| 1. |
- Lunneblad, Johannes, 1970, et al.
(author)
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Performativity as pretence : A study of testing practices in a compulsory school in Sweden
- 2012
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In: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 7:3, s. 297-309
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Journal article (peer-reviewed)abstract
- Our aim in this paper is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of pedagogic device provides a framework for understanding hos high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal apporach to governance, stnadardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individueal level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individualäs responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.
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| 2. |
- Beach, Dennis, et al.
(author)
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Predicting the use of praise among pre-service teachers : The influence of implicit theories of intelligence, social comparison and stereotype acceptance
- 2012
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In: Education Inquiry. - : Umeå University. - 2000-4508. ; 3:2, s. 259-281
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Journal article (peer-reviewed)abstract
- This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise and the other of social comparison, were found to be reliable and valid. In the first study, process praise was predicted by the variable incremental theories of intelligence and person praise was predicted by the acceptance of stereotypes. However, these results suffered in the reliability analyses and, even if the models are significant, they should be rejected. The results of the second study are more reliable, with regression analyses showing that person praise can be predicted from the two predictor variables of entity theories of intelligence, and social comparison. Some positive effects of teacher education were found in the second part; for example, the preference for person praise was significantly lower in the last semester than in the first.
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| 3. |
- Player-Koro, Catarina, et al.
(author)
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TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
- 2015
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In: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
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Conference paper (peer-reviewed)abstract
- This paper examines the issue of technology optimism through critical ethnographic research from two years of study within four upper secondary schools in Sweden. These schools have invested in one-to-one lap-top initiatives as a claimed means to solve important problems and transform educational settings to the better based on a belief in the capacity of technology to change things in a progressive common interest. We examine the degree to which this seems to have happened. We discuss the technology optimism discourse as one that has allowed a marketization process to take over schools in the interests of corporations and examine if a process of false marketing can be said to have taken place as part of an exploitation of education in the interests of corporate profit. There is strong empirical support for this suggestion. One-to-one technology has not had strong effects on pedagogy in the two schools whilst corporations have made vast profits from the sale of computer hard- and software to schools in one-to-one and other similar ventures.
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| 4. |
- Player-Koro, Catarina, et al.
(author)
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Production of knowledge of teachers’ professional work in the digital platforms infrastructures of schools – the problem of locating and defining the ethnographic field
- 2022
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In: Oxford Ethnography and Education Conference, 12-14 September 2022, Oxford, England.
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Conference paper (other academic/artistic)abstract
- Constructing a field has always been a necessary and difficult task for ethnographers. As been argued by for instance by Burrell (2009), defining the nature and boundaries of an empirical field are key for the ethnographic process. In an effort to identify and bound fields and make ethnographies recognizable in relation to each other, a plethora of prefixes for the word ethnography have emerged. Types of ethnography have been minted such as critical- and institutional ethnography, and since the emergence of digital cultures attempts to define fields or approaches to ethnography as having specific characteristics have flourished (Hammersley, 2018). Prefixes such as digital, network and trace have emerged, indicating lineages from earlier forms of ethnography and attempts to articulate distinct sets of methods. In practice, however, many of these prefixes are used interchangeably and the differences between forms of ethnography can have little significance. One area that, distinctions between different forms of ethnography have significance, however, is in limiting or at least complicating the task of defining the kind of ethnography that one is engaged in as one works with an empirical situation that may not necessarily fit nicely in to one definition or another. One such situation is the focus of our work in a Swedish project that examines the possibilities and constraints in teachers’ work with a specific focus on how teachers regulate and are regulated by the digital infrastructure and technologies embedded both in schools and classrooms and in teachers’ everyday life outside school. Based on that situation, the aim of this paper is to examine the problem of locating and defining the empirical field in relation to different forms of ethnography. The backdrop for the study is the strong political and economic push for school digitization in Europe and other parts of the world. It forms part of a global technology market and platform economy where internet platform businesses make up the major part and reach into the core of schools’ everyday work. As a consequence, teachers’ now work in classrooms and schools that are inextricably embedded and inseparable to the employment of digital technologies. The ‘new’ normality of teachers is to be constantly connected to the schools’ digital systems that has expanded teachers’ work across space and time and resulted in the creation of new digital work practices. Findings: In our results we will present a reflexive critique of our own ethnographic engagement with school administrators, principals and teachers in Swedish upper secondary school. This involved collections of different kinds of policy, mapping of infrastructure, combined with participant observation, teachers’ self-report of online and offline work, interviews and focus-group interviews. Contribution to education/ethnography: Our intention is to make a contribution to the ongoing discussion of doing ethnography in the hybrid world where home and field are no longer neatly separated and where the distinction between on- and offline is blurred and overlapping. Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field methods, 21(2), 181-199. Hammersley, M. (2018). What is ethnography? Can it survive? Should it?. Ethnography and Education, 13(1), 1-17.
