| 1. |
- Carlsson, Britta
(författare)
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Depicting experiences
- 2001
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 45:2, s. 125-143
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Tidskriftsartikel (refereegranskat)abstract
- This paper argues that photography is a helpful tool in understanding the ways people experience the world. Five arguments are presented in order to support this statement, each built on the methodological idea that respondents are asked to take, or produce, their own pictures related to a particular phenomenon under investigation. The arguments are: new unconventional methods enhance educational inquiry; photos can serve as communication bridges between strangers; photography makes it easier to represent a situation; photos can be regarded as complex expressions of the photographer's relation to the world; finally, photos enhance the expressing of feelings. These arguments are further discussed in the context of outcomes of a study, which used photography to probe ecological understanding. It is concluded that a deliberate use of the methodology will enhance not only the way photos might be used in research but also enrich educational research aiming at capturing the way people experience and relate to the world surrounding them.
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| 2. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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“Betwixt and Between” : Leisure-time Teachers and the Construction of Professional Identities
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:6, s. 884-898
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Tidskriftsartikel (refereegranskat)abstract
- In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.
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| 3. |
- Agevall, Lena, et al.
(författare)
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The new generation of auditors meeting praxis : dual learning's role in audit students' professional development
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:2, s. 307-324
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.
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| 4. |
- Ahl, Linda Marie, 1970-, et al.
(författare)
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Bill's Rationales for Learning Mathematics in Prison
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 65:4, s. 633-645
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a case study of a student's rationales for learning mathematics. We operationalize Stieg Mellin-Olsen's educational concept of rationales for learning and apply the concept on data consisting of three semi-structured interviews with a student in the Swedish prison education program. Our analysis shows that the student's rationales vary in character over time as a reaction to his educational contexts. We conclude that Mellin-Olsen's construct of rationales is useful for understanding students' changing motivation in relation to the teaching and to the practice of mathematics the teaching entails. Teachers may use the concepts from our analysis as cognitive tools, related to students' rationales for learning. By identifying students' different rationales, opportunities arise for an individualized instructional design.
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| 5. |
- Alatalo, Tarja, 1961-
(författare)
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Professional content knowledge of grades one – three teachers in Sweden for reading and writing instruction : language structures, code concepts, and spelling rules
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 60:5, s. 477-499
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Tidskriftsartikel (refereegranskat)abstract
- In this study, Swedish teachers of grades 1-3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed.
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| 6. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Read-Aloud and Writing Practices in Nordic Preschools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:3, s. 588-603
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated preschool teachers’ read-aloud and writing practices using a questionnaire about how activities were planned and organized, and what their purpose was. The sample consisted of 222 participants from Finland, Norway, and Sweden. Data was analyzed using a mixed methods approach. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.
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| 7. |
- Alexandersson, Mikael, et al.
(författare)
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The tyranny of the temporal dimension : learning about fundamental values through the Internet
- 2006
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 50:4, s. 411-427
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Tidskriftsartikel (refereegranskat)abstract
- In this article we report on one of four schools involved in a research project aiming to develop knowledge about the way in which teaching knowledge is conveyed with the help of information and communication technology. A particular interest was issues of fundamental values. Two classes in Grade 9 of Swedish compulsory school were studied, by observations and interviews, when seeking information about international conflicts on the Internet. The results show that most students searched for and collected information with a focus on mainly one dimension: the temporal dimension of the conflict in question. How this focus on chronologically ordered historical events affected the students' ability to develop the capacity for individual standpoints on questions concerning ethics, morals, equality, and democracy by way of studying conflicts is discussed.
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| 8. |
- Andersson, C., et al.
(författare)
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Technical efficiency and productivity for higher education institutions in Sweden
- 2017
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 61:2, s. 205-223
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year.
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| 9. |
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| 10. |
- Andersson, Ingrid, et al.
(författare)
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Conditions for Boundary Crossing : Social Practices of Newly Qualified Swedish Teachers
- 2008
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 52:6, s. 643-660
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.
