| 1. |
- Gäreskog, Petra
(författare)
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Jurisdiktion och arbetsfördelning : Yrkesgruppers arbete med särskilt stöd i förskolan
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this licentiate thesis is to increase our knowledge about the division of labor in the work with children in need of special support in preschools as described by the occupational groups of preschool teachers and special educational needs coordinators (SENCOs). This is explored in two separate studies.In the first study, the tasks, perceptions, and roles of SENCOs in preschools are examined. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs who work in preschools were extracted from the survey. These responses were analysed in Study I involving 523 participants. The results show that SENCOs’ working hours are primarily spent on consultation. SENCOs further report that they are able to influence their colleagues’ views on children's difficulties to a high degree. Most SENCOs in the study believe that the most important reason why children encounter difficulties in preschools is that preschools are poorly adapted to deal with children's differences. The results of this study are theoretically interpreted on the basis of Abbott's (1988) reasoning about jurisdictional control. Persson's (1998) two perspectives on different ways of understanding children's difficulties, namely a categorical and a relational perspective, are also used to interpret the results.Study II analyses how preschool teachers describe which occupational group claims jurisdiction over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis of the data is based on Abbott's (1988) division of professional work into three aspects: a) formulating a problem, b) reasoning about the problem, and c) treating the problem. The results show that the area where preschool teachers claim jurisdictional control is related to the formulation of the problem. Preschool teachers do not, on the other hand, seem to claim jurisdictional control over the part of professional work that concerns reasoning about the problem. The results show a contradictory image of the treatment of the problem. Preschool teachers sometimes describe themselves as claiming jurisdictional control over treatment and other times describe how SENCOs have jurisdiction over the treatment of the problem.In the licentiate thesis, Abbott's (1988) reasoning about jurisdiction of occupational groups and Persson's (1998) categorical and relational perspectives for understanding children's difficulties are brought together and put in relation to different perspectives on inclusion.
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| 2. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability
- 2022
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382
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Tidskriftsartikel (refereegranskat)abstract
- Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
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| 3. |
- Hirsh, Åsa, et al.
(författare)
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Reviews of teaching methods : which fundamental issues are identified?
- 2022
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 13:1, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to discern and discuss issues with relevance to the tension between contextuality and generalisation, which recurrently are identified over time in research reviews of teaching methods. The 75 most cited reviews on teaching methods listed in the Web of Science from 1980 to 2017 were analysed. Since our interest is the claims made in each article about the teaching method under study, the analysis concerned the abstract, results, discussion, conclusion, and implication parts of each review. Three main issues, cutting across the reviews over time, were identified: 1) the abundance of moderating factors, 2) the need for highly qualified teachers, and 3) the research-practice gap. It is argued that the three issues reflect tensions in original research. The implications of these findings are discussed in the article. One main conclusion is that such issues ought to be more explicitly attended to and elaborated in both primary and secondary level research. The importance of viewing validity as a multidimensional concept, including internal, external, and ecological aspects, is underlined. Further, ideas from realistic reviewing are used to discuss a contextually bound approach to causality.
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| 4. |
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| 5. |
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| 6. |
- Klang, Nina, 1978-, et al.
(författare)
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A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.
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| 7. |
- Klang, Nina, 1978-, et al.
(författare)
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Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
- 2020
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Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
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| 8. |
- Klang, Nina, 1978-, et al.
(författare)
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Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms
- 2022
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Ingår i: Nordic Journal of Literacy Research. - : Nordic Open Access Scholarly Publishing (NOASP). - 2464-1596. ; 8:1, s. 44-64
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines.
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| 9. |
- Larsliden, Bibbi, 1960-, et al.
(författare)
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Is it possible for pupil welfare teams to work health promoting and preventively? - A case study
- 2024
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Ingår i: International Journal of Inclusive Education. - : Routledge. - 1360-3116 .- 1464-5173. ; 28:3, s. 296-310
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Tidskriftsartikel (refereegranskat)abstract
- Prior research about pupil welfare teams have identified problems at several levels: those of leadership, interprofessional cooperation, cooperation between the pupil welfare team and teachers, and type of work carried out. Perhaps most importantly, teams seem to work primarily with 'firefighting', i.e. acting reactively when problems already have occurred, rather than in a health promoting and preventive way. On the one hand, health promotion and prevention are endorsed as desired ways to work (e.g. SFS 2010, 800); on the other hand, reactive measures seem to dominate in practice. In order to try to bridge this gap, we carried out a study of a pupil welfare team in Sweden that we had reason to believe worked more in line with the health-promoting and preventive manner of working that is recommended. Since we could not know a priori whether the team studied worked in a qualitatively different way than other teams studied in prior research, we were led by two overarching research questions: (1) Is the studied team working in a heath promoting and preventive way? and (2) If so, how did their way of working emerge and how is it sustained? Our overriding purpose is to increase our knowledge concerning whether and how pupil welfare teams can become more health promoting and preventive in practice. More specifically, we are interested to find factors that contribute to the development and sustainability of health promoting and preventive work in pupil welfare teams.
