| 1. |
- Andrée, Maria, 1974-
(författare)
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Den levda läroplanen : en studie av naturorienterande undervisningspraktiker i grundskolan
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to develop knowledge about what students actually learn in lower secondary school science, regardless of intentions and policies. This is conceptualized as a study of the lived curriculum. During the last decades, new ways of organizing classroom work have evolved in Sweden. Students are to an increasing extent expected to take responsibility for what, when, and how they study. The aim of this thesis is therefore delimited to the study of which lived curriculum is constituted in such an individually organized science classroom practice.The theoretical foundation is a cultural-historical activity-theoretical perspective on human learning and development. The point of departure is that what we learn must be understood as an aspect of the activities we engage in. The research approach is ethnographic; field studies were conducted in two science classes, grades six and seven (ages 12 to 14 years old), in a Swedish midsized compulsory school during one school-year.The first result is that two different practices are discerned in the studied science classroom. One classroom practice is a criteria-based practice, where students work individually with local school criteria determining what students must be able to do in order to get a pass or a pass with distinction in the natural science subjects. The other classroom practice is a laboratory practice, where students do laboratory experiments and write laboratory reports. The second result is that students, in both practices, participate in different actions; either production and reproduction of correct answers or development of conceptual relations. These actions correspond in varying degrees to different motives; as a consequence, different scientific formation is made possible in the two different actions. A third result is that classroom practice supports student participation in the action of reproducing correct answers; while participation in the development of conceptual relations is a more risky and uncertain endeavour. However, there is evidence that students’ ways of participating can change, to a more qualified, as conditions for work change.A conclusion is that work in science classroom practice cannot, as suggested in previous research, be comprehended in terms of cultural border-crossings, between a culture of science and student cultures. Rather, work in science classroom practice must be conceptualized in terms of schooling.
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| 2. |
- Berg, Marie, 1955, et al.
(författare)
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Postpartum consultation: Occurrence, needs and expectations
- 2008
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Ingår i: BMC pregnancy and childbirth. - : Springer Science and Business Media LLC. - 1471-2393. ; 8:29, s. 1-8
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: As a matter of routine, midwives in Sweden have spoken with women about their experiences of labour in a so-called 'postpartum consultation'. However, the possibility of offering women this kind of consultation today is reduced due to shortage of both time and resources. The aim of this study was to explore the occurrence, women's requirements of, and experiences of a postpartum consultation, and to identify expectations from women who wanted but did not have a consultation with the midwife assisting during labour. METHODS: All Swedish speaking women who gave birth to a live born child at a University Hospital in western Sweden were consecutively included for a phone interview over a three-week period. An additional phone interview was conducted with the women who did not have a postpartum consultation, but who wanted to talk with the midwife assisting during labour. Data from the interviews were analysed using qualitative content analysis. RESULTS: Of the 150 interviewed women, 56% (n = 84) had a postpartum consultation of which 61.9% (n = 52) had this with the midwife assisting during labour. Twenty of the 28 women who did not have a consultation with anyone still desired to talk with the midwife assisting during labour. Of these, 19 were interviewed. The content the women wanted to talk about was summarized in four categories: to understand the course of events during labour; to put into words, feelings about undignified management; to describe own behaviour and feelings, and to describe own fear. CONCLUSION: The survey shows that the frequency of postpartum consultation is decreasing, that the majority of women who give birth today still require it, but only about half of them receive it. It is crucial to develop a plan for these consultations that meets both the women's needs and the organization within current maternity care.
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| 3. |
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| 4. |
- Carlgren, Ingrid
(författare)
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The Swedish comprehensive school-lost in transition?