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| 5. |
- Bylow, Helene, et al.
(author)
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Self-learning training versus instructor-led training for basic life support : A cluster randomised trial.
- 2019
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In: Resuscitation. - : Elsevier BV. - 0300-9572 .- 1873-1570. ; 139, s. 122-132
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Journal article (peer-reviewed)abstract
- AIM: To compare the effectiveness of two basic life support (BLS) training interventions.METHODS: This experimental trial enrolled 1301 lay people in BLS training. The participants were cluster randomised to either self-learning training or to traditional instructor-led training. Both groups used the Mini-Anne Kit (Laerdal Medical, Stavanger, Norway) and standardised film instructions. After training, the participants practical skills were measured on a Resusci Anne manikin and an AED trainer with the PC SkillReporting system (Laerdal Medical, Stavanger, Norway). The primary outcome was the total score from the modified Cardiff Test of basic life support with automated external defibrillation (19-70 points), six months after training. The secondary outcomes were total score directly after training and quality of individual variables, self-assessed knowledge, confidence and willingness to act, directly and six months after training.RESULTS: For primary outcome six months after training there was no statistically significant difference (p = 0.44) between the total score for the self-learning group (n = 670; median 59, IQR 55-62) compared with the instructor-led group (n = 561; median 59, IQR 55-63). The instructor-led training resulted in a statistically significant higher total score (median 61 versus 59, p < 0.0001), self-assessed knowledge and willingness to act, directly after training (secondary outcomes) compared with the self-learning training.CONCLUSIONS: There was no statistically significant difference in practical skills or willingness to act when comparing self-learning training with instructor-led training six months after training in BLS. However, directly after the intervention, practical skills were better when the training was led by an instructor.
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| 6. |
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| 7. |
- Aldrin, Viktor, Docent, 1980-
(author)
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Climate Change in Religious Education and the Importance of Hope : A Systematic Review of International Journal Articles 2000–2022
- 2024
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In: Religious education. - 0034-4087 .- 1547-3201. ; 119:3
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Journal article (peer-reviewed)abstract
- The aim of this article is to conduct a systematic review of articles on climate change in religious education found through scholarly databases. Five database searches have been conducted, resulting in 49 academic journal articles. The results are categorized into studies that focus on theory and methodology, observations of existing practices, and quantitative studies on climate change. The key findings include the recognition of an environmental crisis and the cultivation of hope regarding climate change. It demonstrates that religious education can play a crucial role in schools by addressing climate anxiety and fostering hope for a brighter future.
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| 8. |
- Aldrin, Viktor, Docent, 1980-
(author)
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Ecclesiastical Policies on Education : A democratic game of winners and losers?
- 2023
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In: International Journal of Practical Theology. - 1430-6921 .- 1612-9768.
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Journal article (peer-reviewed)abstract
- In the post-secular societies of Northern Europe, Christian denominations have had to re-construct their identities as educational agents. This article focuses on the Church of England and the Church of Sweden, and their changed self-identification as expressed in their educational policy documents. Whereas the Church of England’sdiscourses are of partnership and business competition, the Church of Sweden’sdiscourses are about the Apocalypse and external threats. These approaches areanalysed using Habermas’ concept of religion, identifying a transformation of religious language into secular argumentation to become viable in the secular public space. The question posed is: “Is theology becoming a losing proposition in Northern Europe?"
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| 9. |
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| 10. |
- Aldrin, Viktor, Docent, 1980-
(author)
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Theological narration with children in a time of emerging crisis
- 2023
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Conference paper (peer-reviewed)abstract
- This paper focuses on the 2020–2022 COVID-19 pandemic of and its consequences for Religious Education in Germany and Sweden, and the online instructional texts for children and families provided by four Protestant denominations. It applies Hellspong’s comparative analysis of factual texts on the themes of language, content and social tone. The first question investigates how the analysed denominations compare in their instructional texts for families. The results show that all the texts acknowledge the difficulties of the pandemic and offer suggestions on how to cope and find new tools for Religious Education. All the texts pertain to theological orthodoxy, seldom providing any extra-denominational links and, if so, to similar denominations. The second question concerns what can be learned from these online instructional texts with respect to future pandemics with extended lockdowns. Online instructional texts from churches provide a platform for acknowledging suffering, and providing hope and means of assistance. Curated lists of links offer suggestions to families about what to do when they have run out of ideas. However, parents with little pedagogical training could also be assisted when providing home schooling. If used well, these online instructional texts can bring hope in times of trouble during a pandemic.
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