SwePub - sökning: L773:2000 4508

Numrering	Referens	Omslagsbild	Hitta
1.	Abraham, Getahun Yacob, 1958-, et al. (författare) Internationalisation in teacher education : student teachers’ reflections on experiences from a field study in South Africa 2018 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 9:4, s. 347-362 Tidskriftsartikel (refereegranskat)abstract Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.
2.	Adelmann, Kent (författare) The art of listening in an educational perspective : listening reception in the mother tongue 2012 Ingår i: Education Inquiry. - : Umeå University. - 2000-4508. ; 3:4, s. 513-534 Tidskriftsartikel (refereegranskat)abstract The purpose is to contribute to the theory and practice of listening reception as one of the four language arts in Swedish as a school subject. The object of inquiry is The Art of Listening (Adelmann 2009) as a Swedish example from a Scandinavian context, compared to mainstream listening research in the USA. The problem explored is: How can we, as researchers and teachers, handle some of the problems within international listening research and adapt listening research to a Scandinavian context. Results of the study show that The Art of Listening is mainly influenced by listening research in the USA, but also offer an alternative theoretical framework for listening by the Russian scholar Mikhail M. Bakhtin (1895–1975). The main conclusion is that with an educational approach and an alternative theoretical framework it is possible to work with an expanding and including perspective in listening research and listening education. Keywords: listening, listening process, listening skills, listening strategies, listening reception, listening response, dialogue, talk in interaction, conversation, speech
3.	af Geijerstam, Åsa, 1972- (författare) Curriculum studies of mother-tongue education in Swedish : Introductory remarks 2012 Ingår i: Education Inquiry. - Umeå. - 2000-4508. ; 3:4, s. 471-475 Tidskriftsartikel (refereegranskat)
4.	Ahlquist, Sharon, 1959- (författare) Integrating children's fiction and storyline in the second language classroom 2021 Ingår i: Education Inquiry. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract This article reports on a study in which, for five weeks, the English lessons of two classes of 11–12 year olds in Sweden were based on Roald Dahl’s Fantastic Mr Fox. To promote the learners’ engagement with the text, support understanding, and facilitate incidental vocabulary acquisition, a range of language-focused tasks were designed within the framework of the Storyline approach. In Storyline, a fictive world is created in the classroom. The story develops when learners, working in the same small groups, collaborate on open so-called key questions, which structure the Storyline, introduce happenings and problems, and link with the syllabus. Another characteristic is the integration of practical and theoretical subject content. Learners’ art work and texts are displayed on a frieze, or walls of the classroom, creating a visual record of the developing story. The study also investigated the influence on learning of the book’s illustrations, and the learners’ own drawings. The majority of the learners made gains in vocabulary, as evidenced in pre- and post-tests, writing and speaking tasks. While some learners had never thought about illustrations and drawings as a support, for many, both of these were found to be helpful.
5.	Ahlquist, Sharon (författare) Integrating children's fiction and storyline in the second language classroom 2021 Ingår i: Education Inquiry. - : Taylor and Francis Ltd.. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract This article reports on a study in which, for five weeks, the English lessons of two classes of 11–12 year olds in Sweden were based on Roald Dahl’s Fantastic Mr Fox. To promote the learners’ engagement with the text, support understanding, and facilitate incidental vocabulary acquisition, a range of language-focused tasks were designed within the framework of the Storyline approach. In Storyline, a fictive world is created in the classroom. The story develops when learners, working in the same small groups, collaborate on open so-called key questions, which structure the Storyline, introduce happenings and problems, and link with the syllabus. Another characteristic is the integration of practical and theoretical subject content. Learners’ art work and texts are displayed on a frieze, or walls of the classroom, creating a visual record of the developing story. The study also investigated the influence on learning of the book’s illustrations, and the learners’ own drawings. The majority of the learners made gains in vocabulary, as evidenced in pre- and post-tests, writing and speaking tasks. While some learners had never thought about illustrations and drawings as a support, for many, both of these were found to be helpful.
6.	Ahlström, Björn, 1972- (författare) Student participation and school success : A study about participation, grades and bullying among 9th grade students in Sweden 2010 Ingår i: Education Inquiry. - Umeå : Umeå School of Education, Umeå university. - 2000-4508. ; 1:2, s. 97-115 Tidskriftsartikel (refereegranskat)abstract In the Swedish school law and curriculum it is stated that students shall be participative in their work. They should work in a participative manner and the pedagogical idea is that influence and participation has multiple benefits for the students’ development. In this article the relationship between student participation and school success is examined. By using a theoretically based participation index eight schools were chosen to be closer examined. Success was measured by the schools grades and the level of perceived bullying among the students. Student participation seems to have beneficial effects on the students’ academic and social development. In schools that have higher level of student participation the grades were higher and the level of perceived bullying among the students was lower than schools with a lower level of participation.
