| 1. |
- Jönsson, Ingrid, et al.
(författare)
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Change or Paradigm Shift in the Swedish Preschool?
- 2010
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Ingår i: XVII ISA World Congress of Sociology Sociology on the Move, Gothenburg, Sweden, 11 - 17 July, 2010. Conference Abstracts.. - : International sociology association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since the mid-1990s several reforms have challenged the idea of educare, which is often held up as the main characteristic of the Swedish preschool (OECD 2001, 2006, Moss 2006). Educare in the Swedish context means good-quality care and education in a balanced mix. Unlike many European countries, there is not a split in the organisation between care of children below and above the age of three (Knijn, Jönsson and Klammer 2005, Letablier and Jönsson 2005). Contemporary reforms point to increased expectations of preschool as a preparation for school. Such ideas are included in the social investment strategy which is supported on the European Union level and by international organisations such as the OECD and the World Bank. According to White (2009), the social investment strategy implies a positive relationship between early childhood development and early childhood education programmes and children’s success later in life, which is related to a country’s economic success. The aim of the paper The aim of the paper is to discuss whether or to what extent the social investment strategy has an impact on the Swedish preschool and the reform work being done at the moment. Since its establishment in the 1970s, the emphasis has been on the child’s needs at the same time as it fulfils goals related to family, social, gender equality and labour market policies. Has the balance changed in favour of future-oriented goals? Is there a paradigm shift taking place in the Swedish preschool? The paper will explore whether this is the case by discussing the development of the Swedish preschool since the 1970s, proceeding from Hall’s (1993) requirements of a paradigm shift; these include a simultaneous change of objectives, policy instruments and settings.
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| 2. |
- Jönsson, Ingrid, et al.
(författare)
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Change or paradigm shift in the Swedish preschool?
- 2012
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Ingår i: Sociologia. - : Editora Mundos Sociais, Universitario de Lisboa. - 0873-6529 .- 2182-7907. ; 69, s. 47-61
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln diskuterar olika förskolereformer i Sverie och ställer fråpgan om den svenska modellen, EDUCARE, är hotad av ideer om skolförberedelse och senare anställningsbarhet.Förändringarna studeras på olika nivåer och från ett historiskt perpspektiv. Slutsatsen är att reformarbetena måste förstås dels i förhållande till nationella ideer, föreställninar och traditioner, dels i förhållande till internationella organisationer. Vidare forskrning som uppmärksammar vad som faktiskt sker i den lokala kontexten rekommenderas.
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| 3. |
- Jönsson, Ingrid, et al.
(författare)
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Les réformes de l’éducation préscolaire
- 2013
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Ingår i: Politiques sociales et familiales. - : CNAF. - 2101-8081 .- 2107-0210. ; 112:112, s. 63-72
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I Sverige har, till skillnad från många länder, omsorg, vård, fostran, lärande och utbildningen för de yngre barnen hållts samman i en och samma organisation och under Educare begreppet. Aktuella reformer pekar på ökade förväntingar på förskolan som ett första steg i det livlånga lärandet. i artikeln diskuteras dessa ideeer som en del i social investerningsstrategi so stödjs på EU nivå och av internainella organisationer som OECD oh Världsbanken. Syftet med artikeln är att diskutera frågan om balansen mellan de kombinerade målsättningarna håller på att rubbas i svenska förskola. Ser vi ett paradigmatiskt skifte i förskolan?
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| 4. |
- Kloster Smerud, Hilde, et al.
