| 1. |
- Annerberg, Anna, 1972-
(författare)
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Gymnasielärares skrivpraktiker : skrivande som professionell handling i en digitaliserad skola
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute to deeper knowledge about the writing practices of teachers in upper secondary school. Schools are under constant pressure to respond to the needs and expectations of an ever-changing society and political intentions. A major factor in this change which is taking place in schools is digitalization. Another factor is the adoption of new governing principles for schools involving management by goals and results, which brings increased demands for written documentation of teachers' work.In order to describe and problematize this development the thesis is based on a combination of Critical Discourse Analysis and New Literacy (Clark and Ivanič, 1997). The theoretical framework rests upon an understanding of writing as social action and the idea that texts both affect and are affected by the social environment. The empirical study focuses on twelve teachers and their writing practices, analyzed during week-long field visits over three years. The teachers' talk about their writing is used together with analyses of texts and images to investigate parts of teachers' writing which, according to the teachers, are considered complex and problematic.The findings indicate significant differences between the writing practices of the individual teachers, where each teacher has his or her own system of texts fulfilling different purposes. Despite these differences it is still possible to identify recurrent themes in the discursive conditions for teachers' writing: efficiency, reuse, authority, audit, relationships to addressees, and room to maneuver. The study illustrates possible dilemmas for teachers' writing at the intersection of teachers' professional responsibility and demands for accountability.
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| 2. |
- Bergstrand, Ulrika
(författare)
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Styrning och re-kontextualisering av värden i utbildningspolicy på nationell och lokal nivå
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study, governing as re-contextualization of values in Swedish educational policy has been described and analyzed. Two levels have been central to the study: the national level, in the form of the Swedish Schools Inspectorate's (SSI) survey to school personnel, and the municipal level, examined by interviews with superintendents in sparsely populated and rural areas. Three qualitative content analyses were performed, in two of which Rokeach’s theory of values as desirable actions and goals was used. The results presented that the dominant policy goal and the value expressed was that schools should promote students' knowledge, which is in line with the values underlying the PISA survey. The SSI survey expressed that schools should be quality assured to enhance students' knowledge development. Desirable actions to achieve this were: the principals evaluating, the teachers adapting to individual students, strengthening an environment conducive to learning with codes of conduct, and the guardians being informed about their children’s development. However, the superintendents expressed a lack of competence and qualified teachers for equivalent assessments, a need to upskill teachers, and that the information to the guardians did not always reach them. The study also showed an expressed value to include all students in teaching, which is in line with the values underlying the Salamanca statement. The SSI survey expressed this value as the students' participation in individualized teaching, an increased efficiency in special support, a socialization through codes of conduct, and that the students should know their rights. The superintendents expressed this value as motivating students, particularly boys, to study, adapting education for students in need of special support, preventing violations of newcomers, addressing girls' mental health, and the strengthening of democratic attitudes. In summary, the study shows that the values at the national level promoted increased individual rights, while at the local level, the values were expressed as a need to increase democratic values. Nonetheless, the values underlying the education of democratic citizens in sparsely populated and rural areas cannot be considered a closed chapter, even though policies at the national level continue to emphasize the values of promoting students' development of knowledge and their individual rights.
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| 3. |
- Börjesson, Mattias, 1978-
(författare)
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Från likvärdighet till marknad : En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-1999
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For most of the 20th century the dominant aim of Swedish educational policy was an integrated public school system under national state control. During the post-war era (1945–1989) this policy led to Sweden having one of the most centralized and integrated school systems in the world. In the 1980s and 1990s, however, there was a profound change in Swedish education policy towards decentralization, deregulation and marketization of the school system. The aim of this thesis is to provide a deeper understanding of the nature and causes of this shift in education policy. The thesis draws from a theoretical framework consisting of Critical Realism, curriculum theory and Neo-Marxism. From a Neo- Marxist perspective the configuration of state education policy is understood as a dominant education ideology. The empirical material consists of state policy documents which are understood as an expression of the dominant education ideology in society.The results indicate a shift in the dominant education ideology in Sweden between 1969 and – 1999: from an emphasis on state governance and goals of equivalence, equality and participation in the school system during the 1970s, towards increasing skepticism regarding state regulation and an emphasis on decentralization and aims to increase parental and pupil influence in the school system during the 1980s, to a dominance of private influence via school choice and competition in the school system during the 1990s. From a theoretical perspective consisting of Critical Realism and curriculum theory, this shift in education policy and restructuring of the school system is understood in relation to economic crises, a rightward shift in politics and the dominance of neoliberal ideas in Sweden during the 1980s and 1990s.
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| 4. |
- Mickwitz, Larissa, 1969-
(författare)
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En reformerad lärare : Konstruktionen av en professionell och betygssättande lärare i skolpolitik och skolpraktik
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.
