| 1. |
- Adam, Sandy, et al.
(författare)
-
Playing by the rules of academia? : The impact of an international research project on the professional identity development of early-career academics in sport management
- 2022
-
Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to examine how participating in an international research project (IRP) can impact the way early-career academics (ECAs) perceive academia and thus their professional identity development. Based on neoinstitutional theory, we examine autoethnographic memory stories of six ECAs within sport management who participated in an international research project (IRP). These ECAs experienced an important professional socialization process into the institutional logics of sport management academia. We found that the academics' perception of doing research was influenced by reflection processes of and within the prevailing logics of the organizational field of sport management academia. ECAs benefit from participating in IRPs as they foster the ability to develop career decisions that will benefit them personally and professionally. The paper highlights opportunities of IRPs in contributing to transferable skill development for ECAs and concludes with recommendations for doctoral students and educators.
|
|
| 2. |
- Ahlqvist, Göran, et al.
(författare)
-
The Sävsjö school project : A follow-up at the end of junior- and senior-high school of students that participated in a universal intervention at school start
- 2021
-
Ingår i: International Journal of Educational Research Open. - elsevier : Elsevier BV. - 2666-3740. ; 2-2, s. 1-9
-
Tidskriftsartikel (refereegranskat)abstract
- A follow-up to the Sävajö school project, a universal intervention, from 1998 to 2002 is presented in this paper. The project was a cluster-randomised trial aimed at improving the literacy of beginners from the perspective of factors like achivements, mental health, school satisfaction, and reading capacity at the end of grade 3, while using an alternative curriculum. Half of all the six-year-olds (n = 92, of whom 48 attended single-age classes and 44 attended mixed-age ones) starting kindergarten were assigned to the intervention group. The comparison group (n = 85) followed the regular curriculum. The follow-ups after grades 9 and 12 show that the improvements observed after grade 3 persisted at the end of grade 9 in the experimental group attending single-age classes, but were not sustained for those who had atteded mixed-age classes. The students who had attended the experimental single-age classes were more likely to have completed their studies at the end of grade 12.
|
|
| 3. |
- Boman, Björn, 1984-
(författare)
-
Educational achievement among East Asian schoolchildren 1967–2020 : A thematic review of the literature
- 2022
-
Ingår i: International Journal of Educational Research Open. - : Elsevier BV. - 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- The high educational achievement among East Asian nations in ILSAs like TIMSS and PISA is widely known. However, a comprehensive review of the research literature is lacking. The current study reviewed the literature in English between 1967–2020 with the aim to identify underlying explanatory factors and their relative importance with regard to educational achievement among East Asian schoolchildren (Grade 5–10) in Japan, China, South Korea, Taiwan, and Singapore. N = 99 studies, and seven main themes with 53 corresponding sub-themes for these years were discerned. N = 56 studies emphasized cultural and educational quantity variables as pertinent for achievement among East Asian nations and populations. Cultural and educational quantity sub-themes such as more annual study hours, higher effort, and family expectations dominate as the explanatory variables, often emerging as a cross-national theme among East Asian countries. Another theme of significance are non-cognitive abilities such as math self-concept and math resilience. Other themes include higher-than average cognitive ability levels, although that has partly been contested, as well as curricular themes.
|
|
| 4. |
- Dalipi, Fisnik, Senior lecturer, et al.
(författare)
-
Going digital as a result of COVID-19 : Insights from students’ and teachers’ impressions in a Swedish university
- 2022
-
Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- During the past two years, the entire world has been coping with the consequences of the COVID-19 pandemics. The need for physical distancing, forced an accelerated digital transformation of the education sector. The emergency remote education (ERE) has been manifested differently across diverse countries in the world. In this paper, we bring a case study about students’ and teachers’ impressions and experiences regarding the changes that have happened due to pandemic conditions in university courses in informatics at a Swedish university. This research is conducted through a mix of quantitative and qualitative empirical data. These data have been collected through the students surveys, course logs, as well as teachers and ICT pedagogue interviews. The collected data have been analyzed through the technology-mediated learning (TML) theoretical framework. Based on the thematic analysis on the collected data, we have identified three main themes: a) Preparedness, b) Challenges with ERE and c) Opportunities with ERE. As a result, through analyzing data in the light of the ERE experiences that encompasses the educational process, affordance, and beliefs, knowledge, and practices, we provide a set of lessons-learned experiences and indicate the possible lines of actions when it comes to the learning design in the constrained pandemic situations.
|
|
| 5. |
- Eriksson, Helena, 1978-, et al.
(författare)
-
Teachers' guiding role - On the tension between reflexivity and reproduction
- 2022
-
Ingår i: International Journal of Educational Research Open. - Oxford : Elsevier. - 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, study and career guidance is the responsibility of the whole school, which also includes teachers. However, research concerning the role of teachers in study and career guidance is limited if one compares it with the existing research on the role and work of study and career counselors. The overall aim of this article is to provide a deeper understanding of how teachers in a Swedish municipality view their role in guiding students in their future study and career choices. The results show that teachers believe that they must be neutral, objective, and not influence students in their life choices even though they are at the same time aware that not all students have (equal) opportunities to be reflexive and to make choices that are independent of class affiliation. This indicates that teachers have limited possibilities to support their students and to equalize class reproduction in society. © 2022 The Author(s)
|
|
| 6. |
- Gladushyna, Olesya, et al.
