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- Levinsson, Magnus, 1977
(författare)
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Kartläggning och sammanställning av forskning i Norden
- 2015
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Ingår i: SKOLFORSK Nationell konferens för forskning och skola i samverkan, 28 januari, 2015. - Stockholm : Vetenskapsrådet. ; , s. 42-46
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande studie undersöker vilka format för kartläggning och sammanställning av forskning som tillämpas i Norden. Vidare utforskas formatens relevans för Skolforskningsinstitutets uppdrag. Sammantaget har kartläggningar och sammanställningar från sex mäklarorganisationer inom utbildning, socialt arbete, samt medicin- och hälsoområdet studerats. Resultaten visar att de identifierade formaten i huvudsak bygger på en aggregativ metodik vilken i första hand är tillämpbar på frågor om hur väl olika arbetssätt och metoder fungerar. Denna inriktning utesluter stora delar av den forskning som bedrivs inom det utbildningsvetenskapliga fältet och bedöms därmed ha begränsad relevans för Skolforskningsinstitutets uppdrag. Utgångspunkten har varit att det krävs forskning från flera olika discipliner och områden för att kunna ge lärare goda förutsättningar att planera, genomföra och utvärdera verksamheten i skolan och förskolan. En viktig slutsats är därmed att Skolforskningsinstitutet behöver utveckla format för kartläggning och sammanställning som är anpassade till såväl utbildningsvetenskaplig forskning som praktik inom skolans och förskolans område.
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| 2. |
- Andree, Maria, et al.
(författare)
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Knowledge Products from Close-To-Practice Research
- 2024
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Ingår i: Round table presentation at the NERA-conference, 6-8 March, Malmö University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice. The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.
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- Levinsson, Magnus, et al.
(författare)
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Bodily ascpects of becoming and being a teacher
- 2017
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Ingår i: 4th Symposium on Phenomenological Educational Science, Humboldt University, Berlin. - Berlin.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Levinsson, Magnus, 1977, et al.
(författare)
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The (non-)use of configurative reviews in education
- 2015
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Ingår i: Paper presenterat vid ECER-konferensen 2015 i Budapest.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The variety and use of different methods for systematic reviews has increased in Europe over the last decades, not least when it comes to syntheses of qualitative research. In education, this development appears to include a shift in focus from aggregative to configurative reviews. Although most reviews contain elements of both aggregation and configuration to some degree, there are substantial differences between these two approaches when it comes to philosophical underpinnings, methodology and outcome. In this paper we present an investigation of how this shift is characterised in leading literature within the field of education. Further, we explore and discuss the shift compared with the results of interview data and content analysis of systematic review reports. The main purpose of this study is to highlight important issues concerning the further development of systematic review within the field of education. We discuss the barriers and benefits of using systematic reviews within education and provide some pointers on necessary methodological development to enhance the usability and relevance of systematic reviewing in education.
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