| 1. |
- Löfgren, Håkan, 1968-, et al.
(författare)
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Elevers berättelser om betyg och nationella prov i årskurs 6
- 2018
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Ingår i: Resultatdialog 2018. - Stockholm : Vetenskapsrådet. - 9789173073745 ; , s. 91-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I och med att betyg i årskurs 6 och nationella prov i samhälls- och naturorienterande ämnen infördes lades ansvaret att prestera mer på eleverna själva. För att lyckas som elev blev det centralt att förstå bedömningssystemet. Intervjuer med elever visar att såväl de som deras lärare och föräldrar de första åren talade mycket om bedömning och lade mycket kraft på att hantera det nya – även om elevernas engagemang varierade beroende på de vuxnas. I en tid då utbildningssystemet orienteras mot att mäta kunskaper och jämföra resultat är det särskilt viktigt att lyssna till eleverna. Vi vill med vår studie bidra till en diskussion om hur uppdraget att bedöma ska viktas i relation till andra delar av skolans samhällsuppdrag.
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| 2. |
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| 3. |
- Grönlund, Agneta, 1959-, et al.
(författare)
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When documentation becomes feedback : tensions in feedback activity in Learning Management Systems
- 2021
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Ingår i: Education Inquiry. - Umeå : Taylor & Francis Group. - 2000-4508. ; 14:2, s. 194-212
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Tidskriftsartikel (refereegranskat)abstract
- Teachers’ feedback via Learning Management Systems (LMSs) isstudied within the subject of social studies at upper secondaryschool in Sweden. A qualitative study involved classroom observationswithin LMSs, gathering teachers’ feedback on pupils’ submittedassignments, and semi-structured interviews with sixteachers. With the support of activity theory, the interest of thestudy was directed towards the tensions that arise in an activitysystem consisting of teachers’ feedback actions in a digital assessmentcontext. The results reveal tensions in the relationshipbetween grading documentation in the LMS and the subject’straditions in the form of discussions, for example. Tensions weredistinguished in the interaction between a school policy of usinga feedback matrix and teachers’ formative ideals. Tensions werealso distinguished between teachers’ need to legitimise gradesand give feedback according to formative ideals. Finally,a tension was distinguished between the time available for providingfeedback and teachers’ formative ideals for giving feedback.
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| 4. |
- Högberg, Johan, et al.
(författare)
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Restoring Knee Flexor Strength Symmetry Requires 2 Years After ACL Reconstruction, But Does It Matter for Second ACL Injuries? A Systematic Review and Meta-analysis
- 2024
-
Ingår i: Sports Medicine – Open. - Heidelberg : SpringerOpen. - 2199-1170 .- 2198-9761. ; 10
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Forskningsöversikt (refereegranskat)abstract
- Background: It is unknown whether knee flexor strength recovers after anterior cruciate ligament (ACL) reconstruction with a hamstring tendon (HT) autograft and whether persistent knee flexor strength asymmetry is associated to a second ACL injury. Objective: We aimed to systematically review (1) whether knee flexor strength recovers after ACL reconstruction with HT autografts, and (2) whether it influences the association with a second ACL injury. A third aim was to summarize the methodology used to assess knee flexor strength. Design: Systematic review and meta-analysis reported according to PRISMA. Methods: A systematic search was performed using the Cochrane Library, Embase, Medline, PEDRo, and AMED databases from inception to December 2021 and until completion in January 2023. Human clinical trials written in English and conducted as randomized controlled trials, longitudinal cohort, cross-sectional, and case–control studies on patients with index ACL reconstructions with HT autografts harvested from the ipsilateral side were considered. Knee flexor strength was measured isokinetically in both the reconstructed and uninjured limb to enable the calculation of the limb symmetry index (LSI). The Risk of Bias Assessment Tool for Non-Randomized Studies was used to assess risk of bias for non-randomized studies and the revised Cochrane Risk of Bias tool was used for randomized controlled trials. For the meta-analysis, the LSI (mean ± standard error) for concentric knee flexor strength at angular velocities of 60°/second (s) and 180°/s preoperatively and at 3 months, 6 months, 12 months, and 24 months were pooled as weighted means with standard errors. Results: The search yielded 64 studies with a total of 8378 patients, which were included for the assessment of recovery of knee flexor strength LSI, and a total of 610 patients from four studies that investigated the association between knee flexor strength and second ACL injuries. At 1 year after ACL reconstruction, the knee flexor strength LSI had recovered to 89.0% (95% CI 87.3; 90.7%) and 88.3% (95% CI 85.5; 91.1%) for the velocities of 60°/s and 180°/s, respectively. At 2 years, the LSI was 91.7% (95% CI 90.8; 92.6%) and 91.2% (95% CI 88.1; 94.2%), for velocities of 60°/s and 180°/s, respectively. For the association between knee flexor strength and second ACL injuries, there was insufficient and contradictory data. Conclusions: There was low to very low certainty of evidence indicating that the recovery of knee flexor strength LSI, defined as ≥ 90% of the uninjured side, takes up to 2 years after ACL reconstruction with HT autografts. Whether knee flexor strength deficits influence the association of second ACL injuries is still uncertain. There was considerable heterogeneity in the methodology used for knee flexor strength assessment, which together with the low to very low certainty of evidence, warrants further caution in the interpretation of our results. Registration number: CRD42022286773. © 2024, The Author(s).