7.	Ahlström, Björn, 1972- (författare) Student participation and school success : the relationship between participation, grades and bullying among 9th grade students in sweden 2010 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 1:2, s. 97-115 Tidskriftsartikel (refereegranskat)abstract The Swedish school law and curriculum states that students shall be participative in their work. They should work in a participative manner and the pedagogical idea is that influence and participation has multiple benefits for students’ development. In this article the relationship between student participation and school success is examined. By using a theoretically-based participation index eight schools were chosen for closer examination. Success was measured by school grades and the level of perceived bullying among students. Student participation seems to have beneficial effects on students’ academic and social development. In schools with a higher level of student participation the grades were higher and the level of perceived bullying among the students was lower than schools with a lower level of participation.
8.	Alexiadou, Nafsika, 1968-, et al. (författare) Early childhood education research in Europe : Contexts, policies, and ideas 2020 Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 11:2, s. 89-93 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract From the very north to the south of Europe, the national examples of early childhood education research reported here address remarkably similar issues around the definition of core values in early childhood education, and their impact on pedagogical work in preschools. Policy histories and frameworks matter, since they define the parameters within which these definitions take place and they determine resources given to preschool provision. Our collection demonstrates the significance of ideas and cultural frames as factors that often act independently to develop professional practice in different directions (see also, Löfdahl Hultman & Margrain, 2019; White, 2002). Education policy and policy reforms are formed often without the participation of professional educators, but they are mediated by practitioners who exercise significant discretion in how they implement them in their everyday work. Since education policy reforms are the result of a social negotiation process, the reforms reflect ideal, but also traditional and normative views on ECE. In this respect, the approaches in the European countries presented here do not show great divergence. Where we do observe stronger differences, is in the ideas of educators around professional autonomy, practice, as well as certain social values. We find that, the success or failure of reforms in early childhood education depends on the extent to which the policy process accounts for not just administrative new requirements, but also the features of the institutional contexts of ECE, their historical evolution in different national contexts, and the role of ideas around the goals and purposes of the sector. Second, no new policy can be effectively applied, with positive transformative effects for young children’s lives, without the active participation of preschool educators in the process. As all the cases in this special issue illustrate, education change aimed to achieve any preschool policy goal (new assessment, inclusive classrooms, gender equality, children’s agency) is a social process that requires professional engagement and learning, and in some cases a transformation of the attitudes of the educators themselves.
9.	Alexiadou, Nafsika, 1968- (författare) Privatising public education across Europe : Shifting boundaries and the politics of (re)claiming schools 2013 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 4:3, s. 413-422 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract The issue of privatisation is not new. It has been debated since the end of the 1970s following a major financial crisis and the subsequent ‘crisis’ of the public sector. The once celebrated welfare state that has been a core institution in many industrialised European countries has been under various forms of pressure: financial, social, managerial, but also of political legitimacy. Ideologically, the welfare state has been challenged by (neo)liberals who have seen it as not only financially unsustainable, but also antithetical to the goals of economic efficiency and the pursuit of personal liberties. Its operations have also been attacked by political pragmatists who have seen its cumbersome bureaucratic nature as increasingly problematic. The answer for this latter group was not (necessarily) privatisation but the increased diversity of providers (often all state providers) competing for resources in order to increase the state’s responsiveness and effectiveness.
10.	Alexiadou, Nafsika, 1968- (författare) Social inclusion and leadership in education : An evolution of roles and values in the English education system over the last 60 years 2011 Ingår i: Education Inquiry. - Umeå University : Umeå School of Education. - 2000-4508. ; 2:4, s. 581-600 Tidskriftsartikel (refereegranskat)abstract This article reviews the changing relationships between education policies and their links to social disadvantage and conceptions of school leadership. The argument is that definitions of leadership evolve as the assumptions underpinning the relationships between society, the economy and education institutions change. The article draws on the case of English education policy developments over the last 60 years, and places debates about school leadership against a set of changing relationships between the state and the institutions of the market. Defining a good school leader very much depends on ideas about the core school functions as well as dominant ideas about how these functions relate the institution of the school to major social and economic structures.
11.	Andersson, Birgit, 1953- (författare) Introducing assessment into Swedish leisure-time centres : pedagogues' attitudes and practices 2010 Ingår i: Education Inquiry. - Umeå : Umeå University. - 2000-4508. ; 1:3, s. 197-209 Tidskriftsartikel (refereegranskat)abstract This article analyses the findings of a survey exploring Swedish leisure-time pedagogues' experiences of assessment in school and leisure-time centres. It aims to boost knowledge of how assessment, as a prominent example of changed education governance, is entering the work of leisure-time pedagogues and how it is perceived by them. It is concluded that leisure-time pedagogues often assess the development of children’s social competencies, activities in their centre and the leisure-time pedagogues’ own contributions. Possible explanations of why these assessments are mainly based on informal observations without any documentation are discussed, as are the leisure-time pedagogues' ambiguous attitudes to them.
12.	Andersson, Catarina, et al. (författare) Characteristics of improved formative assessment practice 2017 Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 8:2, s. 104-122 Tidskriftsartikel (refereegranskat)abstract An earlier study showed that the changes in teachers’ classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a combination of various strategies for formative assessment. Data were collected through teacher interviews and classroom observations. The teachers implemented many new activities that strengthened a formative classroom practice based on identifying student learning needs and modifying the teaching and learning accordingly. The characteristics of the changes the teachers made reveal the complexity of this formative assessment practice and why such developments of practice are likely to require major changes in most teachers’ practices. We also discuss how such changes in practice afford new learning opportunities.
