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Sökning: hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) hsv:(Pedagogiskt arbete) > Rönnberg Linda 1977

  • Resultat 1-10 av 45
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1.
  • Cone, Lucas, et al. (författare)
  • Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
  • 2022
  • Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
  • Tidskriftsartikel (refereegranskat)abstract
    • With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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2.
  • Alexiadou, Nafsika, 1968-, et al. (författare)
  • Learning, unlearning and redefining teachers’ agency in international private education : a Swedish education company operating in India
  • 2023
  • Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397.
  • Tidskriftsartikel (refereegranskat)abstract
    • Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.
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3.
  • Alexiadou, Nafsika, 1968-, et al. (författare)
  • Preparing Education Students for an International Future? : Connecting Students' Experience to Institutional Contexts
  • 2021
  • Ingår i: Journal of Studies in International Education. - : Sage Publications. - 1028-3153 .- 1552-7808. ; 25:4, s. 443-460
  • Tidskriftsartikel (refereegranskat)abstract
    • This article focuses on "internationalization at home" (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the "intercultural" understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as "national" is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.
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4.
  • Lindgren, Joakim, Dr, 1971-, et al. (författare)
  • Enacting a national reform interval in times of uncertainty : evaluation gluttony among the willing
  • 2019
  • Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 119-138
  • Bokkapitel (refereegranskat)abstract
    • This chapter offers an empirical illustration of the governing-evaluation-knowledge nexus by pinpointing a particular situation, a pause between two national evaluation and quality assurance (EQA) reforms, while a new national system was being planned and prepared, but its final design was not yet decided upon. This situation – unusual in the Swedish higher education policy context – adds uncertainty to the situation and opens a potential space for policymakers and higher education institutions (HEIs) to navigate. We draw on interviews and documents collected from four HEIs during this reform interval. We analyse and discuss how the four institutions navigate, coordinate, mobilise, copy, and learn in a situation without a formal national EQA system in place but in which the wider higher education policy context is deeply infused with contemporary trends and international policies and ideas on quality assurance (QA). We found that context and institutional preconditions set their mark on the work undertaken during this interval. We also discerned tendencies of homogenisation and isomorphism. Finally, we highlight the tendency of further expansion of EQA activities.
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5.
  • Lindgren, Joakim, Dr, 1971-, et al. (författare)
  • Evaluation machinery, qualocrats and the seemingly inevitable problem of expansion
  • 2019
  • Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 181-199
  • Bokkapitel (refereegranskat)abstract
    • In this chapter we initially discuss the relation between governing, evaluation, and knowledge. Then we go back to the ideal typical notion of increasingly institutionalised evaluation machinery and locate the important work of what we label as qualocrats and what may be termed the burden of judgements within this overall frame. We finally discuss the expansion and the increasing complexity of evaluation and quality assurance work in higher education and point to some possible implications and problems.
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6.
  • Lindgren, Joakim, Dr, 1971-, et al. (författare)
  • Hayek and the red tape : the politics of evaluation and quality assurance reform – from shortcut governing to policy rerouting
  • 2019
  • Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 83-101
  • Bokkapitel (refereegranskat)abstract
    • In this chapter, we draw attention to the important political dimension of the governing-evaluation-knowledge nexus. The aim is to describe and analyse the processes leading up to the two most recent national evaluation and quality assurance (EQA) systems in operation from 2011 to 2014 and from 2016 onwards by analysing the formation of the respective EQA systems and the actors involved in these processes. The chapter outlines political justifications and ideological beliefs and highlights central shifts and continuities in these processes. We explore how formation of EQA systems can be understood within a wider context of the work of governing by contrasting the fast, competitive "shortcut governing" from the 2011–2014 EQA system with the more dialogue- and consensus-oriented process implying a "policy rerouting" later, as manifested in the process leading up to the 2016 EQA system. We also discuss quality assurance expansion in the context of higher education policymaking.
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7.
