| 1. |
- Ahlquist, Sharon
(författare)
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The Storyline approach : promoting learning through cooperation in the second language classroom
- 2015
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Ingår i: Education 3-13. - 0300-4279 .- 1475-7575. ; 43:1, s. 40-54
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Tidskriftsartikel (refereegranskat)abstract
- In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11-13 year olds took on the roles of families who had moved into a new sreet in England, and highlights the role played by cooperative group work in the second language learning process.
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| 2. |
- Ahlquist, Sharon
(författare)
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The Storyline approach : promoting learning through cooperation in the second language classroom
- 2015
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 43:1, s. 40-54
-
Tidskriftsartikel (refereegranskat)abstract
- In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11-13 year olds took on the roles of families who had moved into a new sreet in England, and highlights the role played by cooperative group work in the second language learning process.
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| 3. |
- Almqvist Nielsen, Lena
(författare)
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Prehistoric history in Swedish primary school education : pupils' expression of empathy after visiting a cultural heritage site
- 2023
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the concept of historical empathy in the context of field trips for young pupils to a prehistoric heritage site in Sweden. The example discussed is a field trip to Vitlycke, a heritage and rock carving site with an associated reconstructed Bronze Age farm, where pupils had the opportunity to experience prehistory with all their senses. The study is based on the idea that historical empathy is a process that involves both cognitive and affective dimensions and that both dimensions are important for progress. The pupils were interviewed after the trip and their responses are related to the concepts of perspective recognition and care. The study shows how the cognitive and affective dimensions were interwoven in the pupils' reasoning and how the field trip contributed to an emotional and personal connection necessary for the development of historical empathy. This engagement led to a broadening and deepening of the pupils' cognitive understanding of Bronze Age life and living conditions, while the cognitive understanding of the historical context contributed to a framework in which they could use their imagination. The results also show the importance of giving pupils time to follow up on their experiences after visiting a heritage site.
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| 4. |
- Askerlund, Per, 1960-, et al.
(författare)
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Growing nature connection through greening schoolyards : preschool teachers’ response to ecosystem services innovations
- 2022
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- This article reports how Swedish teachers' aims and practices were modified by an ecosystem services development project that introduced insect hotels, bird boxes and planting to ten preschool yards. Teachers' understanding of ecosystem services, human-nature relationships and the impact of these on nature connectedness showed that their conceptualisations of human-nature relationships were shifting and complex, reflecting overlapping ideas about what schoolyard ecosystem services might mean to/for young children and how children's connection with nature might best be supported. The findings suggest creating pockets of urban nature in schoolyards is a useful strategy to unpack some of this complexity through direct experience of ecosystems encouraging interest in, concern for and understanding of our mutuality with nature.
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| 5. |
- Carlsson, Jessica, 1987-, et al.
(författare)
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Physical activity and music to support pre-school children’s mathematics learning in Sweden
- 2016
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 46:5, s. 483-493
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Tidskriftsartikel (refereegranskat)abstract
- In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were assigned to 1 of the 2 conditions during a period of 3 weeks (2 times a week for a 30-minute session). The results show that children who learn mathematics in an environment characterised by physical activity and music develop their mathematical abilities significantly more than children who learn mathematics through common number activities. We have also shown that children with different motor skill abilities benefit from learning mathematics in an environment characterised by physical activity and music.
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| 6. |
- Cobanoglu, Rahime, et al.
(författare)
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Teacher-child interaction quality in early childhood education: the impact of teacher beliefs
- 2023
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Ingår i: Education 3-13. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was ‘average’ in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality observed in their classrooms. The study highlights the critical need to bridge the gap between teachers’ beliefs and practices to improve the quality of early childhood education.
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| 7. |
- Edwards-Jones, Andrew, et al.
(författare)
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Falling into LINE : school strategies for overcoming challenges associated with learning in natural environments (LINE)
- 2018
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 46:1, s. 49-63
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Tidskriftsartikel (refereegranskat)abstract
- As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum.
