| 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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| 11. |
- Ekstrand, Britten
(författare)
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What it takes to keep children in school : a research review
- 2015
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 67:4, s. 459-482
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Tidskriftsartikel (refereegranskat)abstract
- Unauthorized absence from school, commonly labelled truancy, absenteeism, and dropout, is a problem that has been increasingly noted in recent years by the National Agency for Education, county councils, communities, and media in Sweden. It is also a prioritized issue in Europe and worldwide. Many students leave school without credentials or a compulsory-school leaving certificate; this is believed to have consequences for the individual as well as for society. Elementary education is regarded of importance for the welfare of the individual, his or her future, potential employment opportunities, and as a measure against criminality, drug misuse, and social exclusion. From a societal perspective, elementary education is perceived to be crucial for future work and development in society, as well as a prerequisite for democracy. What encourages school attendance and prevents unauthorized school absence? This article presents a review of the results and recommendations of 155 research reports focusing on absence prevention and school attendance. The review points to the need for an outspoken and elaborate shift in perspective from a focus on individual characteristics and individually related factors to the responsibility of the school and the community. Forces that draw students to school are a feeling of school success reached by strengthening core competencies, the possibility of bonding with adults, and a school climate that students deem positive.
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| 12. |
- Erlandson, Peter, et al.
(författare)
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Neoliberalisation and educational reforms: impacts on teachers in a single school context
- 2023
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Ingår i: Educational Review. - Abingdon : Taylor & Francis Group. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- Similar to many countries in the Western world, educational reforms in Sweden have dramatically changed the educational system in the last few decades. The two reforms that we address in this paper concern "The Career Services for Teachers Reform" and "Teachers Salary Boost" which were implemented at the national level in Sweden in 2013 and 2017, respectively. In this ethnographic study we focus on the design features of these two contemporary reforms and how they impact on both the social and educational life of teachers and school leaders at a secondary high school. However, this change in organisational logic was not only a major digression from the academic tradition and its traditional character of "merit before birth". Due to design features within these reforms, the door to nepotism, real or imagined, was now wide open. Moreover, in the same way as these reforms represent something new to Swedish education, and to the teaching profession in particular, it is just one more step on a road already mapped out via the ongoing neo-liberalisation of society at large.
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| 13. |
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| 14. |
- Flennegård, Ola, 1969, et al.
(författare)
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Democratic pilgrimage: Swedish students’ understanding of study trips to Holocaust memorial sites
- 2023
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Ingår i: Educational review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 75:3, s. 429-446
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on Swedish students’ understanding of study trips to Holocaust memorial sites. Although about a quarter of all Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, with the majority visiting as students as part of their school curriculum, this study is the first to examine these study trips from a student perspective. By applying critical discourse analysis, this article analyses 49 students’ reflections, written before, during, and after two study trips. The results suggest that the study trips’ discursive practice, which constitutes and is constituted by the study trips’ social practice, is regulated by a discursive order termed democratic pilgrimage. In addition, this article reveals two didactic deviations from previous research on study trips: the students’ positive feelings in relation to the Polish environment and the balance between victim and perpetrator perspectives. The latter creates tension within the students and is solved via articulations of democratic values.
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| 15. |
- Grenner, Emily, et al.
(författare)
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Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students
- 2020
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Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 72:6, s. 691-710
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Tidskriftsartikel (refereegranskat)abstract
- Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality (outcome measure), significantly improved after intervention, and that the improvement was modulated by reading and language comprehension. At a follow up occasion, however, text quality was significantly decreased.
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| 16. |
- Göransson, Kerstin, et al.
(författare)
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Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
- 2017
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 69:4, s. 490-505
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Tidskriftsartikel (refereegranskat)abstract
- Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
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| 17. |
- Haley, Aimee, 1985, et al.
(författare)
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Internationalisation through research collaboration
- 2024
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Ingår i: Educational review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 76:4, s. 675-690
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Tidskriftsartikel (refereegranskat)abstract
- Universities engage in international collaboration for a number of reasons. In the global North, which is characterised by wealth and power, universities increasingly use international collaboration for competitiveness and marketisation. In contrast, the global South engages in collaboration to strengthen research and build knowledge capacity. Prior studies argue that trust, mutual benefits, and achieving shared understandings and ways of working are important for sustainable collaboration. However, the studies generally examine what makes a “good” collaboration well after collaboration has been initiated. The contribution of this study is therefore to exemplify the relationship-building process between academics from an Ethiopian and Swedish university. The study is based in “co-operative inquiry” and uses data collected in April 2019 from questions composed by each set of academics, which were deliberated during their initial meeting. Their experiences of enablement and constraint in research collaboration and their motivations for pursuing a new collaboration are in focus.