- 2009
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Ingår i: Zeitschrift für Erziehungswissenschaft. - : Springer Science and Business Media LLC. - 1434-663X .- 1862-5215. ; 12:4, s. 633-649
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish comprehensive school system was developed from 1950 to 1971. In the 1990s the system was radically restructured. Developments were based on consensus between different political parties up until the 1980s, however after this date the debate has become more polarised. In 2006 an alliance of four parties was elected to government and began to realise a 'new educational policies'. As in many other countries, the results of PISA and other international comparative tests are used to 'scandalise' the existing educational system in order to accelerate the introduction of change. However, it is not the under-achieving restructured school which is scandalised but the ideas and ideals of the previous, not under-achieving, comprehensive school system. In this article the development of the Swedish school model, as well as its changes during the 1990s and thereafter, are described-against the background of the Swedish welfare model and alterations to it.
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| 5. |
- Gustavsson, Laila, 1947-
(författare)
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Att bli bättre lärare : hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on teachers’ professional development during an in-service training period. The aim is to analyse and describe how the teachers talk about and handle lesson content. The first question concerns changes in relation to a specific object of learning. The second question concerns how they relate to a theoretical framework and the third question concerns differences in the students’ learning outcome and if it can be understood in relation to the teachers’ development. The variation theory is the theoretical framework that is used for lesson planning as well as when analysing results. The basis of the study is that learning always is the learning of something and that the teachers’ activity as well as the students’ activity constitutes the space of variation that decides what is possible to learn concerning a delimited object of learning, i.e. the enacted object of learning. The object of learning is seen as a capability and it can be defined by its critical features. The constitution of the meaning aimed for the critical features of the object must be discerned. The intentional object of learning describes the teachers’ intention with the lesson, and the lived object of learning is what the students really discerned. The theoretical assumption is that learning always assumes an experienced variation where learning is seen as a change in the learners’ possibility to experience the world in a certain way. You have to have experienced a phenomenon’s variation to understand its meaning, i.e. what we experience is how something differs from something else. The method is Learning study and it can be described as a hybrid of the Japanese Lesson study and Design experiment. A Learning study is theoretically grounded and the primary focus is on an object of learning. The learning study group consisted of three teachers and most often two researchers. Each member had equal status in the group. The object of learning seen from the teachers’ perspective was the variation theory that was gradually introduced by the researchers. The empirical material was generated from audio-taped discussions and from videotaped lessons. The findings should be seen as a contribution to the discussion about teachers’ professional development. The teachers participated in a collective construction of professional knowledge and it can be stated that the teachers had no problem changing their discussions to focus on a specific object of learning when the theoretical framework was used in relation to their own practices. Another finding is that the change in how the teachers handled the object of learning influenced the students’ learning in a positive way although the results were subtle.
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| 6. |
- Gustavsson, Laila, 1947-
(författare)
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Att bli bättre lärare : Hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on teachers’ professional development during an in-service training period. The aim is to analyse and describe how the teachers talk about and handle lesson content. The first question concerns changes in relation to a specific object of learning. The second question concerns how they relate to a theoretical framework and the third question concerns differences in the students’ learning outcome and if it can be understood in relation to the teachers’ development. The variation theory is the theoretical framework that is used for lesson planning as well as when analysing results. The basis of the study is that learning always is the learning of something and that the teachers’ activity as well as the students’ activity constitutes the space of variation that decides what is possible to learn concerning a delimited object of learning, i.e. the enacted object of learning. The object of learning is seen as a capability and it can be defined by its critical features. The constitution of the meaning aimed for the critical features of the object must be discerned. The intentional object of learning describes the teachers’ intention with the lesson, and the lived object of learning is what the students really discerned. The theoretical assumption is that learning always assumes an experienced variation where learning is seen as a change in the learners’ possibility to experience the world in a certain way. You have to have experienced a phenomenon’s variation to understand its meaning, i.e. what we experience is how something differs from something else. The method is Learning study and it can be described as a hybrid of the Japanese Lesson study and Design experiment. A Learning study is theoretically grounded and the primary focus is on an object of learning. The learning study group consisted of three teachers and most often two researchers. Each member had equal status in the group. The object of learning seen from the teachers’ perspective was the variation theory that was gradually introduced by the researchers. The empirical material was generated from audio-taped discussions and from videotaped lessons. The findings should be seen as a contribution to the discussion about teachers’ professional development. The teachers participated in a collective construction of pro-fessional knowledge and it can be stated that the teachers had no problem changing their discussions to focus on a specific object of learning when the theoretical framework was used in relation to their own practices. Another finding is that the change in how the teachers handled the object of learning influenced the students’ learning in a positive way although the results were subtle.