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| 8. |
- Eriksson, Elisabeth, 1971-
(författare)
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Constructing clarity : Swedish teachers’ and students’ shared concern in feedback interaction in primary school classrooms
- 2023
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Ingår i: Education 3-13. - : Routledge; Taylor & Francis. - 0300-4279 .- 1475-7575. ; 51:1, s. 13-25
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Tidskriftsartikel (refereegranskat)abstract
- Feedback is dependent on how it is interpreted and used. The present study aimed to expplore Swedish primary-school teachers' and students' shared concerns regarding classroom feedback interaction. 13 teachers and 23 students (7–9 years old) were interviewed. A grounded theory design was employed for coding and analysis. According to the findings, teachers' and students' mutual main concern was to construct clarity regarding what the other communicated. Both strived to construct clarity concerning conditions that htey had to adapt to, from aspects as trustworthiness and understanding. The study contributes with an illustration of the relational aspect of classroom feedback in primary school.
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| 9. |
- Franck, Olof, 1958, et al.
(författare)
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Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics
- 2018
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Ingår i: Education 3 - 13: International Journal of Primary, Elementary and Early Years Education. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:2, s. 133-142
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Tidskriftsartikel (refereegranskat)abstract
- Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young people to reflect upon what a good society and a good world might be, to catch sight of visions of a sustainable world and of the differences between how things are and how things could be – a method that may also preserve respect for individuals’ integrity.
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| 10. |
- Fägerstam, Emilia, 1968-, et al.
(författare)
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Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills
- 2012
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 42:4, s. 419-431
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group.
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| 11. |
- Gyllencreutz, Lina, et al.
(författare)
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Injury risks during outdoor play among Swedish schoolchildren : teachers' perceptions and injury preventive practices
- 2020
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 48:1, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Approximately 36,000 Swedish children seek medical care annually because of injuries during school time. The purpose of this field study is to investigate risky outdoor play at the school yard and to describe teachers’ perceptions of risk and safety in relation to learning and development. The study includes observations of children (6–12 years old) during outdoor activities as part of the school’s activities and includes focus-group interviews with teachers and children. Children were seen climbing high in play facilities, speeding down slides, or competing with sticks in the woods. Different views of risk and safety among the participants influence outdoor play activities. Teachers’ knowledge of risk seems to be derived from common sense and personal experiences rather than from a professional perspective. A joint approach of educational and medicine disciplines is desirable when it comes to children’s health and development.
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| 12. |
- Larsson, Jonna
(författare)
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Grasping the essence of a science activity by using a Model of pedagogical reasoning and action
- 2018
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Ingår i: Education 3-13: International Journal of Primary, Elementary and Early Years Education. - : Informa UK Limited. ; 46:7, s. 770-781
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Tidskriftsartikel (refereegranskat)abstract
- This article grasps the essence of how a science content can be foregrounded by elaborating around concepts as floating and sinking, in relation to boats. The data consist of a videotaped authentic session with one preschool teacher and four children. The model of pedagogical reason and action constitutes the analytical lens. The result show that the content is framed within a series of creative activities where children’s suggestions of how to act are crucial. The scientific content is approached according to the children’s verbalisations of their understandings. Furthermore, dialectical relationships become the main tool when making the content visible.
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| 13. |
- Lilja, Annika, 1963, et al.
(författare)
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Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education
- 2023
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- Based on an analysis of Swedish students’ group discussions while taking part in a fiction-based ethics education, this article presents conditions for the development of a multidimensional ethical competence. Four crucial conditions in students’ group discussions are identified: focus on the task, interest in each other’s contributions, knowledge about the object of the ethical analysis and its context, and explorations of the complexity of the human being. The results show that the fiction stories, and the students who act as more capable others, support the development by modelling in different ways; both procedural and substantial knowledge in ethics are required.
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| 14. |
- Lilja, Annika, 1963, et al.
(författare)
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Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views
- 2018
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.
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| 15. |
- Ludvigsson, David, 1971-, et al.
(författare)
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Primary school pupils learning through haptics at historical sites
- 2022
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 50:5, s. 684-695
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Tidskriftsartikel (refereegranskat)abstract
- Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference.
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| 16. |
- Ndhlovu, Sithembile, et al.
(författare)
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Primary school playgrounds as spaces of inclusion/exclusion in New South Wales, Australia
- 2018
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 46:5, s. 494-505
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools’ understandings of the significance of playground spaces in children’s social lives so children can fully benefit from the time they spend in school playgrounds.