(författare)
-
Measuring education: Do we need a plethora of assessment studies or just a single score?
- 2023
-
Ingår i: International Journal of Educational Research Open. - 2666-3740. ; 5
-
Tidskriftsartikel (refereegranskat)abstract
- The major international large-scale assessments in education prioritize the three core domains such as mathematics, science, and reading, neglecting other important domains such as civic education or computer and information literacy. The present study aims at determining the added value of different international large-scale assessments to evaluating educational systems across the globe. Using country-level data from all recent international assessments by the IEA and the OECD, we conducted a series of correlational analyses and multidimensional scaling to determine the similarities and differences among educational assessments. The findings of this study show that the various measures of achievement correlate to different degrees at country level. While mathematics, science, and reading are the most closely correlated, the correlations with civic education and computer and information literacy are considerably lower. We conclude that subject domains as civic education and computer and information literacy add a significant value to the assessment of education.
|
|
| 7. |
- Heinze, Ilka, et al.
(författare)
-
Is it just about me? : A comparison between individual and cultural strategies of learning from failure
- 2022
-
Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740 .- 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this exploratory study is to research individual and cultural strategies of learning from failure amongst German, Indian and Swedish university students. Our research provides (1) a framework of typal similarities of failure learning within the national cultures of Germany, India and Sweden, as well as (2) understanding of cultural effects on failure learning and (3) insights for entrepreneurship educators to develop programs that steer discussions and reflections on the event of failure as a likely part of the entrepreneurial process. Thus, this research provides a new brick of understanding as our results show that both culture-based strategies as well as culturally independent typical subjectivities in learning from failure exist for the three nations Germany, India and Sweden. The defined typologies can broaden our understanding of learning from failure at an intermediate level, bridging the gap between cultural and individual factors. Furthermore, our paper showcases the suitability of Q methodology to bring to front individual beliefs as well as group-specific opinions in higher education by discussing the methodological capabilities and challenges as experienced during our study.
|
|
| 8. |
- Jepson Wigg, Ulrika, et al.
(författare)
-
Bringing diversity – Institutional thoughts on newly arrived students in a newly diverse Swedish school
- 2022
-
Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute knowledge about how newly arrived students are perceived as bringing diversity, and how that relates to the potential to be included in a newly diverse Swedish school. The research questions guiding the analysis are 1. How are the newly arrived students perceived in the teachers’ statements in relation to diversity and inclusion? 2. How can the teachers’ statements on this be understood in relation to Ahmed's concept of institutional thought? Theoretically, the analysis in this article draws on the work of Sara Ahmed, specifically institutional thought, which refers to routines and norms within an organisation. The study was carried out through qualitative interviews with nine teachers at a newly diverse, countryside upper secondary school. The results of the analysis show that the teachers view is that students already at the school were lacking experiences of diversity, while the newly arrived students added diversity merely by being there. Further, the analysis indicates that the students already at the school become the hosts, and the newly arrived students become guests who by all intents and purposes are welcome but remain guests within the organisation. If diversity is identified as a property of “others”, then this view on newly arrived students as bringing diversity is in line with the institutional thought. But as Ahmed (2012) points out, when diversity can be achieved by adding people to the institution simply to be diverse, the result may be that nothing really changes within the institution.
|
|
| 9. |
- Jepson Wigg, Ulrika, et al.
(författare)
-
Liminal Spaces and Places : Dilemmas in education for newly arrived students
- 2021
-
Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 2:2
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we analyse dilemmas in education for newly arrived students from a teacher perspective, and contribute theoretical understanding of these dilemmas with the help of the concept of liminality, which refers to any “betwixt and between” situation that cannot be easily categorised. The data has been gathered during a research- and development program at two different schools, during which we identified several dilemmas; organisational, pedagogical and social. If newly arrived students’ situation is viewed through the lens of liminality, it becomes clear that the dilemmas identified will likely continue to arise within the educational system. Recognizing these situations as dilemmas could provide other ways forward in understanding recurring issues, on an organizational, pedagogical and social level.
|
|
| 10. |
- Lundberg, Adrian
(författare)
-
Academics’ perspectives on good teaching practice in Switzerland's higher education landscape
- 2022
-
Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 3, s. 1-9
-
Tidskriftsartikel (refereegranskat)abstract
- Describing good teaching practice in higher education is a perennial challenge in educational research. This is to some extent influenced by the lack of consensus among academics themselves. The purpose of this research project was to investigate the range and diversity of perceptions about good teaching practice within the Swiss higher education sector. Q methodological data was collected from 26 current participants of a professional development program towards a certificate of advanced studies in higher education and Q factor analysis revealed two different perspectives. Each of these factors was preliminarily interpreted by participants signifi- cantly loading on them. Not only adds this participatory design to the credibility and validity of factor de- scriptions, but the process promoted a deep and reflective engagement with methods and instructional practices in higher education.
|
|
