| 1. |
- Avery, Helen, et al.
(författare)
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Education of Refugees
- 2023. - 4
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Ingår i: International Encyclopedia of Education : Globalization and the Shifting Geopolitics of Education - Globalization and the Shifting Geopolitics of Education. - : Elsevier. - 9780128186305 - 9780128186299 ; 1, s. 135-147
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Bokkapitel (refereegranskat)abstract
- The educational opportunities of refugee learners are shaped by forces of globalization, restrictive mobility regimes and geopolitical agendas, that place them in a position of structural disadvantage. The majority of the world's refugee learners have fled due to armed conflict and reside in neighboring countries in the global South. In many cases forced displacement is protracted, with limited global commitment to take responsibility for education. Compared to international education which sees mobility as valuable, few efforts are made to provide education oriented toward transnational lives, or that provide the flexibility refugee learners need due to the uncertainties of their futures.
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| 2. |
- Casely-Hayford, Jeffrey, et al.
(författare)
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The role of job demands and resources for teacher job satisfaction : insights from five European countries
- 2022. - 4
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Ingår i: International Encyclopedia of Education. - : Elsevier. - 9780128186305 - 9780128186299 ; , s. 213-231
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Bokkapitel (refereegranskat)abstract
- There is a universal agreement that the quality of the education system depends on the quality of its teachers. In order for teachers to fully exercise their professional competence, it is essential that they enjoy a favorable work environment. There are numerous factors that have been related to teachers' job satisfaction—it has been linked to teacher health general well-being, commitment and retention, instructional quality, student well-being and an overall school effectiveness. However, in spite of the importance of teachers' working conditions and their job satisfaction, large variation exists across schools and across countries. Research on teacher job satisfaction and related school working conditions is abundant internationally with a focus on single-country studies, but increasingly, researchers adopt a comparative perspective. Our study investigates the relative importance of job demands and resources in the school work environment for teacher job satisfaction in five European countries. Their choice was motivated by recent research which ranked the countries participating in TALIS 2018 study in accordance with the levels of teacher job satisfaction. We use TALIS 2018 data from the country with the highest (Austria) and lowest (Malta) latent means on teacher job satisfaction scale, as well as countries situated in the upper, middle and lower parts of the distribution: Slovenia (9), Estonia (19) and Sweden (28). Even though the countries of interest are all situated in Europe, they represent quite diverse geographical regions as well as different socio-economic, political and cultural contexts. Hierarchical linear regression was the main method of analysis. Results reveal both similar and differing national patterns in the countries of interest. Overall, job demands demonstrated a more consistent pattern of the relationships with teacher job satisfaction across countries, while the associations between job resources and teacher job satisfaction were more varied. Policy implications for raising levels of teacher job satisfaction are discussed.
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| 3. |
- Brown, Gavin T. L.
(författare)
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Leading school-based assessment for educational improvement : rethinking accountability
- 2023. - 4
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Ingår i: International encyclopedia of education. - Oxford : Elsevier. - 9780128186299 ; , s. 298-305
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Bokkapitel (refereegranskat)abstract
- Societies expect schools and teachers to show impact on student learning outcomes. School leaders need to focus leadership on processes that help teachers learn how to use data of all kinds to meet such expectations. Large learning gains have been documented when school leaders are actively involved in collecting and evaluating assessment data and in designing and monitoring pedagogical responses to those data. Assessment process must be formatively diagnostic and have low-stakes to support such practices. This chapter describes a New Zealand approach that transforms school learning outcomes through effective use of educational assessment tools and data.
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| 4. |
- Casely-Hayford, J, et al.
(författare)
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The role of job demands and resources for teacher job satisfaction: insights from five European countries
- 2023
-
Ingår i: International Encyclopedia of Education (Fourth edition). - Oxford : Elsevier. - 9780128186299
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Bokkapitel (refereegranskat)abstract
- There is a universal agreement that the quality of the education system depends on the quality of its teachers. In order for teachers to fully exercise their professional competence, it is essential that they enjoy a favorable work environment. There are numerous factors that have been related to teachers' job satisfaction—it has been linked to teacher health general well-being, commitment and retention, instructional quality, student well-being and an overall school effectiveness. However, in spite of the importance of teachers' working conditions and their job satisfaction, large variation exists across schools and across countries. Research on teacher job satisfaction and related school working conditions is abundant internationally with a focus on single-country studies, but increasingly, researchers adopt a comparative perspective. Our study investigates the relative importance of job demands and resources in the school work environment for teacher job satisfaction in five European countries. Their choice was motivated by recent research which ranked the countries participating in TALIS 2018 study in accordance with the levels of teacher job satisfaction. We use TALIS 2018 data from the country with the highest (Austria) and lowest (Malta) latent means on teacher job satisfaction scale, as well as countries situated in the upper, middle and lower parts of the distribution: Slovenia (9), Estonia (19) and Sweden (28). Even though the countries of interest are all situated in Europe, they represent quite diverse geographical regions as well as different socio-economic, political and cultural contexts. Hierarchical linear regression was the main method of analysis. Results reveal both similar and differing national patterns in the countries of interest. Overall, job demands demonstrated a more consistent pattern of the relationships with teacher job satisfaction across countries, while the associations between job resources and teacher job satisfaction were more varied. Policy implications for raising levels of teacher job satisfaction are discussed.
