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- Löfgren, Håkan, et al.
(författare)
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Att ständigt bli bedömd
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Öhman, Anna, 1962-
(författare)
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Återkoppling i interaktion : En studie av klassrumsbaserad bedömning i frisörutbildningen
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.
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| 4. |
- Larsson, Kristoffer
(författare)
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Kritiskt tänkande i samhällskunskap : En studie som ur ett fenomenografiskt perspektiv belyser manifesterat kritiskt tänkande bland elever i grundskolans år 9
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students.According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking.The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking.The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.
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| 5. |
- Hansson, Kristina, 1956-
(författare)
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Skola och medier : Aktiviteter och styrning i en kommuns utvecklingssträvanden
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over time, the state has undertaken various reforms to govern the development of education. The issue of using new media may be seen as such an example. A change in the use of media in education imposes great challenges on both municipalities and teachers. This thesis aims to visualise and discuss governance in the contradictions that arise in practical activities aimed at integrating new media in school teaching, based on three actors’ perspectives, namely the dilemmas of the teacher, the media pedagogue and the media developer. The study is based on systemic thinking about governance and I employ both activity theory and the concept of governmentality to visualise and discuss the governance.The study is conducted in the form of a case study. The case consists of a municipality where, based on the curriculum’s mission, teachers have tried to find ways to integrate new media into their teaching. My own connection to the case consists of having been a driving and governing force in the work as a teacher, media pedagogue and media developer. The case was chosen because the municipality’s work on the national level and via the media has been held up as a good example.The empirical part consists of both my own life narrative and studies of different documents, texts, images, films and sound recordings that show how governmentalities are formed and take shape on the micro, macro and meso levels. I use a methodological prism, a combination of different analytical perspectives, discourse, activity, narratives and governmentality.The results reveal that the driving actors are innovatively handling the systemic contradictions that arise in the work of carrying out the curriculum’s mission. The governance of the activities is based on a trust rationality. The more the use of new media is spread in the municipality’s schools, the more contradictory it becomes for the middle level’s actors. The trust rationality has been superseded by a distrust rationality, creating a growing gap between the administration and the activities.
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| 6. |
- Karlsson, Annika, 1966-
(författare)
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Samhällsguide, individualist och moderator : Samhällskunskapslärares professionella förhållningssätt i betygsättningsrelaterat arbete
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to highlight civics teachers’ professional attitudes to grade related work in Samhällskunskap A (Civics), a compulsory course at upper secondary school. The methods employed are qualitative interviews and a compilation of tasks forming the basis of assessment in the current course. To gain a greater understanding of teachers’ grading difficulties, grading related dilemmas and strategies to deal with them have been identified. These are divided into three groups; dilemmas connected to the steering documents, dilemmas involving teachers’ own convictions, and dilemmas related to the school subject in question. Both dilemmas and strategies are mainly generic and the overall purpose expressed in the strategies is to help manage a demanding job situation. The professional attitudes reflect three areas of teacher work. The first is PCK aspects of assessment where teachers emphasize fact deepening tasks (faktafördjupare), news discussions and written tests (nyhetsdiskutant), a varied basis of assessment (samhällsguide), or pupils’ involvement through PBL and seminars (katalysator). Concerning the exercise of grading authority, teachers act as informal observers of pupils in the classroom, bureaucrats who clearly inform pupils of the grading criteria, professionals who are dependent on the cooperation with colleagues, and individualists who work alone. The development of democratic competence displays the teacher as a moderator who focuses on having pupils problemising and questioning social issues, as a co-operator who regards pupils as customers, or as a deliberator who emphasizes a permitting and open climate for discussions.
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| 7. |
- Löfgren, Håkan, 1968-, et al.
(författare)
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Pupils’ enactments of a policy for equivalence : Stories about different conditions when preparing for national tests
- 2018
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Ingår i: European Educational Research Journal. - London, United Kingdom : Sage Publications. - 1474-9041. ; 17:5, s. 676-695
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Tidskriftsartikel (refereegranskat)abstract
- This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.
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| 8. |
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Med livsberättelser som forskningsansats : en rapport från den 6:e livsberätteleskonferensen i Karlstad
- 2015
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den här rapporten är den första gemensamma publikation som vi gett ut inom ramen för konferensen om livsberättelseforskning som årligen hålls vid Karlstads universitet. De texter vi samlat här är skrivna av de författare som hörsammade vår uppmaning att bidra med färdiga artiklar till den sjätte livsberättelsekonferensen. De olika forskningsartiklarna är produkter av de enskilda författarnas arbete och de representerar deras särskilda intressen, men de har även påverkats av våra gemensamma diskussioner under och efter konferensen. Gemensamt för de olika bidragen i denna rapport är att livsberättelseansatsen är central för deras analyser och att de förhåller sig på olika sätt till relationen människa, erfarenhet och berättelse. Vi har placerat in artiklarna i tre temaområden, Livsberättelser - identitet och kontext, Livsberättelser - tillhörighet och språk samt Livsberättelser - livsvärld och lärande vilka illustrerar de centrala dragen avseende artiklarnas innehåll.
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