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| 5. |
- Vikström, Emma, 1987-
(författare)
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Skapandet av den nya människan : Eugenik och pedagogik i Ellen Keys författarskap
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish author and educator Ellen Key (1849–1926) became one of the most prominent writers on educational matters in Europe at the turn of the 20th century following the publication of The Century of the Child in 1900. It is less widely known, however, that the pioneer of progressive education and children’s rights also advocated the improvement of humanity through eugenics, and publicly endorsed the foundation of the Swedish Institute for Racial Biology in 1921. In previous research, Key’s stance on eugenics has been explained by her evolutionist worldview, influenced by her reading of scientists and philosophers such as Francis Galton (1822–1911) and Herbert Spencer (1820–1903). But can her support for eugenics solely be reduced to the influence of these and other authors? And what role did eugenics play in her educational thinking?These issues are addressed in this thesis, which aims to show how Key strived to create a new kind of human being by consolidating eugenics and education in her work. The analysis identifies several dichotomies that were vital to Key’s knowledge production on eugenics and education: evolution/degeneration; nature/nurture; body/soul; sense/sensibility; and individual/society. These concepts form the thematic structure of the thesis and point to a central finding; namely, that Key’s desire to dissolve such dichotomous thinking is a crucial component in understanding how she combined eugenics and education, as two means to the end of creating a new kind of human. The analysis also demonstrates that Key did not merely adopt the knowledge of others but developed her own ideas on eugenics that even induced two British eugenicists to consider the importance of love in human betterment. Finally, this study illustrates how eugenics was integrated into Key’s pedagogy as part of her educational aim, proposed learning content and ideas about socialisation. In conclusion, the thesis contributes to a discussion of the aim of the educational endeavour to create a better human and the use of pioneers in educational sciences today.
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| 6. |
- Bagger, Anette, 1974-
(författare)
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Prövningen av en skola för alla : nationella provet i matematik i det tredje skolåret
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents the contribution to research that my doctoral education led to. My starting point was a large scale qualitative research project (here after called the VR-project) which reviewed the implementation of national tests in the third grade on the subject of mathematics. The VR-project investigated how the test affected the pupils with a special focus on pupils in need of special support. An urge to look further into issues concerning the support, the pupil in need and the test was revealed in he initial VR-project. These issues therefore constitutes the problem area of this thesis. The VR-project studied a total of 22 classrooms in two different municipalities' during 2010- 2012. The methodology used for this project was inspired by ethnography and discourse analysis. The raw data consisted of test instructions, video observations of the actual test subjects, interviews from teachers and pupils about the test, the support that was given throughout the testing as well as the observations and interviews of the pupils requiring special assistance. Activated discourses and positions of the participants were demarcated. The results revealed that a traditional testing discourse, a caring discourse and a competitive discourse are activated during the tests. The testing discourse is stable and traditional. Much of what was shown and said in classrooms, routines and rules regarding the test were repeated in all the schools and in all the classrooms. The discourse on support is affected by ambiguity, which is revealed especially when issues of pupils’ equity is put against the tests equality. This is connected to the teachers restricted agency to give support due to the teacher position as a test taker. The positions in need that are available to students are not the same in pupils, teachers and steering documents. The situation is especially troublesome for pupils that do not manage Swedish good enough to take the test and for pupils in need of special support. Some of the conclusions from this thesis is that the national test format: Disciplines not only the pupil, but also the teacher, the classroom and the school at large. Results indicate that the test:Activates a focus on achievementLeads attention away from learning Activates issues of accountability Influences pupils and teachers with stakes involvedBesides evaluating knowledge, the test disciplines not only the pupil, but also the teacher, the classroom and the school at large. Discussing the national test as an arena for equity might be a way towards attaining equality in education for all pupils.
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| 7. |
- Folke-Fichtelius, Maria, 1952-
(författare)
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Förskolans formande : Statlig reglering 1944–2008
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on. The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.
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| 8. |
- Karlsson, Håkan
(författare)
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Pedagogiska identiteter : Fostran till entreprenörskap
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this doctoral dissertation project has been to investigate and describe Entrepreneurship Education in one Swedish county, E‐county. The dissertation is based on five studies, four case studies and a minor follow‐up study. Together these studies constitute a multiple case study called The Main Study. The purpose of the study has been to investigate how European policy on entrepreneurship education has been reproduced and realized in different educational settings in E‐county, and the consequences this has had for fostering students and local identity building. The two first studies, cases A and B were carried out in three schools where three high school programs were studied, the Haircare program, a technical program and a social science program. The programs were chosen so that the whole range of highschool programs were represented; a practical program, a semi‐academic program and an academic program. The third case, C, contained the specific educational program ʺSummer Entrepreneur” which was developed in a local municipality in Ecounty, and had been spread throughout Sweden. The program was developed by local people within the framework of an educational concept that had been imported from Canada, “Open For Business“. The fourth study, case D, was carried out in the educational program Youth Enterprise in local high schools, including the so called “Practice school”. The fifth study was a minor study through interviews with representatives from the different educational programs. To enable methodical triangulation, studies A to D were carried out with interviews, questionnaires, observations and document analysis. The studies were based on theories of entrepreneurship, entrepreneurship education and general education. The theoretical framework for analysis was based on Basil Bernstein’s (2000) theoretical concepts classification, framing, the pedagogic device and pedagogic identities. The major finding from the Main Study was that entrepreneurship education was already part of the educational programs studied for some time before it became part of the Swedish national curricula in 2011. Entrepreneurship had become an element in the fostering of local identities in E‐county. Since it has become a major element of the value base in the national curricula, it will probably be an important part in fostering and identity building in all Swedish schools in the future.
