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Sökning: WFRF:(Lundahl Lisbeth)

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41.
  • Holm, Ann-Sofie, 1959, et al. (författare)
  • A stimulating competition at the Swedish upper secondary school market?
  • 2019
  • Ingår i: Neoliberalism and market forces in education : lessons from Sweden / edited by Magnus Dahlstedt and Andreas Fejes.. - Abingdon, Oxon : Routledge. - 9781138600881 ; , s. 141-155
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. With contributions from researchers across a wide range of scientific disciplines, the book provides examples of the consequences of market orientation in education in terms of increase in inequality as well as in terms of what the market orientation means for principals, teachers and students. It considers how Sweden has developed one of the most marketized education systems in the world and the possible consequences of such processes, as identified by research. Neoliberalism and Market Forces in Education will be of great interest to educational practitioners, politicians, scholars in the field, and postgraduate and research students in education.
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44.
  • Holm, Ann-Sofie, 1959, et al. (författare)
  • Stimulerande tävlan på gymnasiemarknaden?
  • 2018
  • Ingår i: Dalhstedt, M. & Fejes, A. (Reds.) (2018). Skolan, marknaden och framtiden. Studentlitteratur.. - Lund : Studentliiteratur. - 9789144119960 ; , s. 51-70
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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45.
  • Johnsson Harrie, Anna, 1972- (författare)
  • Staten och läromedlen : En studie av den svenska statliga förhandsgranskningen av läromedel 1938-1991
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Studien handlar om statlig påverkan på skolans läromedel. Här studeras såväl de politiska besluten om, som det konkreta genomförandet av, den svenska statliga förhandsgranskningen av läromedel, från starten 1938 till avskaffandet 1991. De politiska besluten och genomförandet sker på skilda arenor. Med hjälp av teoretiska begrepp från såväl läroplansteori som statsvetenskaplig implemen-teringsteori synliggörs och analyseras de olika arenorna samt relationerna mellan dem. Den politiska debatten studeras genom det offentliga trycket. Studien visar att granskningen infördes i politisk enighet och avskaffades helt utan politisk debatt. De politiska argumenten för granskning har varit att hålla priserna på läroböcker nere samt säkra läromedlens kvalitet. Vad som avsågs med kvalitet har dock varierat mellan olika aktörer och över tid. När det gäller genomförandet av granskningen studeras både Läroboks-/Läromedelsnämndens instruktioner till granskarna, och granskarnas utlåtanden om läromedel i samhällskunskap för gymnasieskolan. Den reella granskningen hade ofta fokus på att söka sakfel i läromedlen. Under 1970-talet fick objektivitetsfrågor genomslag i granskningen. Läroplanen, som betonades på den politiska arenan, användes dock i mindre utsträckning i det reella genomförandet av granskningen. Styrningsresultatet var beroende av aktörerna på realiseringsarenan och deras förståelse, vilja och kunnande. Styrningen kunde dock, i vissa fall, nå ända fram och påverka lärobokstexten. I dessa fall fanns en fungerande styrning från politisk debatt, via lagtext och granskning till en förändrad läromedelstext.
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46.
  • Kvist, Martin (författare)
  • Varken resurs eller problem : om lågutbildade ungas etablerings- och försörjningsmöjligheter
  • 2020
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis explores labour market opportunities for young people based on the assumption that these opportunities vary depending on the local socio-economic context (level of education, level of income, the proportion of employed within the population). The situation for young people with low education, i.e. those who have not completed grundskolan (primary school) or gymnasieskolan (upper secondary school) is specifically focused. The thesis explores two conditions of importance for low-educated young people:the possibilities of developing elements of vocational education/training within the introductory programmes of the Swedish gymnasium (upper secondary school) andto what extent public labour market policy and municipal social welfare meet the needs of low educated young people with low income. In the thesis, quantitative and qualitative methods are combined. Official statistics, primarily from Statistics Sweden (SCB), are used to explore how the impact of socio-economic context on labour market establishment patterns of young people can be understood and made visible. This is done by summarizing a collection of favourable and less favourable conditions and outcomes related to the establishment patterns of young people at the municipal level in Sweden. Statistics related to individuals who have been registered in Malmö has also been used. Information about where the individuals have been living and about their family and educational background enables an understanding of the impact of the socio-economic context but also makes it possible to explore the effects of educational orientation. The qualitative material of the thesis consists of interviews with 14 representatives of the social partners, including both employer and union representatives, as well as representatives from the Swedish National Agency for Education (Skolverket) and Swedish Public Employment Service (Arbetsförmedlingen).An important observation in the thesis is that the vast majority of the group with a precarious establishment situation, i.e. an income below two price base amounts, do not receive social assistance or state benefits from the employment service. A follow up of individuals who were registered in Malmö and attended year 6 of primary school in Malmö in 2008, shows that among those defined as NEET:s the majority lacked completed upper secondary education, and only a small proportion of them received any social benefits.The results of the thesis also indicate that educational orientation is of great importance for young people's establishment and support opportunities. Young people with a background in one of the upper secondary school's vocational programmes are to a greater extent employed and have higher incomes compared to those with no upper-secondary education and those with a background in a university preparatory program. This also applies to the group that did not conduct any studies during the follow-up year. Furthermore, the results indicate that vocational education also has positive effects on those who started but did not complete such an education.The results of the thesis also indicate that there is scepticism among the social partners to employ low-educated young people and young people who have attended the upper secondary school's introductory programmes. The respondents of the thesis expressed scepticism about expanding the elements of vocational education within the introductory programmes.
