| 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. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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