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| 10. |
- Miškolci, Jozef, et al.
(författare)
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Complexities of preparing teachers for inclusive educationComplexities of preparing teachers for inclusive education : case-study of a university in Sweden
- 2021
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:4, s. 562-576
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Tidskriftsartikel (refereegranskat)abstract
- Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.
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| 11. |
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| 12. |
- Nilholm, Claes, 1957-
(författare)
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Research about inclusive education in 2020 : How can we improve our theories in order to change practice?
- 2021
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:3, s. 358-370
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Tidskriftsartikel (refereegranskat)abstract
- Since the Salamanca Statement was published in 1994 a massive amount of research has addressed the issue of inclusive education. Yet, there is a sense of lack of progress which seems to necessitate a critical look at the field while not neglecting advancements made. Such advancements concern the development of theory, a concept which is given a broad interpretation in the paper. Both theories with limited scope and more encompassing theories have been developed. However, from the point of view of Lewin ' s well-known formulation 'there is nothing as practical as a good theory' there seems to be a lack of theories that have empirically been shown to be successful tools in the development of more inclusive school systems, schools and classrooms. The case study seems to be a methodological approach well suited for the development of such theories. Two examples from Sweden, one from the school level and one from the classroom level, are used to illustrate the potential of case-studies to develop theory in this area of research.
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| 13. |
- Nilholm, Claes, 1957-, et al.
(författare)
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Systematik och reflektion : Om att sammanställa forskning
- 2022
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Ingår i: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 31:2, s. 7-28
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Tidskriftsartikel (refereegranskat)abstract
- On being systematic and reflective when compiling researchThe purpose of this article is to demonstrate the importance of compila- tions of research being both systematic and reflective. The general point about the importance of reflection is illustrated by describing how a specific approach to compiling research, SMART (Systematic Mapping and Analysis of Research Topographies), has been used. SMART is based on a pragmatic perspective. This entails an openness to different scientific research traditions. The pragmatic starting point also means that compilations of research are linked to questions about how society and democracy can be developed. In this article, we describe how the ap- proach has been used to compile research on 1) inclusion and 2) teaching, respectively. Finally, the article discusses 1) the importance of compila- tions of research being both systematic and reflective 2) the question of how we should understand the increasing number of research reviews in the field of education science and 3) implications of the reasoning in the article for policy and practice.
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| 14. |
- Nilholm, Claes, 1957-, et al.
(författare)
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The aims and meaning of teaching as reflected in high-impact reviews of teaching research
- 2021
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Ingår i: Teaching and Teacher Education. - Amsterdam : Elsevier. - 0742-051X .- 1879-2480. ; 107
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Tidskriftsartikel (refereegranskat)abstract
- The aims and meaning of education and teaching are contested. This article empirically explores the aims that dominate present research about teaching as reflected in high-impact reviews of research about teaching (n = 75). Four types of aims are discerned: knowledge/cognitive aims, social aims, aims encompassing the development of personal characteristics and democratic aims. With some exceptions, the reviews analyse teaching with regard to knowledge and cognitive aims only and do not explicitly attend to the aims of schooling or guiding documents. The implications of these empirical findings are discussed in light of the educational philosophies of Dewey and Thorndike.
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| 15. |
- Olsson, Ingrid I., et al.
(författare)
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Inclusion of pupils with autism : a research overview
- 2023
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis Group. - 0885-6257 .- 1469-591X. ; 38:1, s. 126-140
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Tidskriftsartikel (refereegranskat)abstract
- This overview, or review of reviews, synthesises the contributions of influential research on education of autistic pupils to a) characterise this research and b) analyse the potential of this research to further inclusive education. The 80 most-cited reviews in Web of Science targeting research on education of autistic pupils were analysed. From the standpoint of inclusive education, several shortcomings in the research field were identified: First, the reviews very seldom explicitly address inclusion. Second, when they do, inclusion is narrowly understood. Third, only about half of the reviews concerned regular education. Finally, most reviews report positive effects but provide limited knowledge about what methods are most useful for specific sets of pupils and in which situations. The majority explores how to reduce symptoms of autism and how to foster socio-communicative skills. The Inclusive Education Model (IEM) was developed to analyse how different types of research, including research not specifically addressing inclusion, provide different forms of knowledge about how to increase inclusive schooling. The findings are discussed in relation to needs for future research on inclusion and it is argued that the field would benefit from more explicit orientations towards inclusive education. The benefits and shortcomings of IEM are discussed
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| 16. |
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| 17. |
- Patoulioti, Eleni, et al.