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| 9. |
- Lundahl, Christian, Professor, 1972-
(författare)
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Viljan att veta vad andra vet : Kunskapsbedömning i tidigmodern, modern och senmodern skola
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with knowledge assessment in education from a historical point of view. It considers both “internal” assessment, i.e. assessments occurring in everyday life in school, and “external” assessment, i.e. assessments from outside schooling, as well as policies of assessment. Special attention is given to dilemmas and conflicts between these perspectives. The aim of this thesis is to understand 1) historical and social conditions that form the knowledge of what others know, 2) how selective kinds of knowledge or ways to produce knowledge are spread and 3) how they might be challenged and reshaped.Part 1 argues, from a curriculum theory perspective, that assessments should be seen as part of the curriculum.Part 2 deals with assessment during pre-modernity, roughly between the 16th century and mid 18th century. Two traditions are explored: the tradition of early differential psychology, i.e. temperament theory, and the tradition of the grammar school (Läroverket).Part 3 deals with a period that was particularly important in terms of assessment in education in Sweden and the construction of the Swedish comprehensive school, i.e. the 1940s.Part 4 investigates a progressive and critical movement during the 1970s and 1980s and its relation to assessment matters. A final chapter in part 4 deals with recent changes in assessment policies in Sweden, the construction of an educational system that tried to establish a curriculum valid assessment culture in the early 1990s.The concluding argument is that if assessment is viewed in a historical perspective as re/production of knowledge and as part of the curriculum, it is possible to gain new kinds of knowledge that makes it easier to handle some “eternal” dilemmas in assessing student performances. Thereby we might strengthen teacher autonomy and skills in these matters.
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| 10. |
- Mörtsell, Sara, 1982-
(författare)
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Maintaining teaching : exploring te(a)ch-abilities with actor-network theory
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis investigates everyday teaching with digital technology during the Covid-19 pandemic in 2020 and 2021. The pandemic was one of the world’s largest disruptions to everyday education with both health and education at stake. With the pandemic control measures affecting upper secondary education in Sweden, gathering in the classroom cannot be taken for granted and digital technologies accelerated and intensified everyday practices. The aim is to explore the relation of teaching and digital technology. How can we understand the ways in which digital technology and teaching become jointly experimented with to cope with pandemic uncertainty?With an Actor-Network theory (ANT) approach, the thesis puts emphasis on how everyday teaching holds together at the pandemic intersection of routine and breakdown. The everyday teaching practices during the pandemic is an empirical focal point for inquiry into how they become enacted and, secondly, what the implications are for knowledge production when examining this novel educational practice with ANT’s relational materialism. To answer these questions, ethnographic methods are used with an upper secondary school in Sweden from May 2020 to June 2021. The fieldwork consists of empirical engagements in school visits, interviews, and online observations. In line with recent ANT scholarship, the methodological approach is articulated as a care-ful methodology. It implies tracing vulnerable and stable relations that enact sociomaterial practice and acknowledging cuts and becoming.The results show how a manifold of more-than-digital practices enact everyday teaching. The included studies in the thesis examine attendability and mundane rituals, lesson enactments of scheduling practices, and digital platforms that co-produce specific practices while obscuring others. Teaching in the pandemic challenges taken-for-granted notions of a rapid transition to distance and online teaching. By surfacing neglected aspects of everyday teaching with digital technology the thesis discusses how ‘digitalisation of teaching’ erases the local work of everyday teaching as an equipped practice. In conclusion, the proposal is made that maintaining teaching takes into account the materiality, abilities, care, and vulnerabilities that enact everyday teaching.