13.	Andersson, Catarina (författare) Translating assessment for learning to work in groups of students with intellectual disabilities 2024 Ingår i: Education Inquiry. - London : Routledge. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract The potential of using Assessment for Learning (AfL) is well established, but studies of AfL practice in groups of students with intellectual disabilities (ID) are rare. The respondents in this study were assistants and teachers working in compulsory school for students with ID. In a two-year project they had worked with translating five AfL key strategies (KSs) to fit their context. The study aimed at exploring this translation to depict the use of AfL KSs in the classes of students with ID and reveal opportunities and challenges. The AfL KSs were used to structure interviews and classroom observations, and an ensuing thematic data analysis. The overall conclusion confirms the potential of using AfL in this context. Three themes depict the overall use of AfL: a whole-class focus, a team approach, and the integrated use of the AfL KSs. Various themes characterise the implementation of each KS, and the opportunities and challenges. The findings implicate benefits for the students, and advantages as well as concerns for the staff. The findings are expected to be of value inside and outside the study’s context. The study demonstrates how contextual variation can contribute to new insights and questions for the AfL research field.
14.	Angervall, Petra, Professor, 1970-, et al. (författare) Double Agendas in International Partnership Programs: A case study from an Ethiopian University 2021 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract This paper explores the policy discourses underpinning an inter-national higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership pro-gramme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the condi-tions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also con-voluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements.
15.	Arneback, Emma, 1974-, et al. (författare) Achieving a professional identity through writing 2017 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 284-298 Tidskriftsartikel (refereegranskat)abstract In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.
16.	Arneback, Emma, 1974-, et al. (författare) Doing interdisciplinarity in teacher education : Resources for learning through writing in two educational programmes 2017 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 8:4, s. 299-317 Tidskriftsartikel (refereegranskat)abstract With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a “block approach” that allows students to work independently, while the other is shaped as a “bridging approach” with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as “independent” or “collaborative” students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it.
17.	Arneback, Emma, 1974-, et al. (författare) Student teachers’ experiences of academic writing in teacher education - on moving between different diciplines 2017 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 268-283 Tidskriftsartikel (refereegranskat)abstract This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.
18.	Asp-Onsjö, Lisa, 1951, et al. (författare) To pass the test: the timing of boy´s parallel positioning 2015 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 6:2, s. 141-157 Tidskriftsartikel (refereegranskat)
19.	Aspelin, Jonas, 1964- (författare) Beyond individualised teaching : a relational construction of pedagogical attitude 2014 Ingår i: Education Inquiry. - 2000-4508. ; 5:2, s. 233-245 Tidskriftsartikel (refereegranskat)abstract Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric intersubjective relationship; b) an asymmetric subject-object relationship; and c) an asymmetric object-subject relationship. The article argues that a genuine pedagogical attitude is included in the first type. It is interpreted as a matter of experiencing from the student’s side of the relationship and, at the same time, taking a stand as a pedagogical subject. This interpretation differs from a widespread notion of pedagogical attitude according to which the teacher’s position tends to be diluted.
20.	Aspelin, Jonas (författare) Beyond individualised teaching : a relational construction of pedagogical attitude 2014 Ingår i: Education Inquiry. - : Taylor and Francis Ltd.. - 2000-4508. ; 5:2, s. 233-245 Tidskriftsartikel (refereegranskat)abstract Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric intersubjective relationship; b) an asymmetric subject-object relationship; and c) an asymmetric object-subject relationship. The article argues that a genuine pedagogical attitude is included in the first type. It is interpreted as a matter of experiencing from the student’s side of the relationship and, at the same time, taking a stand as a pedagogical subject. This interpretation differs from a widespread notion of pedagogical attitude according to which the teacher’s position tends to be diluted.
21.	Aspelin, Jonas, 1964- (författare) What really matters is between : understanding the focal point of education from an inter-human perspective 2010 Ingår i: Education Inquiry. - : Umeå university. - 2000-4508. ; 1:2, s. 127-136 Tidskriftsartikel (refereegranskat)abstract In this article, the focal point of education is simultaneously defined as: i) the place where the most important educational activity is taking place; and ii) the place where the main interest of educational theory (and educational practice) should be located. The article aims to discuss the idea that the focal point is located somewhere between the teacher and the student. This idea is introduced by references to Gert Biesta’s inter-subjective theory and to some more or less classical conceptions which distinguish between two main aspects of sociality. Further, and as a more specific aim, the article discusses Martin Buber’s contribution to understanding the focal point of education. Buber contributes by emphasising “the interhuman” as a primary dimension in relation to “the social”. From Buber’s perspective, what really matters in education exists in an ontological and relational event. In the last section of the article it is suggested that exploration of the focal point should not stick to just one form of relationship. The interhuman event is, taken by itself, supposed to be primary, but the focal point cannot be fully understood without a penetrative picture of its social context.