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| 11. |
- Andersson, Klas, 1975
(författare)
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Deliberative Teaching: Effects on Students’ Democratic Virtues
- 2015
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 59:5, s. 604-622
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Tidskriftsartikel (refereegranskat)abstract
- Since the early-2000s, deliberative democratic theory has influenced the debate on teaching. Proponents of deliberation in education have argued that deliberative communication as a teaching model enhances both subject knowledge and democratic virtues among students. However, empirical support for this assumption is weak. The aim of this article is to empirically test the assumptions made by the proponents of deliberative teaching. This study uses a field experimental research design. The study was carried out in a civics course in Swedish upper-secondary schools in both vocational programs and programs preparing students for ensuing studies. To some extent, the results support the hypothesis derived from deliberative theory. Deliberative teaching seems to enhance democratic virtues among students in vocational programs.
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| 12. |
- Andersson,, Sven B., et al.
(författare)
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Authentic learnig in a socio-cultural framework
- 2005
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 49:4, s. 419--436
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non-formal setting where the group members shaped forms of learning themselves. The findings show that many features of non-formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.
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| 13. |
- Angervall, Petra, 1970, et al.
(författare)
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Invited to academia. Recruited for science or teaching in Education Sciences
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:6, s. 663-678
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Tidskriftsartikel (refereegranskat)abstract
- In the context of higher education in Sweden, we see how major policy change is forming the field of Education Sciences. This change has promoted an increased focus on competitiveness, while reducing inefficiencies in mass-education. It has given legitimacy to specific recruitment strategies and career paths, but can also explain what determines how career capital is accumulated. The aim of the present study is to describe how academics experience recruitment and positioning processes in their career. How do academics gain career capital and symbolic value in career and use it to gain recognition? The results illustrate three career paths, identified as the invited, the useful or the uninvited. Thus, the present article describes a Matthew effect in recruitment, where young PhD students are positioned early on as either promising researchers, teachers, or as substitutes who are sorted out from both research and education.
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| 14. |
- Arensmeier, Cecilia, 1974-
(författare)
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Three Decades of School Failure in Swedish Compulsory School
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 66:1, s. 14-27
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, compulsory school grades determine admission to upper- secondary school. The article maps grading outcomes in compulsory school for 1990–2017, when three different grading scales were used, in terms of students’ distribution across grading steps. Statistics of grades for all Swedish grade 9 students (all school subjects) are used. Contrary to policymakers’ expectations, the results show that a large proportion of students failed to pass compulsory school immediately after a criterion-referenced system with a sharp pass/fail distinction was introduced in the late 1990s. The failure rate has since then remained strikingly constant. Swedish as a second language differs from the main pattern, with a substantially higher failure rate that is increasing over time. This outcome is discussed with reference to grading policy as a matter of social choice.
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| 15. |
- Arneback, Emma, 1974-, et al.
(författare)
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On Teachers’ Professionalism When Colleagues Express Racism : Challenges and Choices
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 67:1, s. 169-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to shed light on teachers’ actions to counter racism expressed by their colleagues. Based on qualitative interviews with teachers in Swedish upper secondary schools, the article presents a narrative analysis of three teachers. The article highlights the complexity of what it means to be a colleague in anti-racist work and argues that this brings different risks and possibilities for White teachers and for teachers of colour. By relating the narratives to research on racism and teacher professionalism, the article contributes to a better understanding of the prevalence and character of racism expressed by colleagues, and points at the need for further research.
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| 16. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Learning How (and How Not) to Weld : Vocational Learning in Technical Vocational Education
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school
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| 17. |
- Backman, Ylva, et al.
(författare)
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Learning within and beyond the classroom : compulsory school students voicing their positive experiences of school
- 2012
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 56:5, s. 555-570
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.
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| 18. |
- Bagga-Gupta, Sangeeta, 1962-
(författare)
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Aspects of diversity, inclusion and democracy within education and research
- 2007
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Ingår i: Scandinavian Journal of Educational Research. - London : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 51:1, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.
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| 19. |
- Balan, Andreia, et al.
