| 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. |
- 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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| 3. |
- 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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| 4. |
- 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. ; 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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| 5. |
- Andersson, Birgit, 1953-
(författare)
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Introducing assessment into Swedish leisure-time centres : pedagogues' attitudes and practices
- 2010
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Ingår i: Education Inquiry. - Umeå : Umeå University. - 2000-4508. ; 1:3, s. 197-209
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses the findings of a survey exploring Swedish leisure-time pedagogues' experiences of assessment in school and leisure-time centres. It aims to boost knowledge of how assessment, as a prominent example of changed education governance, is entering the work of leisure-time pedagogues and how it is perceived by them. It is concluded that leisure-time pedagogues often assess the development of children’s social competencies, activities in their centre and the leisure-time pedagogues’ own contributions. Possible explanations of why these assessments are mainly based on informal observations without any documentation are discussed, as are the leisure-time pedagogues' ambiguous attitudes to them.
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| 6. |
- Sporre, Karin, 1952-, et al.
(författare)
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Fiction-based ethics education in Swedish compulsory school – reflections on a research project
- 2022
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:2, s. 84-107
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Tidskriftsartikel (refereegranskat)abstract
- In this article we draw conclusions from a research project in which a unique model for a fiction-based approach to ethics education was developed and used in three Swedish schools. Nine lessons were carried out during the 2019-2020 school year in five school classes: two in Grade 5 and three in Grade 8. Participating teachers worked with the researchers before and during the project to reflect on and develop the model. Moreover, five classes and teachers with their ordinary ethics education were engaged in the project. Theoretically, the project draws on the works of Martha C. Nussbaum in its choice to employ fiction reading in ethics education, and has a foundation in a sociocultural theory on moral development elaborated by Mark B. Tappan. The article’s aim is to critically reflect on the results and design of the project in relation to the theoretical underpinnings, with the purpose of offering reflections on ethics education for further development in both research and educational practice.
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| 7. |
- Andersson, Per, et al.
(författare)
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“One day, one problem” : applying SOTL on a course about teaching in higher education
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- At the Centre for Teaching and Learning at Umeå University, we are responsible for the development of university teachers’ pedagogical competence. One of the main purposes of our courses is to help teachers develop an array of teaching methods – including a sound basis for their decisions about which method to use. We work with teaching methods for student active learning that develop sustainable knowledge (Hattie, 2009), for example Problem Based Learning, PBL. Our problem is that this usually takes a lot of time on our short courses. So we asked ourselves: How can we use SoTL to describe, develop and evaluate a method that gives key transitions in the university teachers’ journey towards pedagogical competence, both theoretically and practically (Dietz-Uhler and Bishop-Clark, 2012)? We wanted a group of teachers on one of our courses to learn more about PBL and to be active while doing this. We also wanted a meta-didactic discussion about it afterwards. We found a method called “One day, one problem” (O’Grady, 2012) that we wanted to try. We had to redesign the method slightly to fit our context, by writing a relevant scenario in line with our expected learning outcomes. Apart from this we followed the suggested process in the article. We carried out formative and summative evaluations, and we as teachers documented the activity. Our preliminary analysis shows that this method gave us what we wanted since the learners were positive towards working this way, and the self- evaluated learning process and product was given high grades. Our preliminary results and conclusion is that this method is a useful way to both teach about the PBL process and to work with course content. We also saw that SoTL, systematically searching, finding, developing and evaluating a new teaching method is a good way to develop both our own and our students’ pedagogical competence.
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| 8. |
- Ekström, Kenneth, 1956-, et al.
(författare)
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How to organise transitions between units in preschool : does it matter
- 2010
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Ingår i: International Journal of Transitions in Childhood. - Melbourne : The University of Melbourne, Australia. - 1833-2390. ; 4:1, s. 4-12
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.
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| 9. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Do Students Correctly Estimate Their Reading Ability? : A Study of Stockholm Students in Grades 3 and 8
- 2011
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Ingår i: Reading Psychology. - Washington, D.C : Hemisphere Publishing Corp.. - 0270-2711 .- 1521-0685. ; 32:4, s. 301-321
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Tidskriftsartikel (refereegranskat)abstract
- Data from a survey in Stockholm are used to look at differences between how students´ self-concepts and self-efficacy relate to actual reading skills, differences between how boys and girls estimate their reading, and differences between how older and younger students estimate their reading. A quarter of the students made correct self-assessmmments of their reading. A majority overestimated their skills. The ability to self-assess reading skills among boys and girls seems to depend on how they are asked. There was only a small difference in favor of older students when students in Grades 3 and 8 were compared.
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| 10. |
- Munck, Kerstin
(författare)
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Ormus och Ariman : A och O i pedagogiskt arbete
- 2006
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Ingår i: Tänk efter, tänk nytt, tänk om. - Umeå : Umeå universitet. - 9172640685 ; , s. 33-41
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Har en pedagogisk pristagare något särskilt att bidraga med vid en universitetspedagogisk konferens? Knappast mer än andra lärare, om inte möjligen i det att priset kanske uppfordrat till en särskild eftertanke kring den egna insatsen och erfarenheten. Inom en radie av "tänk efter", "tänk nytt", "tänk om" söker jag en formel för ett pedagogiskt credo. Jag finner en användbar sådan i den gamla persiska myten om Ormus och Ariman, så som vi känner den från C.J.L. Almqvist (ca 1829). Almqvists pedantiske byråkrat Ormus, i förening med den oroande romantikern Ariman upphäver ett dualistiskt tänkande och de blir därmed användbara för att belysa ett A och O i pedagogiskt arbete.
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