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| 17. |
- Olovsson, Tord Göran, 1967-
(författare)
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The assessment process in a Swedish year five classroom : ‘Reach page 52!’
- 2015
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 43:6, s. 741-753
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes and analyses the assessment process in a Swedish year five classroom, involving pupils aged 11 to 12 years. The paper is based on classroom observations and interviews, which were analysed to explore the assessment process in daily classroom practice, and investigates how the assessment process was understood by pupils and the teacher. The results indicated that the assessment process embodied mainly oversimplified learning goals; teaching was organised as individual work with tasks according to a weekly plan; and assessment and feedback were directed to deconstructed, easily marked goals.
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| 18. |
- Quennerstedt, Ann, 1967-
(författare)
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Educational aims of rights education in primary school : zooming in on teachers and pupils in two classes
- 2020
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 48:5, s. 611-624
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Tidskriftsartikel (refereegranskat)abstract
- The role of education in upholding and spreading human rights is widely recognised, but knowledge about actual rights education is limited. Drawing on north European didaktik theory, this article examines human rights teaching and learning of 8–9-year-old pupils in two Swedish classes, with a special interest in what teachers and pupils consider to be the aim of rights education – what is to be achieved? Based on interviews with teachers and children and observed teaching and classwork, a shared conception between teachers and pupils focusing on knowledge about rights and ethical allegiance with rights is identified, but also some differences.
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| 19. |
- Rantala, Anna, 1974-, et al.
(författare)
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Agency, guidance and gender : interrelated aspects of early childhood education settings
- 2020
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 48:4, s. 483-493
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Tidskriftsartikel (refereegranskat)abstract
- Social interaction is one of the many things what preschool life is about, and how social life is constituted is of importance to understand. In early childhood education settings, children are guided and fostered by teachers and by each other in different directions. The overall aim of the article is to make a contribution to a deeper understanding of how children's agency is performed as a constantly gendered social activity and how this is affected by the guidance they receive from teachers. The relationship between agency, gender and guidance is scrutinised. By using Foucault's concepts discipline and power in combination with understandings of childhood and gender order this is explored. The empirical material consists of ethnographic observations in two preschools, and the results show how agency, gender and guidance need to be understood as relational processes when highlighting aspects of children's social life in ECE.
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| 20. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden
- 2017
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Ingår i: Education 3-13. - London & New York : Routledge. - 0300-4279 .- 1475-7575. ; 45:4, s. 477-489
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Tidskriftsartikel (refereegranskat)abstract
- The topic of this article is how primary school students express ideas aboutthe ‘origins of the nation’. The study is based on texts written by Swedishstudents aged 12–13 about a historical event well embedded in Swedishnational mythology, the rise to power of Swedish ‘founding father’Gustav Vasa. The analysis is inspired by James V. Wertsch’s concept ofschematic narrative templates. The main finding of the study is that thestudents mainly structure their answers along one of two differentnarrative templates; either a kind of historical master narrative withstrong foundations in traditional Swedish history culture, or a moregeneric story about the founding father as a ruthless or corruptpolitician, which is arguably influenced by presentism.
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| 21. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation
- 2017
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Ingår i: Education 3-13. - London & New York : Routledge. - 0300-4279 .- 1475-7575. ; 45:5, s. 629-644
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Tidskriftsartikel (refereegranskat)abstract
- The topic of this article is how Swedish primary school students aged 12–13 use causal reasoning when they explain a historical event that is usually considered the ‘origin of the nation’. The study is based on student texts about the rise to power of Gustav Vasa, who is traditionally portrayed as the ‘founding father’ of Sweden. The analysis of the students’ causal reasoning takes into account how many, and what kinds of, causal factors the students use. The main finding of the study is that one category of students give causal explanations that adhere very close to the traditional image of the event, with Vasa as an important and heroic agent pitted against an antagonist, king Kristian II. Another category of students instead give generic explanations with very little historical context. Of these, the former category shows greater causal complexity than the latter. In both categories, there are instances of students failing to causally connect agents to the event, suggesting that teaching practices may need to address this issue.
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| 22. |
- Samuelsson, Johan, 1968-
(författare)
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History as performance : Pupil perspectives on history in the age of ‘pressure to perform’
- 2018
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 47:3, s. 333-347
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Tidskriftsartikel (refereegranskat)abstract
- The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance.