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| 11. |
- Sollerman, Samuel, 1973-
(författare)
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Kan man räkna med PISA och TIMSS? : Relevansen hos internationella storskaliga mätningar i matematik i en nationell kontext
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of the thesis is to contribute to the knowledge of relevance of international large-scale assessments (ILSAs) in mathematics, when these are to be used and interpreted in a national context. If a nation is to engage in ILSAs, draw conclusions from them and act on them, one should be aware of what they are measuring and how well it fits in with the national mathematics education and the mathematics they are trying to teach their students.The relevance is linked to the validity of the ILSA, which means that the assessment should measure the right things and do that in such a way that the results are as informative and useful as possible. In this thesis, the Swedish context is used as an example of a national context, against which the ILSAs PISA and TIMSS are contrasted.One way to study validation is to use an argumentation-based validation method, Assessment Utilization Argument. In this model, an argument consists of making claims on the basis of data and warrants. The claim is an interpretation of assessment results and the assertion of a claim carries with it the duty to support the claim and, if challenged, to defend it. Warrants are created and functions as propositions to justify the inferences from the data that lead to the claim.The ILSAs have been contrasted with the Swedish context through studies in three areas; content of the assessments, implementation of the assessments and results from the assessments. Based on these areas, the frameworks and tests from ILSAs were analyzed and compared with policy document and national tests from the Swedish context. Warrants were created based on these three areas.The analysis of the warrants showed that the ILSAs had a high level of conformity with the Swedish context and the ILSAs coincide in such a way that the results from these are relevant for studying the development of performance in a Swedish context. The analysis also showed that certain content and abilities in the Swedish context were not covered by the ILSAs. The Swedish students do not have the opportunity to show all those skills that the Swedish mathematical context covers and there were also indications that they do not make full efforts to show their skills. In order to create a more complete picture of Swedish students' mathematical skills, the assessment of students’ skills in mathematics should be complemented with other assessments.The results are discussed in relation to the development of national policy documents, including the risk if a nation decides to adapt their policy document to the ILSAs. In the case of Sweden there are indications that policy document develops in the same direction and closer to the frameworks of ILSAs. It becomes important to thoroughly examine the relationship between the ILSAs and a national context so that one can be aware of how, if and it what way the large-scale assessment impact a national context.This thesis contributes to a holistic approach based on a national context, with an overall method and covers the areas content, implementation and results of the ILSAs. It shows that opportunities and limitations can be found in all of these three areas. When the results of ILSAs are to be used in a national context, it is important to thoroughly examine what is meant to be assessed and what is really being assessed in these studies and to compare it with the purposes and content of the national context, so that suitable and valid conclusions could be drawn.
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| 12. |
- Spjut, Lina, 1978-
(författare)
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Att (ut)bilda ett folk : Nationell och etnisk gemenskap i Sveriges och Finlands svenskspråkiga läroböcker för folk- och grundskola åren 1866-2016
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this comparative study, elementary school textbooks in history, geography and social science/civics from Sweden and Finland 1866 – 2016 are analysed and compared. The focus is textbooks’ expressions of imagined communities, identification and common history. The study has an asymmetric design, because the textbooks are all written in Swedish for pupils in a Swedish majority population in Sweden and a Finland-Swede minority population in Finland.The aim is to contribute a deeper understanding of textbooks’ role in creating and teaching imagined communities. Research questions focus on how imagined communities are mediated in textbooks and results are compared between Sweden and Finland and over time, and on similarities and differences in offered communities expressed through concepts and use of history. The thesis also raises questions about how present needs affect textbooks’ interpretations of the past and what that signifies. Theory and method are inspired by Fairclough’s Critical Discourse Analysis. The theoretical framework is typologies of use of history, and the textbooks have been contextualised through the contexts of school, curricula, politics, minorities, language policies and history culture. The textbooks’ development over time, between contexts and between school subjects are compared at all levels throughout the study.Results show that textbooks have had, and still have a role in creating and educating pupils into national and ethnical identities; this is seen over the entire period of time studied, though with different approaches according to the school subject and country. Even though ethnical and nationalistic narratives are more implicit today, they are still visible in current textbooks.
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| 13. |
- Öhman, Anna, 1962-
(författare)
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Återkoppling i interaktion : En studie av klassrumsbaserad bedömning i frisörutbildningen
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.
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| 14. |
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| 15. |
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| 16. |
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| 17. |
- Grek, Sotiria, et al.
(författare)
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Travel, translation, and governing in education : the role of Swedish actors in the shaping of the European education space
- 2022
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 58:1, s. 32-53
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Tidskriftsartikel (refereegranskat)abstract
- Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the European or the global, in order to focus on those governing spaces and practices that lie in between bounded, predetermined, and preconceived entities and education organisations. Our locus of enquiry is education actors and their practices as they use comparison to make governing happen. The article examines the case of Swedish education (its policy actors, governing elites, and education practitioners) to examine this relation between comparison, governing, and the transnational.
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| 18. |
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| 19. |
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| 20. |
- López, Cristina Alarcón, et al.
(författare)
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Dancing with Covid : Choreographing examinations in pandemic times
- 2021
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:4, s. 403-422
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the 'emergency examinations' as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.
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| 21. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Betyg i årskurs 4 : Ett forskningsunderlag om bedömningspraktikerna på skolor som deltagit i försöksverksamhet med tidig betygssättning
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en slutrapport från en studie av försöksverksamheten med betyg från och med årskurs 4 (Skolverket, dnr 2.7.4-2017:1244). Rapporten är tänkt att utgöra underlag för Skolverkets samlade analys och bedömning av försöksverksamheten med betyg från årskurs 4. Försöksverksamheten genomfördes mellan åren 2017–2021. Syftet med studien är att beskriva hur bedömningspraktiken såg ut på fem av de skolor som deltog i försöksverksamheten mellan år 2017 - 2020 samt på två referensskolor. I rapporten beskrivs förändringar i respektive skolas bedömningspraktik under dessa år. Utöver detta redovisas resultaten av jämförande analyser där olika teman blir belysta såsom de framträtt på de olika skolorna. De data som ligger till grund för analysen baseras i huvudsak på intervjuer med elever, lärare, speciallärare, specialpedagoger och ansvariga skolledare. Dessa data har samlats in i två omgångar, dels under vår- och höstterminen 2018 dels under läsåret 2019/20. Studiens kunskapsbidrag avseende skolors betygsättning och bedömningspraktiker kan även vara av intresse för beslutsfattare, huvudmän och skolpersonal.
