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- Ambrose, Anna, 1970-
(författare)
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Att navigera på en skolmarknad : en studie av valfrihetens geografi i tre skolor
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen beskriver och analyserar hur skolvalfriheten som policy, det vill säga uppfattad möjlighet och hot tar sig i uttryck i vardaglig praktik. Aspekter av diskurser, praktiker analyseras i avhandlingen utifrån olika aktörers handlingshorisonter. Avhandlingens kontext består av en urbant belägen lokal skolmarknad, inom vilken aktörers praktiker och strategier undersöks. Avhandlingen behandlas således hur ungdomar, familjer och skolprofessionella navigerar skolvalfriheten i en alltmer polariserad och storstadsregion. Teoretiskt ramas studien in av Pierre Bourdieu sociologi samt koncept från det kulturgeografiska fältet. Metodeoliskt bygger avhandlingen på empiri insamlat med etnografiska metoder under läsåret 2012-2013. I de fem empiriska kapitlen diskuteras hur föreställda geografier, skolhabitus, rykten och symboliska gränser förhandlas av studiens aktörer. I det avslutande kapitlet diskuteras och analyseras avhandlingens främsta bidrag. Kapitlet lyfter också några frågeställningar som måste adresseras för ett mer jämlikt utbildningssystem.
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| 2. |
- 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. |
- Nordin, Andreas, Docent, 1972-, et al.
(författare)
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Exploring Curriculum Change Using Discursive Institutionalism : A Conceptual Framework
- 2018
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 50:6, s. 820-835
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Tidskriftsartikel (refereegranskat)abstract
- The article aims to explore to what extent and in what ways discourseinstitutionalism can contribute to the understanding and analysis ofcurriculum change in a globalized context. By focusing specifically oncurriculum change, this article proposes how discourse institutionalismcan contribute to the so-called ‘crisis of curriculum theory’ by addressing(i) the non-linearity of change, (ii) the process of the translation of ideasand (iii) actor agency. The text is structured in three sections. In the firstsection, we elaborate on the notion of curriculum change as a vitalconcept for the field of curriculum theory in a globalized context, focusingon processes of recontextualization and the translation of curriculumcontent. In the second, we elaborate on discourse institutionalism as acontributing approach to the analysis of such processes of curriculumchange, constructing a conceptual framework. In the third and finalsection, we give some examples of how the conceptual framework canbe used in analysing curriculum change, using the 2011 Swedish curriculumreform (Lgr 11) as an empirical reference, and the result showsthat the conceptual framework offers a wide repertoire of possibleapproaches to analysing curriculum change, both vertically andhorizontally.
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| 5. |
- Norman, Ann-Charlott, 1965-
(författare)
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Towards the creation of learning improvement practices : Studies of pedagogical conditions when change is negotiated in contemporary healthcare practices
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the early 2010s, competitive market logic was introduced into healthcare systems so as to achieve rapid improvements. This took place as improvement policies began to emphasize the notion of collaboration as a method of ensuring patient safety across organizational boundaries. This thesis addresses how staff, in their practical improvement work, balance economic values, on the one hand, against meaningful solutions for the patient, on the other. The research interest focuses on the particular interpretations about improvements that emerge in negotiations about change. These interpretations are foundational to the learning that simultaneously takes place. The aim of the thesis is to analyse and explain the pedagogical conditions that take place in improvement practices in a healthcare system in the 2010s.The thesis takes its theoretical point of departure in a pedagogical theory that describes how contextual conditions influence learning processes in a specific practice where communication is foundational for learning. The thesis uses critical discourse analysis as a methodological point of departure and builds on a model of improvement work, namely, the clinical microsystem. The first study consists of a literature review of the microsystem framework. Subsequently, three case studies were conducted at Jönköping county council, Sweden. Discussions of improvements at clinical meetings and improvement coaches’ reflections over their pedagogical approaches provide the empirical data for the case studies.The findings show that market logic gives rise to a number of displacement effects with respect to learning processes. Short-term profits are shown to supersede goals of a more profound development of knowledge. The composition of an improvement practice is of critical importance to the nature of the negotiation that takes place, and thus how the practice comes to successfully challenge things that are taken for granted and the power structures that exist within the practice. Improvement coaches themselves become pedagogical prerequisites under the influence of the prevailing conditions, as they promote different learning organizations. This thesis develops the conceptual framework that is instantiated by the clinical microsystem, and it also contributes to the social constructionist field of improvement science by establishing pedagogical and discursive perspectives on improvement and change.
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| 8. |
- Sundberg, Isak
(författare)
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Exploring Links between Melatonin, Inflammation and Depression
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Major depressive disorder (MDD) is one of the leading global causes of disease burden. Worse yet, about one third of the patients with MDD do not experience a remission with current treatments. The symptoms of MDD likely represent a variety of underlying pathologic processes and more knowledge about these processes is needed to optimize treatment for MDD. The focus of this thesis was to study the relationship between inflammation, melatonin and symptoms of depression. In papers I-III a population of young adults seeking psychiatric care was examined for depressive symptoms, melatonin levels in saliva, gastrointestinal (GI) symptoms and inflammatory markers in blood. In paper IV a cohort of patients with hepatitis C receiving treatment with new direct-acting agents (DAAs) were prospectively followed during treatment for depressive symptoms and sleep.All patients were diagnosed by means of structured or semi-structured interviews and depressive symptoms were assessed with the self-rating version of the Montgomery Åsberg Depression Rating Scale. Sleep quality was measured by the Pittsburgh Sleep Quality Index, and GI symptoms were assessed with the Gastrointestinal Symptom Rating Scale-IBS. Melatonin in saliva was measured using enzyme-linked immunosorbent assay, and inflammatory markers in blood were analysed by proximity extension assay.In young adults seeking psychiatric care melatonin levels at bedtime were inversely correlated with depressive symptoms. In those patients with a current depressive episode low melatonin values at bedtime were a negative prognostic factor for response after 6 months (paper I). Postprandial melatonin levels were positively associated with GI symptoms of bloating and pain (paper II). Postprandial melatonin levels were also associated with the inflammatory markers vascular endothelial growth factor A (VEGF-A), monocyte chemoattractant protein-1 (MCP-1) and monocyte inflammatory protein-1α (MIP-1α). Evening levels of melatonin did not correlate with the inflammatory markers. VEGF-A and MCP-1 as well as postprandial levels of melatonin correlated with a diagnosis of anxiety disorder, whereas MIP-1α correlated with MDD (paper III). Patients with hepatitis C underwent treatment with DAAs without experiencing pronounced psychiatric side effects in terms of depressive symptoms or sleep disturbances (paper IV).In summary, the findings confirm a relationship between bedtime melatonin levels and depressive symptoms. The findings also show a connection between daytime melatonin and GI-symptoms. In addition, the findings indicate an association between inflammation and daytime melatonin. Together these results demonstrate links between melatonin, inflammation and depression. Lastly, interferon-free treatment against hepatitis C did not induce depressive symptoms.
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