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| 5. |
- Löfgren, Håkan, 1968-, et al.
(författare)
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“Ni blir inte betygsatta… det är lärarna som blir det” : En liten berättelse om press och eget ansvar som en del av den stora framgångsberättelsen
- 2018
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Ingår i: Berättelser. - Karlstad : Karlstads universitet. - 9789170638299 - 9789170639241 ; , s. 105-115
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet kommer vi att återberätta en berättelse som de tre eleverna Björn, Erik och Cissi1 berättade för oss våren efter att de hade fått sina första betyg. Denna vår år 2014 var också den första på många år som svenska elever i årskurs 6 fick betyg över huvud taget. Berättelsen handlar om just dessa elevers erfarenheter av att få betyg, men den kan också förstås som ett bidrag till en större berättelse om betydelsen av att forma framgångsrika och konkurrenskraftiga elever. Den berättelsen berättas idag av många olika aktörer både i och utanför skolan. Såväl elever, lärare och rektorer på enskilda skolor som nationella och globala aktörer är idag upptagna av att mäta och visa upp framgångsrika resultat (Lingard, 2011; Lingard, Martino & Rezai-Rashti, 2013). Vår ambition med kapitlet är att försöka illustrera hur man genom att lyssna väldigt noga på enskilda människors berättelser och sedan kontextualisera dem – det vill säga sätta dem i ett sammanhang som framstår som relevant för såväl oss som forskare som för dem som berättar – kan bidra med nya nyanser till stora eller dominerande berättelser om vad skola och utbildning är till för. Därmed ansluter vi oss till en forskningstradition som ”är ute efter människornas berättelser om vad de gör när de lever sina sociala omständigheter, och de erfarenheter som detta innebär för deras liv och för det samhälle de lever i” (Pérez Prieto, 2007, s. 289; se även Plummer, 2001; Freeman, 2010).
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| 6. |
- Matteucci, Angelo, et al.
(författare)
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Comparison of knee flexor strength recovery between semitendinosus alone versus semitendinosus with gracilis autograft for ACL reconstruction: a systematic review and meta-analysis
- 2024
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Ingår i: BMC MUSCULOSKELETAL DISORDERS. - 1471-2474. ; 25:1
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Forskningsöversikt (refereegranskat)abstract
- BackgroundWhether there is a difference in harvesting the semitendinosus tendon alone (S) or in combination with the gracilis tendon (SG) for the recovery of knee flexor strength after anterior cruciate ligament (ACL) reconstruction remains inconclusive. Therefore, this study aimed to assess the recovery of knee flexor strength based on the autograft composition, S or SG autograft at 6, 12, and >= 24 months after ACL reconstruction.MethodsA systematic review and meta-analysis was conducted following the PRISMA guidelines. A comprehensive search was performed encompassing the Cochrane Library, Embase, Medline, PEDRo and AMED databases from inception to January 2023. Inclusion criteria were human clinical trials published in English, comprised of randomized controlled trials (RCTs), longitudinal cohort-, cross-sectional and case-control studies that compared knee flexor strength recovery between S and SG autografts in patients undergoing primary ACL reconstruction. Isokinetic peak torques were summarized for angular velocities of 60 degrees/s, 180 degrees/s, and across all angular velocities, assessed at 6, 12, and >= 24 months after ACL reconstruction. A random-effects model was used with standardized mean differences and 95% confidence intervals. Risk of bias was assessed with the RoBANS for non-randomized studies and the Cochrane RoB 2 tool for RCTs. Certainty of evidence was appraised using the GRADE working group methodology.ResultsAmong the 1,227 patients from the 15 included studies, 604 patients received treatment with S autograft (49%), and 623 received SG autograft (51%). Patients treated with S autograft displayed lesser strength deficits at 6 months across all angular velocities d = -0.25, (95% CI -0.40; -0.10, p = 0.001). Beyond 6 months after ACL reconstruction, no significant difference was observed between autograft compositions.ConclusionThe harvest of S autograft for ACL reconstruction yields superior knee flexor strength recovery compared to SG autograft 6 months after ACL reconstruction, irrespective of angular velocity at isokinetic testing. However, the clinical significance of the observed difference in knee flexor strength between autograft compositions at 6 months is questionable, given the very low certainty of evidence and small effect size. There was no significant difference in knee flexor strength recovery between autograft compositions beyond 6 months after ACL reconstruction.