22.	Aspelin, Jonas (författare) What really matters is between : Understanding the focal point of education from an inter-human perspective 2010 Ingår i: Education Inquiry. - : Umeå university. - 2000-4508. ; 1:2, s. 127-136 Tidskriftsartikel (refereegranskat)abstract In this article, the focal point of education is simultaneously defined as: i) the place where the most important educational activity is taking place; and ii) the place where the main interest of educational theory (and educational practice) should be located. The article aims to discuss the idea that the focal point is located somewhere between the teacher and the student. This idea is introduced by references to Gert Biesta’s inter-subjective theory and to some more or less classical conceptions which distinguish between two main aspects of sociality. Further, and as a more specific aim, the article discusses Martin Buber’s contribution to understanding the focal point of education. Buber contributes by emphasising “the interhuman” as a primary dimension in relation to “the social”. From Buber’s perspective, what really matters in education exists in an ontological and relational event. In the last section of the article it is suggested that exploration of the focal point should not stick to just one form of relationship. The interhuman event is, taken by itself, supposed to be primary, but the focal point cannot be fully understood without a penetrative picture of its social context.
23.	Asplund, Stig-Börje, 1973- (författare) Being a skilled reader : Reception patterns in vehicle engineering students' literature discussion 2012 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 3:2, s. 243-257 Tidskriftsartikel (refereegranskat)abstract This article explores how four male vehicle engineering students at an upper secondary school in Sweden engage in literature discussion. The study combines a Conversation Analysis (CA) approach with a reception theory perspective and shows that the boys use direct reported speech (DRS) in their interaction as a technique to handle intimate and personal dimensions in the text, but also to construct themselves as skilled readers. Approaching the empirical data in this way makes it possible to go beyond the stereotyped images of (working class) boys presented in so many research papers and provide a more nuanced picture of boys' reception pattern in a school context.
24.	Backman, Ylva, et al. (författare) Improving the School Environment from a Student Perspective : Tensions and opportunities 2012 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 3:1, s. 19-35 Tidskriftsartikel (refereegranskat)abstract Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.
25.	Beach, Dennis, 1956, et al. (författare) Changes in teacher education in Sweden in the neo-liberal education age: Toward an occupation in itself or a profession for itself? 2015 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 6:3, s. 641-258 Tidskriftsartikel (refereegranskat)abstract In the last two decades, the Swedish welfare state has been radically transformed in a neo-liberal direction, including extensive decentralisation and marketisation of the education sector with significant consequences for the work and professional identities of its teachers. Teacher education has also been directly included in this transformation. The present article addresses the changes that have been introduced. We are concerned that key elements of theoretical disciplinary professional knowledge may be lost in the transformation at serious cost to future teachers and teacher professionalism, and that research knowledge that would help in this respect is no longer being financed for production nor communicated as examined knowledge in teacher education in Sweden today.
26.	Beach, Dennis, 1956 (författare) Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations? 2011 Ingår i: Education Inquiry. - : Umeå University. - 2000-4508. ; 2:2, s. 207-220 Tidskriftsartikel (refereegranskat)abstract Certain common elements can be identified regarding teacher education development in advanced knowledge-based economies. One of these is the attempt, up until relatively recently, to develop a solid foundation of scientific professional knowledge for what Basil Bernstein called the teacher education Trivium: roughly speaking, pedagogical sciences: approximately the psychology, sociology and philosophy of education. Another more recent development is to reverse this trend through a returning emphasis on academic subjects. The present article is based on an analysis of this policy trajectory in Sweden.
27.	Beach, Dennis, 1956, et al. (författare) Educational and spatial justice in rural and urban areas in three Nordic countries: a meta-ethnographic analysis 2018 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 9:1, s. 4-21 Tidskriftsartikel (refereegranskat)abstract This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirty-one Nordic ethnographic publications (a mix of monographs, book chapters and articles) have been used in the meta-analysis. Just over half of them come from Sweden, and most are from urban education studies. The other half are relatively evenly divided between Norway and Finland. All were published between 2000 and 2017. Sweden represents an extreme position in relation to the new politics of education markets. Its promotion of school choice and schools-for-profit has attracted significant attention from ethnographic researchers in recent decades and is given particular attention in the article.
28.	Beach, Dennis, et al. (författare) Predicting the use of praise among pre-service teachers : The influence of implicit theories of intelligence, social comparison and stereotype acceptance 2012 Ingår i: Education Inquiry. - : Umeå University. - 2000-4508. ; 3:2, s. 259-281 Tidskriftsartikel (refereegranskat)abstract This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise and the other of social comparison, were found to be reliable and valid. In the first study, process praise was predicted by the variable incremental theories of intelligence and person praise was predicted by the acceptance of stereotypes. However, these results suffered in the reliability analyses and, even if the models are significant, they should be rejected. The results of the second study are more reliable, with regression analyses showing that person praise can be predicted from the two predictor variables of entity theories of intelligence, and social comparison. Some positive effects of teacher education were found in the second part; for example, the preference for person praise was significantly lower in the last semester than in the first.
