| 1. |
- Nilholm, Claes, 1957-, et al.
(författare)
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The aims and meaning of teaching as reflected in high-impact reviews of teaching research
- 2021
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Ingår i: Teaching and Teacher Education. - Amsterdam : Elsevier. - 0742-051X .- 1879-2480. ; 107
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Tidskriftsartikel (refereegranskat)abstract
- The aims and meaning of education and teaching are contested. This article empirically explores the aims that dominate present research about teaching as reflected in high-impact reviews of research about teaching (n = 75). Four types of aims are discerned: knowledge/cognitive aims, social aims, aims encompassing the development of personal characteristics and democratic aims. With some exceptions, the reviews analyse teaching with regard to knowledge and cognitive aims only and do not explicitly attend to the aims of schooling or guiding documents. The implications of these empirical findings are discussed in light of the educational philosophies of Dewey and Thorndike.
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| 2. |
- Sundberg, Daniel, 1971-, et al.
(författare)
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Standards-based curricula in a denationalised conception of education : the case of Sweden
- 2012
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 11:3, s. 342-356
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the authors examine the development of the Swedish educational reform of 1991 from an international and European perspective, and from the perspective of what counts as knowledge in a recently implemented Swedish curriculum reform. With effect from 2011, the Swedish government has significantly reshaped the curricula for preschool, compulsory school and upper secondary school education, but in terms of governing principles for schools, these curriculum reforms can be regarded as a continuation of the 1991 reform. We argue that this latest reform, as part of an international policy discourse, can be said to represent a denationalised and instrumental conception of education, and that the implications for the formation of knowledge within this conception can be understood as a standards-based curriculum shaped by two powerful international influences: a technical-instrumental discourse of curriculum, emphasising the form, structure and function of the curriculum; and a neo-conservative discourse of curriculum, with an emphasis on curriculum content as a given and uncontested body of knowledge.
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| 3. |
- Hirsh, Åsa, et al.
(författare)
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Reviews of teaching methods : which fundamental issues are identified?
- 2022
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 13:1, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to discern and discuss issues with relevance to the tension between contextuality and generalisation, which recurrently are identified over time in research reviews of teaching methods. The 75 most cited reviews on teaching methods listed in the Web of Science from 1980 to 2017 were analysed. Since our interest is the claims made in each article about the teaching method under study, the analysis concerned the abstract, results, discussion, conclusion, and implication parts of each review. Three main issues, cutting across the reviews over time, were identified: 1) the abundance of moderating factors, 2) the need for highly qualified teachers, and 3) the research-practice gap. It is argued that the three issues reflect tensions in original research. The implications of these findings are discussed in the article. One main conclusion is that such issues ought to be more explicitly attended to and elaborated in both primary and secondary level research. The importance of viewing validity as a multidimensional concept, including internal, external, and ecological aspects, is underlined. Further, ideas from realistic reviewing are used to discuss a contextually bound approach to causality.
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| 4. |
- Håkansson, Jan, 1959-, et al.
(författare)
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Utmärkt ledarskap i skolan : Forskning om att leda för elevers måluppfyllelse
- 2018. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Runt om i världen har ett nytt fjärde generationens paradigmkring skolförbättring gett forskningsresultat medstor potential för ökad måluppfyllelse. Vissa avtryck börjar nu ta form i svenska skolor, men ännu har inga större resultatförbättringar märkts. Så hur väl håller internationellt etablerade modeller som Timperleys för kollegialt lärande, eller andra metoder för utveckling av undervisningen?I boken Utmärkt ledarskap i skolan får vi en sammanfattning av vad den senaste internationella skolförbättringsforskningen säger om attleda utvecklingen av undervisning och lärande. Utifrån inblickar i svenska skolor uppmärksammas såväl möjligheter som fallgropar i utvecklingsarbetets olika faser.Genom att belysa ett hållbart ledarskap i skolan får vi de nycklar vi behöver för systematiska och långsiktiga förbättringar med fokus på elevernas lärande. I Utmärkt ledarskap i skolan får du som skolledare, förstelärare och lärare kompetensutveckling och handledning i ditt dagliga pedagogiska ledarskapsarbete.
