| 1. |
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| 2. |
- Carlbaum, Sara, et al.
(författare)
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Skolinspektion som styrning
- 2014
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 23:1, s. 5-20
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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.
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| 3. |
- Dahler-Larsen, Peter, et al.
(författare)
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Evaluation, language, and untranslatables
- 2017
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Ingår i: American Journal of Evaluation. - : Sage Publications. - 1098-2140 .- 1557-0878. ; 38:1, s. 114-125
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Tidskriftsartikel (refereegranskat)abstract
- The issue of translatability is pressing in international evaluation, in global transfer of evaluative instruments, in comparative performance management, and in culturally responsive evaluation. Terms that are never fully understood, digested, or accepted may continue to influence issues, problems, and social interactions in and around and after evaluations. Their meanings can be imposed or reinvented. Untranslatable terms are not just “lost in translation” but may produce overflows that do not go away. The purpose of this article is to increase attention to the issue of translatability in evaluation by means of specific exemplars. We provide a short dictionary of such exemplars delivered by evaluators, consultants, and teachers who work across a variety of contexts. We conclude with a few recommendations: highlight frictions in translatability by deliberately circulating and discussing words of relevance that appear to be "foreign"; increase the language skills of evaluators; and make research on frictions in translation an articulate part of the agenda for research on evaluation.
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| 4. |
- Eriksson Bergström, Sofia, 1974-
(författare)
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Rum, barn och pedagoger : Om möjligheter och begränsningar i förskolans fysiska miljö
- 2013
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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.
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| 5. |
- Grek, Sotiria, et al.
(författare)
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National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
- 2009
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 45:1, s. 5-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.
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| 6. |
- Hult, Agneta, 1952-, et al.
(författare)
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Inspection effects through the eyes of the inspectors : Swedish notions
- 2012
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Ingår i: ECER 2012, European Conference of Educational Research, Cádiz, Spain, September 17-21, 2012. - : ECER. ; , s. 1-14
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Konferensbidrag (refereegranskat)abstract
- A cadre of school inspectors with different backgrounds visit around a thousands schools annually in Sweden. Do they believe that they ‘make a difference?’ This paper analyses the ‘assumptive worlds’ (Marshall et.al. 1885) of inspectors and inspection managers at the Swedish Schools Inspectorate as expressed in interviews. The inspectors’ notions about what is affected and in what ways are brought forward, illuminating the relation between the national, the municipal and school, and the inspection process. The effects through the eyes of the inspectors, their assumptive worlds, are discussed in terms of constitutive effects (Dahler-Larsen 2011a, b) and ‘doing governing’ (Ozga & Segerholm 2011).
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| 7. |
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| 8. |
- Hult, Agneta, et al.
(författare)
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Learning education policy and inspection : two Swedish case narratives
- 2013
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Ingår i: European Conference for Educational Research, Istanbul, September 9-13, 2013. ; , s. 1-17
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Konferensbidrag (refereegranskat)abstract
- Throughout Europe and with the support of the Standing International Conference of Inspectorates (SICI), school inspection has become one of the more visible means to govern education (Lawn & Grek 2012). This education and inspection policy is mediated, brokered, translated and learned through networked activities where the global/European meet the national/local, giving national and local ‘uptake’ a variety of characteristics (Grek & Ozga 2012, Sassen 2007). In this paper we explore the local features of this ‘uptake’ as processes of policy learning in the interaction between schools and inspectors. Drawing theoretically on Jacobsson’s notion of governing as increasingly done through meditative activities (Jacobsson 2006, 2010), we suggest that school actors learn education policy in the inspection process. Based on a rich and diverse material of observations of inspection visits, interviews with teachers, head teachers and inspectors, and school documents, inspection reports and decisions, we portray how governing education is done through inspection processes in two Swedish schools. The case narratives underscore the importance of local context in these governing and learning processes.
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| 9. |
- Hult, Agneta, et al.
(författare)
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Making a difference? : The voices of school inspectors and managers in Sweden
- 2017
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Ingår i: School inspectors. - Cham : Springer. - 9783319525365 - 9783319525358 ; , s. 121-135
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Bokkapitel (refereegranskat)abstract
- A cadre of school inspectors with different backgrounds visit thousands of schools annually in Sweden as is also the case in several other European and other nations. Do these inspectors believe that they 'make a difference'? In this chapter we elaborate on inspection effects as they are perceived by Swedish inspectors and inspection managers at different levels of the Inspectorate, and on the policy problems the creation of the Swedish Schools Inspectorate (SI) was intended to solve according to, on the one hand policy documents and on the other hand problems reported in interviews with inspectors and inspection managers. Central to inspection practice are the 'assumptive worlds' of the inspectors and managers at the Inspectorate, i.e. their notions of school inspection. Both groups' notions of the policy problem inspection is to solve, agree with national intentions and motivations the managers stressing the declining school performance, and the inspectors emphasising the lack of equivalence between schools and municipalities. Analysis of interviewees' notions of what problems are indeed solved, points foremost to different types of implementation problems at all levels in a top-down 'chain of governing', also noting problems within the national level.
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| 10. |
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