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| 23. |
- Samuelsson, Johan, 1968-
(författare)
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Performance and history : elite school pupils' views on assessment and their future in Sweden
- 2023
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 51:4, s. 672-684
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Tidskriftsartikel (refereegranskat)abstract
- Historically, the Swedish school system has been designed to level out differences between pupils. There has also been scepticism about assessing pupils. However, new school reforms in Sweden centre on performance and tests. This article focuses on pupils (year 6) in Swedish elite schools and their perceptions of assessment. The pupils are in an environment radiating exclusiveness and achievement through tradition, the physical environment and social contexts. The study is based on qualitative interviews in which the pupils were asked about their vision of the future and the importance of good school results. The pupils recount extensive preparation for the tests, which technically have no bearing, something which testifies to the importance attached to high grades even though they play no role in the pupils' future careers. But the pupils translate the 'artefacts' tests and grades into a resource supporting their long-term performance and future access to attractive degree programmes.
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| 24. |
- Sandberg, Anette, et al.
(författare)
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Play's importance in school
- 2011
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 39:3, s. 317-329
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to contribute knowledge on and gain an understanding of elementary school teachers' perspectives on the function of play in children's learning processes. The study is qualitative with a hermeneutical approach and has George Herbert Mead as a theoretical frame of reference. Interviews have been carried out with seven teachers. The material was interpreted into four main categories: learning, development, teaching, and socialisation. Play used in school results in positive social effects, as pointed out by the teachers. The social and the academic skills that play brought to the children were also made obvious in the study's findings.
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| 25. |
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| 26. |
- Walan, Susanne, 1963-, et al.
(författare)
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Building with focus on stability and construction : Using a story as inspiration when teaching technology and design in preschool
- 2020
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575. ; 48:2, s. 174-190
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Tidskriftsartikel (refereegranskat)abstract
- In this study children's learning of the concept, stability, during some building activities were investigated. It was also examined how a story can create meaning, having the children build for some animals in the story. Two preschool teachers and 10 children participated. Data consisted of video-recordings from activities with the children and was analysed through thematic coding. The findings showed that the children enjoyed to build and showed an understanding of how to build stable constructions, however without using the word stable. There were connections to the story and new stories were also made by the children during building activities.
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| 27. |
- Walan, Susanne, 1963-, et al.
(författare)
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Enhancing primary science : An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching
- 2016
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 44:1, s. 81-92
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Tidskriftsartikel (refereegranskat)abstract
- Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.
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| 28. |
- Walan, Susanne, 1963-
(författare)
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Teaching children science through storytelling combined with hands-on activities – a successful instructional strategy?
- 2017
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 47:1, s. 34-46
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Tidskriftsartikel (refereegranskat)abstract
- Earlier studies have discussed the usefulness of storytelling and hands-on activities when teaching young children science. However, few studies have investigated the use of the two methods in combination. This study reports on five pre-school teachers’ experience of combining storytelling and hands-on activities in teaching science and their perceived effects of the combination. Interviews with the teachers and a supplementary observation served as the data material, which was transformed into narratives and member-checked by the participating teachers. Some found the combination of methods important while others argued that hands-on activities were effective without the use of stories. The teachers’ enjoyment in adopting the combinatory method and their appreciation of the stories also made a difference.
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| 29. |
- Ward, Gavin, et al.
(författare)
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Curiosity killed by SATs : an investigation of mathematics lessons within an English primary school
- 2019
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 47:3, s. 261-276
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Tidskriftsartikel (refereegranskat)abstract
- By taking both pupils’ and teachers’ actions as the point of departure, this study aimed to understand governance within a primary school classroom. Video footage was recorded in an English primary school in which mathematics happened to be the focus. This data was analysed to identify the directions of both governance and self-governance and to help understand the consequences for pupil and teacher subjectivities. Our findings revealed the central role of national testing and inspection policy in constituting staff as ‘evidence hunters’ and pupils as ‘confessant and unafraid producers of evidence’. Both staff and pupils were complicit in creating sufficient space for everyone to fulfil their obligation to be accountable to the school’s senior leadership team (SLT), school inspectors and national attainment tests. As a consequence, mathematical knowing was simplified into a discipline of reproducing testable calculation, in which other possibilities of mathematical knowing were foreclosed.
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