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| 7. |
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| 8. |
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| 9. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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Financement de l'éducation progressiste (1891 -1954) : un cas suédois
- 2022
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Ingår i: Histoire de l'éducation. - : ENS Editions. - 0221-6280 .- 2102-5452. ; 1:157, s. 183-210
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Tidskriftsartikel (refereegranskat)abstract
- It is a well-known fact that several of the early progressive schools were privately, rather than publicly, funded. This has been observed in studies of progressive schools in, for instance, Japan and the United Kingdom. However, more specific analyses of the nature of this funding are rare. The overarching purpose of the article is to analyse and describe the funding of private upper secondary schools (läroverk) by means of a case study involving two schools in Gothenburg and Uppsala in the early 1900s. Primary material, such as minutes from the annual meetings of shareholders and final accounts, provides a broader understanding of the reasons why they were created and the conditions under which they operated. The schools were originally funded by a combination of donations from local philanthropists, public subsidies, and tuition fees. The importance of philanthropic capital gradually decreased. In addition, it also became clear that the schools were not driven by profit motives.
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| 10. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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Funding of Progressive Education, 1891-1954 : A Swedish Case
- 2021
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University. - 2001-7766 .- 2001-9076. ; 8:2, s. 155-185
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Tidskriftsartikel (refereegranskat)abstract
- It is a well-known fact that several of the early progressive schools were privately, not publicly, funded. This has been observed in studies of progressive schools in, for instance, Japan and England. However, more specific analyses of the nature of this financing are rare. The overarching purpose of the article is to analyse and describe the funding of progressive private upper secondary schools (läroverk) through a case study including two schools in Gothenburg and Uppsala in the early 1900s. Using primary material, such as minutes from the annual meetings of shareholders and final accounts, a broader understanding of conditions and motives is accomplished. A combination of donations from local philanthropists, public funding, and student fees funded the schools. Gradually, the importance of philanthropic capital decreased. In addition, it also turned out that the schools were hardly driven by profit motives.
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| 11. |
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| 12. |
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| 13. |
- Bladh, Gabriel, 1959-, et al.
(författare)
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Editorial Nordidactica 2023:1 Jubileum
- 2023
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; :1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 14. |
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| 15. |
- Colding, Johan, 1958-, et al.
(författare)
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Frontiers in Social-Ecological Urbanism
- 2022
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Ingår i: Land. - : MDPI AG. - 2073-445X. ; 11:6, s. 929-
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes a new approach in urban ecological design, referred to as social- ecological urbanism (SEU). It draws from research in resilience thinking and space syntax in the analysis of relationships between urban processes and urban form at the microlevel of cities, where social and ecological services are directly experienced by urban dwellers. The paper elaborates on three types of media for urban designers to intervene in urban systems, including urban form, institutions, and discourse, that together function as a significant enabler of urban change. The paper ends by presenting four future research frontiers with a potential to advance the field of social-ecological urbanism: (1) urban density and critical biodiversity thresholds, (2) human and non-human movement in urban space, (3) the retrofitting of urban design, and (4) reversing the trend of urban ecological illiteracy through affordance designs that connect people with nature and with each other.
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| 16. |
- Colding, Johan, et al.
(författare)
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Supporting bottom-up human agency for adapting to climate change
- 2020
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Ingår i: One Earth. - : CellPress. - 2590-3330 .- 2590-3322. ; 3:4, s. 392-395
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Tidskriftsartikel (refereegranskat)abstract
- The metric focus of sustainability thinking is at risk of downplaying the role of climate-change adaptation as a strategy complementary to climate-change mitigation. The upcoming 26th session of the Conference of the Parties (COP26) needs to explore how adaptation based on human agency could contribute to dealing with climate change.
