| 1. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Learning, unlearning and redefining teachers’ agency in international private education : a Swedish education company operating in India
- 2023
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.
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| 2. |
- Ampadu, Ernest, et al.
(författare)
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Professional development among in-service teachers: motivational factors, pathways and coping strategies
- 2021
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Ingår i: Educational review (Birmingham). - Routledge : Informa UK Limited. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few research studies to date have explored the role of TCPD in Ghana. This paper aims to map the pathways of TCPD for in-service teachers in Ghana while exploring the motivations and coping strategies of these adult learners. The study employs a cross-sectional survey design in which 45 students enrolled in an MA Education programme were trained to collect data from 352 in-service teachers in 310 schools using a semi-structured questionnaire as the data collection instrument. The data from the study were analysed using both descriptive and inferential statistics. The results from the study show that subject matter, knowledge of curriculum, and assessment knowledge were the three most important factors behind the teachers’ motivation to participate in CPD. Moreover, the analysis of the coping strategies of the in-service teachers suggests that there was little or no institutional support for them. In addition to this, despite the significant role mentorship plays in ensuring effective teaching and learning, the overwhelming majority of the teachers saw mentoring and exchange programmes as one of the least important forms of CPD opportunities available. Recommendations from the study indicate that teachers’ professional autonomy and the disparity between the professional values and skills demanded in 21st-century education cannot be underestimated and that more research is required on how to design CPD programmes that will provide Ghanaian in-service teachers with the creative and innovative skills they require.
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| 3. |
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| 4. |
- Barker, Dean, 1977, et al.
(författare)
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Olympism as education: analysing the learning experiences of elite athletes
- 2012
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Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 64:3, s. 368-383
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Tidskriftsartikel (refereegranskat)abstract
- Olympic athletes are potentially the most visible exponents of Olympic values. How athletes learn values, however, has not captured the attention of those responsible for Olympic documentation or pedagogues. This paper examines how aspects of Olympism became relevant for three former Olympians during their athletic careers. Interview material suggested that: (1) inconsistencies within official expressions of Olympism mirror tensions in athletic experiences; (2) some claims concerning sport made in the Olympic Charter are simplistic and translate poorly to Olympic experiences that are multidimensional and complex; and (3) universal ethical principles have limited influence on how athletes conduct themselves. The results imply that pedagogues working with elite athletes should make discursive discontinuities in sport explicit, reflect on traditional views of sport education while acknowledging implicit learning, and approach questions of ethics from a specific and practice-oriented standpoint rather than a universal and principle-based one.
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| 5. |
- Beach, Dennis, 1956
(författare)
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The domination and exploitation of working class values, identities and labour-power in Sweden's comprehensive school extension and neo-liberal market reforms
- 2022
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Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 74:7, s. 1205-1223
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Tidskriftsartikel (refereegranskat)abstract
- Questions about Sweden's education system often consider the extent to which educational reforms between 1940 and 1990 contributed to social justice, equity and equality, and the extent to which neoliberal market reforms from the early 1990s onwards have reversed this tendency. Using Young's model of structural injustice, Wodak's critical discourse analysis, and a historical materialist research outcomes analysis relating to investigations of education justice, equity and equality, the present article explores this possibility. It suggests three things. 1. From a materialist perspective on class-history, social democratic reforms from 1940 increased system capacity and retention and created a well-resourced and extended comprehensive school system with a shared curriculum for all pupils up to age 16, except for those with serious intellectual and physical difficulties. 2. However, these reforms failed to generate educational justice, equity or equality. Contributing to modernisation, economic growth and the stabilisation of capitalist production relations were far clearer aims and were also attained. 3. Neoliberal reforms after 1990 led to decreased relative education equity, but they did not create inequality and injustice, nor remove statements about equality aims. They did however change their discursive associations and realisation possibilities.
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| 6. |
- Beach, Dennis, et al.
(författare)
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Twelve years of upper-secondary education in Sweden : the beginnings of a neo-liberal policy hegemony?
- 2011
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397. ; 63:3, s. 313-327
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Tidskriftsartikel (refereegranskat)abstract
- In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary school development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their school activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.
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| 7. |
- Beach, Dennis, 1956-
(författare)
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Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history
- 2017
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Ingår i: Educational review (Birmingham). - Birmingham : Routledge. - 0013-1911 .- 1465-3397. ; 9:5, s. 620-637
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Tidskriftsartikel (refereegranskat)abstract
- Based on a meta-ethnographic analysis this article discusses education justice, equity and inclusion in education systems that have often been claimed to be more just, equal, inclusive than most, specifically those of the Nordic countries. It finds these claims to be questionable and describes the education systems as ones that have promised justice, inclusion and equity for all in formal policy but in practice actually fail to do so. A turn in recent years to market politics as a means of appeasement is given attention and critiqued for having worsened the situation.
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| 8. |
- Biesta, Gert
(författare)
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Understanding learning cultures
- 2007
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Ingår i: Educational review (Birmingham). - 0013-1911 .- 1465-3397. ; 59:4, s. 415-427
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Tidskriftsartikel (refereegranskat)
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| 9. |
- Bäckström, Pontus, 1983-
(författare)
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Exploring mechanisms of peer-effects in education : a frame-factor analysis of instruction
- 2023
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Ingår i: Educational review (Birmingham). - : Taylor & Francis. - 0013-1911 .- 1465-3397. ; 7:75, s. 1387-1405
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Tidskriftsartikel (refereegranskat)abstract
- In the educational literature on peer effects, attention has been brought to the fact that the mechanisms creating peer effects are still to a large extent hidden in obscurity. The hypothesis in the study reported in this article was that the Frame Factor Theory (FFT) can be used to reveal such mechanisms. Using data from the Swedish TIMSS 2015 (N = 3761 students in 179 classes), a multilevel structural equation model (M-SEM) was specified in accordance with the FFT. As predicted, the SEM-model verified a strong relationship between class composition and a latent variable of limitations on instruction, a variable which in turn had a great impact on individual students? results in TIMSS 2015. The study hereby seems to reveal a fundamental mechanism of peer effects and provides evidence for the FFT.
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| 10. |
- Cebesoy, Umran Betul, et al.
(författare)
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Embracing socioscientific issues-based teaching and decision-making in teacher professional development
- 2023
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 75:3, s. 507-534
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Tidskriftsartikel (refereegranskat)abstract
- In recent decades, socioscientific issues (SSI) have been emerging from the interrelationship between science, technology, and society. For example, due to the COVID-19 pandemic, related decisions, like whether we need to ask people to use facemasks, is an SSI question being discussed internationally with no right or wrong answer. Controversial issues like SSI and the ability to make informed decisions need to be taught in school, which raises the question of whether teachers themselves are equipped with the skills required to make decisions on SSI. This study aimed to explore whether primary science pre-service teachers could consider multiple subject areas while making decisions on SSI in the context of abortion. Forty-two pre-service primary science teachers (third-year university students) in a genetics and biotechnology course participated in the study. The participants were asked to make decisions about abortion in three genetics-related scenarios and to explain their reasons in written reports. The SEE-SEP (science, environment, ethics/morality, sociology/culture, economy, and policy) model was adopted to explore the reasons behind the pre-service teachers' decisions. The results showed that their decisions were influenced mainly by science and ethics/morality subject areas. The results further revealed that the participants who supported abortion based their decisions on both scientific evidence and their emotional responses. On the other hand, the pre-service teachers who were against abortion based their decisions on scientific evidence and the aspect of uncertainty. Accordingly, our study recognises the importance of including both science and ethics/morality discussions in SSI-based teaching. The implications for SSI-based teaching and learning are discussed.
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