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| 18. |
- Hallqvist, Anders
(författare)
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Biographical learning : two decades of research and discussion
- 2014
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Ingår i: Educational review (Birmingham). - : Taylor & Francis. - 0013-1911 .- 1465-3397. ; 66:4, s. 497-513
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Tidskriftsartikel (refereegranskat)abstract
- The article discusses the concept of biographical learning and reviews previous research on the subject. Several tensions between different versions of the concept are recognized, and a wide range of research areas in which the concept has been used are identified and presented. The general idea in the biographical learning tradition regarding the occurrence of general conceptions of one’s biography, as well as the idea of narrative coherence, is discussed critically. New areas of research are suggested.
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| 19. |
- Löfdahl, Annica, 1960-, et al.
(författare)
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Teachers’ Facebook rebellion groups: Sites for professional collegial deliberation?
- 2024
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- This study examines conversations in a Swedish teachers’ School Rebellion (SR) group on Facebook, a group that attracts members who wish to engage in activism for a different and better Swedish school system and improved conditions for teachers. The phenomenon of teachers’ Rebellion Facebook groups is relatively new. It has emerged in several countries over the past decade and clearly differs from traditional online teacher collaboration and professional development groups. Placing the Swedish SR initiative in the context of discussions on changing teacher professionalism over the last decade, the aim of this study is to examine what content is given presence in SR posts and how it is discussed by members and to determine the extent to which the communication between the participating teachers has the potential to strengthen collective professionalism. To this end, curriculum theory and the concept of deliberative communication are combined to address questions of content and various relations between actors and levels, such as power and responsibility issues. The analysis shows that many topics related to teaching and education appear in the conversations, deliberative approaches vary from what is termed pre-deliberative to deliberative and even counter-deliberative. Although all participants have a voice, the administrators’ role is shown to be of special interest. Based on these findings, the administrators’ responsibility to maintain professional collegial deliberation is discussed as a complex mission of deliberation over political, pedagogical, and practical issues.
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| 20. |
- Molin, Lena, 1953-, et al.
(författare)
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Geographical variations in the relation between final course grades and results on the national tests in social sciences, 2015-2017
- 2019
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 73:4, s. 451-469
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Tidskriftsartikel (refereegranskat)abstract
- Grade inflation, involving comparisons between public and independent schools, is presently under discussion in Sweden. This paper reports on discrepancies between national test results and the final course grade in social sciences, in year 9. Open data at school level were used in OLS regression analyses to scrutinise systematic differences between independent and public schools and between different geographical units. The geographical analysis was used to highlight systematic geographical inconsistencies between national test results and the final course grade. The main findings of the present study are: 1) The differences in grading between private and public actors are small when considering important background factors like the average educational level of parents, the school’s grade point average (GPA), and which national test in social sciences was carried out at the school. 2) Schools in metropolitan areas are more inclined to give pupils a higher final course grade than their national test result, and it is less likely that schools in metropolitan areas and in municipalities surrounding the metropolitan areas give pupils a final course grade that is lower than their national test result. The regional differences might well affect pupils’ continued studies, and the ambition of providing an equitable school to all children in all parts of Sweden has thus not been successful
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| 21. |
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| 22. |
- Palm, Kristina, 1976-, et al.
(författare)
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Implementing digital technologies in the school setting - how does it relate to work environment?
- 2024
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- Despite the extensive introduction of digital technologies in working life and the demand for the public sector, including schools, to digitalise, there is limited research on the relationship between digitalisation and the work environment. The aim of this article is therefore to explore how implementation processes of digital administrative and communication systems and teaching tools interact with work-related demands and resources experienced in schools. The Normalisation Process Theory (NPT) and Job Demand-Resources model (JDR) were used to analyse experiences of digitalisation and the work environment of employees, managers, strategists and health and safety officers in schools in Sweden. The study, based on semi-structured interviews with 25 participants, shows that the lack of resources and a too-high workload were reported as problematic and challenging in the introduction of digital technology. Collegial cooperation and decision-making opportunities, on the other hand, seemed to enhance the digitalisation process and to some extent even bridge over the weaknesses of strained time resources and high workload.
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| 23. |
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| 24. |
- Rapp, Stephan, et al.
