| 1. |
- Bergh, Andreas
(författare)
-
Vad gör kvalitet med utbildning? : Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to investigate what linguistic meanings the concept of quality is imbued with in different educational arenas and to discuss the consequences of such meanings for education. From this aim the main research question is: What does the concept of quality do to education and what does education do to the concept of quality? The question indicates an interest in understanding how the concept of quality and education mutually influence each other. The empirical material consists of national texts written by the government and the national school authorities, mainly between the years of 1997 to 2008, as well as interviews with different people from three local school authorities and schools. Theoretically the approach is inspired by Quentin Skinner and speech-act theory as well as Reinhart Koselleck and conceptual history. While Skinner is mainly interested in the rhetorical use of concepts, Koselleck’s interest lies in investigating how concepts carry historical time. For this study, some analytical concepts are lifted from these two theories and are applied to the empirical material. From the analysis, four concluding criteria of application are formulated: education quality, result quality, market quality and system quality. The result shows that certain meanings, which for a long time have been connected to education and, in this study, are incorporated under the umbrella criterion education quality, have been challenged and partly marginalized. Instead, the dominance of result quality, market quality and system quality lead to an acceptance of new social perceptions in education. The different national and local structures that are developed to measure quality have a high impact on local practice. As a consequence of a shift from goal to result, overriding goals are clarified and made juridically controllable. The changes also lead to consequences for the different actors in the education system, as well as for teachers, national politicians and for national and local school administrations.
|
|
| 2. |
- Perselli, Ann-Katrin, 1958-
(författare)
-
Från datasal till en-till-en : En studie av lärares erfarenheter av digitala resurser i undervisningen
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools.
|
|
| 3. |
- Segerholm, Christina, 1956-, et al.
(författare)
-
Evidence-Based Governing? : Educational Research in the Service of the Swedish Schools Inspectorate
- 2022
-
Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 66:4, s. 642-657
-
Tidskriftsartikel (refereegranskat)abstract
- The rise in the use of scientific evidence as a basis for educational policymaking has been a noticeable feature globally. In this study, we describe and discuss how educational research is used to make policy and governing evidence-based. To illustrate this, we use the Swedish Schools Inspectorate (SSI) as a case and focus on two of the processes it performs: regular supervision and quality audit. We present interviews with inspection personnel and researchers involved in these processes along with observations and documents. Our case description shows that despite the SSI's efforts to base its work on knowledge (evidence) gained through educational research, it also had to use both embodied and enacted forms of knowledge. Research knowledge was chosen and redrafted to form a unified picture of how to act in educational practice, thus giving the work of school inspection a governing power that legitimises and sustains particular national policies.
|
|
| 4. |
- Segerholm, Christina
(författare)
-
'We are doing well on QAE' : the case of Sweden
- 2009
-
Ingår i: Journal of education policy. - : Routledge. - 0268-0939 .- 1464-5106. ; 24:2, s. 195-209
-
Tidskriftsartikel (refereegranskat)abstract
- The paper analyses quality assurance and evaluation (QAE) policy and activities in mandatory schooling at national level in Sweden. Two studies are reported: a textual analysis of national policy documents concerning QAE, and an interview study conducted with national policy brokers. Questions addressed are: What are the characteristics of Swedish QAE activities? What European and international ideas on QAE are considered relevant to Swedish national policy? To what degree is international QAE policy disseminated across the Swedish school system? And, does Sweden influence international QAE policy in any way? QAE activities are analysed in relation to the European Union's and international organisations' efforts to influence national education policy. Results show that Sweden was historically early equipped with means to control quality in schooling. By the end of the 1990s, there was a marked increase in national regulations, increasing the number of QAE activities directed at Swedish schooling. The development of QAE in Sweden, therefore, has been related to a shift in governing policies and practices towards governing by objectives and results; and national QAE policies have successively strengthened this governing doctrine. Finally, Swedish national brokers maintain an image of doing quite well on QAE policy and practice compared to other European countries.
|
|
| 5. |
-
The governing-evaluation-knowledge nexus : Swedish higher education as a case
- 2019
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- This Open Access book analyses the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It investigates the origins, logics, and mechanisms of evaluation and quality assurance reforms and their dynamic interactions with institutional, national and European policy contexts. The chapters report findings from extensive empirical studies that offer detailed insight into the work of governing in higher education, by giving voice to actors at various levels and positions including the ministry, national agency and University employees. Central themes include the influence of European policy, changing system designs, media relations and quality assurance enactments in University institutions. The book also explores the ways in which an emerging professional cadre, labelled qualocrats, enacts and mediates evaluation and quality assurance policy and practice. Taken together, the expanding evaluation machinery in Swedish higher education highlights the pivotal role of knowledge as a governing resource, and points to special features of evaluation as a particular form of practice that makes knowledge work for governing.
|
|
| 6. |
- Carlbaum, Sara, et al.