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| 22. |
- Lundahl, Christian, Professor, 1972-
(författare)
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Betygsmotståndet i Tidskriften Krut 1977-1986
- 2019
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Ingår i: Vägval i skolans historia. - Uppsala : Föreningen för svensk undervisningshistoria. - 2002-0147. ; :2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I denna text beskrivs hur debatten, eller diskursiva kampen om utbildningspolitiken, kom till uttryck i tidskriften Krut (Kritisk utbildningstidskrift) särskilt vad gäller betygsfrågan, eller som den då benämndes: betygskampen. Varför engagerade sig Krut i betygskampen och vad ledde det till?, hur såg den kamp, eller motmakt, ut som bedrevs och vad fick den inte fram? samt, hur kan vi mer övergripande förstå diskursiv kamp, dess möjligheter och begränsningar?Fokus ligger på de första åren efter tidskriftens tillblivelse till några år in på 1980-talet när betygskampen ebbar ut något.
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| 23. |
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| 24. |
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| 25. |
- Lundahl, Christian, Professor, 1972-
(författare)
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Den eviga betygsfrågan
- 2021
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Ingår i: Hållbar bedömning<em></em>. - Stockholm : Natur och kultur. - 9789127827301 - 9789127829336 ; , s. 318-337
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Epilog
- 2021
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Ingår i: Hållbar bedömning. - Stockholm : Natur och kultur. - 9789127827301 - 9789127829336
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
- Lundahl, Christian, Professor, 1972-
(författare)
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Ethnography of historical texts as a way of understanding scientific knowledge production
- 2022
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Konferensbidrag (refereegranskat)abstract
- Ethnography of historical texts as a way of understanding scientific knowledge production. How does a fact become a fact? This question puzzled the Polish-Jewish microbiologist Ludwik Fleck (1896–1961) who in the 1930s developed the first system of the historical philosophy and sociology of science. In Fleck’s footprint followed Kuhn, Knorr Cetina, Latour, Woolgar and others who from different angles contributed to what todays is acknowledge as Science and technology studies (STS), where questions concerning knowledge production and disseminations are discussed (see further Serder & Lundahl 2021). Even if the forerunners such as Fleck and Kuhn made use of history it is not that common today within the tradition of STS to have a historical perspective. In this paper ethnography of historical texts (Nimmo 2011) is used to make an observable laboratory for knowledge production out of the rich archive of the educational scholar Torsten Husén (1916-2009), and then in particular the part of the archive concerning the editing of the International Encyclopaedia of Education (1984, 1995). Encyclopedias often claim to be collections of facts. Facts are usually perceived as naturally given or 'unconstructed by anyone' (Latour & Woolgar 1979). The International Encyclopaedia of Education in particular claimed to be geographically and culturally non-biased – i.e. not ethnocentric. But producing an encyclopaedia is not an independent and objective editorial process. Describing how an encyclopaedia comes into being can clearly be seen as an investigation of a very specific social knowledge practice, that is biased and circumstantial while at the same time claiming to be objective and permanent (Primus & Lundahl 2020). The chapter builds on an analysis of over 4000 pages of correspondence concerning the management and editorial process for the two editions of IEE. It will be described how this data illuminates different processes of editing and publishing knowledge: e.g. administrative and management matters, social aspects (friendship, trusts/distrust in authors, resolving conflicts), content and dissemination matters. References Latour, B., & Woolgar, S. (1979). Laboratory life: The construction of scientific facts. Princeton University Press.Nimmo, R. (2011). Actor-network theory and methodology: Social research in a more-than-human world. Methodological Innovations Online, 6(3), 108-119.Primus, F., & Lundahl, C. (2020). The peripherals at the core of androcentric knowledge production: an analysis of the managing editor’s knowledge work in The International Encyclopedia of Education (1985). Paedagogica Historica, 1-17.Lundahl, C. & Serder, M (2021). Vetenskapsstudier (STS) och aktör-nätverksteori (ANT). Jober, A. & Serder, M. (2021). Vetenskapliga teorier för lärare. Stockholm: Natur och kultur
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| 28. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Figures fighting figures – unpacking state authority's mis/trust in PISA statistics
- 2023
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : John Wiley & Sons. - 0159-6306 .- 1469-3739. ; 44:6, s. 829-843
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Tidskriftsartikel (refereegranskat)abstract
- How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and afight over statistics between two national agencies: National Agency for Education and the National Audit Office. The aim of this paper is to unpack processes of interpretations and claims that are often black-boxed in PISA debates: How can we understand the process that led up to the fight and what followed? Our data consist of media articles, broadcasts from the national television and radio (2018–2021), reports and memos from the two-state authorities involved in this debate, and email conversations between the two. Our results stress the need for further transparency in how PISA data are collected and calculated.