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| 17. |
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| 18. |
- Hübinette, Tobias, 1971-, et al.
(författare)
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Scientist or Racist? The Racialized Memory War Over Monuments to Carl Linnaeus in Sweden During the Black Lives Matter Summer of 2020
- 2022
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Ingår i: Journal of Ethnic and Cultural Studies. - : Center for Ethnic and Cultural Studies (CECS). - 2149-1291. ; 9:3, s. 27-55
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Tidskriftsartikel (refereegranskat)abstract
- This is a study of the Swedish debate on statues and monuments to the world-famous Swedish natural scientist Carl Linnaeus that took place during the Black Lives Matter movement breakthrough in the summer of 2020. The purpose is to examine how understandings of race, racism, identity,and history were articulated in the debate. The empirical material consists of Twitter posts and newspaper editorials,which we approach through thematic analysis complemented with discourse analysis of illustrative examples and excerpts. Theoretically, we conceptualize the debate as a case of a Swedish racialized memory war. The results show that discourse participants constructed the terms of the debate as a matter of being “for” or “against” Linnaeus’ legacy, and consequently as a matter of being for or against science, reason, progress, and a supposedly non-ideological historiography, rather than as a matter of qualitatively renegotiating how we selectively remember and celebrate historical persons and legacies, and formulate tendentious narratives of the past that serve present agendas. In this memory war, discourse participants mainly representing the white majority population of Sweden mobilized a defense of a “canonized” understanding of Linnaeus’ legacy on the editorial pages of the Swedish newspapers and on Twitter. This defense, we argue, supports an ongoing effort to absolve Swedes of any substantial complicity in European and Western racism and colonialism. In effect, what is defended is a white-washed use and understanding of history – a status quo that largely remains unchallengedin Sweden.
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| 19. |
- Högberg, Johan, et al.
(författare)
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No Association Between Hamstrings-to-Quadriceps Strength Ratio and Second ACL Injuries After Accounting for Prognostic Factors : A Cohort Study of 574 Patients After ACL-Reconstruction
- 2024
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Ingår i: Sports Medicine - Open. - Heidelberg : Springer. - 2199-1170 .- 2198-9761. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- Background: The stress on the anterior cruciate ligament (ACL) induced by the quadriceps can be attenuated by activation of the hamstrings by exerting an opposing torque to the anterior translation of tibia. Consequently, considering the ratio between strength of the hamstrings-to-quadriceps (HQ-ratio) may be of value to reduce the odds of second ACL injuries. The objective was therefore to evaluate (1) the association between HQ-ratio and the occurrence of a second ACL injury in patients after ACL-reconstruction within 2 years of return to preinjury sport level and (2) to compare the HQ-ratio between males and females after ACL reconstruction. Methods: Patients who had undergone primary ACL reconstruction and participated in knee-strenuous activity preinjury were included. Demographics, the occurrence of a second ACL injury, and muscle strength test results before returning to preinjury sport level were extracted from a rehabilitation registry. The endpoint was set at a second ACL injury or 2 years after return to preinjury sport level. A multivariable logistic regression was used to analyze the association between the HQ-ratio and a second ACL injury. Results: A total of 574 patients (50.0% female) with a mean age of 24.0 ± 9.4 years at primary ACL reconstruction were included. In the univariable logistic regression analysis, the odds of sustaining a second ACL injury decreased by 3% for every 1% increase in the HQ-ratio (OR 0.97 [95% CI 0.95–1.00], p = 0.025). After adjusting for the time from reconstruction to return to preinjury sport level, sex, preinjury sport level, graft choice, age, and body mass index, the results were no longer significant (OR 0.98 [95% CI 0.95–1.01], p = 0.16). Females had a higher HQ-ratio compared with males for both the ACL-reconstructed and uninjured side (3.7% [95% CI 5.7; 1.8%], p = 0.0002 and 3.3% [95% CI 4.6; 2.1], p < 0.001, respectively). Conclusion: The HQ-ratio did not significantly affect the odds for sustaining a second ACL injury upon return to preinjury sports level after primary ACL reconstruction. Females had a significant higher HQ-ratio than males for both the ACL reconstructed and uninjured side. © 2024, The Author(s).
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| 20. |
- Högberg, Johan, 1994, et al.