(författare)
-
Skolinspektion som styrning
- 2014
-
Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 23:1, s. 5-20
-
Tidskriftsartikel (refereegranskat)abstract
- In this article we argue that school inspection is an important and potentially influential way of governing education that deserves additional scholarly attention. This introductory article aims to situate and describe the origin, theoretical foundations and methods and materials gathered in the three research projects included in this special issue. We also briefly describe some important characteristics of the Swedish school inspection and finish off with short introductions to the six articles.
|
|
| 7. |
- Eriksson Bergström, Sofia, 1974-
(författare)
-
Rum, barn och pedagoger : Om möjligheter och begränsningar i förskolans fysiska miljö
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the relationship between the physical environment of preschool, children and preschool teachers is studied. Children participate in preschool from an early age and thus are expected to find themselves within an institutional framework (Eilard & Tallberg Broman, 2011) early in life. Today preschool as an institution can be seen as a place where childhood to a great extent is spent and created (Halldén, 2007e). The physical environment of preschool can consequently be regarded as a structure within which childhood is institutionalized (Kampmann, 2004). In general the thesis deals with how children are shaped by and shape the physical environment that they spend so much time in during early childhood. The purpose is clarified in the following questions: How does the physical environment of preschool structure and organise the activities of chil-dren? What activities are created in relation to the possibilities and limitations of the physical environment? In what way can the relationship between the invitations of the physical environment, the child’s scope for action, and preschool teachers be seen? To understand the empirical material in the thesis the concept of affordance (J.J.Gibson, 1986) and the activity theory (Leontiev, 1986; Engeström, 1987) has been used. The empirical evidence in the thesis is based on both video observations and interviews. The study was designed as a multiple case study (Stake, 1995), and three preschool classes each formed a case. The study was inspired by ethnography. The significance of seeing the environment as a set of affordances (J.J.Gibson, 1986) is that it, to a greater degree, can lead to children being allowed to discover the invitations to action there are and as a result freedom to act and negotiations can be created in both inside and outside environments. Through this way of thinking a free zone is created in an institutionalised childhood where children through their agency handle and redesign that which was intended to regulate and give structure. As a counterbalance to the institutionalisation of childhood this study contribute to an understanding of children’s individual and collective activities as a free zone in an otherwise controlled and regulated milieu. The contribution of this thesis consists of the study of the physical environment and the importance of the material in forming the child.
|
|
| 8. |
- Rönnberg, Linda, 1977-, et al.
(författare)
-
In the public eye : Swedish schoolinspection and local newspapers: exploring the audit–media relationship
- 2013
-
Ingår i: Journal of education policy. - : Taylor & Francis. - 0268-0939 .- 1464-5106. ; 28:2, s. 178-197
-
Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the dual dependencies apparent at the intersection of the media society and the audit society by empirically exploring and discussing the relationship between Swedish local newspaper coverage and school inspection activities. The research questions pertain to the Inspectorate’s media strategy, how inspection is represented and conveyed, the messages sent, and who gets to speak. Literature on governance, and the role and function of the media in the wider audit society is applied theoretically. Four municipalities were selected to represent different demographical and economical structures and previous inspection experiences. The empirical material includes interviews with leading inspection officers and newspaper articles. The local newspapers portray the Inspectorate as a legitimate institution acting on behalf of and protecting the public, and even more so, the educational consumer. The current format used by the Inspectorate – a succinct reporting only on deviations – links with a favored format of the media, reinforcing the tight media–inspection relationship and leading to implications for education governance and policy
|
|
| 9. |
|
|
| 10. |
- Lindgren, Joakim, 1971-
(författare)
-
Spaces, mobilities and youth biographies in the New Sweden : Studies on education governance and social inclusion and exclusion
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main theme of this thesis is the relation between education governance and social inclusion and exclusion. Overall the thesis is based on a life history approach were biographical interviews with young people are complemented with other contextual data such as survey data, longitudinal statistics, interviews with local politicians and school actors and local reports. Data were generated in three Swedish areas: a rural area in the North, an advantaged segregated area, and a disadvantaged segregated area in the South. The thesis consists of four articles that use the concepts of biography, space, and mobility. Article 1. examines the increasing usage of biographical registers in school. It suggests that biography as a form of education governance serves to construct the students as both objects for assessment and as a relay for continuous self-assessment. As such, this is a socio-political technology that is important to acknowledge in order to understand processes of social inclusion and exclusion. Article 2. addresses the following empirically generated question: How is it possible to understand the fact that disadvantaged students from a segregated area have such optimistic future orientations in relation to further education and work? Building on life history interviews with a small sample of refugee youth from a disadvantaged segregated area the paper presents a concept labelled Utopian diaspora biography (UDB). UDB describes a process whereby a high level of aspiration concerning education and labour is accumulated as a consequence of the social, temporal and spatial dynamic of the biography. Article 3. is an attempt to develop new understandings about local production of social inclusion and exclusion in a decentralised, individualised and segregated school landscape. Using a wide range of data the article suggests that local differences concerning schooling and the outcomes of schooling – both in terms of statistical patterns and the identities produced – are interrelated and are based on an amalgamation of local policy implementation, material conditions and spatially guided representations. Article 4. deploys the concept of mobility in order to explore how space and class become related to education and social inclusion and exclusion in the three chosen areas as young people are spatially situated but move, want to move, dream about moving, try to move, and fail to move through, in and out of different forms of communities. This paper shows that the possibilities of moving to desired places on the education- and labour market are unequally distributed between young people and between places. The analysis also seeks to move beyond schematic typologies such as those of ‘immobile working class’ and ‘mobile middle class’ by exploring how mobility is made meaningful and how notions about mobility are structured and enable action. In summary, the thesis contributes to the discussion on processes of inclusion and exclusion in contemporary society. These processes are understood as inter-disciplinary problematics that include the social production of spatiality, historicality, and sociality at both the societal level and on the level of identity. Crucial aspects concern aestheticisation and performativity in education which imply an increasing focus on discursive, or textual, dimensions of identity formation and the competitive strategies developed by students in order to secure social inclusion through the marketing of oneself. Under these circumstances, new identities and new forms of social inclusion and exclusion are produced.
|
|
