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Sökning: swepub > Göteborgs universitet > Högskolan Väst > Asplund Carlsson Maj 1948

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1.
  • Lunneblad, Johannes, 1970-, et al. (författare)
  • Performativity as pretence : A study of testing practices in a compulsory school in Sweden
  • 2012
  • Ingår i: Ethnography and Education. - Taylor & Francis Group. - 1745-7823. ; 7:3, s. 297-309
  • Tidskriftsartikel (refereegranskat)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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3.
  • Andreasson, Ingela, 1953-, et al. (författare)
  • Individual Educational Plans in Swedish schools : Forming identity and governing functions in pupils’ documentation
  • 2013
  • Ingår i: International Journal of Special Education. - 0827-3383. ; 28:3, s. 55-67
  • Tidskriftsartikel (refereegranskat)abstract
    • The documentation of pupils in Swedish schools is extensive and  a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils’ learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school’s documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control.The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs
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4.
  • Lunneblad, Johannes, 1970-, et al. (författare)
  • De komma från nordost. Om skolkonkurrens och elevidentitet i ämnet svenska som andraspråk
  • 2009
  • Ingår i: Utbildning och Demokrati. - 1102-6472. ; 18:2, s. 87
  • Tidskriftsartikel (refereegranskat)abstract
    • They come from the north-east. On competition between schools, and student identity in Swedish as a Second Language. Current educational policy in Sweden is characterized by individual choice. Many students who opt for city-centre schools are students with a first language other than Swedish, choosing a school where the majority of students speak Swedish as their first language. Our aim is to analyse the discursive practices discernible in the discourse about students of Swedish as a Second Language (SSL) in a city-centre school. The data are collected from an ethnographic inquiry undertaken in a compulsory school attended by children aged 10–12. The results show how a child’s identity as an SSL student is linked to a market view of education. The SSL student is not just one who has recently immigrated, as is stated in descriptions of the subject. Nor are all students offered education in SSL, since teachers and school leaders claim a lack of resources. In this discourse, SSL students are described as belonging to a category separate from the supposedly normal student. Students from suburban schools are described as substitutes for those living nearby. This has created a dilemma for the school, which risks losing its symbolic value as a “Swedish” school.
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5.
  • Lunneblad, Johannes, et al. (författare)
  • En prövningens tid. Om det nationella provet i svenska i Skolår 5
  • 2010
  • Ingår i: Pedagogisk Forskning i Sverige. - 1401-6788. ; 15:2/3, s. 81-96
  • Tidskriftsartikel (refereegranskat)abstract
    • Stephen J. Ball har under senare tid diskuterat hur olika testprak-tiker kommit att dominera utbildningsdiskursen globalt och nationellt. På policy-nivå lyfts ofta de nationella proven fram som lösningen på många problem och har många olika syften. Proven skall fungera både diagnostiskt på individnivå, och ut-värdera måluppfyllelsen på nationell nivå. Dessutom skall de utgöra en kvalitetsindi-kator på skolnivå. I praktiken blir testerna en viktig del av ett kontrollsystem som reglerar hur tiden i skolan används och vad som blir innehållet i undervisningen. Testerna ingår i en »culture of performativity» som dominerar utbildningssystemet. Utifrån ett diskursanalytiskt angreppssätt visas hur denna kultur kommer till uttryck i vardagen i en svensk skolklass i år 5, när en del av det nationella provet i svenska genomförs. Studien är också policyetnografisk i det att intresset riktas mot hur poli-tiska mål och intentioner omsätts i skolans praktik. Läraren som iscensätter provet har ett ambivalent förhållningssätt till proven, men hon förbereder sig noggrant och hoppas att det skall gå bra för eleverna, samtidigt som hon ifrågasätter poängen med att genomföra proven. Under provsituationen har eleverna ett distanserat förhåll-ningssätt men uppträder som om de verkligen gjort provet då läraren frågar dem. Testningen får effekten att lärare och elever handlar som om testet var ett relevant och objektivt mått på elevernas kunskaper
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6.
  • Lunneblad, Johannes, 1970-, et al. (författare)
  • Spänning och äventyr som läromedel
  • 2011
  • Ingår i: Kritisk läsning av pedagogiska texter : genus, etnicitet och andra kategoriseringar. - Lund : Studentlitteratur. - 978-91-44-05705-7 ; s. 15-46
  • Bokkapitel (övrigt vetenskapligt)
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8.
  • Pramling Samuelsson, Ingrid, 1946-, et al. (författare)
  • The art of teaching children the arts: Music, dance, and poetry with children 2-8 years old
  • 2009
  • Ingår i: International Journal of Early Years Education. - 0966-9760. ; 17:2, s. 119-135
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large-scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts.
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