(författare)
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Evaluation of a Deliberate Practice and Growth Mindset Intervention on Mathematics in 7th-grade Students
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 67:4, s. 549-558
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Tidskriftsartikel (refereegranskat)abstract
- Deliberate practice and having a growth mindset have been hypothesized to increase school performance. But previous studies are few, have been limited to very short interventions, and on average resulted in small effect sizes on school performance. This study compared the attitudes, performance, and behavior of 130 7th-grade students taking part in eight 30-minute sessions of deliberate practice and growth mindset over 14 weeks to a same-age active control group. The intervention had no significant effects on attitudes related to deliberate practice, growth mindset, or mathematical performance. However, students who participated in the intervention engaged in more deliberate practice behavior in a mathematics test. We pre-registered our hypothesis and research design at aspredicted.org/13742.
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| 20. |
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| 21. |
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| 22. |
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| 23. |
- Benerdal, Malin, Doktor, 1984-, et al.
(författare)
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Organising for collaboration with schools : experiences from six Swedish universities
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.
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| 24. |
- Bengmark, Samuel, 1965, et al.
(författare)
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What graduates want in teacher education
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170. ; In press
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Tidskriftsartikel (refereegranskat)abstract
- To understand what to improve in initial teacher education to better prepare teachers for their profession, we asked alumni (N = 93) from three Swedish initial teacher education programs, what in their education they thought had benefited them the most in preparing them for a teaching career, and what they thought was lacking given their professional needs. Questionnaire responses yielded seven categories: leadership, practicum, didactics, teaching methods, assessment, and personal development. Our results show that the practicum is seen as very valuable and that alumni wish they had been taught more about leadership in the classroom, and teaching methods. On the other hand, there is little evidence that the alumni value the theoretical parts of their programs, including scientific inquiry, in contrast to what research says is essential and what national regulations demand. Differences in replies between the three programs are also discussed and related to the features of the programs.
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| 25. |
- Berg, Gita, 1982-, et al.
(författare)
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“You fuel the car with gas, you fuel the body with food” – Educational functions of food for health in home and consumer studies
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 68:2, s. 189-203
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to contribute to the understanding of food for health as educational content in Home and Consumer Studies (HCS), specifically targeting three educational functions: (i) qualification, (ii) socialization, and (iii) subjectification. Data came from a comprehensive case study, where one school class and two HCS teachers were followed during one school year. Fourteen classroom observations and eight teacher interviews were included. It is shown how qualification functions comprise nutrition knowledge and cooking skills, how socialization functions entail, e.g., dichotomous values of food as “good” or “bad,” and how conscious consumers who take personal responsibility for themselves and the environment become promoted subjects. Taken together, the results illustrate how educational content can have consequences beyond those intended. Based on the results, an argument is made about the relevance for HCS teachers to critically reflect on their teaching and its potential educational consequences.
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| 26. |
- Berggren, Johannes, 1979-
(författare)
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Some Conceptual Metaphors for Rational Numbers as Fractions in Swedish Mathematics Textbooks for Elementary Education
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 67:6, s. 914-927
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the presence of three conceptual metaphors for fractions – The measuring stick metaphor, Arithmetic is motion along a path, and Arithmetic is object construction – in four common and popular Swedish mathematics textbook series for years 1–3. I analyse the introduction of fractions and the kinds of tasks students are given in these books. The results show an abundance of labelling exercises related to Arithmetic is object construction, with representations of geometric shapes, in three of the book series. One book series reversely introduces fractions with The measuring stick metaphor and Arithmetic is motion along a path, with a focus on number line representations. The consequences of these variations in fraction introduction and treatment are discussed in relation to previous research and to process-object theories.
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| 27. |
- Berggren, Lilian, 1953-, et al.
(författare)
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A First Examination of the Role of International Child Development Programme in School Achievement
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 65:3, s. 359-372
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore whether the classroomi mplementation of the International Child Development Programme (ICDP) for secondary school students (grade 9) was linked to better school achievement. The goal of the ICDP is to increase school achievement by promoting positive teacher-student relationships. The study, performed in Sweden, applied a pre–post design (four years) with matched intervention and control schools (N = 148). The post-intervention assessments showed that there were significant differences in school achievement in Grade 9 between the intervention school andthe control school. Specifically, a greater proportion of students at the intervention school demonstrated improvement in school subjects and achieved the competency requirements to enter an upper secondary school programme. Based on the results, the ICDP can be considered an important intervention to promote student learning by promoting positive teacher-student relationships.
