| 1. |
- Hirsh, Åsa, 1968, et al.
(författare)
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Far from the generalised norm: Recognising the interplay between contextual particularities and principals’ leadership in schools in low-socio-economic status communities
- 2023
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Ingår i: Educational Management, Administration & Leadership. - 1741-1432.
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Tidskriftsartikel (refereegranskat)abstract
- Focusing on the interplay between community context and principals’ leadership, this study contributes knowledge of the situated dimensions of school leadership. Based on qualitative content analysis of the statements of 20 principals leading schools in low-socio-economic status communities in a highly segregated Swedish city, we address the research questions: (1) Which context-related characteristics of low-socio-economic status schools emerge, and what challenges do they entail? and (2) How do such characteristics and challenges affect and contribute to shaping the principals’ leadership? The findings indicate four community-context characteristics, which also characterise or affect the schools’ student and parent base and, in some respects, also the staff of the schools: high mobility, comprehensive linguistic and cultural diversity, comprehensive knowledge diversity, and extensive problem complexity. The analysis reveals that these characteristics entail work-related challenges with implications of both quantitative and qualitative nature, contributing to shaping a leadership that is present, gatekeeping, sheltering, collaborative, and compensatory and aimed at maintaining a resilient organisation. Considering the findings, the importance of recognising the particularities of context and the context-specific knowledge required is highlighted, as well as the potential value of tailored context-sensitive training and support for principals from local education administrations and universities.
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| 2. |
- Liljenberg, Mette, 1975, et al.
(författare)
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School principals’ perceptions of autonomy and control in low-SES communities - navigating local school administration on the front line
- 2023
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Ingår i: Nordic Journal of Studies in Educational Policy. - 2002-0317. ; 9:3, s. 248-259
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Tidskriftsartikel (refereegranskat)abstract
- In the decentralized Swedish school system, the local education authority (LEA) level has an important position when it comes to school governance. This article takes a micro-level perspective on principals’ perceptions of autonomy and control as they navigate local school administration in their front-line work in low–socio-economic status (SES) communities. The point of departure is taken in a multidimensional understanding of principal autonomy and street level bureaucracy. Empirical data consist of group conversations among principals, all of them working in a highly segregated Swedish city. The analysis shows that the principals perceive local school administration to be dominated by uniformity expressed through digitalization and specialization lacking contextual adaption. This orientation gives the principals a sense of local school administration being controlling and non-supportive. In addition, lack of adaption to the specific conditions of the low-SES community context tend to increase the principals’ workload and further restrict their autonomy. To cope with the situation and still deliver the education the students are entitled to, the principals act pragmatically in an innovative way. Based on contextual awareness they delay demands, deviate from routines and come up with alternative solutions, hence expanding their autonomy and intensifying their professional judgement.
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| 3. |
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| 4. |
- Bergman, Eva, et al.
(författare)
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Lärarcentrerad och elevcentrerad undervisning i samspel: Skolforskningsinstitutet sammanfattar och kommenterar, rapport 2020:02
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Lärar- och elevcentrerad undervisning ska inte betraktas som två ytterligheter som lärare måste välja mellan. Översikten gestaltar lärar- och elevcentrering med hjälp av en femgradig skala för fyra olika undervisningsaspekter: ledarskap, tempo, planering och individanpassning. Olika grader av både lärar- och elevcentrering kan fungera bra och ge effekt på elevers kunskapsutveckling. Resultaten i översikten visar bland annat att ett i högre grad lärarcentrerat tempo ger goda resultat och att lärare som främjar ett mer elevcentrerat ledarskap och i högre grad individanpassar undervisningsprocesser, i genomsnitt kan förvänta sig en bättre kunskapsutveckling hos sina elever.
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| 5. |
- Gustafsson, Anna W, et al.
(författare)
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Bedömningspraktiker, språkbruk och likvärdighet
- 2021. - 1
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Ingår i: Hållbar bedömning: bildning, välbefinnande och utveckling i skolans bedömningsarbete. - 9789127827301 ; , s. 338-356
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Bokkapitel (populärvet., debatt m.m.)
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| 6. |
- Hagerman, Viktoria, et al.
(författare)
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Studieteknik
- 2019
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Ingår i: Didaktisk utvecklingsdialog. Lärares och skolledares professionella utveckling. Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza (red.). - Lund : Studentlitteratur. - 9789144125749 ; , s. 177-195
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Studieteknik är av allmändidaktiskt intresse. Hur ska elever studera för att skapa bästa möjliga förutsättningar för sitt eget lärande? I detta kapitel är lärarens ansvar för att stödja elevernas utveckling av denna förmåga i fokus. En lärare i engelska söker olika vägar att stötta eleverna, även de som inte ser någon större mening med att vara bra på att studera. Frågan är dock vad som egentligen är problemet. Kommentatorerna lyfter bland annat fram betydelsen av de didaktiska frågorna vad, hur och varför, samt samspelet dem emellan, och föreslår även ett perspektivbyte som innebär att snarare behandla dilemmat som brister i undervisningen än som brister hos eleverna.