  • Lindgren, Joakim, Dr, 1971-, et al. (författare)
  • Relaunching national evaluation and quality assurance : governing by piloting
  • 2019
  • Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 157-180
  • Bokkapitel (refereegranskat)abstract
    • This chapter seeks to explore and discuss enactments in the process of piloting a part of the 2016 national evaluation and quality assurance system, namely, the pilot of institutional reviews in which higher education institutions’ internal quality assurance systems were evaluated by the Swedish Higher Education Authority. The chapter analyses the work and experiences of the different actors that took part in these processes. It shows that the pilot includes extensive work that links people, places, policies, practices, and power in particular ways and that numerous translations are made at different stages and by different actors. The results highlight the amount and forms of work done in these processes in general and in particular by actors who we have labelled “qualocrats”. Their embodied form of expertise is mobilised as they move between and across different domains to enact and promote certain knowledge in and of evaluation and quality assurance. The chapter finally suggests that the deliberate temporal design as a pilot study opened up for mutual adjustments, learning, and dialogue but also gave rise to contradictory anticipatory governing signals.
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8.
  • Rönnberg, Linda, 1977- (författare)
  • A Recent Swedish Attempt to Weaken State Control and Strengthen School Autonomy : The Experiment with Local Time Schedules
  • 2007
  • Ingår i: European Educational Research Journal. - 1474-9041. ; 6:3, s. 214-232
  • Tidskriftsartikel (refereegranskat)abstract
    • In 1999, after a series of far-reaching reforms aiming at decentralisation, deregulation and increased local autonomy in Swedish education, the Government decided to introduce a five-year experiment, which would develop these reform efforts even further. Even though Swedish compulsory schools already were the most autonomous in Europe with regard to decision making on school time, an experiment which allowed schools to freely decide time allocation and time management was launched. At least on paper, the experiment indicates a shift from state control to local autonomy, allowing school professionals to be free to make decisions on time distribution previously controlled by the state. The aim is to analyse and discuss whether the experiment has affected school autonomy or not and how this can be understood. The theoretical point of departure is a two-dimensional view of autonomy, where both freedom of action and capacity for action need to be taken into account. The freedom of action (the discretionary space for local actors) provided within the experiment is analysed through three properties of the experimental programme: programme clarity, division of responsibilities and control mechanisms. The schools' capacity for action concerns the extent participating schools make use of the discretion provided within the experiment. This is analysed in three schools with reference to their ability to organise themselves in a flexible way, as well as to what extent the schools have shown previous capacity for action and readiness for reform. Based on this analysis of the experiment, it is concluded that if reform efforts are made to increase school autonomy, they should not one-sidedly be focused on increasing local actors' freedom of action (such as abolishing the national time schedule). Such efforts should also be accompanied by measures to reinforce local actors' capacity for action. Unless local actors can make use of the discretion given to them by a superior (political) body, local autonomy will be far less than was intended, since freedom to act exceeds the actual capacity to act.
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9.
  • Rönnberg, Linda, 1977- (författare)
  • From national policy-making to global edu-business : Swedish edu-preneurs on the move
  • 2017
  • Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 32:2, s. 234-249
  • Tidskriftsartikel (refereegranskat)abstract
    • This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy.
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10.
  • Rönnberg, Linda, 1977- (författare)
  • Quality Evaluations and the Media
  • 2019
  • Ingår i: The Governing-Evaluation-Knowledge Nexus. - Dortrecht : Springer. - 9783030211431 - 9783030211424 ; , s. 103-118
  • Bokkapitel (refereegranskat)abstract
    • The aim of this chapter is to analyse how results from the 2011 to 2014 national evaluation and quality assurance (EQA) system were communicated to and via the media. First, the analysis focuses on the attempted media framing, as manifested in press releases of national evaluations from the responsible national agencies. Second, the higher education institution-media interactions, in the context of two national quality evaluations from two subject areas (education and specialist nursing), are analysed from the perspective of how four higher education institutions’ attempted framings were (re)presented by the media. The chapter concludes with a discussion pointing to interdependence and possible reinforcement of the media-quality assurance relationship and points to some possible implications for education governing. The chapter also discusses the silences and articulations that could not be detected in the studied data, as situated within the context of reputation management and media display in the contemporary "evaluation society".
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