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| 2. |
- Moula, Alireza, et al.
(författare)
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The intelligent method of learning
- 2010
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Ingår i: Reclaiming children and youth. - 1089-5701. ; 19:3, s. 26-31
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Scherp, Hans-Åke, 1946-, et al.
(författare)
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Verksamhetsidé och måluppfyllelse i förskola och skola : Lärdomar om lärprocessens och ledarskapets betydelse
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet har finansierats av Göteborgs stad. I forskningsprocessen har 50 medarbetare i Göteborgs skolor varit medforskare i kunskapsbildningen om hur man i skolan och förskolan kan utveckla allt bättre lär- och utvecklingsmiljöer för barn och unga. De har deltagit i arbetet med att samla in underlaget för studien och även deltagit i analysen. Intervjuerna genomfördes med hjälp av föreställningskartor 2009, 2010 och 2011. Föreställningskartorna har sedan legat till grund för kvantitativa analyser. Analysen bygger på 513 djupintervjuer.I studien undersöks och redovisas rektorers, pedagogers och elevers föreställningar om lärande och undervisning samt skolledares föreställningar om ledarskap och hur dessa föreställningar är relaterade till måluppfyllelse. Ett syfte med studien är att bidra till den generella kunskapsbildningen om olika sätt att förstå lärande och ledarskap och om förutsättningarna för en gemensam helhetsidé för förskola och skola. Ett annat syfte är att undersökningen ska utgöra underlag för arbetet med att bygga upp och fördjupa förståelsen av en gemensam verksamhetsidé i Göteborgs kommun.
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| 5. |
- Söderström, Åsa
(författare)
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”Att göra sina uppgifter, vara tyst och lämna in i tid” : Om elevansvar i det högmoderna samhället
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources.At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism.The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found.Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility.The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles.In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism
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| 6. |
- Thelin, Katina, 1971-, et al.
(författare)
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Flexibilitet lärande eller hinder
- 2004
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Ingår i: I Utsikter och insikter. En antologi om flexibelt lärande i vuxenutbildningen. Nationellt centrum för flexibelt lärande. Rapport 5:2004. - : Nationellt centrum för flexibelt lärande. ; , s. 21-30
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Thelin, Katina, 1971-, et al.
(författare)
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Lära för livet eller för skolan? : En skolas försök att förena oförenliga perspektiv
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study reported in this article was to explore the field of quality and school development through one schools’ understanding of its own praxis and achievements. It draws upon the empirical data collected in one school that, by Swedish politicians as well as by the schools’ students and their parents are considered a school with high quality. It is known as a school that manages to maintain good results in national evaluations grounded on national standards and at the same time it appears to be successful in dealing with social issues such as health, violence and integration of students with different national and cultural background. The report focuses mainly on the professionals’ understanding of their own work and schools progress expressed in interviews and in different kind of documents produced to support work and development. Above these sources of data observations of lessons and staff meetings were carried out. The result suggests that there is a high degree of consistency in the way that the professionals understand their work. However, seen in the light of different perspectives on quality, learning and development the picture seem less consistent. On the one hand, the school is clearly oriented towards subjectintegrated studies, co-operative and active learning and the use of teaching methods that are founded on the idea of learning as a process based on the construction of meaning. On the other hand, the school has simultaneously gone quite far in developing strategies that increases the students’ chances to succeed on tests based on national standards i.e. encouraging students to repeat small isolated pieces of knowledge and preparing and training the students for different tests. This is an approach that is grounded on a different rationality that focuses competition and performance rather than the learning process in itself. The arguments presented for using this strategy although it is not in line with the schools’ main ideas about learning are based upon an experienced need to make sure that the students maintain their self esteem and self confidence. This is considered to be important for the students’ motivation to engage in any kind of learning process. Another reason for this strategy is to make sure the students are not excluded from further education, since this is seen as an essential condition for the realization of the schools vision of an integrated and equal society. The authors suggest that the results shown at the studied school could be understood as one way of dealing with incompatible perspectives within the Swedish school system.
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| 8. |
- Thelin, Katina, 1971-
(författare)
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Mellan varumärke och gemensamt raster : Skilda sätt att se verksamhetsidéer för pedagogisk verksamhet
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore the ways in which verksamhetsidé is seen within the Swedish educational context.In Sweden, the concept verksamhetsidé is used for an idea or a set of ideas related to the practice of an organization, for instance a school or a school district. Although the importance of such shared ideas is often pointed out by practitioners as well as researchers within the field of school development, there is little consensus about their meaning. When it comes to questions about the actual function and character of such an idea, or set of ideas, little guidance is found in the literature. This thesis seeks to contribute to such knowledge.In order to describe variations in the ways such ideas are seen as well as in the ways working with such ideas are seen, a phenomenographic study was carried out. The empirical data consist of deep interviews with 14 school directors of education in one larger city in Sweden; each responsible for several schools and preschools in one district. As directors they were all involved in the process of developing a verksamhetsidé, to guide all educational activities in the area.Results suggest that verksamhetsidé can be seen as a trademark, as putty, as a compass, as a map, or as a shared perspective. Each of these conceptions is used as a label for a category of description, and together they constitute one of the study’s outcome spaces. When it comes to working with such ideas, another variation is found. This variation is described through the concepts of top-down implementation and bottom-up sensemaking. Moreover, the data suggest no correlation between a certain way of seeing a verksamhetsidé and a certain way of seeing how to work with it.
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| 9. |
- Blossing, Ulf, et al.
(författare)
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Schools as Curriculum Agencies
- 2008
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Ingår i: The European Conference on Educational Research in Gothenburg.
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Konferensbidrag (populärvet., debatt m.m.)
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| 10. |
- Blossing, Ulf, et al.
(författare)
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Skolförbättring: en skola för alla
- 2003
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Ingår i: Skolutvecklingens många ansikten. - Stockholm : Liber Distribution.
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Bokkapitel (refereegranskat)
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