| 1. |
|
|
| 2. |
|
|
| 3. |
- Lindblad, Sverker, 1946, et al.
(författare)
-
Os poderes comparativos dos números e o conhecimento antecipado do número na educação
- 2020
-
Ingår i: Curriculo sem Fronteiras. - : Curriculo sem Fronteiras. - 1645-1384. ; 20:1, s. 9-22
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents notes on the role of numbers in the construction of subjects, schools and educational policies, also about what they are and what they should be. Understanding numbers as social constructions, a type of socially validated language based on scientific studies, reflections are raised on how numbers catalyze objective and subjective restructuringin educational systems and in their subjects, in a global perspective, due to large-scale international assessments. Numbers enabled new paradigms of comparison between national school systems, which are no longer focused on comprehensive aspects, to emphasize competitive and hierarchical aspects, such as large-scale international assessmentsand the numbers that they provide give new senses for what education is and what it should be. © 2020 Curriculo sem Fronteiras. All rights reserved.
|
|
| 4. |
- Nebes, Amelie, et al.
(författare)
-
The introduction of a software application intended for quality work in four Swedish preschools
- 2024
-
Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608.
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores practitioners’ beliefs and experiences of education, socialisation and care and their impact on the introduction of a software application for quality work in early childhood education. Based on field notes, audio recordings and follow-up semi-structured interviews in four Swedish preschools, it explores how teachers’ beliefs and experiences frame and are framed by the introduction of a software application by an EdTech company. The findings show that preschool teachers perceived the software as disruptive to their established beliefs and practices, despite efforts to align it with the preschool curriculum’s goals. It also highlights the challenges that practitioners faced in understanding and implementing the software, the importance of peer discussions and time for reflection. The study’s conclusions emphasise the importance of a thorough introduction, peer support and opportunities for reflection when introducing software in preschool settings. It also stresses the need to align software implementation with practitioners’ beliefs and experiences to facilitate a successful adoption. In addition, the study highlights the role of ongoing professional development in managing technological change in early childhood education.
|
|
| 5. |
- Pettersson, Daniel, 1972-, et al.
(författare)
-
Education Governance by Numbers.
- 2019
-
Ingår i: In: Langer R., Brüsemeister T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden. - Wiesbaden, Germany : Springer VS. - 9783658222369 - 9783658222376 ; , s. 691-710
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Our interest is on historically how numbers become a preferred mode of telling the truth about schooling, teachers, pupils, and their relation to society. Numbers are here parts of communication systems whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The seemingly technical appearances of the numbers enter into cultural realms that are never merely numbers but codifications and standardization of what are to constitute ‘reality’ and planning which affect several activities taking place within education. The different activities inscribe rules and standards by which experiences are classified, problems located, and procedures given to order what is ‘seen’, thought about, and acted on. We perform this task by especially discussing the role played by international, regional and national assessments in promoting a reasoning based on numbers affecting educational governance.
|
|
| 6. |
- Pettersson, Daniel, 1972-, et al.
(författare)
-
Taming chance in education : Control, prediction and comparison
- 2024
-
Bok (refereegranskat)abstract
- This volume centres the notion of "chance" in education as a key concept in contemporary education – relating to aspects like accountability, datafication, or international large-scale assessments – and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice.Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today.This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.
|
|
| 7. |
- Rönn, Charlotta, 1963-, et al.
