| 1. |
- Cone, Lucas, et al.
(författare)
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Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
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Tidskriftsartikel (refereegranskat)abstract
- With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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| 2. |
- Zhang, Zheng, et al.
(författare)
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Our way(s) to action research : Doctoral students’ international and interdisciplinary collective memory work
- 2014
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Ingår i: Action Research. - London, UK : SAGE Publications. - 1476-7503 .- 1741-2617 .- 0264-5122. ; 12:3, s. 293-314
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Tidskriftsartikel (refereegranskat)abstract
- This study involved six Swedish and Canadian doctoral students who shared interests in using action research in professional education in different disciplines. We employed Noffke’s three dimensions of action research as a theoretical framework (i.e., the Professional, the Personal, and the Political). Using collective biography as a methodology, we cooperatively examined how our personal and professional agendas and macro-level structures have been shaping our intentions to conduct action research projects in our respective disciplines. The key findings of this international and interdisciplinary collective biography relate our growing awareness of the intimacy between research and life in vari- ous professional and geographic contexts. Collectively addressing our shared frustrations, we celebrated action research as a methodology that attends to the dynamic and concrete lived experiences of our participants in various spatio-temporalities. Reflecting upon the hybridity of our own researcher identities, we were also able to see the intimate relation between ourselves as active citizens and critical action researchers who are determined to take up the challenges and engage in critically oriented action research that could nurture more ‘‘caring,’’ ‘‘empowering,’’ and ‘‘transforming’’ public spheres.
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| 3. |
- Wijk, Helle, 1958, et al.
(författare)
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Verksamhetsförlagd utbildning på avancerad nivå : ny utmaning för specialistutbildningar för sjuksköterskor
- 2009
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Ingår i: Vård i Norden. - København : Sjuksköterskornas samarbete i Norden. - 0107-4083 .- 1890-4238. ; 29:94, s. 41-43
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this article is to discuss challenges in the development of Specialist Nursing Educations as a result of the 2007 Swedish Higher EducationReform: the implementation of the so-called Bologna process. Certain challenges follow this reform, particularly since the specialist nursingprogrammes will be part of the second cycle of the higher education system, and it will be possible to combine the professional degree witha masters degree (one year). Possible strategies in four areas related to the Specialist Nursing Education are discussed: integration of researchbasedknowledge, experienced-based knowledge, improvement knowledge, and strategies for collaboration between university institutions andclinics. Specific didactical issues are raised.
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| 4. |
- Hermansson, Carina, et al.
(författare)
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Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education
- 2022
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 13:3, s. 321-337
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through the subjects Swedish and English, while for one university cultural diversity was mainly identified in the syllabi of Educational Work and English. If knowledge about linguistic and cultural diversity is limited to language subjects, and to some extent to pre-school and earlier school years, the risk is high that student teachers are not prepared to support equity in education for multilingual and non-dominant groups. Thus, we find that students studying the current Swedish teacher education programme are unlikely to be well equipped to meet the challenges related to creating equal educational opportunities for students in situations of linguistic and cultural diversity.
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| 5. |
- Beach, Dennis, 1956-, et al.
(författare)
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Rurality and education relations : metro-centricity and local values in rural communities and rural schools
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:1, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
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| 6. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Why and how teachers make use of drawing activities in early childhood science education
- 2021
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
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Tidskriftsartikel (refereegranskat)abstract
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
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| 7. |
- Damber, Ulla, 1957-, et al.
(författare)
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Factors facilitating and obstructing a school development project
- 2022
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 13:4, s. 428-446
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Tidskriftsartikel (refereegranskat)abstract
- This study describes and critically discusses a development project designed to create and enact a local language policy at a Swedish multilingual school, its context, content and implementation dimensions. The collaborative construction of a school language policy is a complex process, with tensions that need to be resolved. By describing the processes involved in the language policy project we examine the factors that facilitated and obstructed the enactment of the language policy. The data include 25 interviews with school headteachers and staff members, 15 observations of teachers and school-age educare teachers, field notes, and audio recordings of research circles. Drawing on insights from the enactment framework, the analysis reveals three important themes with respect to the enactment processes: continuity, cohesion, and inclusion. Factors such as communication and leadership, but also external factors, were found to influence outcomes of the project, illuminating an interwoven web of contexts and facets for understanding the enactment of the language policy. These factors influencing outcomes of the project will be discussed in the light of implications for the enactment of the school language policy project.
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| 8. |
- Beach, Dennis, et al.
(författare)
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Spaces for influence
- 2012
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Ingår i: Cultural practices and transitions in education. - London : London: Tufnell Press. - 1872767486 - 9781872767482 ; , s. 59-71
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Bokkapitel (refereegranskat)
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| 9. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Privatisation of public education? : The emergence of independent upper secondary schools in Sweden
- 2011
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Ingår i: Journal of education policy. - London : Routledge, Taylor & Francis Group. - 0268-0939 .- 1464-5106. ; 26:2, s. 225-243
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Upper-secondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship. Keywords: upper secondary education; independent schools; Sweden; privatisation; marketisation; education funding; profit-maximisation; discourse
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| 10. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Gymnasiet som marknad
- 2014. - 1
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Bok (övrigt vetenskapligt/konstnärligt)
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