29.	Bergh, Andreas, 1964-, et al. (författare) On collegial deliberation as a tool to counteract racism in education 2022 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; , s. 1-17 Tidskriftsartikel (refereegranskat)abstract This paper analyses and discusses the possibilities and challenges ofcollegial mutual deliberation among teachers as a way of counteractingracism. It takes its starting point in research on teacher collaborationthat emphasises the importance of creating conditions locally forcritical discussions, building on knowledge from different perspectivesand going beyond simple solutions. With a focus on the practical, theidea of deliberative communication serves as a theoretical lens toanalyse discussions among eight teachers on their responses to racism.The study provides theoretical and empirical knowledge about thepotential contribution of collegial deliberation to developinga communicative teacher community that counteracts racism.
30.	Bergh, Andreas, 1964- (författare) Why quality in education - and what quality? : A linguistic analysis of the concept of quality in Swedish government texts 2011 Ingår i: Education Inquiry. - Umeå : Taylor & Francis. - 2000-4508. ; 2:4, s. 709-723 Tidskriftsartikel (refereegranskat)abstract This article analyses why the concept of quality has become such a central theme in Swedish education policy, and what quality or qualities successive governments have pursued between 1990 and 2010. The analysis is based on a close reading of a collection of policy texts from the late 1980s onwards. With a linguistic and historical perspective, the theoretical approach is inspired by Quentin Skinner (1988a, 1988b) and speech act theory. The study shows that certain “criteria of application” long associated with education have gradually been challenged and partly marginalised by criteria highlighting results and relating to market and system needs. As a consequence it can be argued, with support from speech act theory, that use of the concept of quality has led to an acceptance of new social perceptions in education.
31.	Bergman, Karin, 1981- (författare) Primary students’ perceptions of history and time Ingår i: Education Inquiry. - 2000-4508. ; , s. 1-16 Tidskriftsartikel (refereegranskat)abstract As phenomena, time, and history, particularly the nature of the two and how to tell them apart, are not easily defined. In the tradition of historical consciousness, time, and the human understanding of the nature of time are defined as a part of a historical consciousness, where this may more or less evolved. In this study, students aged 11 were interviewed and asked what history and time are. Their answers consisted in three different ways of describing the nature of time: time as events, time as a continuous now, and time as continuous progress. How students described time was then compared to Rüsen’s (Rüsen, Retzlaff, & Wiklund, 2004; Rüsen, 2005) definitions of historical consciousness. The ability of younger children to under-stand time has been an issue debated in previous research. This study concludes that time and concept of time is understood by eleven- year-olds but in various forms. These various forms are essential knowledge for history teachers at all levels. There is evidence for historical consciousness, as described by Rüsen, however, in forms appropriate for their age.
32.	Bergström, Denise, et al. (författare) Do textbooks support incidental vocabulary learning? – a corpus-based study of Swedish intermediate EFL materials 2022 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract Learning vocabulary is a central but yet complex aspect of learning a language. Hence, researchers stress the importance of facilitating vocabulary development via a structured approach to target words and recycling. While teaching materials have the potential to provide this structure to all students in a classroom, few studies have investigated the vocabulary component of textbooks and the learning opportunities they provide. In the present study, the texts in five series of EFL materials aimed at intermediate learners in Swedish secondary school (years 7–9) were investigated, using corpus-based methods. The results indicate that the texts encompass a suitable amount of unknown vocabulary for vocabulary learning from reading and provide exposure to mid-frequency vocabulary. However, it was also found that these items are not recycled sufficiently. Rather, the materials mainly recycle lexical items that students are likely to know already. It is therefore concluded that although the materials offer input suitable for the target students, they are not structured in a way that supports vocabulary development.
33.	Björklund, Camilla, 1977 (författare) Challenges and virtues of theory-driven education: a meta-study of variation theory implemented in early childhood mathematics education 2016 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 7:4, s. 405-419 Tidskriftsartikel (refereegranskat)
34.	Blossing, Ulf, et al. (författare) An individual learning belief and its impact on schools’ improvementwork – An Individual versus a Social Learning Perspective 2011 Ingår i: Education Inquiry. - 2000-4508. ; 2:1, s. 153-171 Tidskriftsartikel (refereegranskat)abstract Why do some schools fail to improve even after taking knowledge-based improvement initiatives? In this article, we argue that some schools do not improve because their staff members have an individual learning belief. An individual learning approach to school improvement will disrupt development processes. Whereas, as we argue, a social learning understanding of school improvement based on the theory of Community of Practice and its application may provide schools with a theoretical understanding which enables successful implementation. The results of two major improvement projects in Norway illustrate how some schools fail to successfully implement improvement due to the voluntary nature of participation, the lack of situated activities in relation to the improvement objective, the low frequency of meetings and the absence of systematic leadership. Our advice to schools is to revisit their beliefs about and understanding of learning so they can manage change among staff and carefully monitor the situations we highlight as being critical to success. Keywords: school improvement, community of practice, individual learning belief, social learning perspective, implementation
35.	Borg, Farhana, et al. (författare) Children's learning for a sustainable society : influences from home and preschool 2017 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:2, s. 151-172 Tidskriftsartikel (refereegranskat)abstract Although parents and preschool play important roles in developing children?s behavior and attitudes, little is known about their influences on children?s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children?s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ?Eco-certified preschools? refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children?s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children?s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers? verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children?s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children?s declarative and functional knowledge were found.