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| 28. |
- Bergmark, Ulrika, et al.
(författare)
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How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience : Challenges and Opportunities
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:3, s. 448-467
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Tidskriftsartikel (refereegranskat)abstract
- In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study’s aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire.The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given – professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities – a rewarding if complex process.
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| 29. |
- Bergmark, Ulrika, et al.
(författare)
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Students’ Experiences of Meaningful Situations in School
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:4, s. 538-554
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.
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| 30. |
- Bergnell, Anneli, et al.
(författare)
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“And the boat started to roll like this”: preschool children struggling with a bodily-based illustration of stability
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on multimodal perspectives and contributes to research on how children deal with a multimodal illustration of scientific concepts used in emergent science (i.e., early years science) education. It presents a study of a group of 14 preschoolers observed when dealing with the concept of stability, as illustrated in a pedagogical drama during a visit to a science centre and follow-up sessions in the preschool. The results indicate the importance of educators paying attention to the balance between cohesion and tension among elements in multimodal illustrations (such as verbal language, images, gestures, etc.), when designing and presenting learning activities in emergent science education. Furthermore, it cannot be taken for granted that children by themselves are able to bridge gaps between modes. Educators should therefore be prepared to provide well-reasoned guidance for children's linking between everyday and scientific concepts.
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| 31. |
- Bergström, Denise, et al.
(författare)
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“The text comes first” – Principles guiding EFL materials developers’ vocabulary content decisions
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 67:1, s. 154-168
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Tidskriftsartikel (refereegranskat)abstract
- One core aspect of learning a language is developing vocabulary, an endeavor that requires a structured and principled focus in the classroom. As the EFL textbook has a central position in the language learning classroom, it should have an important role to play in structuring vocabulary development. Yet, what guides decisions concerning the vocabulary content in textbooks has not been thoroughly studied. This paper presents an interview study with eight Swedish materials developers of frequently used EFL teaching materials aimed at school years 7–9. The results show that the materials developers focus primarily on providing engaging texts and base the vocabulary content on end users’ opinions and their own intuition. The study also indicates that word lists are construed as a tool primarily for reading comprehension rather than for vocabulary learning. The study concludes that vocabulary research findings appear to have a limited impact on decisions about vocabulary content.
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| 32. |
- Bergström, Peter, 1975-, et al.
(författare)
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Variations of symbolic power and control in the one-to-one computing classroom : Swedish teachers' enacted didactical design decisions
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:1, s. 38-52
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Tidskriftsartikel (refereegranskat)abstract
- This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.
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| 33. |
- Bernholt, Andrea, et al.
(författare)
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Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 65:1, s. 54-70
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Tidskriftsartikel (refereegranskat)abstract
- In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.
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| 34. |
- Billmayer, Jakob, 1983-, et al.
(författare)
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What's in it? : schoolbags in the lives of pupils and classrooms
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The overarching aim of the present study is to investigate such an invisible object; namely, schoolbags and how their contents function in the lives of pupils between the privacy of the home and the societal world of schools. A sociomaterial approach is used to understand schoolbags as objects that enable certain actions and norms. The uniqueness of the study calls for a more basic approach on the analytical level, carefully investigating and describing the content of the schoolbags as well as their context seeing them as frozen moments of processes. The data material consists of photographs depicting contents of 16 German satchels, which were analysed alongside a description of exterior appearances of schoolbags and the material context of the classroom. The findings show that the function of the schoolbags exceeds their obvious transportation purposes, and that they are complex, entangled objects in the construction of "schooling" and "the pupil".
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| 35. |
- Björkhammer, Cecilia, et al.
(författare)
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The effects of a whole-class mathematics intervention on students fraction knowledge in primary school
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The intention of the study was to examine the effects of a fraction intervention in a whole-class environment. The intervention aimed to enhance students conceptual fraction knowledge, with a major focus on fraction magnitude understanding. This study included 120 fifth-grade students in standard classroom settings. Utilizing a cluster randomized controlled trial design, students were divided into either an intervention group (n = 64) or a control group (n = 56). Students in the intervention condition received a series of seven 35-minute lessons. Students in the control condition received "treatment as usual". Both post-test and delayed post-test results revealed that students in the intervention group performed significantly better than those in the control group on fraction concepts, with a stronger effect in measurement aspects compared to part-whole aspects. The intervention group also outperformed the control group on fraction arithmetic on both post-tests, while no significant difference was observed on fraction word problems.