(författare)
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New treatment for IgA nephropathy : enteric budesonide targeted to the ileocecal region ameliorates proteinuria
- 2011
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Ingår i: Nephrology, Dialysis and Transplantation. - : Oxford University Press (OUP): Policy B. - 0931-0509 .- 1460-2385. ; 26:10, s. 3237-3241
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Tidskriftsartikel (refereegranskat)abstract
- Background. Systemic corticosteroid treatment has been shown to exert some protection against renal deterioration in IgA nephropathy (IgAN) but is not commonly recommended for long-term use due to the well-known systemic side effects. In this study, we investigated the efficacy and safety of a new enteric formulation of the locally acting glucocorticoid budesonide (Nefecon (R)), designed to release the active compound in the ileocecal region. The primary objective was to evaluate the efficacy of targeted release budesonide on albuminuria. less thanbrgreater than less thanbrgreater thanMethods. Budesonide 8 mg/day was given to 16 patients with IgAN for 6 months, followed by a 3-month follow-up period. The efficacy was measured as change in 24-h urine albumin excretion, serum creatinine and estimated glomerular filtration rate (eGFR). less thanbrgreater than less thanbrgreater thanResults. The median relative reduction in urinary albumin excretion was 23% during the treatment period (interquartile range: -0.36 to -0.04, P = 0.04) with pretreatment values ranging from 0.3 to 6 g/24 h (median: 1.5 g/24 h). The median reduction in urine albumin peaked at 40% (interquartile range: -0.58 to -0.15) 2 months after treatment discontinuation. Serum creatinine was reduced by 6% (interquartile range: -0.12 to -0.02; P = 0.003), and eGFR [Modification of Diet in Renal Disease (MDRD)] increased similar to 8% (interquartile range: 0.02-0.16, P = 0.003) during treatment. No major corticosteroid-related side effects were observed. less thanbrgreater than less thanbrgreater thanConclusions. In the present pilot study, enteric budesonide targeted to the ileocecal region had a significant effect on urine albumin excretion, accompanied by a minor reduction of serum creatinine and a modest increase of eGFR calculated by the MDRD equation, while eGFR calculated from Cockcroft-Gault equation and cystatin C was not changed. Enteric budesonide may represent a new treatment of IgAN warranting further investigation.
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| 5. |
- Sandell, Anna
(författare)
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Elevperspektiv på lärare med utländsk bakgrund i den svenska skolan : En inledande kvalitativ studie med arabisktalande elever
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här rapporten redogör för en pilotstudie om arabisktalande elevers perspektiv på motiv som anges som skäl att anställa lärare med utländsk bakgrund. Tre motiv – förbättrad skolframgång, brobryggare mellan hem och skola samt identifieringsobjekt – framträder tydligast i tidigare utforskningar. Ett övergripande syfte med studien är att utforska funktionen hos lärare med utländsk bakgrund i en klass som sedan skolstarten haft parallell undervisning på modersmål och svenska. Ett bisyfte är att få elevperspektiv på tvåspråkig undervisning i en klass där alla elever har arabiska som modersmål. Nio elever i en klass med endast arabisktalande elever intervjuades. Samtliga var antingen födda i Sverige eller hade kommit till Sverige innan skolstart. Lärarna med utländsk bakgrund framträder med annan funktion än de med svensk bakgrund. Det är dock inte något identifieringsmotiv som framträder, utan istället är det de språkliga förtjänsterna som framhävs. Utan den tvåspråkiga undervisningen menar flertalet att de hade haft mycket svårt att tillägna sig undervisningen i den svenska skolan. De tenderar samtidigt att nedvärdera sitt modersmål i skolkontexten och att lyfta fram kunskaper i svenska som eftersträvansbart, både i och utanför skolans ramar. Detta tolkas också som del i en positionering bort från en ”andrafiering”. Ytterligare studier föreslås för breddning och fördjupning kring lärare med utländsk bakgrund i den svenska skolan.
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| 6. |
- Sandell, Anna
(författare)
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Gendered positionings in education
- 2007
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Educational segregation concerns democracy and equality, since individuals are positioned differently in relation to power, economy, work opportunities etc. During the late twentieth century, Swedish educational politics have aimed to broaden the recruitment to higher education. Both concerning gender and concerning class. The recruitment is however still skewed, due to social reproduction, and it starts (at the latest) with the choice of upper secondary school education. Young men and women’s educational segregation challenges the Swedish gender equality goals. Even more so, since the segregation is more pronounced when class is added as a factor. This paper presents some results from a study of 35 Swedish ninth graders, in a town with a history of labour work and low transition to higher education. Through reasonings of traditional gender divisions and interests, they reproduce gender dichotomy and thereby justify educational segregation. The paper further discusses these boys and girls’ positionings away from traditional female domains, the girls’ tendency to be individualized to a greater extent than boys, and the different (gendered) frames of action they perceive and act within.