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| 29. |
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| 30. |
- Lundahl, Christian, Professor, 1972-
(författare)
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Gertrud i grundskolan
- 2021
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Ingår i: En resa genom skolans historia. - Uppsala : Uppsala Studies of History and Education (SHED). ; , s. 83-89
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Bokkapitel (populärvet., debatt m.m.)
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| 31. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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“I have read some articles on the subject” : selective truths in the education debate
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to investigate the use of post-truths – or, rather, a version that we call selective truths – in educational debate. Specifically, we look at how references to PISA (Programme for International Student Assessment) and/or to educational research are used as arguments for various reforms. We investigate this in two sets of data: press media and Parliamentary debates between 2000 and 2018. Our main findings are (1) that educational research has become less interesting to public debate, only to be replaced with references to PISA; (2) that, PISA is referred to, for almost any educational cause, in a highly selective way.
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| 32. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Interationella kunskapsmätningar - hur används PISA?
- 2021
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Ingår i: Hållbar bedömning<em></em>. - Stockholm : Nartur och kultur. - 9789127827301 - 9789127829336 ; , s. 357-383
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 33. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Is PISA more important to school reforms than educational research? : The selective use of authoritative references in media and in parliamentary debates
- 2020
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 6:3, s. 193-206
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Tidskriftsartikel (refereegranskat)abstract
- Two separate data searches underlie this analysis of how references to educational research and to PISA are used in the Swedish education debate. The data consist of 380 newspaper articles from the eight largest print media outlets in Sweden and 200 protocols from parliamentary debates (2000 to 2016) that made explicit reference to ‘PISA’ and/or to ‘educational research’. Based on a content analysis of this material, in which notions of policy borrowing and de-/legitimization are central, we describe the result as a selective use of PISA data and of educational research in the education debate. PISA is used to legitimize selective (party political) solutions that are oriented towards problems of teaching. The analysis also shows that politics and the media debate concerning education seems disinterested in educational research in a broader sense and that PISA seems to offer sufficient and ‘neutral’ authoritative knowledge and support for policy and reforms. We argue that PISA is the first way to obtain legitimate support for educational reforms. In so doing, the kinds of problems that these reforms aim to solve have been narrowed down to teaching- or practice-oriented problems.
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| 34. |
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| 35. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Prolog
- 2021
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Ingår i: Hållbar bedömning<em></em>. - Stockholm : Natur och kultur. - 9789127827301 - 9789127829336 ; , s. 12-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
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| 37. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Riksrevisionen och PISAs validitet
- 2021
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Ingår i: Skola och samhälle. - : Föreningen skola och samhälle. - 2001-6727. ; :Maj
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Recension (populärvet., debatt m.m.)
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| 38. |
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| 39. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Sustainable learning – challenges for high performing schools
- 2019
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Konferensbidrag (refereegranskat)abstract
- Approach, aim & theory In everyday school debate high performing students and schools are often seen as something desirable. Not least since the introduction of goal and result systems, benchmarking, accountability, we have entered, more clearly than before, what sometimes is called a performance culture (Ball, 2009; Biesta, 2009 ). But is high performance always something good? Could it be that there is another side to high performing schools than just great scores? Stress and a high workload belong to everyday life at the schools in our project, but it is also common among students in general in Sweden (Skolverket 2016b, Folkhälsoinstitutet 2014, 2016). Studies also indicate that teachers and school leaders stress and workload has increased (Skolverket 2012, 2016; Ärlestig, Day & Johansson 2015; Folkhälsoinstitutet 2014, 2016). When it comes to international research on stress and achievement, the field where we find this type of problems (Welford 1965), it is seldom about education and learning (cf McClelland 1987). When looking at research and evaluations on school stress it often takes a health perspective and give no advice on how to approach these challenges in teaching, assessment and learning (cf. Folkhälsomyndigheten 2014, 2016). In our project Sustainable learning, we are working with two of the highest performing schools in Sweden with issues concerning human and learning sustainability. Even though the pupils at these schools perform at a top grade in almost all of their subjects, they also show symptoms of mental illness and a disinterest for learning. These schools produce lots of graduates with all options for further studies available to them, but without, in many cases, any eager to actually learn, and without a sound life – work balance. We define this situation as a risk losing young people with a great potential into either instrumental learning or into an unhealthy, stressful, way of working. Using a so called ‘interactive research model’ we are working with the principals and staff over three years to find possible causes and solutions to the students’ unsustainable approach to learning. Sustainable learning is not a common agreed upon concept. If used it is often related to teaching sustainability to pupils and students (e.g. www.sustainablelearning.com). We propose a definition of sustainable learningas a quality in teaching allowing teachers and students to interact in high quality learning without getting stressed out (cf Boud 2000; Boud & Soler 2016). In the concept we also put a long sightedness when it comes to the quality of knowledge learnt. It should be of value for the students not only now, but also in their future life. The purpose of the paper is to discuss the rarely problematized ideal of high performing schools and the individuals performing in them. We do this by analyzing field notes and interviews conducted at two high performing schools in Sweden. A first question that is answered in this paper is how challenges in high achieving schools can be understood. A second question that will be elaborated concerns which kinds of strategies school staff can use to approach these challenges when it comes to teaching and assessment.Added to sustainable learning the project uses knowledge from the latest research about assessment, motivation and learning with practical and theoretical school development strategies.Therefore, the novelty in the project and in this paper lays in our effort to find out how we can work with teachers to detect ways of adjusting their teaching and their assessment methods in order to reduce stress and promote a more sustainable learning?MethodThe project is designed in line with an interactive action research perspective (Svensson, et al, 2002). This means that we recognize the different logics of research- and practice based systems. Whereas research is built on theories and concepts, works through data collection and analysis which aims for theoretical knowledge production, schools are practice based and build on practical theories and aims for local school development. Both however formulate problems and questions and through interaction they can qualify each other´s processes and outcomes. This means that the project involves frequent interaction during the different phases: problematization, planning, action, observations and reflecting. In other words, the research project is based on an approach to school improvement where the whole school is involved in the work. This paper reports on our empirical research from the first year of the project. It includes five main empirical data sources:Recurrent observations of lessons and daily activities in school, as background for our understanding of the schools work and culture.Eight focus group interviews with teachers and two with principals at the two schools during spring 2018. 53 meetings with principals and pedagogical leaders at the two schools.Observations of professional development seminar groups with teachers during year one. During the year, the teachershave worked with theoretical input concerning sustainable learning which they have contextualized into the challenges they experience in their school practice. The focus group interviews allow us to explore attitudes, norms, experiences and ideas expressed in professional narratives (Bloor 2001). Observations provides an understanding of how collective actions relate to institutional conditions in the school practice (Czarniawska, 2007).In the analysis we used a thematic approach in which themes are developed in line with the aim of the project, statements in the group interviews and notes from our observation in schools (Kreuger & Casey, 2000). The interviews were recorded and transcribed. The empirical analysis was organized in three steps. After reading the transcripts, we compared and contrasted them with our observations and notes from teachers’ seminar meetings. Thereafter, we analyzed the contents, ideas and frequency of statements. In this process, certain categories were arranged from which specific themes emerged.Outcomes The analysis of the focus group interviews and of the field notes from our observations, indicate several specific challenges for high performing schools. In the analysis five intertwined themes emerges: Sustainable assessment, teachers practice, students’ learning and stress, lifelong learning/deep learning and organizational aspects.When it comes to for example assessment, we see that established methods for formative assessment needs to be revised since high performing students have other needs than low or even ordinary, performing students. Whereas assessment for learning literature often recommends clear cut performing goals, we find that this leads to a too instrumental approach at high performing schools. Together with the teachers this can be further explored through practice based actions regarding for example how to start lessons without focusing on to narrow performing goals.Another example, from the teachers’ practice, is the teachers needs to challenge their students. Since the students are high performing there is a clear tendency at both schools to teach more advanced courses than what the curriculum prescribes, and thus further increase the workload for the stressed out students. In sum, the project has shown this far that high performing schools has a very particular culture of performativity, that is shared as much among the students as between the staff members. This culture is both an asset and a burden. Teachers and students both realize the need to work in a more sustainable way and are willing to try new directions, but they are at the same time constrained in changing too much in their every day school life by their eager to reach top grades and high scored outcomes. References Ball, S. J. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education Policy, 24:1, 83-99Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose. Educational Assessment, Evaluation and Accountability21:1, s. 33–46Bloor, M. (red.) 2001. Focus Groups in Social Research. London: SAGEBoud, D. (2000). Sustainable Assessment: Rethinking assessment for thelearning society, Studies in Continuing Education, 22:2, 151-167Boud, D. & Soler, R. (2016) Sustainable assessment revisited, Assessment & Evaluation in Higher Education, 41:3, 400-413Czarniawska, B. (2007). Shadowing and other techniques for doing fieldwork in modern societies. Malmö: Liber.Folkhälsomyndigheten (2014). Skolbarns hälsovanor i Sverige 2013/2014. Grundrapport. https://www.folkhalsomyndigheten.se/pagefiles/18915/skolbarns-halsovanor-sverige-2013-14.pdfFolkhälsomyndigheten (2016). Skolprestationer, skolstress och psykisk ohälsa bland tonåringar. https://www.folkhalsomyndigheten.se/pagefiles/23029/skolprestationer-skolstress-psykisk-ohalsa-tonaringar-16003-webb.pdfKrueger, R.A. & Casey, M.A. (2000).Focus Groups: A Practical Guide for Applied Research, 3rd ed. Thousand Oaks, CA: Sage Publications. McClelland, D. C. (19879: Human motivation. CUP Archive.Skolverket (2012). Attityder till skolan. Stockholm: Fritzes.Skolverket (2016). Attityder till skolan. Stockholm: Fritzes.Svensson, L., Brulin, G. & Ellström, P-E. (2002).Interaktiv forskning – för utveckling av teori och praktik. Mediatryck.Welford, A. T. (1965). Stress and achievement. Australian Journal of Psychology, 17(1), 1-11.Ärlestig, H., Day, C., & Johansson, O. (Eds.). (2015). A decade of Research on School Principals: Cases from 24 countries (Vol. 21). Springer.
