| 1. |
- Bergendahl, Christina, 1955-
(författare)
-
Development of competence in biochemical experimental work : Assessment of complex learning at university level
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Biochemistry is part of life science: a fast developing multidisciplinary area. The overall aims of this thesis and the work underlying it were to find ways in which to develop competence in biochemistry at university level and to assess complex learning. A particular interest was the development of experimental work as a means to promote learning. The study focuses on changes made in two educational settings. The aim of the changes was to develop competence, amongst both students and teachers. Therefore, the research in the three first papers has in some aspects, and to different extent, the characteristics of action research. Broadly, the changes can be described as making experiments more open, with multiple formative and authentic assessment methods involving both students and teachers. The empirical studies included questionnaires, interviews, questions asked during experimental work, written material as formulated objectives, examination questions and answers, reports, other products; and grades/judgements made by teachers and students. Collected data were analyzed in several different ways. Statistical methods included the use of mean values, paired T-tests, Spearman rank correlation coefficients and Principal Component Analysis. Interview data as well as some questionnaire data were analyzed using analytical induction techniques. Some categories were based on thematic content analysis, while others were based on Bloom’s taxonomy. Students’ attitude positions were categorized according to Perry’s framework. The main results can be summarized as follows; The students’ learning was improved by open ended versions of experimental work, according to both their and the researchers’ opinions. Planning, approaching problems from different perspectives and evaluating the results of their own experimental work promote the students’ capacity for higher order cognitive thinking. However, the synthesis level constitutes a threshold and particular support is needed for students with a more dualistic view of teaching, learning and experimental work. Introducing formative and authentic assessment is a way to help students to make progress, and to develop competence. The importance was clearly demonstrated of involving both teachers and students in discussions of aims and criteria and of making them explicit. Feedback from teachers’ and students’ own reflective activities about subject content, and their learning as well as affective factors were shown to be central for complex learning. Based on our studies, areas were identified for the critical development of competence and for promoting learning in biochemistry at university level. These areas are; multidisciplinary and complex learning, communication skills of different types, metacognitive perspectives, attitude development, and affective factors. The students see experimental work as crucial for their learning and therefore important in terms of assessment. Therefore, experimental work can and ought to be assessed. However, similarities and discrepancies were observed between students’ and teachers’ perspectives for both the aims and assessment of experimental work. Our conclusion is that a combination of assessment methods is needed in order to be able to make a high qualitative assessment.
|
|
| 2. |
- Lindblad, Sverker, et al.
(författare)
-
Educating for the New Sweden?
- 2002
-
Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 46:3, s. 283-303
-
Tidskriftsartikel (refereegranskat)abstract
- Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels (n = 12) and teachers and headteachers (n = 42), surveys of students in Grade 9 in comprehensive schools (n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. [ABSTRACT FROM AUTHOR]
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
-
En styrning i tiden : [Time is on our side]
- 2004
-
Ingår i: Studies in Educational Policy and Educational Philosophy. - Uppsala : Institutionen för lärarutbildning, Uppsala universitet. - 1651-6370 .- 1652-2729. ; :1, s. 1-17
-
Tidskriftsartikel (refereegranskat)abstract
- In a short time Sweden has changed from having one of the most centralised education systems to one of far-going decentralisation and management by objectives and results. Accordingly, state regulation of teaching hours in comprehensive education has gradually become weakened. The paper addresses questions related to time governance and school development, mainly at the municipal and school level. How do local directors of education and headteachers reason about the national time table and other factors governing and constraining time allocation? What and who are defined as driving forces and obstacles in this respect?
|
|
| 8. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
-
En styrning i tiden
- 2004
-
Ingår i: The 32nd Nordic Conference on Educational Research, Reykjavik, Iceland. - Reykjavik, Island.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 9. |
- Lundahl, Lisbeth, et al.
(författare)
-
Europeanisation of education policy
- 2002
-
Ingår i: Paper presented in Network 23 at the European Conference on Educational Research, Lisbon September 11-14.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Symposium contact person: Professor Jenny Ozga, Centre for Educational Sociology (CES), University of Edinburgh OVERVIEW: The symposium looks at the topic of European integration and enlargement and considers the impact of these developments on the formation of education policy in Europe. It places this enquiry within the context of globalisation and explores the ways in which examination of the processes of Europeanization within different nation states enables better understanding of the phenomenon of globalisation. It also suggests that there may be new forms of educational governance arising in Europe that are not visible in formal mechanisms of policy making (for example legislation and regulation) but that are operating through networks and creating a new Policy Space in Europe. The symposium seeks to explore the tensions and accommodations around education policy within the nation state, through a series of papers that deal with the impact of European, and particularly EU policies on aspects of national policy. It also seeks to explore the ways in which policy is developing at a supra national level within Europe, and to consider the significance of these developments for the ways in which we theorise policy making in education, in the context of globalisation. That context has greatly enhanced the significance of education as an arena for policy, and has raised its status within the European Commission. Education policy is critical to the achievement of the key goals of promoting the knowledge economy and lifelong learning. These policy goals may be pursued in new ways; in particular through the operation of networked governance. Until recently, the scope and pace of Europeanisation has been concealed by the European Commissions evident preoccupation with the market, with law and with regulation (Banchoff and Smith 1999). However as the policy field of education has become more significant it has shifted its shape. Policy in education is no longer the concern of the nation state but provides a cornerstone for the new, and emerging Europe on which to build in competition with other strong economies (Andersen and Eliassen 2001). Lifelong learning as a policy goal is central to this new knowledge economy, and provides a distinctive mission for Europeanisation within globalisation (Shriewer 2000, Novoa 2000). As education policy becomes of greater significance in the globalised space that Castells calls the 'space of flows' (1996), so we may see new ways of connecting and shaping social practices that coexist with older regulatory forms of control. This draws our attention towards the 'policy actors' who work within national systems and across them to circulate key ideas about policy issues. These 'policy actors' are drawn from government departments, but may also work in agencies, companies, universities and the broader civil society. The key policy areas in which they are active include student mobility, harmonisation of qualifications and programmes, work and training, and new technologies of learning. The symposium sets out to explore the work of these system actors in their key policy areas, and to look at the operation of the new formal and informal networks through which they promote the idea of 'Europeanisation' of policy. We discuss, from research in our different national contexts and through studies of cross-national agencies, the ways in which the local and the national are connected to the transnational and borderless (Morrow and Torres 2000). We approach these issues from an interdisciplinary perspective that draws on policy network research within political science, as well as socio-cultural theory and cultural perspectives on national identity. In working through the symposium we will seek to clarify the operation of 'Europeanisation' and its operation through networks. We will also seek to contribute to the current debates about changes in education governance in the context of globalisation
|
|
| 10. |
- Lundahl, Lisbeth
(författare)
-
From centralisation to decentralisation : governance of education in Sweden
- 2002
-
Ingår i: European Educational Research Journal. - 1474-9041. ; 1:4, s. 625-636
-
Tidskriftsartikel (refereegranskat)abstract
- This article draws on interviews with Swedish system actors, at national and local levels, to consider the impact of changes in the governance of education in Sweden, which have been characterised as a shift from centralisation to decentralisation. The respondents discuss their explanations of change, putting emphasis on social and economic developments, and consider alterations in the relationships between the centre, the localities and the institutions. Change is mostly seen as both inevitable and positive: only a minority raise concerns about the impact of deregulation on inequalities.
|
|
