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A school for all : Special issue
- 2020
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- A special Issue of Nordic Journal of Studies on Education Policy, with contributions of among others, Mel Ainskow, Peder Haug, Michel Knigge, Lise Roll-Petersson, Kajsa Falkner, Christian Ydesen, Daniel Östlund, Thomas Barow.
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| 2. |
- Freier, Ronny, et al.
(författare)
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Juridification and regulative failures. The complicated implementation of international law into national schools
- 2024
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Ingår i: Journal of education policy. - 0268-0939 .- 1464-5106. ; 39:1, s. 83-104
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Tidskriftsartikel (refereegranskat)abstract
- This paper starts with the increasing discussions on juridification in education. Concerning theorizing on such processes, we examine the poor implementation of the UN Convention on the Rights of Persons with Disabilities Convention on the Rights of Persons with Disabilities, CRPD (2008) in the school sector of Germany. The paper considers the reasons for this failed endeavor by analyzing the complex, multilevel relations between policy and law in different national and historical contexts. With this, aspects of juridification as a process in education policy can be illuminated. In this regard, we suggest crucial aspects regarding juridification in public education: a focus on regulative failures in juridification processes, juridification's contexts, the mandate for putting it into action, the allocation of resources, and finally, its objective and subjective rights dimensions, i.e. how an individual can claim rights within the machinery of public education.
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| 3. |
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| 4. |
- Kirsten, Nils, 1981-
(författare)
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Kompetensutveckling som styrning : Om statliga insatser för lärares kompetensutveckling och hur de förhandlas i lärares lokala praktik
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teachers’ professional development (PD) is currently promoted as an important element of the pursuit of improved school results by researchers, politicians, and international organizations. Policy actors argue that the quality of teaching is the factor within school systems with the greatest significance for students’ learning outcomes, and that PD is an important instrument for enhancing such quality. Teachers’ PD has also become a higher priority among policy makers due to decentralization reforms that have deprived states of many of the policy measures previously available to them. However, teachers’ PD has rarely been investigated as a policy instrument. This is unfortunate for several reasons, including that surrounding governance structures are important for the effects of PD, and that most of the PD in which teachers partake is initiated by actors such as states, municipalities, or school leadership. Based on these arguments, the aim of this thesis is to develop knowledge about how teachers’ PD functions as an instrument for governing teachers’ work. The dissertation explores this issue through a comparative investigation of state initiatives for teachers’ PD in Sweden during the period 1991-2015. The dissertation devotes special attention to one intervention, the Literacy Boost (in Swedish Läslyftet), by also investigating its enactment at six schools during the 2015/16 academic year. The thesis shows that the Swedish state’s spending for teachers’ PD and school development increased significantly during the investigated period, especially after 2007, and, likewise, that teachers’ participation in PD increased. Moreover, article I shows that school agencies, since 1991, increased their engagement in teachers’ PD, that PD prescriptions became more detailed, and that evaluations of local enactment were used in more comprehensive ways. Based on the local enactment of the Literacy Boost, articles II and III illuminated the difficulty of translating external and cross-curricular messages to teachers’ local practice. While the PD model’s form of governance effectively induced teachers to discuss and enact instructions in the PD material, enactments took the form of additional activities rather than being made coherent with teachers’ present subject teaching. Thus, articles II and III indicated that, in order for PD messages to contribute to teaching, governance should be more specific to teachers’ present practice. Lastly, the dissertation illuminates a paradox regarding state-initiated PD in decentralized school systems. Although decentralization increases the state’s incentives to engage in teachers’ PD, the state’s ability to adapt PD initiatives to local needs is limited by the principles of decentralization.
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| 5. |
- Maija, Salokangas, et al.
(författare)
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The junior cycle reform form a comparative perspective : Assessment as curriculum practice according to Irish, Finnish, and Swedish teachers
- 2021
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Ingår i: Curriculum reform within policy and practice. - : Palgrave Macmillan. - 9783030507060 - 9783030507077 ; , s. 209-227
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Bokkapitel (refereegranskat)abstract
- The Junior Cycle Reform reduced the significance of a national exam at lower secondary level, by introducing continuous assessment conducted by teachers. Increasing teacher’s role in student assessment was controversial and sparked a national debate concerning the extent to which teachers should be involved in the assessment process. This chapter relates this Irish debate to developments elsewhere; countries that have taken very different approaches to student assessment in recent curriculum reforms. In particular, we compare how second level teachers perceive their role in student assessment in Ireland, Finland and Sweden. This leads us to argue that it is important to understand why similar quality and quantity of decision-making capacity can be perceived differently by teachers working in different contexts. Furthermore we argue that the tension between decisions to be made, how and by whom those decisions are controlled, and associated complexity and risks, create context-specific teacher autonomy mindsets, which constitute how autonomous a national teaching profession perceives itself.