(författare)
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Schoolboards' expectations of the superintendent–a Swedish national survey
- 2022
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Ingår i: Educational review (Birmingham). - : Taylor & Francis. - 0013-1911 .- 1465-3397. ; 74:6, s. 1101-1118
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the local schoolboard has the ultimate responsibility for school quality and student knowledge development, and is held responsible if the expected outcomes are not met. Assisting the board is the superintendent who is the Chief Executive Officer. The aim of the study is to investigate the board’s relation to and expectations of the superintendent, and this article is a result of a national investigation in which all schoolboard chairs were surveyed. Two main questions were addressed: 1) what expectations does the local schoolboard have of the superintendent, both in general and in relation to student achievements and 2) which tasks are the superintendents expected to prioritise in carrying out their work? Data have been collected through a web-based survey using both structured and open-ended questions. The results show that the schoolboards’ strongest expectations placed on superintendents are to execute the leadership mission followed by managing the organisation within allocated budget frames. Responsibilities for academic outcomes have a lower ranking. Superintendents have many opportunities to influence the schoolboards’ decisions and thereby affect which goals they should prioritise in the local school organisation. The superintendent is an invisible ruler who in the chain of governance occupies the best position to influence both the schoolboard’s acting policy and the schools’ acting practice. By being aware of the existing asymmetric distribution of power, the schoolboard has the opportunity to exercise control over its official whose legal responsibility is to assist its members in their decision makings.
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| 25. |
- Rapp, Stephan
(författare)
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The Education Act and the norms in Swedish education : power struggles between students' knowledge development and personal development
- 2022
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Ingår i: Educational review (Birmingham). - : Taylor & Francis Group. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- According to the Swedish Education Act, schools should support both students' knowledge development and personal development. Students' levels of knowledge are measured and compared through their examination results and formal grades as well as through international comparative studies and other tools. However, students' personal development is not measured. The purpose of this study is to explore the efforts of local governance chain actors - the Local Educational Authority (LEA), superintendents, principals and teachers - to realise these two normative requirements and to learn more about the tensions and power struggles between these actors. The overarching question is: How do the actors in the governance chain prioritise and act with regard to the requirements for developing students' knowledge and students as individuals? This study is designed as a case study in a compulsory school setting. The empirical data were collected by interviewing LEA chairs, superintendents, principals and teachers in a small town in the south of Sweden. The results show that the LEA and the superintendents focus on students' knowledge development, but principals and teachers resist a too strong focus on knowledge development. The normative requirement - students' personal development - is not explicitly discussed at any level in the governance chain.
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| 26. |
- Robinson, Carol, et al.
(författare)
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Human rights education : developing a theoretical understanding of teachers’ responsibilities
- 2020
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397. ; 72:2, s. 220-241
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Tidskriftsartikel (refereegranskat)abstract
- The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers’ responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations – Australia, England and Sweden – were analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices.
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| 27. |
- Rönn, Charlotta, 1963-
(författare)
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Pupils' informal social strategies in a Swedish compulsory school - What pupils do and say, out of sight of the teachers, while managing written individual assignments
- 2024
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 76:3, s. 605-627
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Tidskriftsartikel (refereegranskat)abstract
- This ethnographic study in education, based on observations, audio-visual recordings and interviews, explored pupils' supportive interactions in a year eight class at a Swedish school. Goffman's dramaturgical theory of the presentation of self was used as a theoretical framework with a focus on the pupils' interactions with their classmates in backstage spaces when they prepare performances in the form of writing assignments to be handed in to teachers. Some pupils took responsibility for having an assignment to hand in to teachers, but not for their learning process in planning their work and writing the assignment themselves, in line with the formal requirements of a goal-oriented school system. The findings showed that pupils applied informal social strategies when managing formal individual assignments. Some examples of these strategies were: swapping computers with classmates during lessons and writing for peers, logging in to peers' Google Classroom accounts and writing for them, and forwarding pictures of completed written assignments to peers to be reformulated in their peers' "own words". The intention of these interactions was to portray a favourable impression of themselves and their abilities to the assessing teachers. The pupils' strategies tended to reinforce classic socially reproductive patterns and generate inequalities between pupils; pupils with higher levels of social and economic capital seemed to profit more and achieve better grades than others. These informal networking strategies co-existed with, and were in opposition to, the formal school context, and were difficult for teachers to detect due to their taking place backstage, out of teachers' sight.
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| 28. |
- Sayers, Judy, et al.
(författare)
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Teachers’ perspectives on homework : manifestations of culturally situated common sense
- 2022
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397. ; 74:5, s. 905-926
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers’ homework-related justifications were located in a discourse of target setting that was invisible in the Swedish.
