| 21. |
- Axelsson, Thom
(författare)
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Att konstruera begåvning - debatten om IQ
- 2012
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :1, s. 7-28
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Tidskriftsartikel (refereegranskat)abstract
- Throughout the 20th century, the nature of intelligence has been a hot topic and an intensely debated issue. It is the measuring and testing of intelligence, in particular, that has aroused the strongest reactions from defenders and protesters alike. The discussion on intelligence tests have frequently revolved around questions such as whether these tests will lead to an increased social mobility and liberation or, on the contrary, to exclusion and discrimination of certain groups. The focus of the present article, however, is not the consequences of intelligence testing but rather the debate concerning the testing within the research community. This debate is approached from three different perspectives: a historical perspective, a psychological perspective, and a perspective allowed for by discourse analysis. Having done this, I discuss one other tentative way of dealing with intelligence testing that does not necessarily have to involve narratives of liberation or of oppression. This is done with the help of Michel Foucault’s concept ‘governmentality’.
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| 22. |
- Axelsson, Thom
(författare)
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Vad händer inom utbildningshistoria : några nedslag
- 2019
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 : History of Education, s. 1-17
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Utbildning brukar ses som lösningen på en rad olika problem i samhället, allt från sociala orättvisor till att servera näringslivet med adekvat arbetskraft. Få ämnen i den samhälleliga debatten väcker så starka känslor som utbildning gör. Inte sällan diskuteras utbildningen och dess roll med överhettade politiska och ideologiska tongångar.
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| 23. |
- Bach, Frank, 1958
(författare)
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Beläggsmodellen i svenska nationella prov: Exemplet Religionskunskap årskurs 9
- 2023
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; 2023:1
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Tidskriftsartikel (refereegranskat)abstract
- In the Swedish national tests, the so-called “Beläggsmodell” has been used to generate test grades in seven school subjects. This article examines the origin and effects of the “Beläggsmodell” on test scores in one of these subjects, religious studies. Classical methods for evaluating the quality of tests are used in combination with confirmatory factor analysis. The results show that the tests have a reliability above 0.92 and that the “Beläggsmodell” reduces this in unpredictable ways for individual students. Confirmatory factor analysis shows that the tests are mainly one-dimensional, which has the consequence that the “Beläggsmodell” does not fulfil any summative function. Instead, it has major consequences for individual students’ test grades. There are examples of students who at the same total score on the test receive everything from D to A as a test grade. The large differences arise through differences in performance on a very small number of items. If, instead, the total sum is used as a basis for generating test grades, the possibilities for fair and equivalent test grades increase, as shown by examples. Responsible authorities should and, as announced, will switch to a system where the total sum points are the basis for the test grades.
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| 24. |
- Bach, Frank, 1958, et al.
(författare)
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De nationella proven i NO åk 6 - Skillnader i resultat mellan olika grupper
- 2015
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Ingår i: Educare. - 1653-1868. ; 2015:2, s. 48-70
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Tidskriftsartikel (refereegranskat)abstract
- In the spring of 2013 national tests in biology, physics and chemistry in grade 6 were implemented for the first time in Sweden. Data collected in connection to the tests are used to analyse student performance at different levels. This paper reports on differences in performance in biology, physics and chemistry between teaching groups, as well as differences in results related to gender and Swedish / Swedish as a second language. Comparisons are also made with results from TIMSS 2011, which tested the same group of students. Analyses were carried out with the aim to discuss equity in science education in Swedish schools. Overall, the results indicate that differences in student performance related to teaching group have increased since 2011 and that differences depending on the linguistic background are considerable. Additionally, girls perform better than boys in all science subjects. All these differences are large enough to be paid attention to on political levels and by principals and teachers. Both overall structural changes and changes in teaching and learning activities in schools are needed to increase equity in science education.
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| 25. |
- Balan, Andreia, et al.
(författare)
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Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified based on the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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| 26. |
- Balan, Andreia, et al.
(författare)
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Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
-
Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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| 27. |
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| 28. |
- Bauer, Simon, et al.
(författare)
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A Culturally Relevant Education? Analysing “Swedish Values”in Civic Orientation for Newly Arrived Migrants
- 2024
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :1, s. 112-144
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Tidskriftsartikel (refereegranskat)abstract
- This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.
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| 29. |
- Bennich-Björkman, Li
(författare)
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Universiteten, kreativiteten och politikens aningslöshet
- 2007
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 35-50
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Tidskriftsartikel (refereegranskat)abstract
- This article is concerned with what knowledge that can be gained from research on creativity in psychology, social psychology and organizational theory on the one hand and how research policies are conducted on the other. The thesis brought forward is that research on creative personalities and how organizations promoting creativity function does not inform Swedish policy makers responsible for the higher education sector. There are few traces of the insights provided by such research in the presently conducted research policies. In the article, insights from creativity research are presented and discussed, focusing on the how organizations that generate creativity in research tend to be constructed. For example, in order to be able to mobilize the mental energy and concentration needed to produce creative, that is both new and relevant, ideas and solutions inner motivation as opposed to concerns about external assessments is highly crucial. All studies on creativity confirm that. To create the best possible preconditions for such inner motivation to guide researchers, the phase when ideas are worked out is the most sensitive one to safeguard from outside expectations. However, presently we have an organization for research funding based on competition between ideas, ideas that are then scrutinized and assessed at a quite early stage. Another precondition for creative thinking is a climate of risk-taking and non-conformity. The conformity produced by the present funding system where peers are acting as gatekeepers is becoming a problem to many researchers who manoever in a strategic rather than inner-directed manner in order to receive funding.
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| 30. |
- Berg, Benita
(författare)
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Undervisningsbegreppets innebörd i förskolan utifrån ett läroplansteoretiskt perspektiv
- 2022
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Ingår i: Educare. - Malmö : Educare - Vetenskapliga Skrifter. - 1653-1868 .- 2004-5190. ; :3, s. 75-97
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study is to contribute knowledge about how teaching in preschool can be understood in relation to how teaching is described by preschool teachers. The following research questions were posed:How do preschool teachers describe teaching and its meaning in preschool? and What didactic questions appear in preschool teachers’ descriptions of teaching in preschool? The empirical data consist of reflective texts that were analysed through content analysis with the help of Bernstein’s concepts: classification and framing, and visible and invisible pedagogy. The results show that the preschool teachers in the study perceived the introduction of the concept of teaching in preschool as an opportunity, which allowed them to become more aware of their actions in different learning situations. That the preschool teachers described teaching taking place through play and in everyday situations based on children's interests and needs hints at an organization with invisible pedagogy, weak classification and weak framing. Strong classification and strong framing, on the other hand, became manifest when the preschool teachers described that they plan what they do with the children and use materials, organize children’s groups and design environments to promote children’s learning. Furthermore, the preschool teachers focused mainly on the didactic questions of how and why, while the what-question received less attention.
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