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- Bagger, Anette, 1974-
(författare)
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Prövningen av en skola för alla : nationella provet i matematik i det tredje skolåret
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents the contribution to research that my doctoral education led to. My starting point was a large scale qualitative research project (here after called the VR-project) which reviewed the implementation of national tests in the third grade on the subject of mathematics. The VR-project investigated how the test affected the pupils with a special focus on pupils in need of special support. An urge to look further into issues concerning the support, the pupil in need and the test was revealed in he initial VR-project. These issues therefore constitutes the problem area of this thesis. The VR-project studied a total of 22 classrooms in two different municipalities' during 2010- 2012. The methodology used for this project was inspired by ethnography and discourse analysis. The raw data consisted of test instructions, video observations of the actual test subjects, interviews from teachers and pupils about the test, the support that was given throughout the testing as well as the observations and interviews of the pupils requiring special assistance. Activated discourses and positions of the participants were demarcated. The results revealed that a traditional testing discourse, a caring discourse and a competitive discourse are activated during the tests. The testing discourse is stable and traditional. Much of what was shown and said in classrooms, routines and rules regarding the test were repeated in all the schools and in all the classrooms. The discourse on support is affected by ambiguity, which is revealed especially when issues of pupils’ equity is put against the tests equality. This is connected to the teachers restricted agency to give support due to the teacher position as a test taker. The positions in need that are available to students are not the same in pupils, teachers and steering documents. The situation is especially troublesome for pupils that do not manage Swedish good enough to take the test and for pupils in need of special support. Some of the conclusions from this thesis is that the national test format: Disciplines not only the pupil, but also the teacher, the classroom and the school at large. Results indicate that the test:Activates a focus on achievementLeads attention away from learning Activates issues of accountability Influences pupils and teachers with stakes involvedBesides evaluating knowledge, the test disciplines not only the pupil, but also the teacher, the classroom and the school at large. Discussing the national test as an arena for equity might be a way towards attaining equality in education for all pupils.
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| 2. |
- Svärd, Per-Anders, 1973-, et al.
(författare)
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Ideologi i makt och motstånd
- 2015
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Ingår i: Fronesis. - Malmö : Tidskriftsföreningen Fronesis. - 1404-2614. ; :52–53, s. 8-21
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Marshall, Matilda, 1985-
(författare)
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Hållbarhet till middag : En etnologisk studie om hur miljövänligt ätande praktiseras i vardagslivet
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sustainability has become a conspicuous term in the public and political debate, as well as in the landscapes of consumption. This study focuses on how people understand and practice sustainability through food in their everyday life. The aim is to describe and analyse sustainability as a collection of meaning-making practices by studying households that in some sense actively aim for an environmentally friendly and sustainable food consumption. The ethnographic fieldwork, mainly interviews and participant observations, included fifteen households in a municipality in northern Sweden during 2012-15. The dissertation centres around reoccurring themes: organic food, local food, food as culture and materiality, morality and distinction. Through these themes it became evident that the participants related sustainable food practices to more than environmental issues. Socioeconomic relations within the locality and the global world, as well as cultural norms, traditions and values related to food, were important aspects of a perceived sustainable society. Although occasionally seeming inconsistent and contradictory in their meaning-making of and commitment to practices revolving around ideals of (ecological) sustainability, the participants balanced multiple sustainabilities simultaneously. Besides the ecological aspect, they also wished for sustainable localities, household economy, social relations and personal wellbeing.Influenced by social practice theory the study pays attention to the competences, meanings and materials a practice is dependent on. The participants developed individual repertoires, or practice bundles, of sustainable food related practices that were meaningful in their everyday life. The development and expansion of such a bundle could be understood as a form of acquiring and maintaining green capital; a symbolic capital based upon shared green values which unite the possessors and distinguish them from those lacking such values. Green capital is expressed through green distinction, that is, using taste to differentiate between holders and non-holders of the symbolic capital. The participants separated themselves from both the large majority who did not yet understand or practise sustainability, and from “fanatics” who they perceived took sustainability in an extreme and unsound manner. A balanced approach to sustainability was favoured as the participants to a great extent valued a lifestyle adjustable to the preconditions of the contemporary Swedish society, such as social norms. The study shows how sustainability is constantly renegotiated and filled with new cultural meaning.
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| 5. |
- Ryve, Andreas, et al.
(författare)
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Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik : Delrapport från skolforsk-projektet
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The current project focuses on mathematics education, and is partitioned into three subprojects mapping research on formative assessment, classroom teaching, and curriculum programs in mathematics. The rationale for focusing on these three areas is that they are all highly relevant for understanding and improving Swedish mathematics education and students’ knowing of mathematics. Therefore, the aim of the project is to map research on formative assessment, classroom teaching, and curriculum programs in mathematics education.The methodology of the literature review has been inspired by Gough, Oliver, and Thomas (2013), and we have focused on the mapping on journal articles published on Web of Science (WoS).The results from the sample of articles on formative assessment show that strategies of formative assessment in mathematics are positively correlated to students’ performance in mathematics with medium and large effect sizes. However, based on the current mapping it is difficult to specify aspects of how the formative strategies are to be implemented in order to promote students’ knowing of mathematics.Despite the change in perspective of what constitutes knowledge in mathematics to also include reasoning, problem-solving and communication, the map shows that research is mainly focused on examining teaching methods and their effects on students’ skills in mathematics. A closer examination of the studies that do focus on teaching for supporting students in developing competencies like reasoning and problem-solving shows that connections between and comparison of students’ solutions, as well as teachers’ ways of asking questions to support students in explaining their solutions clearly and in detail, are important for students’ learning of these competencies.A central finding stemming from this review of curriculum programs is the complexity involved in how the programs can support teachers in establishing classroom practices. Curriculum resources and teacher resources, as well as other influencing factors, impact the quality of instruction, and studies have begun to point out how curriculum resources and teacher resources uniquely and jointly impact classroom practices. Multiple research articles have expressed the need for teacher support in implementing curriculum programs, by means of professional development, teacher education and support provided by the curriculum programs themselves. Interesting in this regard is the state of the research field concerning the design of educative curriculum programs, and how teachers make use of such support. Studies have proposed design approaches, regarding both the actual development of educative curriculum programs as well as how to use them in teacher education to support prospective teachers’ development of knowledge. Further, although research has revealed that it is important to prepare for teaching in certain ways, we found very little research that explicitly analyzed how teachers actually prepare for teaching a mathematics lesson.Limitations of the project include: (1) the lack of searching in potentially relevant databases, (2) the fact that a relatively small proportion of articles found in the search have been coded, (3) that we have not engaged in deep considerations as to whether and in what ways results from international research are relevant in the Swedish context, and (4) that we therefore have not been able to synthesize the results of the study. In relation to the Swedish context (Hemmi & Ryve, 2014; Boesen et al., 2014), international research (Hattie, 2009; Smith & Stein, 2011), and the current project’s findings, we recommend that Skolforskningsinstitutet focus on two aspects of great importance for developing students’ knowing of mathematics. First, Skolforskningsinstitutet should synthesize research that supports actors, such as teachers and principals, in acting within school practices. In the case of teachers, support is needed to engage them in actively anticipating students’ thinking, using curriculum programs effectively, introducing mathematical content, acting in group work, formatively assessing students’ learning, and orchestrating whole-class mathematical discussions. Secondly, actors within school practices need support not only in initiating and implementing developments but also in institutionalizing such developments. Skolforskningsinstitutet should specify the kind of support needed in order to ensure that material, routines, competences, and organizations become integral and permanent features of Swedish school practice.
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