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| 5. |
- Hallström, Jonas, 1969-, et al.
(författare)
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Models and modeling in STEM education: nature, roles, and implementation
- 2023. - 4
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Ingår i: International Encyclopedia of Education. - London : Elsevier Science. - 9780128186299 ; , s. 112-116
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Bokkapitel (refereegranskat)abstract
- This article elaborates the key aspects of the nature, roles, and implementation of models and modeling in STEM education. Regarding nature, although models and modeling differ between the STEM subjects there are also similarities, for example, concerning visual models and representations. The roles of models in the STEM subjects are dominated by conceptual models, while in technology/engineering manipulation of physical models is also important. Furthermore, common to all STEM subjects is the construction, evaluation, revision and (re-)use of models. Concerning the implementation of models and modeling in STEM education, evidence points to the relevance of including modeling in authentic engineering activities.
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| 6. |
- Karseth, Berit, et al.
(författare)
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Contemporary trends in curriculum research
- 2023
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Ingår i: International Encyclopedia of Education, Fourth edition. - : Elsevier. - 9780128186305 ; , s. 74-84
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Bokkapitel (refereegranskat)abstract
- This chapter addresses two core questions in the field of curriculum research and theorizing. The first concerns how to understand issues of governance of the school as a societal institution, and the second draws attention to how we can understand the organization of knowledge in school. Drawing upon relevant research and theories from within and outside the curriculum field, this chapter provides an overview of developments, approaches, and concepts in curriculum research and underlines the importance of taking the global dimension into account when analyzing contemporary curricular issues.
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| 7. |
- Karseth, Berit, et al.
(författare)
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Volume 7: Approaches to the curriculum and its politics
- 2023. - 4th
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Ingår i: International Encyclopedia of Education. - : Elsevier. - 9780128186305 ; , s. xix-xxi
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Bokkapitel (refereegranskat)abstract
- In this, we introduce the themes and contributions that form the basis of the volume “Approaches to curriculum and its politics” within the 4th edition of the International Encyclopedia of Education. A common theme that binds these chapters together is unraveling the importance of the curriculum for different aspects and perspectives on education in general and in schools and preschools, in particular. Furthermore, two areas recur across the chapters: the curriculum as part of a framework for the governance of schools and the curriculum as an arena for competing perspectives on knowledge.
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| 8. |
- Magnússon, Gunnlaugur, Associate Professor, 1979-
(författare)
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From Salamanca to Sweden : Inclusive Education as Policy in Transit
- 2022. - 4
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Ingår i: International Encyclopedia of Education. - : Elsevier. - 9780128186305
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Bokkapitel (refereegranskat)abstract
- This article illustrates the complexities of inclusive education as international policy to affect educational practices in schools, using Sweden as an example. The article views inclusive education as education-policy which lands in national and regional policy-contexts where it competes for prioritization among other policies. The article shows ambiguities in the Salamanca Statement (UNESCO, 1994), how the context of Swedish education politics has de-prioritized inclusion, and how material prerequisites for inclusive practices have been deteriorating. It concludes suggesting that by understanding the contextualization of policy, we can identify challenges to the radical potential of inclusive education, and address them.
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| 9. |
- Nordgren, Kenneth, 1962-
(författare)
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History curriculum in the Anthropocene : how should we tell thestory?
- 2023. - 4th
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Ingår i: International Encyclopedia of Education. - : Elsevier. - 9780128186299 ; , s. 296-307
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Bokkapitel (refereegranskat)abstract
- This chapter aims to discuss history curricula as educational projects in the Anthropocene epoch. Human activity significantly influences the Earth's climate and ecosystem. A lively discussion has debated how this insight should affect school and teaching, often focusing on sustainable development and interdisciplinary projects. In this article, I discuss the conditions of a history curriculum in the Anthropocene era. As a school subject, history is formed around a specialized body of procedural and conceptual knowledge. Possibly, history teaching could contribute a historical gaze on the Anthropocene—as a predicament that is complex but possible to understand. However, such an educational ambition would challenge the subject's traditional epistemology. A historical outlook from the Anthropocene points toward new temporal divisions and new ways of understanding historical significance. From a curricular perspective, the question of how to story the Anthropocene is related to teaching strategies and historical master narratives.
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| 10. |
- Nordin, Andreas, Docent, 1972-
(författare)
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Curriculum theory and new institutionalism
- 2023. - 4th
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Ingår i: International Encyclopedia of Education. - : Elsevier. - 9780128186299 ; , s. 126-131
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Bokkapitel (refereegranskat)abstract
- The aim of this article is to build an analytical argument for the use of new institutionalism, and especially its latest branch—discursive institutionalism—as a point of departure for a dynamic analysis of curriculum change in a globalized world. Discursive institutionalism offers a theoretical language for analyzing change taking place within and/or between any curriculum level, from transnational to local. Furthermore, discursive institutionalism acknowledges the possibility of agency as a force that not only maintains but also alters institutions and thus adds explanatory power to the analysis of both institutional change and continuity.
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