36.	Boström, Lena, 1960- (författare) Students’ learning styles compared with their teachers’ learning styles in upper secondary school – a mismatched combination. 2011 Ingår i: Education Inquiry. - Umeå : Umeå School of Education, Umeå University. - 2000-4508. ; 2:3, s. 475-495 Tidskriftsartikel (refereegranskat)abstract The background to this study is the large number of students who fail to finish upper secondary school with passing grades. The overall aim of this study was to examine one parameter in the didactic interaction between teachers and students, namely the differences and similarities in learning styles. This study compares therefore teachers' and students´ learning styles profiles at the two major orientations in upper secondary school. The study involved 53 secondary school teachers and 101 high school students randomly selected. The learning styles assessment PEPS was used to identify 20 different traits. Three groups were compared and analyzed by using F-test and analysis of variance, ANOVA. The statistical analysis showed that the teachers have a greater need for light and temperature, are more motivated, more confirmative, have less need for structure and authority and are more alert in the morning and less in the afternoon compared with the students. The two student groups showed no statistically significant differences between them. The results are of value for people involved in the planning of teacher education, practicing teachers and students themselves. The results indicate the need for expanded educational strategies and an in-depth didactic discussion of the practical activities.
37.	Brante, Göran, et al. (författare) To double a recipe : interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting 2014 Ingår i: Education Inquiry. - 2000-4508. ; 5:2, s. 301-318 Tidskriftsartikel (refereegranskat)abstract This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils’ (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils’ knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils’ interest and life world can enhance motivation and, in turn, learning.
38.	Brante, Göran, 1951, et al. (författare) To double a recipe : interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting 2014 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 5:2, s. 301-318 Tidskriftsartikel (refereegranskat)abstract This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils' (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils' knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils' interest and life world can enhance motivation and, in turn, learning.
39.	Brown, Gavin T. L., et al. (författare) Swedish teacher conceptions of assessment : a focus on improving outcomes 2024 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract Understanding teachers’ conceptions of assessment is a key objective in supporting assessment practices that lead to improved learning outcomes. Thus, inventories capable of identifying teachers’ assessment conceptions are important. The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice context. In the present study, a Swedish adaptation of the TCoA was administered twice, 18 months apart. A sample of 249 teachers were matched across the 2 time-points and their self-reported scores were analysed with confirmatory factor analysis and invariance testing. With good correspondence to the data, six of the nine factors in the TCoA were completely replicated and one factor was partially replicated. The model had sufficient similarity between time points to permit mean score comparisons, which were largely equivalent between times. The study indicates that the Swedish Teacher Conceptions of Assessment adaptation can be used reliably in Swedish primary and lower secondary schools as measure of teacher conceptions of the uses of assessment.
40.	Brown, Gavin T. L. (författare) Technologies and infrastructure : costs and obstacles in developing large-scale computer-based testing 2019 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 10:1, s. 4-20 Tidskriftsartikel (refereegranskat)abstract This paper identifies important technological, financial, and equity challenges to the development and implementation of online or onscreen educational testing. The insights are based on the author's experiences in New Zealand of being the senior project manager for the Assessment Tools for Teaching and Learning (asTTle) computer-based standardised testing system. The system was funded by the government for formative educational purposes and is delivered to schools for free. The issues faced in the project that need to be considered in any new online testing system include: clarity about the purpose of the testing system, the importance of knowing the current technology conditions, the challenges of working within the dynamic and changing world of technology, the need to assure quality and equity for all test-takers, the economics of paying for a public, rather than commercial, service, and challenges in the management processes of developing and introducing a new system. This survey of technology issues makes it clear that moving to online or onscreen testing has many fishhooks in it that need substantial thought prior to engaging in the development process.
41.	Brännlund, Annica, 1963-, et al. (författare) Educational achievement and poor mental health in Sweden : the role of family socioeconomic resources 2020 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 11:1, s. 69-87 Tidskriftsartikel (refereegranskat)abstract This article elaborates on previous research showing that educational achievement is negatively related to poor mental health during adolescence and positively related to the family’s socioeconomic resources. We examine (i) the potential moderating effects of family resources on the negative relationship between educational achievement and poor mental health and (ii) the impact of resources linked to the mother and father, respectively, on educational achievements. We use register data that cover all children born in Sweden in 1990 who still lived there in 2010 (n = 115,882). We use two dependent variables – upper secondary school graduation and grade point average (GPA) – and analyse the performance of girls and boys separately. Our results indicate that the impact of mothers’ socioeconomic resources on children’s school performance is stronger overall than that of fathers’ resources. The compensatory effects of family socioeconomic resources on the risk of failure to graduate are more pronounced amongst girls than boys. With regard to GPA, compensatory effects are largely absent.
