| 1. |
- Mogren, Anna, et al.
(författare)
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Whole school approaches to education for sustainable development : A model that links to school improvement
- 2019
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 25:4, s. 508-531
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Tidskriftsartikel (refereegranskat)abstract
- This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.
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| 2. |
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| 3. |
- Uhnoo, Daniel, 1974-, et al.
(författare)
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Den vägledande pedagogiska helhetsidén
- 2018
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Ingår i: Medskapande högskolepedagogik. - Lund : Studentlitteratur AB. - 9789144107349 ; , s. 133-151
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Uhnoo, Daniel, 1974-, et al.
(författare)
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Vardagsbilder
- 2018. - 1
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Ingår i: Medskapande högskolepedagogik. - Lund : Studentlitteratur AB. - 9789144107349 ; , s. 13-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Mogren, Anna
(författare)
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Implementering av lärande för hållbar utveckling : En studie av rektors förståelse av kvalitet i skolans organisation
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Student outcomes of Education for Sustainable Development (ESD) is reported to be weak and empirical studies investigating the underlying causes have been called for. School organization is pointed out as essential, which highlights the role of school leaders in realizing ESD. This study aims to identify characteristic features of ESD active school organizations, by investigating how school leaders maintain high quality in their organizations. ESD is thus studied from an internal organizational perspective. Fourteen school leaders at ten upper secondary schools, active in ESD implementation, were interviewed and qualitative data quantified. A special focus was on school leaders’ transformative statements, in response to earlier criticism that ESD implementation has been too structural. Results consist of 26 identified quality criteria. By means of cluster analysis, the quality criteria were merged into four principal quality criteria: collaborative interaction and school development, student-centred education, cooperation with local society and proactive leadership and continuity. The school leaders’ quality strategies were identified through correlation analysis of their principal quality criteria. The quality strategies reveal a difference in the schools’ internal or external focus. An analysis of the school leaders’ quality statements in relation to their quality strategy implementation indicates that ESD to a large degree is introduced from a transformative perspective. One school in the study stands out as highly transformation-oriented, and has a quality strategy combining an internal and external focus, thus making it a possible benchmark for successful ESD-implementation. The study contributes a suggestion on how a progression of ESD implementation can take place and as well as possible obstacles.
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| 6. |
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| 7. |
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| 8. |
- Thelin, Katina, 1971-, et al.
(författare)
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Swedish teachers and school leaders as researchers within their own practice
- 2014
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Konferensbidrag (refereegranskat)abstract
- This paper reports findings from a Swedish school development project in which the development process was designed and structured as a course in systematic-knowledge-building based on day-to-day issues. The concept knowledge-building is frequently used inthe presentation and denotes learning processes in which the learners are active co-creators of knowledge by acting as researchers. Findings suggest that teachers’ motivationto engage in the work is dependent on their choice of questions to work with and howthey construct these questions. As a more general result, we found that variation plays animportant role in these processes and that teachers’ capacity to handle and make use ofvariation when learning together is essential. On the basis of these findings, it is suggestedthat school leaders at least to some extent take on the role of a research leader within theirown school.
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| 9. |
- Scherp, Hans-Åke
(författare)
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Kursbaserad skolutveckling
- 2013
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Ingår i: Kapet (elektronisk). - : Karlstads universitet. - 2002-3979. ; 9:1, s. 46-70
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Scherp, Hans-Åke
(författare)
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Quantifying qualitative data using cognitive maps
- 2013
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Ingår i: International Journal of Research and Method in Education. - : Taylor & Francis. - 1743-727X .- 1743-7288. ; 36:1, s. 67-81
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the article is to show how substantial qualitative material consisting of graphic cognitive maps can be analysed by using digital CmapTools, Excel and SPSS. Evidence is provided of how qualitative and quantitative methods can be combined in educational research by transforming qualitative data into quantitative data to facilitate discoveries of patterns in the data. Examples are drawn from research on conceptions of both different teaching methods and on school leadership related to school development. The rationale for using cognitive map interviews as a method for data collection is presented. Cognitive, theoretical and methodological issues are discussed. Tools that might be used to facilitate detection of patterns in a substantial number of maps are reviewed. It is demonstrated how unique expressions on individual cognitive maps visualizing different understandings can be transformed into a common system of concepts which make it possible to use quantitative methods to find patterns in comprehensive qualitative data.
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