(författare)
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The NordBord test reveals persistent knee flexor strength asymmetry when assessed two and five years after ACL reconstruction withhamstring tendon autograft
- 2024
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Ingår i: Physical Therapy in Sport. - 1466-853X .- 1873-1600. ; 66, s. 53-60
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Comparison of knee flexor strength limb symmetry index (LSI) between the NordBord-test and the Biodex-test, and to determine the relationship between knee flexor strength and function in patients 2 and 5 years after anterior cruciate ligament reconstruction (ACL-R) with hamstring tendon (HT) autografts. Design: Observational registry study. Setting: Primary care. Patients: Cross-sectional data from 96 patients (55% women) participating in a rehabilitation-registry after ACL-R with HT autografts. Main outcome measures: Comparison of knee flexor strength symmetry between the Biodex-test and the NordBord-test. Secondly, the relationship between knee flexor strength test and perceived knee function, activity level, and hop performance. Results: The NordBord-test demonstrated greater strength deficits compared to the Biodex-test with a mean difference of 12.5% ± 15.1% 95 % CI [8.1; 16.9%] at 2 years, and 11.1% ± 11.9% 95 % CI [7.7; 14.6 %] at 5 years after ACL-R. Relative concentric knee flexor strength (Nm/kg) in the Biodex demonstrated significant weak-to-moderate correlations with activity level and hop performance (r = 0.33–0.67) at 2 and 5 years. Conclusion: The NordBord-test identified deficits in knee flexor strength LSI not seen with the Biodex-test at 2 and 5 years after ACL-R. No significant correlations were found between the persistent knee flexor strength asymmetry and perceived function, activity level or hop performance.
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| 21. |
- Kakoulidou, Kristina, 1973-
(författare)
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Från A till F : Bedömning och betygssättning i historia på gymnasiet
- 2021
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis examines how history teachers in Swedish upper secondary school translate the syllabus for History 1b into practice when they construct, assess and grade student assignments and exams, and how this, in turn, affects students’ final grades and the equivalence of grades.The empirical material was collected from six teachers at five different upper secondary schools, and consisted of, on the one hand, authentic students’ assignments and exams, along with partial grades and resulting final grades, and, on the other hand, the teachers’ reflections on the processes involved in assessing and grading said assignments and exams, and subsequently awarding final grades. The teachers’ reflections were obtained through interviews, in which the informants were asked to go through their students’ work and “think aloud” about the reasons for their assessments.The empirical material was analysed based on a modified version of Bloom’s revised taxonomy, in terms of how well it aligned with the syllabus, as well as in terms of whether assignments and exams differed between student groups as a result of the teachers’ different interpretations of the syllabus. The results of the analysis were subsequently used to discuss the equivalence of grades.In conclusion, the study shows that there are clear differences in how the teachers participating in the study translate and implement the intentions of the syllabus in their assignments and exams – as regards content as well as cognitive levels. Whereas some teachers base their assignments and exams on the full range of content categories and cognitive levels covered by the syllabus, others focus on fewer content categories at less advanced cognitive levels. It seems reasonable to assume that this, in turn, affects grading in that it will be harder for students belonging to the former group to achieve a high final grade, than it will for students belonging to the latter group. Consequently, the equivalence of grades is negatively affected. KeywordsHistory education, assessment, grading, alignment, upper secondary school, curriculum, syllabus.
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| 22. |
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| 23. |
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| 24. |
- Löfgren, Håkan, et al.
(författare)
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Att ständigt bli bedömd
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 25. |
- Melin, Åsa
(författare)
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Olika vägar till enhetlig skola? : En studie av grundskolans etablering på kommunal nivå, 1950-1968
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The importance of the local community for the development of the school system during the 19th century has been touched upon by several researchers. However, interest in the changes to the school system in Sweden during the 1950s and 1960s has largely focused on developments at the national level. The picture has mostly been that the state, the formulating arena, set the rules and the municipalities, the realization arena, implemented nationally decided welfare policy. Here the interest is different; by focusing on municipal conditions and local interests, the implementation of political reforms, specifically the nine-year compulsory school, can be nuanced.By a case study comparing two municipalities in the county of Värmland, Storfors and Arvika, with different local conditions and traditions of education, this study aims to investigate and analyse the establishment of the nine-year compulsory school at the local level, thereby making local interests and the importance of local conditions visible for the establishment of the compulsory school.The processes in the two municipalities were affected by the state formulation arena's decisions but, as previous research has shown, there was a high degree of variation in how the school system was shaped locally. The same applies to local decision-making. It too was influenced and shaped based on local conditions. From the analysis of the process in Storfors and Arvika, three main results can be discerned: 1) the establishment of the primary school at the local level was largely about initiating and completing processes sideways, within and between municipalities, not only vertical processes between state and municipality. 2) The local tradition, which can also be called the local culture or the social mechanisms, influenced the processes in the two municipalities, and 3) the process in the local realization arena was largely driven by what we would call civil servants.