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| 6. |
- Montelius, Anne, et al.
(författare)
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Att bygga en friskola : Om skolors organisation och lärares autonomi
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur går det till när en friskola byggs upp från grunden?Samtalet om den svenska friskolan är starkt politiserat och utgör ett väsentligt inslag i offentliga debatter och medierapportering. Den här boken vill försöka förstå friskolereformen genom att studera uppbyggnaden av en helt ny fristående gymnasieskola under dess första tre år. Fram till att friskolans första elevgrupp tar studenten får vi följa skolans lärare och deras arbetssituation. Konkreta exempel visar hur organiseringen av ett skolsystem med fria skolval och ekonomisk vinst, omfattande nationella prov och skolinspektion påverkar såväl lärares arbete och autonomi som skolans organisation. Genom att sätta in händelseförloppet i ett vidare sammanhang, både svenskt och internationellt, belyser författarna olika aspekter av friskolesystemet och lärares arbetsvillkor.
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| 7. |
- Nordholm, Daniel, et al.
(författare)
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State, municipality and local community. Exploring principal's autonomy and control in the rural north of Scandinavia
- 2022
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Ingår i: Education Inquiry. - London : Informa UK Limited. - 2000-4508.
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on Nordic school leaders and how rural principals experience autonomy and control in current governance regimes using a sample of principals in the very north of Norway and Sweden as a case. An analysis instrument constituting four different schooling domains (educational; social; developmental; administrative) and the ways in which autonomy and control are perceived within each domain structured the analytical work. The analysis showed that both Norwegian and Swedish principals experience a high degree of autonomy within the four domains. Regarding control, principals of the two countries intimated that control is generally more evident within the educational and administrative domains and less evident within the developmental and particularly within the social domain. Regarding differences between the two countries, Norwegian principals experienced more control from regional and local municipal level compared to their Swedish colleagues. The findings add important pieces to the current body of research on rural principals and school system governance.
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| 8. |
- Paulsrud, David, et al.
(författare)
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Decision-making in Context : Swedish and Finnish Teachers' Perceptions of Autonomy
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 64:5, s. 706-727
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Tidskriftsartikel (refereegranskat)abstract
- This article presents the results from a survey investigating 708 Swedish and 1583 Finnish teachers' perceived autonomy with a focus on the teachers' perceptions of who makes the most important decisions in school. Teacher autonomy is seen as exercised at different levels; by teachers individually in the classroom or by teachers as a collective in school; and in different domains of teachers' work, since the degree of decision-making by teachers is likely to differ between educational, social, developmental and administrational issues. Finnish and Swedish teachers' perceived autonomy varied in somewhat different ways between the domains. Finnish teachers generally perceived themselves to be more individually autonomous, while Swedish teachers were more collegially oriented.
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| 9. |
- Prøitz, Tine, et al.
(författare)
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Education Policy and Education Practice Nexuses
- 2023
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Ingår i: From Education Policy to Education Practice. - : Springer. - 9783031369698 - 9783031369704 ; , s. 1-16
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Bokkapitel (refereegranskat)abstract
- This introductory chapter addresses the complex interrelations between education policy and education practice developed under new ways of governance. It highlights education nexuses as a concept of its own right and discusses what constitutes the contemporary nexuses in education of today. Based on the cases of education nexuses presented in the volume the chapter summarizes four central characteristics of education nexuses and raise the issue of the need to re-consider how we study education policy and practice in the interface between structure and agency for the future developments in education.
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| 10. |
- Salokangas, Maija, et al.
(författare)
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Teachers' autonomy deconstructed : Irish and Finnish teachers' perceptions of decision-making and control
- 2020
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 19:4, s. 329-350
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Tidskriftsartikel (refereegranskat)abstract
- Teacher autonomy has been a popular topic of investigation over the past decades. This article contributes to the debate by casting light on Irish and Finnish teachers' perceptions of their professional autonomy, drawing from teacher interviews conducted in both countries. The intersection of newly introduced curriculum reforms, differing education governance models and differing control regimes make Ireland and Finland fertile points of comparison. Teacher autonomy is understood in this article as a multidimensional and context-dependent phenomenon, and the conceptualisation is presented in an analytical matrix applicable to comparative research. Findings indicate that teachers in both countries consider themselves very autonomous in their classroom practice and in their educational decisions overall. However, where much of the school-level decision-making in Finnish schools concerning educational, social and developmental issues tends to be in the hands of teachers (either collegially or as individuals), in Irish schools the senior management, and especially the principal, is reportedly more involved. Possibly the greatest difference is the ways in which teachers' work is controlled, and in how teachers perceive it; Finnish teachers report intensified external control from the civil society, whereas on top of parental pressures Irish teachers report also increasing pressures from the state agencies.
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