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| 7. |
- Hultén, Magnus, 1970-
(författare)
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Naturens kanon : formering och förändring av innehållet i folkskolans och grundskolans naturvetenskap 1842–2007
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation analyses the science curriculum in Swedish compulsory school 1842–2007. National curricula, textbooks, textbook adverts, and handbooks are analysed. These all have a strong position in defining the school curricula and their contents, methods and aims, and can therefore be called canonic texts. What contents, methods and aims have dominated the curricula? How have these changed? The aim of the study is to contribute to the understanding of what ideologies have dominated compulsory school science texts and how these ideologies have been shaped by social, pedagogical and cultural currents in society.The start of this study is set by the issuing of the first Statute on Common Schools in Sweden, June 18, 1842. In this statute a natural science based subject was present. Even though the subject wasn’t new to the public school system, the year 1842 marked an important step in the formation of a “science for the people” in Sweden.Six different canons are discerned in the history of the science subject in compulsory school: God’s canon (1842–1900); The canon of the physical environment (1900–1919); The canon of the national landscape (1919–1936); The canon of the citizen (1936–1962); The canon of science (1962–1980); and The canon of the bricoleur (1980–2007).On a broad scale, these canons have been shaped by on the one hand natural science and on the other hand broad social, cultural and pedagogic currents in society. While researchers have mainly focused on the first source of influence, the latter have to a large extent been neglected. In the thesis I show that there have been major changes in the curriculum genre over time and that these changes first and foremost must be understood as shaped by pedagogic, social and cultural forces.
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| 8. |
- Hultén, Magnus, 1970-
(författare)
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Nature's Canon : The Formation and Change of the Science Curriculum in Swedish Compulsory School 1842–2007
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation analyses the science curriculum in Swedish compulsory school 1842–2007. National curricula, textbooks, textbook adverts, and handbooks are analysed. These all have a strong position in defining the school curricula and their contents, methods and aims, and can therefore be called canonic texts. What contents, methods and aims have dominated the curricula? How have these changed? The aim of the study is to contribute to the understanding of what ideologies have dominated compulsory school science texts and how these ideologies have been shaped by social, pedagogical and cultural currents in society.The start of this study is set by the issuing of the first Statute on Common Schools in Sweden, June 18, 1842. In this statute a natural science based subject was present. Even though the subject wasn’t new to the public school system, the year 1842 marked an important step in the formation of a “science for the people” in Sweden.Six different canons are discerned in the history of the science subject in compulsory school: God’s canon (1842–1900); The canon of the physical environment (1900–1919); The canon of the national landscape (1919–1936); The canon of the citizen (1936–1962); The canon of science (1962–1980); and The canon of the bricoleur (1980–2007).On a broad scale, these canons have been shaped by on the one hand natural science and on the other hand broad social, cultural and pedagogic currents in society. While researchers have mainly focused on the first source of influence, the latter have to a large extent been neglected. In the thesis I show that there have been major changes in the curriculum genre over time and that these changes first and foremost must be understood as shaped by pedagogic, social and cultural forces.