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| 26. |
- Nilsberth, Marie, 1965-, et al.
(författare)
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Digital teaching as the new normal? : Swedish upper secondary teachers' experiences of emergency remote teaching during the COVID-19 crisis
- 2021
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:4, s. 442-462
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary teachers' pedagogical considerations. Fifteen teachers of history, mathematics and Swedish (five from each subject) are followed in recurring interviews between April 2020 and September 2020, resulting in a total of 41 interviews. A narrative approach is used in the analysis and results show how teachers made large efforts to maintain teaching in what can be described as a crisis organization. Three main discourses are identified: (a) a strong assessment discourse; (b) a relational discourse; and (c) a compensatory discourse. The findings are discussed in the light of educational policy based on the so-called Nordic model and the idea of one-school-for all, and in relation to what becomes possible to teach as well as what is not possible to do in times of crisis.
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| 27. |
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| 28. |
- Odenstad, Christina, 1970-
(författare)
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Medborgarkunskap i fokus : Samhällskunskapsundervisning för nyanlända
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focusses on the concept of citizenship in teaching civics to newly arrived immigrant pupils. The aim is to investigate how citizenship is expressed in the subject of civics. My empirical contribution is to show how different dimensions of citizenship appear, but also to aid understanding of the teaching on the basis of the existing contextual situation. Using analytical tools from the field of teaching, the thesis explores the content (what), form (how), and aim (why) of the teaching, as well as its adaptation to different groups of pupils (for whom). Hereby, I provide a methodological contribution, by showing that concepts from the field of teaching may enrich political science.This study analyses the teaching of civics using a theoretical structure based around three dimensions of citizenship: rights, participation, and identity. I have used political ethnography as a method. The empirical data consists of interviews with teachers, classroom observations, education and examination materials, and also regulatory and policy documents. The results show that newly arrived immigrant pupils mostly receive education about citizenship regarding the dimension of rights and views of what constitutes a good citizen. Contextual factors such as school organisation, lack of time, and heterogeneous groups matter greatly for how the subject of civics is taught in practice. The discrepancy between policy and practise shows that the syllabus is unrealistic with regards to the actual situation. The subject of civics may influence pupils’ views of citizenship. Within the limits given, the teachers have created a class that is mostly concerned with knowledge regarding civil, political, and social rights and obligations. The subject, such as it appears in this thesis, is a kind of moral education based on the teachers’ care for the pupils. The teaching appears as an introductory course in citizenship knowledge, and as a part in integrating new citizens into society.
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| 29. |
- Olofsson, Hans, 1960-
(författare)
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Historia på högstadiet : Historiekulturella yttringar i och utanför ett klassrum i Sverige hösten 2009
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How do students use schools´ history education to develop their historical consciousness? In which ways could history education be regarded as a historical-culture expression, i.e. as a part of a society’s interest in the past? This thesis takes its point of departure in these overarching questions. More specifically the research was carried out as a contextualised case study of sixteen history lessons in a Swedish Year 9 class, in the autumn of 2009. The contextualisation consists of an analysis on historical-culture expressions in Sweden at that time. Despite conflicting opinions, the major finding was the common view of Sweden as a country that solves her problems in a peaceful way, both in the past, the present and the future. The classroom study was conducted with an ethnographical approach with close attention to teacher-student interactions. The research was guided by an analytical model inspired by the historian Jörn Rüsen’s theories on history learning processes.The results show in detail the complicated learning processes in the classroom but also the connection with the historical-culture expressions in Sweden at that moment. One major finding was the tendency to react to the rise of contemporary islamophobia and nationalism in Sweden by making comparisons with the development in Weimar Germany in the beginning of the 1930s. This tendency was present both in and outside the classroom.
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| 30. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden
- 2017
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Ingår i: Education 3-13. - London & New York : Routledge. - 0300-4279 .- 1475-7575. ; 45:4, s. 477-489
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Tidskriftsartikel (refereegranskat)abstract
- The topic of this article is how primary school students express ideas aboutthe ‘origins of the nation’. The study is based on texts written by Swedishstudents aged 12–13 about a historical event well embedded in Swedishnational mythology, the rise to power of Swedish ‘founding father’Gustav Vasa. The analysis is inspired by James V. Wertsch’s concept ofschematic narrative templates. The main finding of the study is that thestudents mainly structure their answers along one of two differentnarrative templates; either a kind of historical master narrative withstrong foundations in traditional Swedish history culture, or a moregeneric story about the founding father as a ruthless or corruptpolitician, which is arguably influenced by presentism.