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| 41. |
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| 42. |
- Lundahl, Christian, Professor, 1972-
(författare)
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The Swedish Assessment Reform of 2011 : A Reform in Constant Need of Ad Hoc Adjustment and Clarification
- 2020
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Ingår i: Oxford Research Encyclopedia of Education. - Oxford : Oxford University Press.
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Bokkapitel (refereegranskat)abstract
- Curriculum and assessment systems are tightly connected, both in theory and practice. However, this is not always the case when it comes to curriculum and assessment reforms. This has created major problems for teachers and in the implementation of the reforms from a governing point of view. Sweden was one of the first countries to adopt a management-by-objectives curriculum and assessment system. The case of Sweden illustrates some of the problems that arose as a consequence of not seeing the close connection between curriculum and assessments when reforming the educational system. The ongoing reform of management by objectives that started in the early 1990s has been adjusted several times since and has most recently been considered as a parallel curriculum and assessment reform. Teachers have not been involved throughout the shaping and implementation of this reform, but they have instead been seen as troublesome learners of how to work in a management-by-objectives system. This has led to constant revisions, production of supporting materials, and ad hoc policies. However, in 2018 there was a shift in reform strategies in relation to curriculum, syllabi, and grading revisions, where teachers became much more involved in the reform than they had in the preceding decades. So far it is inconclusive how these changes will affect the work of the teachers and the pupils’ learning; there has evidently been a case of “system’s learning.”
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| 43. |
- Olovsson, Tord Göran, 1967-
(författare)
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Det kontrollera(n)de klassrummet : bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to investigate the assessment process in Swedish compulsory school practice, and the changes that occur in relation to the introduction of national school reforms. The fieldwork forming the basis of the thesis was conducted in year five and year six classrooms between 2011-2013, a period during which new national syllabuses with knowledge requirements, grades in year six and extended national tests were introduced. The thesis consists of four articles, the first of which explores how the assessment process is put into practice in a year five classroom and how it is understood by the students and one of their teachers. The fieldwork on which the first article is based was conducted prior to the introduction of the above-mentioned reforms. The second article investigates the assessment process in two different year five classrooms in two schools, after the introduction of the new syllabuses but prior to the introduction of grades in year six and extended national tests. The third article investigates changes in the assessment process in the same two schools. The fieldwork was conducted in year five and year six, in relation to the introduction of grades in year six and extended national tests. The fourth article addresses how changes in the assessment process have affected students’ learner identities. The empirical material was collected during four fieldwork periods in three schools, chiefly through classroom observations, interviews and student essays. The analysis in the thesis is based primarily on Basil Bernstein’s (e.g. 2000) theoretical framework but also on the theoretical concepts of Torrance and Pryor (1998). The study shows that the reforms are exerting a significant influence on the assessment process in the investigated classroom practices. Teachers monitor their students’ performance more closely and students strive to acquaint themselves with what is expected of them. It also appears that the focus is increasingly on students’ performance in relation to the steering documents, that the more regulated practices restrict teachers’ and students’ autonomy and that the assessment process in the two schools investigated in both year five and year six are becoming increasingly similar. Furthermore, the study shows that students tend to pay more attention to their school work, while at the same time experiencing more negative pressure to perform. In the concluding analysis and discussion sections, connections are drawn between prevailing education policy and the reforms, as well as their influence on classroom practice, students and teachers.
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| 44. |
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| 45. |
- Primus, Franziska, 1990-, et al.
(författare)
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The Peripherals at the Core of Androcentric Knowledge Production – An Analysis of the Managing Editor’s Knowledge Work in “The International Encyclopedia of Education” (1985)
- 2021
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 57:6, s. 621-637
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Tidskriftsartikel (refereegranskat)abstract
- Building on the approach that knowledge is socially constructed, this study aims to deepen the understanding of knowledge production processes by adapting the concept of a laboratory on an historical example of editorial collaboration. We use the editorial process of The International Encyclopedia of Education (IEE) (1985) as an example. Considering knowledge as situated in contrast to the illusion of objectivity, the paper pursues identifying a perspective on the editing process that is located in its periphery. Rooted in constructivist assumptions of Science and Technology Studies (STS) andFeminist Standpoint Theory (FST), the paper builds on the potential of understanding the social construction of knowledge by taking marginalised perspectives into account. Including the concept of gendered division of labour, the approach offers a deeper understanding of the editorial process, beyond the presented picture of relevant actors and actions. The source material consists of correspondence concerning the editorial process of the encyclopaedia, which is filed in the archive of Torsten Husen. There, we encountered the publisher's managing editor Barbara Barrett, the only woman in the editorial board of the IEE's first edition. By analysing almost 4000 pages of correspondence by coding according to qualitative content analysis it is possible to show that the kind of work that Barrett performed was much more central than presented. This study contributes to a deeper understanding of knowledge production processes and of related marginalisation of certain groups in the past. Hereby, it offers a departure point for reflecting upon present practices.
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