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- Lundahl, Lisbeth, 1951-, et al.
(författare)
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En styrning i tiden : [Time is on our side]
- 2004
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Ingår i: Studies in Educational Policy and Educational Philosophy. - Uppsala : Institutionen för lärarutbildning, Uppsala universitet. - 1651-6370 .- 1652-2729. ; :1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- In a short time Sweden has changed from having one of the most centralised education systems to one of far-going decentralisation and management by objectives and results. Accordingly, state regulation of teaching hours in comprehensive education has gradually become weakened. The paper addresses questions related to time governance and school development, mainly at the municipal and school level. How do local directors of education and headteachers reason about the national time table and other factors governing and constraining time allocation? What and who are defined as driving forces and obstacles in this respect?
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- Lundahl, Lisbeth, 1951-, et al.
(författare)
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En styrning i tiden
- 2004
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Ingår i: The 32nd Nordic Conference on Educational Research, Reykjavik, Iceland. - Reykjavik, Island.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Time use in Swedish schools : from state regulation to micro politics
- 2002
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Konferensbidrag (refereegranskat)abstract
- During the last twenty-five years, Sweden has turned from an education system characterised by strong central management and detailed regulation to having one of the most decentralised systems in Europe (OECD 1998). This shift has been accompanied by the introduction of market mechanisms, such as choice, vouchers and increased competition, and by considerable cuts in the budgets of municipalities and schools. Today the State prescribes the educational objectives of pre-school, primary and secondary school, and controls the extent to which educational goals have been reached. Most other decisions, however, concerning e.g. the organisation of work, choice of methods and class sizes, are delegated to the local and, in particular, to the school level. Recently, still further steps towards decentralisation and deregulation have been taken, in regards to the regulation of time use and time allocation in primary school. In this paper we critically examine the potential effects and importance of such a step, based upon an empirical study among school managers and headmasters. 1 Initially, the Swedish case is briefly presented and discussed in an international perspective.
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- Nyroos, Mikaela, 1973-, et al.
(författare)
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A matter of timing : Time use, freedom and influence in school from a pupil perspective
- 2004
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Ingår i: European Educational Research Journal. - 1474-9041. ; 3:4, s. 743-758
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Tidskriftsartikel (refereegranskat)abstract
- A weakening of central time regulation has constituted one aspect of the process of decentralisation and deregulation of Swedish education in the last two decades. In 1999 the Parliament decided on an experiment period permitting schools in 79 municipalities to allocate school hours more freely. The article aims at exploring and analysing pupils' experiences of the structuring of contents and work in schools without a national time schedule. Pupils' influence over schoolwork, and their individual responsibility and freedom to plan and use time are focused on. Thirty-one pupils, aged 14-15 years, were interviewed. They come from three comprehensive schools ranging from a strongly classified curriculum and teacher work to a curriculum characterised by a high degree of crossdisciplinary teaching and teacher teamwork. All three schools, to varying extent, have scheduled 'open lessons', when pupils choose content and activity. The majority of pupils appreciate having a responsibility and freedom to plan their own learning, but argue that they are generally not allowed to participate in decisions about teaching and learning. This is particularly the case in subject lessons, which are still mainly controlled by the teachers. The pupils prefer varied forms of teaching and learning and express a need for freedom as well as guidance and structure.
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