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| 31. |
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| 32. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation
- 2017
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Ingår i: Education 3-13. - London & New York : Routledge. - 0300-4279 .- 1475-7575. ; 45:5, s. 629-644
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Tidskriftsartikel (refereegranskat)abstract
- The topic of this article is how Swedish primary school students aged 12–13 use causal reasoning when they explain a historical event that is usually considered the ‘origin of the nation’. The study is based on student texts about the rise to power of Gustav Vasa, who is traditionally portrayed as the ‘founding father’ of Sweden. The analysis of the students’ causal reasoning takes into account how many, and what kinds of, causal factors the students use. The main finding of the study is that one category of students give causal explanations that adhere very close to the traditional image of the event, with Vasa as an important and heroic agent pitted against an antagonist, king Kristian II. Another category of students instead give generic explanations with very little historical context. Of these, the former category shows greater causal complexity than the latter. In both categories, there are instances of students failing to causally connect agents to the event, suggesting that teaching practices may need to address this issue.
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| 33. |
- Samuelsson, Johan, 1968-
(författare)
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Beckman, Jenny : Naturens palats
- 2001
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Ingår i: Polhem. - Stockholm : Svenska nationalkommitteń för teknikhistoria. - 0281-2142.
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 34. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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Between Democratic Ideals and Local Conditions : Elementary School Teachers' Narratives of Progressive Teaching in Sweden in the 1940s
- 2024
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Ingår i: Paedagogica historica. - : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 60:3, s. 389-413
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' implementation of and attitudes to school reforms and overriding pedagogical ideals have long been a topic of debate and research. In this article, we centre on teachers' descriptions of how progressive teaching was conducted as well as on the teachers' reasons for implementing such teaching in the 1940s. This study is based on written material consisting of 360 elementary school teachers' accounts of their teaching collected in 1946. The material was collected by a government investigation of how progressive teaching was conducted in Sweden. The accounts offer detailed descriptions of how pupils were activated and how elementary teachers at the time could use the community as a teaching resource. The article is inspired by a prosopography approach, in which the basic assumption is that it is possible to extend knowledge of social processes and societal development by studying the group profile of members of various institutions such as political or professional organisations. The analysis is based on John Dewey's and Larry Cuban's perspectives on progressivism. We found that, according to teaching the theme of pupils participation was frequently reported in 59% of the accounts, while student interaction (35%) and extended classroom (16%) were less reported. The teachers motivated their teaching on the basis of general ideals, as democracy. Also important were practical circumstances such as available teaching resources as well as physiological aspects as student's interest and development.
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| 35. |
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| 36. |
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| 37. |
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| 38. |
- Samuelsson, Johan, 1968-, et al.
(författare)
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Historical thinking about sources in the context of a standards-based curriculum : A Swedish case
- 2016
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Ingår i: Curriculum Journal. - New York/London : Taylor & Francis Group. - 0958-5176 .- 1469-3704. ; 27:4, s. 479-499
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Tidskriftsartikel (refereegranskat)abstract
- The increased interest in basing teaching on disciplinary thinkinghas had a profound impact on the syllabus for history in Sweden.Within this context, we examine how students demonstrate oneaspect of disciplinary thinking in history, namely reasoning abouthistorical sources. The material used is written answers to anassignment about historical sources in the national test in historyfor year 6. The analysis shows that many students are able to showat least some aspects of disciplinary thinking about sources, thoughthe vast majority has problems with contextualising the source inthe assignment. One explanation put forth is that the syllabus is notyet fully enacted in teaching practices.
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| 39. |
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| 40. |
- Samuelsson, Johan, 1968-
(författare)
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History as performance : Pupil perspectives on history in the age of ‘pressure to perform’
- 2018
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 47:3, s. 333-347
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Tidskriftsartikel (refereegranskat)abstract
- The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance.