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| 7. |
- Sandell, Anna
(författare)
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Utbildningssegregation och självsortering : Om gymnasieval, genus och lokala praktiker
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores and analyzes segregation and self-sorting in education. It aims at discussing how this relates to gender, individualization and young men and women's positionings in local practices, through choices of upper secondary school education. It focuses on how young men and women cope with and adapt to the changing society in late modernity. The thesis is based on three empirical studies as well as national and local statistics. Observations in a natural science programme class at upper secondary school, interviews with study and vocational counsellors and statistics made the foundation for an interview study with 35 ninth graders about to make their choice of upper secondary school education in a middle-sized city with tradition of labour work. Statistics show a clear segregation among girls and boys at upper secondary school, especially when differentiated by class, geography, and to some extent ethnicity. The segregation continues on higher levels of education and then on to the labour market. This challenges political goals, both in gender equality and in education. It also challenges the late modernity demand for individualization. Theoretically this is explored with Bourdieu's concepts of habitus and capital as well as with late modernity concepts of cultural release, individualization, agency and positioning. Gender is explored by Harding's model for analyzing the gender order. The interview study shows that both girls and boys distance themselves rhetorically from what is traditionally considered female. Both female domains and behaviour are lowly ranked. Girls? strategy is to choose gender neutral marked programmes. They experience restrictions on basis of their gender, and want to use education as a means to break gender patterns. The boys? also positioned themselves, but to a higher extent to avoid divergence from the hegemonic masculinity. These differences could not be seen in the observation study, which is interpreted as a result of the self-sorting young people do in relation to their gender and class. The conclusion is that the place encourages girls and boys to act differently. The relation between structures and agency differs. Girls are, in the interview study, encouraged to have a broader perspective on education, future professions, moving and so on. Their future can also be looked for outside the place and the positionings they now possess. Boys are encouraged to have a narrower perspective on the same phenomenons. The place also enables for the boys to stay to a higher extent than for the girls. The boys have, for example, a local labour market that corresponds to their choices. It is suggested that agency should be better supported in school. The pupils themselves stressed the importance of getting alternative experiences, for example through the work experience programme. It is also of importance that teachers encourage pupils to make changes in positions. The counsellors stressed the importance of doing outreached work and find pupils that do not voluntarily come to counselling. Through counselling, the pupils can be given tools for opening alternative ways. The gender marking of programmes could be loosened by introducing branches that attract the opposite gender. The naming of the programmes should also be under consideration. New technology and computers as means to enable changes in positionings are discussed.
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| 8. |
- Sandell, Anna
(författare)
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"Vi förstår, du behöver inte översätta" : Elevperspektiv på tvåspråkig undervisning i den svenska skolan
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 119-144
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of this article is to contribute with a pupils’ perspective on bilingual education, as well as their views on the mother tongue teachers who taught them. 1 Swedish schools are exploring bilingual education because pupils with migration background do not perform as well as pupils with non-migration background. Beside the reason of employing mother tongue teachers for language support, earlier research suggests three dominating motives for employing teachers with migration backgrounds: supporting school success, creating role models, and bridging the gap between families and school. The empirical study consists of interviews with nine pupils in a class of 19, contextualized by a few weeks spent in their class. Results suggest that from the pupils’ perspective the mother tongue teacher does not add anything besides the language support. However, pupils are clear about these teachers’ importance for language development, and thereby their own school development. Furthermore they feel that knowledge development only takes place when classes are held in Swedish. It thus appears that schools have failed to convey that the mother tongue is just as important for the pupils as Swedish. A key conclusion is that schools need to enhance the status of different languages within the school context.
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