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| 29. |
- Sjölund, Simon, et al.
(författare)
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Mapping roles in research-practice partnerships – a systematic literature review
- 2022
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to each other. To better inform this movement, we conducted a systematic literature review of 80 articles investigating what roles researchers and practitioners are described to assume in RPPs. The results demonstrate eight different roles for researchers and practitioners, respectively, which reflect variations in both the main processes and tasks for school improvement in RPPs, as well as how these tasks are divided between the participants. Further, based on how tasks are distributed, the different roles provide varying opportunities to pursue a democratisation of evidence.
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| 30. |
- Toropova, Anna, 1979, et al.
(författare)
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Teacher job satisfaction: the importance of school working conditions and teacher characteristics
- 2021
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Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 73:1, s. 71-97
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Tidskriftsartikel (refereegranskat)abstract
- Given that teacher shortage is an international problem, teacher job satisfaction merits closer attention. Not only is job satisfaction closely related to teacher retention, but it also contributes to the well-being of teachers and their students, overall school cohesion and enhanced status of the teaching profession. This study investigates the relations between teacher job satisfaction, school working conditions and teacher characteristics for eighth grade mathematics teachers. The study employs TIMSS 2015 (Trends in International Mathematics and Science Study) data from Sweden. Confirmatory factor analysis and structural equation modelling are used as main methods. Results demonstrate a substantial association between school working conditions and teacher job satisfaction. More specifically, teacher workload, teacher cooperation and teacher perceptions of student discipline in school were the factors most closely related to teacher job satisfaction. As to teacher characteristics, female teachers, teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. In addition, it was found that the relationship between the extent of teacher cooperation and job satisfaction was more pronounced for male teachers, while student discipline was more important for job satisfaction of teachers with lower self-efficacy beliefs. Implications for policy are further discussed.
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| 31. |
- Ye, Rebecca
(författare)
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Testing elite transnational education and contesting orders of worth in the face of a pandemic
- 2022
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 74:3, s. 704-719
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Tidskriftsartikel (refereegranskat)abstract
- This paper considers the COVID-19 pandemic as a test that has disrupted the flow of a particular type of social and physical mobility. It takes pathways embarked upon by students from Asian countries to “prestigious” anglophone universities as its focal point of analysis, considering how the residential, consecratory experience of attending elite institutions has been disrupted when universities go virtual or as students are prevented from travelling to their university’s country destination. Building theoretically on the sociology of conventions and testing, I analyse public institutional responses at the commencement of the outbreak from elite universities in the US and the UK, which have hosted large numbers of students from Asian countries in past decades. This paper focuses on how these universities responded to international students under conditions of uncertainty, examining how they justify their role, purpose and operations, while canvassing for continued support from this student segment. The findings highlight contesting orders of worth between states and institutions, as clashes between market, civic and domestic regimes exert significant pressures on organisational efforts to coordinate and cope during this critical moment, thereby raising questions about how prevailing logics of elite transnational education have been altered in the face of a pandemic.
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| 32. |
- Haley, Aimee, et al.
(författare)
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Supervisors’ competences from doctoral students’ perspectives–a systematic review
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Ingår i: Educational Review. - 0013-1911.
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Forskningsöversikt (refereegranskat)abstract
- This systematic review captures research on doctoral students’ perspectives of supervision. The aim was to capture research on aspects of importance to enhance professional development for supervisors in a global perspective, as well as describe the characteristics of the body of research. Five aspects of supervisors’ competences, which have previously been found to be important for successful supervision, were analysed: (1) domain knowledge, (2) research methodology, (3) pedagogical component, (4) relationships, and (5) functional aspects. Education Resources Information Center (ERIC) and Education Research Complete (ERC) were used to identify peer-reviewed articles published between 1998 and 2019. In total 1,193 articles were identified. After a blind review using the Rayyan collaboration and research tool, 96 articles were included in this review. The results show that most research focuses on students’ experiences of their supervisory relationship, while supervisors’ domain and methodological knowledge are rarely studied. Implications for future research are to enhance the focus on supervisors’ domain and methodological knowledge. An implication for practice is that greater professional support be provided for supervisors to work with doctoral students from marginalised groups in relation to the context where the doctoral programme is situated.