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| 41. |
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| 42. |
- Samuelsson, Johan, 1968-
(författare)
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History Wars in Sweden? : A syllabus debate about nation, history, and identity
- 2017
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Ingår i: Historical Encounters. - Callaghan, NSW, Australia. - 2203-7543. ; 4:2, s. 30-47
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Tidskriftsartikel (refereegranskat)abstract
- History teaching and learning in schools has been the subject of history culture wars in countries such as Sweden, Australia, the US, and Canada. In a Swedish-specific context, this and similar debates should be viewed in relation to the fact that throughout the twentieth century, governments in Sweden, as well as other countries, have regarded history teaching in schools as an important builder of national consciousness. At the same time, Sweden has undergone substantial demographic changes in recent decades. This article analyzes the different perspectives put forward in a debate on the school subject of history in Swedish education as a new syllabus was being introduced. Seixas' approaches to history are used in the analysis. The debate was initiated by historians who criticized the syllabus for the absence of the period of Antiquity. Leading politicians also participated. The collective memory approach was a central perspective on history in schools in the debate.
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| 43. |
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| 44. |
- Samuelsson, Johan, 1968-
(författare)
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Kommunen gör historia : Museer, identitet och berättelser i Eskilstuna 1959-2000
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of the thesis is to examine the shaping of the identity of the municipality. One empirical question raised in the dissertation is how the municipal museum has been established as a part of the municipal administration. This is done through an empirical study of the municipality of Eskilstuna in the period 1959-2000 and its official historical narration. I have analyzed four cases where historical narration was produced, mainly by the city museum. These cases are: a city Jubilee in 1959, the building of a city museum in 1979, a city exhibition in 2000 and the documentary work of the museums in relation to contemporary society (Samdok). The historical narration of the municipality over time has some perspectives in common; it is mainly a genetical narration where the municipality’s character is transformation and development. Even if some themes change over time, this has been one basic element. The place that is in focus is also constant, the industrial sections of Eskilstuna. This means that a rather large area is excluded in the narrative. However it is important to emphasize one thing here, that the rural areas are mainly represented by prehistoric times up to the Middle Ages. The manifestation of identity is therefore problematic. The city, however, is associated with symbols of transformation, modernity and development. But even if the main perspective in the narrative is that of transformation, there is a more antiquarian or traditional part as well. Here the museum building plays an important part; the museum has been built up in what can be called the historical industrial milieu. There is one more aspect of the identity of the municipality that must be emphasized here. In many ways, the municipality has used symbols and epochs from national history, for example the Middle Ages, national saints, industrialization etc. In this way the municipality is constructed as a part of something typically Swedish. Even if there were permanent features in the narration, change and new perspectives were also included, such as immigrants, women and pop culture.
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| 45. |
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| 46. |
- Samuelsson, Johan, 1968-
(författare)
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Kunskapsdelning om undervisning i historia och SO-ämnena på sociala medier; en komparativ studie mellan USA och Sverige
- 2019
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2019:3, s. 101-121
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a study of how teachers share knowledge about teaching on social media, specifically in teacher groups on Facebook, which is a common channel for teachers sharing experience on teaching issues. Group discussion fora for teachers in the US and Sweden in History and Social Studies Subjects are compared. Most of the posts concern teaching content knowledge in various areas. There are very few examples of discussions on why a topic is being taught, however. The similarities between the US and Sweden in this context are significant, and can be understood as a result of a shared school system, which is characterized by a focus on performance, standards and tests. The group similarities can also be understood in relation to the special "Facebook culture” in which certain expected behaviours recur regardless of national context.
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| 47. |
- Samuelsson, Johan, 1968-
(författare)
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Läroverken och progressivismen : Perspektiv på historieundervisningenspraktik och policy 1920–1950
- 2021
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Perioden 1920-1950 innebar en intensiv utveckling av de svenska läroverken. Skolans demokratisering, privatläroverkens ställning och flickors tillgång till högre utbildning debatterades och omprövades. Diskussionen rörde inte heller bara skolans organisation utan också hur undervisningen kunde göras mer elevcentrerad och progressiv. Den progressiva skolan blev ett av idealen.I svensk skoldebatt har just läroverken beskrivits som förebilder, men också som stränga institutioner med auktoritära drag. Båda beskrivningarna har dock lidit brist på egentlig information direkt från lärarna. Johan Samuelsson tar därför sin utgångspunkt i ett tidigare outnyttjat källmaterial där lärarna redogör för hur de organiserade sitt och elevernas arbete. Hans fokus är berättelser som berör historieämnet som vid tiden gick från en nationell prägel till att bli mer samhälls- och samtidsfokuserat.Författaren belyser även lärarnas bakgrund, utbildning och samhällsengagemang. Han visar hur en krets av progressivt orienterade lärare intog centrala positioner i läroverkssverige och propagerade för sina arbetssätt i tidskrifter, lärarföreningar och utredningar. Den kritik som uppstod var polariserande och lämnar spår än idag.
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| 48. |
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