(författare)
-
Swedish students’ everyday school life and teachers’ assessment dilemmas : peer strategies for ameliorating schoolwork for assessment
- 2023
-
Ingår i: Educational Assessment, Evaluation and Accountability. - : Springer Science and Business Media LLC. - 1874-8597 .- 1874-8600. ; 35:1, s. 37-66
-
Tidskriftsartikel (refereegranskat)abstract
- In contemporary ways of thinking about education there is an enhanced focus on individual students’ results and less on students’ collaborative processes for attaining good results. This may appear peculiar, given that the Swedish curriculum for the nine-year compulsory school states that students should be given opportunities to compose texts together with others and give and receive feedback on them. This is also in line with societal desires to motivate students to take responsibility for their lifelong learning. The evolving ethnographic research design, comprising observations, audio-visual recordings and follow-up interviews with students at a Swedish lower secondary school (Years 8 and 9), investigated the informal social strategies that students enacted when doing formal schoolwork and how they reflected on them. Goffman’s (1959/1990) dramaturgical metaphors of the back region, front region and impression management were applied as theoretical points of departure. The findings showed that some students worked hard at their schoolwork in ways that corresponded with societal desires and ideal learning curves. Other students aimed at more effortless achievements and relied heavily on peers and digital devices when taking shortcuts to produce formal assignments. These students’ potential learning curves showed a broken arrow of knowledge development, resulting in assessment dilemmas for teachers and possible mismatches in their grading.
|
|
| 8. |
- Lindblad, Sverker, 1946, et al.
(författare)
-
Science Speaks to Society? Arguments for Research Relevance and Validity in International Large-Scale Assessment Publications : Contribution to the symposium "Educational Facts in the Making? International Large-Scale Assessments in Research, Mass Media, and Policy Discourses" at the AERA 2019 congress in Toronto, Canada
- 2019
-
Ingår i: Proceedings of the AERA 2019 conger.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Theoretical perspective Bush (1945) coined the slogan “Science speaks to society” putting forwards a conception of scientific autonomy and research communication. Nowotny et al (2001) stated “Society speaks back”, arguing instead for socially engaged research. These positions present different perspectives on science-society interaction and socially relevant research. We ask how is this interaction functioning and what does it imply for science and society? Conceptually we situate science-society interaction at an “education agora”, embracing different agents, interests and positions (Henkel, 2007). Agora is referring to contextualization of science and coproduction of science and society in tandem processes (Nowotny et al, 2001). Few studies have used an agora perspective in education (for an exception analyzing education policy, see Brown, 2012). 2. Objectives and purposes This paper deals with the problematic of science-society interaction in education with an empirical focus on International Large Scale Assessments (ILSA), having vital impact in education policy and practice (Meyer & Benavot, 2013, and Ramirez et al, 2018), though there is often little of correspondence of ILSA research and policy discourses. The purpose is to analyze how educational research is speaking to an education agora by analyzing research publications. We ask how educational research is formulated as socially relevant and valid in research publications; with what arguments and to whom? Based on our studies we portray how ILSA speaks to society and implications of such speech. 3. Methods We were analyzing research publications published 2002-2016. Thus, we pinpoint how researchers speak in fora they control. The publications were identified by systematic research reviews (e.g. Gough et al, 2013) using Web of Science, Discovery and Scopus. Claims of relevance were identified and statements concerning knowledge contributions were analyzed in terms of statistical truth (Hacking, 1992) and practical reason (von Wright, 1983). 4. Data sources: We identified more than 10 000 articles, which were filtered and classified. We focused on articles published in peer reviewed scientific journals. Here, we selected 208 articles, all of two kinds, (A) presenting primary research based on international comparisons, and (B) secondary research articles commenting ILSA research. 5. Results and conclusions In primary research publications, policy-makers were frequent targets, followed by education professionals. Sometimes there was an interest to give directives for political or professional action, but mostly the ambition was to present insights into different kinds of outcomes, such as efficiency, or gender gaps, or social segregation. Secondary research publications were often addressing promises or criticisms of ILSA in terms of educational knowledge or transnational governance. Targets were often very diffuse and abstract. A task for educational research is to concretize maps of agora and to enter critical and constructive conversations on validity problems and conclusions in research contextualization. 6. Significance This study showed how educational research in form of ILSA is presenting itself at the education agora – arguments for its relevance. This is of importance to capture in order to understand the use and abuse of educational research and to improve its intellectual quality!
|
|
| 9. |
|
|
| 10. |
- Bergh, Andreas, et al.
(författare)
-
Kunskapsmätningar
- 2015. - 1
-
Ingår i: Utbildning, makt och politik. - Lund : Studentlitteratur AB. - 9789144076836 ; , s. 163-180
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