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| 36. |
- Björklund, Camilla, 1977
(författare)
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Learning about “Half”: Critical Aspects and Pedagogical Strategies in Designed Preschool Activities
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:2, s. 245-263
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Scandinavian Journal of Educational ResearchThis is an empirical inquiry concerning children’s concept development and early mathematics teaching. The intention is to broaden the understanding of preschool children’s perceptions of the concept “half” (as 1 of 2 equal parts of a whole), in designed mathematics teaching settings. Three teachers working with 4–5-year-old children participate in an in-service program, involving continuous and cooperative reflection and theoretically designed teaching activities. Observations of pedagogical strategies and children’s responses reveal that: children show qualitatively different ways of experiencing the same concept; the ways of experiencing are critical for how the intended learning object is perceived; and the dimensions of the learning object are related to each other, suggesting a hierarchical organization of how to perceive aspects of “half.”
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| 37. |
- Björklund, Camilla, 1977, et al.
(författare)
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Teachers’ Pedagogical Mathematical Awareness in Swedish Early Childhood Education
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:3, s. 359-377
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Tidskriftsartikel (refereegranskat)abstract
- Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers’ current pedagogical mathematical awareness. A questionnaire was distributed to 147 teachers, asking them to respond to their habits of working with mathematics. The survey is based on theoretical conjectures of teacher professionality (pedagogical content knowledge), integrated with the idea of developmental pedagogy. Results from the questionnaire show that teachers account for mathematics as learning content but limitations are discerned concerning teachers’ awareness of spatial aspects of mathematics and problematization of mathematical content in goal-oriented manners. The results also point out areas for further stimulation in teacher training.
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| 38. |
- Bladh, Daniel, 1980-, et al.
(författare)
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Lines of Reasoning When Designing Education for Municipal Councillors in Sweden
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 67:1, s. 113-125
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Tidskriftsartikel (refereegranskat)abstract
- Although elected representatives play an imperative role for the functioning of a formal democracy, educational research has so far not given much attention to the education and training offered to this group of people. A democratic dilemma may arise in the design and organisation of this education that relate to local governance and policy processes. This paper investigates introductory education that Swedish municipalities offer to municipal councillors and explore the reasons behind its design. The study draws on a comprehensive set of empirical material, consisting of educational programmes from 261 Swedish municipalities and interviews with municipal representatives. The results suggest three different lines of reasoning, denoted system-oriented, relationship-oriented, and market-oriented lines, behind the design of this education. The importance of these results can be considered in relation to previous findings that a strained relation exist between elected representatives and local administrations in Sweden.
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| 39. |
- Blossing, Ulf, et al.
(författare)
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Capturing Sense-Made School Practice. The Activities of the Interviewer.
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:7, s. 1007-1021
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to discuss how to interview to investigate the practice of school organizations. The research question is: What are the activities the interviewer uses to capture improvement practices in school organizations? We apply a self-assessment method to examine two former projects. We argue that a practice lens is required and, thus, the analytical questions we ask ourselves are derived from practice theory and sense-making. The activities the interviewer uses to capture improvement practice in school organizations are expressed in four categories: (1) interview questions, (2) tools, (3) samplings, and (4) interview groupings. We found it difficult to address the critical role of body and material things and to pay attention to the importance of power and politics. An overall reflection is that the textual aspects tended to dominate in the interview, whereas the bodily and material aspects of practice seemed more elusive.
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| 40. |
- Bodin, Maria C., et al.
