks is increasingly about marketing. Anew type of service-minded and flexible teacher is created. Regarding the effects ofcompetition on teacher performance, the results are contradictory. The quality discourse isproblematised as there is no evident link between winners in the school competition and thequality of teaching and student outcomes. The Swedish case is interesting in theinternational literature as an example of a rapidly growing upper secondary school marketwhich is closer to the logic of the market than many other nations’ school systems.
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| 9. |
- Reynolds, Ruth, et al.
(författare)
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Globalization and classroom practice : insights on learning about the world in Swedish and Australian schools
- 2013
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 104-130
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Tidskriftsartikel (refereegranskat)abstract
- Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
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| 10. |
- Selghed, Bengt, 1945-
(författare)
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Ännu icke godkänt : lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on how teachers experience the criterion-referenced grading system and how they say they use it in their professional work. The empirical study was carried out as semi-structured audiotaped interviews with thirty qualified teachers, in the subjects English, Maths and Swedish. The outcome of the qualitative analysis consists of four parts. In the first, the theme analysed was teachers' ways of experiencing the grading system as a phenomenon. This theme has an phenomenographic approach. The results are described in four hierarchically arranged categories. In the second theme, teachers' ways of using the grading system in their professional work was examined. Six situations were identified. In the third theme, teachers' experience of what aspects they discern in the student's grade, was in focus. Even here six categories were established. Finally, four different examples of attitudes towards the grading system and the grading process are presented as a fictional composite. The results show that the new criterion-referenced grading system in secondary schools in Sweden seems to funciton unsatisfactorily. Teachers seem not to have grasped the assumptions underlying the grading system. The change from grading based on quantitative aspects of knowledge to qualitative ones, was evidently too big a step. Instead teachers' assessment and grading follow ingrained habits.
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