42.	Brännström, Malin, 1984, et al. (författare) Struggling to teach "those who struggle". The education of newly arrived students with limited schooling in two Swedish compulsory schools 2022 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. Tidskriftsartikel (refereegranskat)abstract This study examines the teaching of a student group that is often overlooked in research and policy: newly arrived adolescent students with limited previous experience of formal schooling (NALS). Drawing on ethnographic data produced at two junior high schools with different reception models for newly arrived students, we asked how NALS were approached at the schools. Employing the notion of difference blindness, the study shows that, at one of the schools, NALS were primarily approached as “weak” learners in general or as “weak” Swedish learners in particular. We argue that NALS are caught here in an “oscillation” between visibility as a group with particular needs on the one hand and invisibility resulting from difference blindness on the other. At the second school, a bilingual model was employed. Here, NALS pedagogical needs were to a higher extent tied to school subject knowledge. We demonstrate that when Swedish acquisition was not the primary goal of the educational practice, this enabled a pedagogy that was less “blind” to the needs of NALS.
43.	Bäcklund, Johan, et al. (författare) We are mentoring more often: experiences of being a mentor in a training school project 2024 Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 15:2, s. 203-226 Tidskriftsartikel (refereegranskat)abstract In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors’ experiences of mentorship in the setting of a training school. Through focus group interviews and semi-structured interviews, foregone by a survey aiming at identifying general views of mentoring, helping to create interview guides, data has been collected for 11 months. Through an interpretative phenomenological analysis, the results show two key themes emerging from mentoring in a training school where the first is strengthening the role as a mentor through three distinct experiences: collegiate learning, structure, and competence development. The second theme, challenging in the role as a mentor, involves four distincttdslevelions of experiences: assessment, planning (linked to the mentoring situation), workload and diversity. The conclusions show that the general experience is positive, but that there are some factors concerning stress and workload; a reworked structure that need to be put into consideration.
44.	Carlbaum, Sara, 1981- (författare) Customers, partners, rights-holders : School evaluations on websites 2016 Ingår i: Education Inquiry. - Umeå : Informa UK Limited. - 2000-4508. ; 7:3, s. 327-348 Tidskriftsartikel (refereegranskat)abstract This paper explores how evaluation, which has expanded at all levels of school governance throughout Europe, shapes parental roles by studying how local school governors and schools in Sweden represent evaluation to parents on their websites. Websites are prime locations for public communications and are useful for exploring the functions of evaluations intended for parental use. In recent decades, parental influence over school has increased through “choice and voice” options, while the role of evaluations has continued to expand in school governance. Evaluations construct social roles, identities, and relations and as such are constitutive of the social world and our place in it. By drawing on Dahler-Larsen’s concept of “constitutive effects”, the discursive implications of evaluation are discussed. The dominant type of evaluation represented on websites is performance data used for accountability and informed school choice purposes. Parents are primarily positioned as customers who exert influence through choice and exit options, reinforcing the almost unquestioned norm of parental right to educational authority. Representations of evaluation differ depending on local political majority, school performance, and public versus independent provider; as such, they are not hegemonic but tend to strengthen the position of parents as individual rights-holders, marginalising forms of collective action.
45.	Carlbaum, Sara, 1981-, et al. (författare) The local market makers : Swedish municipalities as preschool quasi-market organisers 2024 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 15:1, s. 63-84 Tidskriftsartikel (refereegranskat)abstract National policies aiming at marketisation and privatisation in welfare sectors such as Early Childhood Education and Care (ECEC) require governance and organisation to be realised. In Sweden, the municipalities are key but largely under-researched organisers for preschool quasi-market infrastructures. This study explores the different ways in which Swedish municipalities act as quasi-market organisers in the preschool setting. Following organisational theory, we analyse their market shaping activities in translating national regulations in efforts to influence, support and control their local preschool quasi-market. Documents, websites, and interviews with public officials from 30 municipalities characterised as having either a large (N = 10), medium (N = 10), or small (N = 10) private ECEC sector are analysed. The analysis highlights large variations on how municipalities act as market makers, which is further discussed in the form of three ideal types: the Frontier, the Keeper, and the Endorser. We conclude that municipalities' varying and hybridised market shaping activities and local characteristics are important to understand the implications that emerge in terms of different rules of the game, stakeholder interdependencies and relationships, composition of market actors etc. Attentiveness to the sub-national/local actors are essential in understanding different welfare quasi-markets within national policy frameworks of marketisation and privatisation.
46.	Carlbaum, Sara, 1981-, et al. (författare) Transforming Nordic early childhood education and care in times of marketisation, privatisation and commercialisation 2024 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 15:1, s. 1-10 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract This special issue focuses on important facets of market-oriented reforms in Nordic Early Childhood Education and Care (ECEC). It aims to promote discussion on interlinked dimensions of marketisation, privatisation and commercialisation in Nordic ECEC and their manifestations in policy, practice and outcomes. With contributions from authors in five Nordic countries, the articles in the special issue offer accounts of marketisation, including the organisation of ECEC quasi-markets and shifts in the use and function of parental choice. The articles also analyse privatisation by researching the delivery of private services and the nature of the non-state providers within early childhood education markets. Finally, the theme of commercialisation is addressed through research on the commodification of preschool knowledge within Nordic countries but also its export in the global education industry. This special issue highlight how a variety of market-oriented policies, parental choice and private actor involvement are evolving. Taken together, the articles illustrate connections and mutually-reinforcing mechanisms of policy and practice that contribute to the expansion of marketisation, privatisation, and commercialisation in Nordic ECEC. This special issue provides a call to continue exploration of how these processes and actors contribute to the transformation of ECEC in the Nordic countries and elsewhere.