(författare)
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A Quasi-Randomized Trial of a School-Wide Universal Prevention Program : Results and Lessons Learned
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0031-3831 .- 1470-1170. ; 60:4, s. 449-476
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Tidskriftsartikel (refereegranskat)abstract
- Prevention in School (PS) is a comprehensive program which aims to improve the learning climate and reduce problem behavior in elementary schools. Core components are teaching of school rules, praise and rewards to support prosocial behavior, and a forum involving parents. This trial investigated the effects of PS on its intended outcomes, and includes 23 schools, 3,207 students, and 188 teachers. Multilevel regression analyses indicated no program effects two years after the start of the program. Problems with program components, implementation and study limitations may have contributed to the null findings. The lessons learned may be used to guide program revisions, and are important to consider in future attempts to implement and evaluate similar school interventions in a Swedish context.
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| 41. |
- Boesen, Jesper, 1971, et al.
(författare)
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Assessing mathematical competencies: an analysis of Swedish national mathematics tests
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:1, s. 109-124
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Tidskriftsartikel (refereegranskat)abstract
- Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies' interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.
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| 42. |
- Boman, Björn, 1984-
(författare)
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Regional Differences in Educational Achievement among Swedish Grade 9 Students
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:4, s. 610-625
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Tidskriftsartikel (refereegranskat)abstract
- The current article examined educational achievement at lower-secondary level in Sweden (Grade 9), using grades and national test results (NTR) as the dependent variables. Linear regressions and bivariate correlations indicated that the proportion of highly-educated individuals in each municipality was positively associated with grades and NTR and that the proportion of welfare recipients and non-natives, as well as rural location, had negative associations. In relation to two case studies with fewer observations, teacher certification rates were more strongly correlated with higher achievement measures. Overall, the NTR of Swedish as a second language (SVA) pupils lowered the overall results in most municipalities. For instance, in low-performing municipalities the native students’ NTR was virtually identical to that of the “high-performing” or “best” municipalities when SVA scores were removed. Thus, it seems misguided to highlight “successful” school municipalities whose performance is only average.
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| 43. |
- Bramhagen, Ann-Cathrine, et al.
(författare)
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Teachers' and nurses' perspective regarding sex education in primary school and influencing factors
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 68:2, s. 115-125
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Tidskriftsartikel (refereegranskat)abstract
- Sex education can be described as an important part of health education in school and one way of strengthening health education could be a collaboration between different professionals in the school team. The aim of this study was to describe teachers' and school nurses' experiences and perspectives with regard to sex education among students aged 11-12 years and to explore potential influencing factors. We employed a qualitative design, and the teachers and school nurses were interviewed individually. A thematic analysis was conducted on the interviews and the results showed that the classroom was considered to be the teacher's arena. Tradition and attitudes between professionals could be obstacles that affect collaboration between teachers and nurses and the study showed that there remains much to be done before collaboration at the same level between the groups can be established.
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| 44. |
- Braskén, Mats, et al.
(författare)
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Implementing a Multidisciplinary Curriculum in a Finnish Lower Secondary School : The Perspective of Science and Mathematics
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 64:6, s. 852-868
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Tidskriftsartikel (refereegranskat)abstract
- Finland has recently reformed the national school curriculum, basing it on so-called twenty-first century skills. The curriculum prescribes that schools must organise at least one multidisciplinary learning module per year. In this case study, we investigate the implementation of such a module in secondary school (grade 9) from the perspective of the school headmaster and science and mathematics teachers. The data comprise interviews with the headmaster, teachers, and protocols from collegiate meetings. Despite some gains experienced by teachers concerning cooperation with colleagues, the results reveal challenges connected to diffusely defined learning goals, as well as to the vagueness of goals concerning the role of different subjects in the module. The study shows the importance of offering research-based support and time for shared sensemaking for stakeholders to avoid the problems identified when implementing multidisciplinary teaching.
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| 45. |
- Brehmer, Daniel, 1973-, et al.
(författare)
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Problem solving in Swedish mathematics textbooks for upper secondary school
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:6, s. 577-593
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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| 46. |
- Bråting, Kajsa, Docent, 1975-
(författare)
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From symbolic manipulations to stepwise instructions : A curricular comparison of Swedish school algebra content over the past 40 years
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 67:2, s. 225-239
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Tidskriftsartikel (refereegranskat)abstract
- Although there have been a huge number of attempts to improve school algebra teaching, several countries are still struggling to improve students algebraic skills. In this study, we focus on the specific case of Sweden where students for several decades have had major problems mastering algebra. In order to get a better understanding of the Swedish situation, we consider what constitutes Swedish school algebra by investigating the development of algebraic content in the Swedish mathematics curriculum documents over the past 40 years. The results reveal that the connection between arithmetic and algebra, the so-called generalized arithmetic, is almost absent in all three curricula although researchers argue that generalized arithmetic is one of the most relevant topics within early algebra. Instead, Sweden has chosen a unique approach as programming, with a specific focus on stepwise instructions and algorithms, recently has been implemented within the core content of algebra.