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| 7. |
- Hammarsten, Maria
(författare)
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Skogsträdgårdsvistelser ur barns perspektiv – Speglat under samtalspromenader
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The licentiate thesis examines what spending time in a forest garden can offer children when this environment is used for teaching aimed at sustainability. What do the children remember from their visits to the forest garden? What do they find special or memorable? What can the children learn there? To answer such questions, walk-and-talk conversations were conducted with children who for a three-year period had regularly visited a forest garden during school hours.The overall purpose of the licentiate thesis is to deepen knowledge about what spending time in a forest garden in a school context can offer children, reflected from the children's perspectives. Furthermore, the thesis aims to deepen knowledge about walk-and-talk conversations as a data collection method when children are respondents. This leads to the research questions:1. In what ways can walk-and-talk conversations as a data collection method reflect children's perspectives in an environment and in relation to places? What are the possibilities and limitations of the method?2. What significance do forest garden visits in a pedagogical context aimed at learning for sustainability have from the children's perspective?The theoretical starting points of the licentiate thesis draw on social studies of childhood, ecological literacy and affordances. Another concept that emerged in the analysis process was plant blindness. Data consisted of audio-recorded walk-and-talk conversations, children's photographs and recorded informal, supplementary interviews. A total of 28 children (11 boys and 17 girls) participated in sub-studies II and III. The children were aged 7-9 years, but most were 9 years old.The licentiate thesis consists of three sub-studies:Sub-study I is a literature review that focuses on opportunities, limitations, and challenges in using walk-and-talk conversations as a data collection method with children and young people. Walk-and-talk conversations can increase opportunities to capture children's perspectives and help to reduce power imbalances between children and researchers. However, analysing data from child-led walks and conversations can be challenging, while awareness of the researcher's own position and assumptions becomes particularly important.Sub-study II deals with the forest garden from children’s perspective. The first category, ‘to appreciate the place the forest garden’, contained the following themes: physical work, relationships with animals and plants, aesthetic and edible aspects and food, and friends. Most of the children enjoyed staying in the forest garden with its natural features. They valued the care of living organisms and felt that spending time in the forest garden was fun and exciting. In the second category, ‘aspects of learning in the forest garden’, the following themes emerged; practical skills, coexistence and caring, and biological knowledge and ecological understanding.Sub-study III deals with the four most photographed phenomena in the forest garden. The first were the plants, including trees and shrubs, which provided sensual, aesthetic and emotional affordances. The second was the pond, which provided physical affordances and wishes, while the third, the barbecue area, provided social affordances. Finally, the tipi provided affordances for privacy and imagination.To conclude: children's forest garden visits, with learning and nature encounters, can contribute to sustainable development. The investigated forest garden was an outdoor environment designed for children with natural features and with a focus on organic farming, where the forest garden educators helped to create a framework for both learning and relational opportunities. Developing ecological literacy in the new generation is a crucial concern, and the results of the licentiate thesis suggest that establishing educational outdoor environments where children receive parts of their education can contribute to the development of such literacy. The creation of outdoor environments for children is thus an important sustainability issue.
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| 8. |
- Hirsh, Åsa
(författare)
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A tool for learning? An analysis of targets and strategies in Swedish Individual Education Plans
- 2011
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Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 31:1, s. 14-29
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Tidskriftsartikel (refereegranskat)abstract
- The issue of this study is how assessment in Individual Education Plans (IEPs) is expressed through targets and strategies for future learning, given to pupils in Swedish compulsory school. Drawing on socio-cultural perspectives and using qualitative content analysis as a method, the IEP is viewed as a tool for learning, and two models for analysing the textual aspects of this tool are developed.The results show that the being aspect – pupils’ personality and behaviour – is involved in target-strategy combinations in various ways. They also indicate difficulties in formulating targets and strategies that are concrete and individual. The content of the target-strategy types are discussed in relation to the tool-for-learning aspect. An increased focus on learning targets and concrete strategies, and a view of the individual as part of an adaptable learning environment, is suggested in the conclusion.
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| 9. |
- Hirsh, Åsa, 1968
(författare)
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Att forma undervisning som möter elevernas behov
- 2021
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Ingår i: Skolverkets lärportal. - : Skolverket.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Alla vet vi att de elever som finns i skolan är olika och har olika förutsättningar och behov. Vi vet också att eleverna, trots dessa olikheter, ska utvecklas i riktning mot givna mål. Varje lärares grannlaga uppgift är att ta sin utgångspunkt i just de elever som finns i det egna klassrummet och att möta dem där de är. Det innebär att lärare inte ”enbart” kan tillhandahålla en undervisning som täcker läroplanen, utan också behöver bygga broar mellan individers olika behov och de många gånger utmanande lärandemål som finns. Detta är en text om att vända blicken mot undervisningen och forma den för att möta elevers förutsättningar och behov. Inledningsvis beskrivs ett antal utgångspunkter utifrån vilka framgångsrik och formativ undervisning ringas in. Därefter följer två exempel på arbetsmodeller för formativ undervisning.
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| 10. |
- Hirsh, Åsa
(författare)
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Att lära i och från samverkan
- 2022
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Ingår i: Uppdragsutbildning – ett ömsesidigt lärande i samverkan. - Jönköping : Jönköping University, School of Education and Communication. - 9789188339508 ; , s. 12-19
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Från inledningen: Universitet och högskolor har enligt högskolelagen tre uppgifter: utbildning, forskning och samverkan. Numera utgörs ofta en betydande del av ett lärosätes totala verksamhet av uppdragssamverkan av olika slag. Så är det också på Högskolan för lärande och kommunikation (HLK) vid Jönköping University. Till skillnad från utbildning och forskning sker dock sällan någon dokumentation av eller utifrån sådana samverkansuppdrag. En viktig utgångspunkt bakom framtagandet av denna antologi är att även samverkansuppdrag bygger kunskap och behöver dokumenteras för att lärdomar ska kunna spridas både inom akademin och till samarbetspartners utanför högskolan.
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