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| 5. |
- Román, Henrik, et al.
(författare)
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Mapping and analysing reviews of research on teaching, 1980-2018, in Web of Science : An overview of a second-order research topography
- 2021
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Ingår i: Review of Education. - : John Wiley & Sons. - 2049-6613. ; 9:2, s. 541-594
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Forskningsöversikt (refereegranskat)abstract
- A third level of educational research is emerging, in addition to original research and secondary-level reviews. Whereas most third-level research syntheses focus on rather restricted topical areas, this study introduces a comparative and integrative overview of prominent second-order research on teaching, including many different types of reviews and aspects of teaching. The purpose of the study is to illuminate patterns in a second-order research topography in the widespread and multifaceted field of research on teaching from 1980 to the present, in order to discuss its implications for research and review-making. The overview encompasses 75 most-cited reviews of research on teaching published in international, refereed journals from 1980 to 2018 in the Web of Science. The overview utilised a specific coding procedure covering methodology, review topics and context. The study shows that several research traditions have contributed to advances in the research on teaching over time. Reviews have become more formalised, but the distribution of different types of review formats and research traditions is relatively constant. The single most established review format is meta-analysis, but it is less dominant than might be expected in an era of evidence-based education. The reviewers mainly belong to educational psychology, applied linguistics/research on language teaching, or research on science teaching. Whereas most reviews of research on science teaching are qualitative, reviews performed by psychologists and language-education researchers are mainly quantitative or based on mixed methods as a way to rationally and cumulatively summarise and downsize unmanageable amounts of research.
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| 6. |
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| 7. |
- Frank, Jeff, et al.
(författare)
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Knowledge, Curriculum and Teaching on Matters That Concern : A Concluding Discussion
- 2022. - 1
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Ingår i: Equity, Teaching Practice and the Curriculum. - Oxon : Routledge. - 9781003218067 - 9781032110202 - 9781032110219 ; , s. 141-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education.
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| 8. |
- Håkansson, Jan, Professor, 1959-, et al.
(författare)
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Utmärkt lärare : Forskningen om lärarskicklighet och vägarna dit
- 2023. - 1
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Bok (populärvet., debatt m.m.)abstract
- Vad utmärker skickliga lärare? Går det verkligen att objektivt bedöma frågan utan att hamna i subjektiva värderingar och preferenser? Hur ser vägarna till lärarskicklighet ut och vad kan forskningen bidra med för svar?Då lärarskicklighet är den enskilt mest betydelsefulla faktorn för att nå goda elevresultat är frågan om vad som kännetecknar en utmärkt lärare central. Utmärkt lärare bygger på författarnas genomgång av de senaste tjugo årens svenska och internationella forskning om såväl yrkesutveckling som lärarkompetens och visar vilka kvaliteter som kännetecknar lärarskicklighet.Genom olika perspektiv och exempel utreds även forskningens svar på vad som bör göras för att tillgodose behovet av lärare och skapa förutsättningar för en ständigt pågående yrkesutveckling. De sammantagna resultaten ger forskningsgrundade målbilder och stakar ut vägen för att få fler att utvecklas till skickliga lärare genom lärarutbildning, kollegialt lärande, kompetensutveckling och professionsprogram. Fem slutsatser ger riktningen för framtiden.Utmärkt lärare ingår i den så kallade Utmärktserien och vänder sig till blivande och verksamma lärare, men också till rektorer, skolchefer, skolutvecklare, politiker, beslutsfattare och andra med intresse för att utveckla skolans kvalitet och måluppfyllelse.Tidigare utgivna böcker i serien är: Utmärkt undervisning (2020), Utmärkt skolutveckling (2016), samt Utmärkt ledarskap i skolan (2018).