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47.
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48.
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49.
  • Larsson, Eric, 1985- (författare)
  • Innerstadsgymnasierna : En studie av tre elitpräglade gymnasieskolor i Stockholm och deras positionering på utbildningsmarknaden
  • 2019
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • During the early 1990s Sweden underwent extensive educational reforms. Vouchers, freedom of choice, establishment of so-called “free-schools” together with far-reaching decentralization took the place of a highly centralized educational system, with few private schools and a very low degree of differentiation. A stated intention of these reforms was that freedom of choice as well as a greater number of educational options would level the playing field. It was believed that existing regulations hampered socially disadvantaged students and, by extension, opportunities for social and geographical mobility. Educational marketization has advanced and intensified since the 1990s, particularly in metropolitan areas and medium-sized cities. This is evident both in the increasing number of schools and in students commuting to inner city schools, and additionally in the continuous development of marketing strategies. Consequently, marketization has become an institutionalized part of Swedish education, and students and schools must equally adjust to the prevailing competitive conditions. Much of the research in the field has focused on the effects and extension of marketization and how free-schools and school choice affect socially vulnerable areas. However, instead of focusing on schools in socially vulnerable areas, I am interested in the schools at the top of the hierarchy and the elite segment of upper secondary schools in Stockholm. More precisely, the focus of this dissertation has been on how three sought-after and prestigious upper secondary schools position themselves in the educational market, but also how they are affected by and adjust to it. A further aim has been to analyse students’ educational strategies and the socialization processes that arise in their encounter with the schools as institutions. This thesis has been guided by a theoretically inspired ethnography. The ethnographical data were primarily collected during a single academic year and within three separate elite upper secondary schools. The data set consists of observations in classrooms and other school-related spaces (meeting rooms, corridors etc.), interviews and data from official statistics. It also contains a wide array of documents, web sites, school magazines, anniversary books and photographs.  Using a Bourdieusian perspective, the analysis shows how both schools and students deploy strategies to cope with and adapt to the hierarchies and struggles of the contemporary educational market. The schools rely on accumulated institutionalized assets such as history, alumni, transfers to prestigious universities and their geographical locations. At the same time, they also need to provide an up-to-date educational setting to stay ahead, and moreover, to be able to collaborate and compete with the other elite schools. The analysis also illustrates why students choose these socially and academically selective schools and how they adjust to the school environment. It is illuminated that these schools are more than formal educational settings, they are places where students negotiate, debate, explore and develop soft skills. Nevertheless, they are also competitive school environments and while some students thrive, others struggle. This becomes apparent when they encounter and act in relation to the different social, symbolic and academic boundaries that exist in each school.
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50.
  • Lidström, Lena, 1967- (författare)
  • En resa med osäkra mål : Unga vuxnas övergångar från skola till arbete i ett biografiskt perspektiv
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • School-to-work (STW) transitions have become more protracted over recent decades, with increased risks of unemployment and social exclusion for young people. Moreover, young people are expected to plan their own career and enhance their employa­bility, although gender and social and cultural background still significantly influence employment prospects. Policies have been developed in an attempt to facilitate young people’s pathways into work. However, STW-transitions are one of the weakest poin­ts in Swedish welfare system; in addition the quality of career guidance has been questioned. This dissertation aims to describe and analyse young adults STW-transitions from a biographical perspective. It is based around life story interviews with 52 unem­ployed young adults’, 25-29 years old, including men and women with varying educa­tional backgrounds, living in three different Swedish local contexts. Four research questions are examined: How do the young adults’ describe their STW-transitions in retrospect? What characterized their horizons of actions at the time of the interview? What is the impact of public career guidance? How did ethnicity, gender and locality affect answers to the above questions - and how may such differences be interpreted? The analysis of the young adults’ narratives was based on the careership theory devel­oped by Hodkinson and Sparkes. In retrospect the young adults described their STW-transitions as an attempt to find and achieve personal goals. They emphasized turning points, i.e. when educa­tion or a job begins or ends, but also highlighted experiences when studying or working that make them realize what they wanted or what they would not accept. Four transition patterns, partly connected to gender and locality, were identified among the respondents: yo-yoing between workplaces, education and unemploy­ment; mainly working; mainly in education; or mainly excluded from work and education. These patterns involved varying experiences, current situations and future expectations. At the time of the interview the young adults’ horizon of action involved interrelated aspects of life, but getting a stable job and settling down was pivotal to most of them. The strategies of the interviewees for navigating between dreams and reality diverged. However, they shared an ambition “to put one’s talents to good use” and feared not being able to do so. Experiences of career guidance were generally reported to have been sporadic and meaningless. However, in some cases, inter­ventions are influential for example, when choosing an upper secondary school or during times of unemployment. The young adults’ employed various strategies when interventions adversely affected their goals; of these “to managing by one’s self” was the most common. In addition, guidance varied according to ethnicity and local structures. It is concluded that STW-transitions are challenging journeys, mainly undertaken without professional support, which the young adults perceived as uncertain.
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