47.	Carlbaum, Sara, 1981-, et al. (författare) "We help Germany create greater equality" : logics and rationales in exporting 'Scandinavian' early childhood education and care 2024 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 15:1, s. 11-29 Tidskriftsartikel (refereegranskat)abstract This study targets hitherto largely understudied empirical processes and activities through which certain ideas and imaginaries are being commercialised and used by corporate actors in the global Early Childhood Education and Care (ECEC) industry. The aim is to analyse and critically discuss representations of the Scandinavian ECEC regime in the context of ECEC export. This is achieved empirically through a case study of a Swedish education company and its expansion in Germany, as well as by devoting analytical attention to the social, political and fantasmatic logics in the processes that constitute and characterise the "Scandinavian ECEC offer" as it is being exported. The analysis draws on corporate documents, websites and interviews with top-level company representatives. The analysis highlights how the Scandinavian ECEC regime is made up of four interlinked elements; equality, the autonomous child, integration of care and learning and outdoor pedagogy, aligned and sustained by "gripping" and "sticking" forces in fantasmatic logics that hide contingencies. In summary, the powerful imaginary of the Scandinavian ECEC regime, bringing accessibility, social justice, gender equality, nature, democracy, children's rights and autonomy, serves to conceal the political and ideological dimension of the economic logic of capitalism.
48.	Cederlund, Katarina, 1968- (författare) The Cross-School Teacher Team as a Site for Learning 2018 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 9:2, s. 193-209 Tidskriftsartikel (refereegranskat)abstract In policy and in initiatives from the Swedish National Agency for Education for enhancing professional development, there is currently a strong emphasis on teachers´ collaborative professional development. As previous research suggests that teachers may need to engage in various types of collaboration for learning, extended knowledge on different teacher teams for collaboration is needed. In this study, a Cross-School Teacher Team (CSTT) of teachers who shared pedagogical interests but worked in different municipalities was followed through observations, interviews, text-collections of logbook-reflections and digital communication. To examine what constitutes the CSTT as a site for learning and how this is shaped by as well as shaping the enabling and constraining arrangements, the empirical material was analysed through the lens of the theory of practice architectures. The results show how a CSTT can provide a complement to local teams for work integrated learning through diverse perspectives, a shared focus on specific and professional issues and a safe space for sharing and reflection. Internal and external transparency worked as a catalyst both for processes of reflection and transformation of local arrangements and practices. Knowledge of the practice architectures of the CSTT offer tools to elaborate upon alternative or complementary spaces for collaboration.
49.	Christensen, Jonas (författare) Proposed Enhancement of Bronfenbrenner’s Development Ecology Model 2010 Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 1:2, s. 101-110 Tidskriftsartikel (refereegranskat)abstract How academic disciplines are constituted and the related professional development must be viewed within their wider social, political and economic aspects. When studying the organisation, transformation and spheres of influence of professions, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development and constitution of academic disciplines. Factors relating to both the inside of the individual and social ties between individuals and in relation to global factors need to be discussed.
50.	Dal, Michael, et al. (författare) Research on pedagogical entrepreneurship – a literature review based on studies from Finland, Iceland and Sweden 2016 Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 7:2, s. 159-182 Tidskriftsartikel (refereegranskat)abstract Strategies for entrepreneurship in the educational system are present not only in the Nordic countries, but also in the majority of other Western countries. Linked to these strategies different research efforts have been made. Although the research efforts have a common origin in supranational policies on entrepreneurship, there has been little research analysing the similarities and differences in how the topic is addressed by researchers in different countries. Being able to relate to both the policy and the available research in a nuanced way is important especially in the context of teacher education. The purpose of this article is to review the most recent research in pedagogical entrepreneurship from three countries: Finland, Iceland and Sweden. The aim is to discover whether the common phenomena of entrepreneurship in an educational context are approached differently in these three countries. The review of 21 articles in all, covering aim, method, concepts, references and results, draws a rather fragmented picture of the research. The main results are that the reviewed research was mostly qualitative and covered the entire spectrum from theoretical research to practice-oriented research. A variety of concepts were used. The analysis of the use of references uncovered a need to be more aware of including research from neighbouring regions. The research field seems to be quite lively and is still developing. However, it would benefit from a better dialogue between researchers in order to strengthen the contribution of Nordic research on pedagogical entrepreneurship.

Skapa referenser, mejla, bekava och länka

Länka till träfflistan

Träfflista för sökning "L773:2000 4508 "

Avgränsa träffmängd

År