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| 9. |
- Landahl, Joakim, 1974-
(författare)
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Auktoritet och ansvar : Lärares fostrans- och omsorgsarbete i historisk belysning
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How has teachers’ work changed during the 20th century? This question is addressed in this dissertation that deals with two aspects of teachers’ work: moral education/discipline and care. The two aspects relate to two distinct, yet sometimes interconnected problems: the norm-breaking and the suffering child. Drawing on a rich source of material, consisting of handbooks, magazines and journals for teachers, interviews, life histories, school memories, novels, commission reports etcetera, and theoretically interpreted within a frame of mentalities, modernity and institutional features of schooling, the process of change is described in terms of contrasts between “the past” and “the present” or between the modern and the late modern condition. The results are presented in two parts, dealing with discipline (part II) and care (part III). Part II deals with changes in the meaning of discipline or moral education by focusing on the changes of what has been seen as a discipline problem, and the ways in which discipline problems can be counteracted. The question of the meanings of discipline problems is first illustrated by the “rise and fall” of the lying school child. The emphasis is on the ways in which the lie was held to be problematic in the early 20th century, but the fundamental aim is to understand the process of change whereby lies came to be seen as less important and dramatic as a problem for moral education. The meaning of discipline is further analysed in a study of conceptions of the school class. Contrasting the concept of bullying with the idea that the school class is characterised by a high level of solidarity (common in the first part of the 20th century), the changes of moral education are analysed. Further, the transformations of the school punishment are discussed, with a focus on ideas on the good punishment. After concluding the chapters on moral education, the focus shifts towards the teachers’ responsibility toward the suffering school child (part III). The point of departure here is that the problem of the suffering school child is not a self evident problem in the same way as the problem of the norm-breaking child. This means that the analysis of changes in caring relationships in schools has to focus on the ways in which suffering is made visible as a responsibility for the teachers. First there is an analysis of how the attitudes towards the value of being happy at school can shift historically, and how these changes can be related to shifting views on schooling as a phase of preparation. Further the process of making suffering visible is investigated. It is argued that contemporary teachers are both expected to and able to see the suffering of the child in a new way. Another chapter deals with school hygiene and “crisis pedagogy”. These are two different ways of speaking about what it means to work for wellbeing in schools that belong to two different historical time periods. The two projects are both about wellbeing, but the first had “sickness” as the fundamental concept, whereas the later has “sorrow” as its fundamental concept. The former is characterised by a belief in progress and segregation, whereas the latter is characterised by a belief in inclusion and close personal relationships. In describing aspects of teachers work that have often been perceived as difficult to handle, the dissertation’s object, in the widest sense, is to give new perspectives on the meaning of working conditions, and by implication, the historical changes of these conditions. In an even more general sense the aim is to give new perspectives on schooling in late modern societies.
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| 10. |
- Ståhle, Ylva, 1956-
(författare)
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Pedagogiken i tiden : Om framväxten av nya undervisningsformer under tidigt 2000-tal – exemplet Kunskapsskolan
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study concerns the new educational activities that emerge within the deregulated school system at the beginning of the 21st century. Which ideas guide the work? How is the activity formed? What does one hope to achieve? The aim of the thesis is to explore these educational practices in one of the larges independent schools in Sweden – Kunskapsskolan.The study was based upon a sociocultural perspective on learning and on twenty situated interviews with seven principals. Tools central for the activity in Kunskapsskolan were used as basis for the interviews. A qualitative analysis has been used; one of the methods for analysis applied is phenomenography.The study shows how the school, with the help of centrally developed tools, organised the teaching and the environments for learning that were implemented in all schools of the company. Individually organised teaching is the foundation for all teaching, where the students are expected to be self-regulated and self-correcting and use the tools provided for their learning. With regards to the students’ learning, the teachers’ role is mainly related to individual tutorial conversations. Thereby the tools intended to create freedom and control for the students, also create problems and obstacles. Students who do not learn to use the tools have difficulties in managing their studies.The new tools also affect the teachers’ work. In comparison with other schools, the teachers are expected to submit to the educational model and a centrally controlled planning. The teaching is centrally planned in subject specific stages or subject integrated courses. Teachers can influence the central planning by working collaboratively in teacher teams but not individually. The main commission of the teachers is to follow the educational model decided by the company.In comparison with the traditional school, both teachers and students are given new roles. When learning is individually organised for the students, the teachers are expected to develop their knowledge collectively. According to the results, both students and teachers have different approaches to the system – they can submit to the system or approach it in a more independent and reflective way.
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