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| 47. |
- Bråting, Kajsa, Docent, 1975-, et al.
(författare)
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The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:4, s. 594-609
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Tidskriftsartikel (refereegranskat)abstract
- We characterize the recently included programming content in Swedish mathematics textbooks for elementary school. Especially, the connection between programming content and traditional mathematical content has been considered. The analytical tools used are based on the so-called 5E's, a theoretical framework of action, developed within the ScratchMath project, and Brennan and Resnick's (2012) terms computational concepts and practices. The result uncovers "follow a procedure" as the dominating action, in which the concepts stepwise instruction and repeated pattern were frequent. Bridging between programming and mathematics is weak in the sense that the programming content does not enhance the possibility to explore mathematical concepts and ideas.
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| 48. |
- Brännström, Malin, 1984
(författare)
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Instead of Passing the Test: Passing as a “Normal” Student in the Mainstream Classroom
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 67:2, s. 240-251
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on a case study of the school life of Fatou, a newly arrived adolescent student with limited experiences of formal schooling. Drawing on Goffman’s theories on impression and stigma management, the article explores the techniques employed by Fatou in order to pass as a “normal” student in the mainstream classroom. The results point to the significance of institutional frameworks in these efforts, and show how Fatou and her teachers collectively employ different impression management techniques in order to downplay the mis-match between Fatou’s prior knowledge and the academic demands of the classroom. As a result, it is argued that for Fatou, school becomes a place where, rather than learning subject content, she is “learning to pass”.
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| 49. |
- Brännström, Maria, et al.
(författare)
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Rhetoric, and the Swedish high-school mission for democracy
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 1470-1170 .- 0031-3831. ; 68:2, s. 204-217
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Tidskriftsartikel (refereegranskat)abstract
- Following legislation in 2010, all Swedish teachers, at all levels, had a double mission: to teach democracy as well the content of their subject. This mission was seen as troublesome by evaluating authorities, among others. In the latest state curriculum, rhetoric has re-emerged as a central element of Swedish mother-tongue high school education and is also seen as troublesome. In this article we will try to show how it may be feasible to combine these two elements: first, by working with the democratic mission, the rhetorical tools will facilitate and favour the preparation and execution of democratic activities; second, the rhetorical tools and concepts may be highly beneficial in the necessary meta-reflection of school activities supporting the democratic mission. Working with rhetoric means working with the foundations necessary for democracy. Since all mother-tongue teachers are obliged to teach rhetoric, it could also be used for the democratic mission.
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| 50. |
- Burchard Erdvik, Irina, et al.
(författare)
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Global Self-Worth among Adolescents : The Role of Basic Psychological Need Satisfaction in Physical Education
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - Abingdon : Routledge. - 0031-3831 .- 1470-1170. ; 64:5, s. 768-781
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Tidskriftsartikel (refereegranskat)abstract
- Global self-worth is important for healthy development and learning, and is therefore highlighted as a major aim in the Norwegian physical education (PE) curriculum. Based on prior research this study aimed to assess potential differences in global self-worth and contextual basic need satisfaction among 2854 adolescents (47.5% boys, 52.5% girls, ages 13 and 16) participating in different movement contexts, and to determine whether basic need satisfaction in PE relates to global self-worth. Structural equation modeling analyses indicate that basic need satisfaction in PE relates significantly to global self-worth. However, adolescents who do not participate in movement contexts outside school report significantly lower basic need satisfaction in PE compared to their sports-active peers, and could possibly therefore experience reduced global self-worth development through PE. Findings support research showing that sports active youth reap most of the benefits of PE, and thus, that PE violates the principles of equal education. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
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