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| 9. |
- Román, Henrik, et al.
(författare)
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Context and Implications Document for : Mapping and analysing reviews of research on teaching, 1980-2018, in Web of Science: An overview of a second-order research topography
- 2021
-
Ingår i: Review of Education. - : John Wiley & Sons. - 2049-6613. ; 9:2, s. 595-598
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This guide accompanies the following article: Roman, H., Sundberg, D., Hirsh,A., Forsberg, E. &Nilholm, C. Mapping and analysing reviews of research on teaching, 1980–2018, in Web ofScience: An overview of a second-order research topography, Review of Education. https://doi.org/10.1002/rev3.3258
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| 10. |
- Sundberg, Daniel, 1971-, et al.
(författare)
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Curriculum change in Sweden : A theory-based evaluation of the Swedish curriculum, Lgr11
- 2015
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Ingår i: Abstract book. NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association, Marketisation and Differentiation in Education, Gothenburg, March 4-6, 2015..
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Konferensbidrag (refereegranskat)abstract
- The curriculum has the last decade become a centre of policy interest and a focal point for the improvement of education and schools. The international education policy movement towards standards-based curriculum has been characterized by a top-down accountability on outcomes and a linear dissemination of new knowledge requirements (Andersson-Levitt 2008, Sivesind & Karseth 2010). However, several research studies reveal how the transformation to national cultural education traditions also implies tensions and contradictions. In this paper our aim is to address how the new Swedish curriculum Lgr 11 is contextualised and reconceptualised (Bernstein 2000, Wahlström & Sundberg 2012) as it is transformed from transnational curriculum scripts to teachers and their teaching practices.The theory-oriented evaluation project takes its starting point in curriculum theory (Lundgren 1989, Englund, 2005, Wahlström & Sundberg 2012). Theory-oriented evaluation is characterized by an explicit theory basis for the understanding of the reform, that takes account of normative values that are embedded in the reform, its socio-political and historical context, the processes and results of the reform, and critical analyses of social forces served by the reform (Schwandt, 2003). In this paper we will answer questions on the influences, translations and impacts of transnational educational policy movements into the Swedish curriculum making, and their concrete empirical results. 1. What convergences and divergences in curriculum configurations can be identified in comparative analysis of international and national curricula constructions?2. In what ways do teachers understand the curriculum Lgr 11 as influencing the frames of teaching and the learning activities?3. In what ways do teachers understand the curriculum Lgr 11 as influencing the acts and practices of assessment?The three research questions were investigated by a three-part mixed-method approach consisted of (1) curriculum policy text analysis, (2) a teacher questionnaire conducted in 21 different Swedish municipalities (n= 1887) during October 2013 and, (3) a follow-up teacher interview study with 18 informants (April-August 2014). ReferencesAndersson-Levitt, Kathryn M. (2008). Globalization and curriculum. In: Michael F. Connelly, ed.: The Sage Handbook of Curriculum and Instruction. London: Sage Publications.Englund, Tomas (2005): Läroplanens och skolkunskapens politiska dimension [Curriculum as a Political Problem]. Göteborg: Daidalos.Lundgren, Ulf P. (1989) Att organisera omvärlden [Organising the World Around Us]. Stockholm: Utbildningsförlaget.Schwandt, Thomas A. (2003): Linking Evaluation and Education: Enlightment and Engagement. In: Haug, Peder & Schwandt, Thomas. A. eds. (2003): Evaluating Educational Reforms – Scandinavian Perspectives. Greenwich: Information Age Publishing Inc.Sivesind, Kirsten & Karseth, Berit (2010): Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education( 45)1Sundberg, Daniel & Wahlström, Ninni (2012). Standards-based curricula in a denationalised conception of education – the case of Sweden. European Journal of Education Research Volume 11, Number 3, 2012
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