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| 33. |
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| 34. |
- Fägerström, Christoffer
(författare)
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Svenska skalbaggar 3 – släktet Clambus
- 2022
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Ingår i: Entomologisk tidskrift. - 0013-886X. ; 143:4, s. 165-180
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Tidskriftsartikel (refereegranskat)abstract
- As a result of a careful examination of the available Swedish material of the genus Clambus Fischer von Waldheim,1821 (Coleoptera: Clambidae), our current understanding of the Swedish Clambus fauna is revised. A total of 1844 specimens were identified from museum specimens as well as private collections, resulting in eight species belonging to the Swedish fauna. In the past there was confusion about the identity of Clambus minutus (Sturm, 1807), and its distribution data were later on incorrectly transferred to Clambus nigrellus Reitter, 1914. This is now resolved and the corrected distribution for C. nigrellus is presented herein, making it clear that this is a species with very few Swedish records. Another species for which there was a lot of confusion is Clambus gibbulus (LeConte, 1850). A number of previously identified records were incorrect and this species actually has very few old records, but it has recently been collected using window traps in burnt forests. Clambus pallidulus Reitter, 1911 and Clambus lohsei Meybohm, 2004 are recent newcomers into Sweden and they are now for the first time added to the Swedish fauna. Updated distributions of all of the Swedish species are provided and an illustrated determination key is included.
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| 35. |
- Stigenberg, Julia, et al.
(författare)
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Snapshot of the Hymenopteran fauna of Stora Karlsö
- 2017
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Ingår i: Entomologisk Tidskrift. - Uppsala. - 0013-886X. ; 138, s. 71-91
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Recension (refereegranskat)abstract
- Stora Karlsö is a small island close to Gotland in the Baltic Sea of which the Hymenopteranfauna has not been extensively studied before. In August 2014, a team of eight personscarried out an inventory of Hymenoptera, mainly the parasitoid wasps and sawflies, onthe island. Sampling was done with Malaise traps for a period of 22 days, complementedwith vegetation sweeping, branch shaking and opportunistic handpicking during a five daysojourn. As a result, about 200 species of parasitoid wasps and 14 sawflies are reported forStora Karlsö for the first time. Eleven species are reported as new to Sweden: The sawflyAthalia cornubiae Benson, 1931, the gasteruptiid Gasteruption opacum (Tournier, 1877),the diapriid Spilomicrus rufitarsis (Kieffer, 1911), the eulophid Entedonomphale bulgaricaBoyadzhiev & Triapitsyn, 2007, the braconids Bracon rozneri Papp, 1998 and Gnamptodondecoris (Förster, 1862), and the ichneumonids Bathythrix maculata (Hellén, 1957),Heterischnus filiformis (Gravenhorst, 1829), Lissonota picticoxis Schmiedeknecht, 1900,Mesochorus tipularius Gravenhorst, 1829, Ophion brevicornis Morley, 1915, and Plectochorusiwatensis (Uchida, 1928). Also the gasteruptiid Gasteruption opacum (Tournier,1877) is reported new to Sweden based on a record from inventory by NJ in 2013. Thisdemonstrates how the knowledge of Swedish biodiversity can be substantially augmentedby a short and intensive collecting expedition. We strongly recommend that other places inthe country be subjected to similar efforts.
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| 36. |
- Nivesjö, Sanja
(författare)
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The Arrival from Abroad : Train Travel and Mobile Ideas of Race in Pre-apartheid South African Literature
- 2024
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Ingår i: English Studies in Africa. - 0013-8398 .- 1943-8117. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- This article identifies and explores an inciting incident in two pre-apartheid South African novels: the trope of an ‘arrival from abroad’. This trope centres on a character arriving by train from a place figured as foreign, whether that is Cape Town or London, to the rural South African setting of the story, bringing ideas of interracial togetherness with them that challenge local racial hierarchizations. Two novels are used as case studies, one from the beginning of the 20th century – Perceval Gibbon’s Margaret Harding (1911) – and one written on the eve of apartheid – Peter Abrahams’s The Path of Thunder (1948). The traveller from abroad is either a black South African who has been educated in Europe or Cape Town and arrives home to effect change, or the traveller is a white character from Europe whose values are pitted against those of white South Africans. In both cases, the ‘arrival from abroad’ is a destabilizing force to the local community, bringing often unwelcome ideas from outside. Together, Gibbon’s and Abrahams’s novels allow me to explore the interrelations between the mobility of ideas from one place to another, ideologies of race, the figure of the outsider, and train travel in South African literature from the first half of the 20th century. Comparing Gibbon and Abrahams enables me to trace differences and continuities over time and in diverse uses of the trope. This article argues that the ‘arrival from abroad’ trope is used to embody a notion of mobile ideas at a time when trains served to shift both goods and people to radical effect on society
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