(författare)
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What is meant by 'community' in different theoretical traditions? : An analysis of influential educational research
- 2023
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Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 38:6, s. 751-765
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Tidskriftsartikel (refereegranskat)abstract
- Research on inclusive education often derives from a broader understanding of inclusion, namely as a radical change in schooling. Within this strand of research, several authors in the field have envisioned this change to be materialised in the image of schools and classrooms as communities with various characteristics where differences are seen as resources. Nevertheless, the word 'community' can carry a variety of meanings, especially when used in the field of education in which multiple theoretical traditions co-exist. The aim of this paper is to provide an analysis of the meanings of the word 'community' throughout influential educational research and in relation to the different theoretical traditions that inform it. The meanings are analysed through a reading of the 50 most highly cited educational research papers in the database Web of Science that are concerned with communities in schools and classrooms. Through a thematic analysis of the definitions and descriptions of community in the sample, four metaphors were identified - community as Idealised-Home, Idealised-Academia, Idealised-Polis, and Power-Resisting Space. These meanings are discussed in relation to the theoretical traditions discerned and their implicit societal purposes. Moreover, implications of the review for research on inclusive education are discussed.
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| 18. |
- Paulsrud, David
(författare)
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Inkludering i skolan? : Mellan motstridig utbildningspolicy och en mångprofessionell undervisningspraktik
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Although inclusive education has been a global political aim for decades, it seems to have been difficult to take substantial steps towards inclusion in teaching practice. While previous research shows that the recontextualization of inclusive education from policy to practice is complex and involves several aspects, studies rarely take more than one or a few of these aspects into account and tend to focus on either the policy level or the teaching of students with different needs in schools and classrooms. The aim of this thesis is to gain a broader understanding of these matters through three sub-studies analyzing Swedish national policies as well as teachers’ and special educators’ enactment of inclusive education in schools. Drawing on a multidimensional understanding of policy enactment, the studies make use of multiple analytical tools and procedures in order to take into account both discursive, interpretive and contextual aspects of enactment. The thesis shows that the recontextualization of inclusive education from policy to practice is associated with a number of dilemmas, which need to be resolved by local school actors. Firstly, Swedish education policies on differentiation, special education and inclusive education have been constructed over time as solutions to different problems, thus imposing conflicting demands on practitioners. Secondly, the analyses show how both policy documents and local school actors’ descriptions of their practice are largely shaped by discourses emphasizing student performance in relation to standardized goals, which constrain inclusive ambitions. Nevertheless, the findings present many examples of inclusive cooperative practices and creative classroom resolutions to dilemmas. In this regard, the thesis illuminates how the room for interpretation and action while enacting policy can differ between actors depending on their position in the local school organization, exposure to external policy demands and contextual constraints. By illustrating how local school actors navigate through conflicting demands by moving between discourses and practices that are inclusive in some aspects but not in others, the thesis contributes both empirically and theoretically to research on inclusive education and policy enactment.
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| 19. |
- Paulsrud, David, et al.
(författare)
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Teaching for inclusion : a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support
- 2023
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Ingår i: International Journal of Inclusive Education. - : Routledge. - 1360-3116 .- 1464-5173. ; 27:4, s. 541-555
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Forskningsöversikt (refereegranskat)abstract
- This article presents a review of qualitative research on interprofessional cooperation between regular teachers and special educators published from 2005 to 2019. The aim of the review was to gain knowledge about how different forms of cooperation take shape and about factors at multiple levels that facilitate or constrain cooperation as a means of achieving inclusion. In total, 25 studies were selected. The results are discussed in relation to Thomas Skrtic's theory of bureaucracies within the school organisation in order to compare and analyse different forms of interprofessional cooperation and schools' organisations of special educational work. Cooperative teaching, special educational consultations and mixed forms of cooperation were found to entail different benefits and challenges related to communication and the cooperating actors' roles. Facilitating factors included personal chemistry, an equal distribution of power and responsibilities and support from the school management through provision of professional development and adequate planning time. In several studies, a flexible cooperation was argued to be hindered by curricular constraints and standardised testing. Education policy is therefore emphasised in this review as important for understanding the conditions under which school staff are responsible for inclusion.
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| 20. |
- Román, Henrik, et al.
(författare)
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Context and Implications Document for : Mapping and analysing reviews of research on teaching, 1980-2018, in Web of Science: An overview of a second-order research topography
- 2021
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Ingår i: Review of Education. - : John Wiley & Sons. - 2049-6613. ; 9:2, s. 595-598
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This guide accompanies the following article: Roman, H., Sundberg, D., Hirsh,A., Forsberg, E. &Nilholm, C. Mapping and analysing reviews of research on teaching, 1980–2018, in Web ofScience: An overview of a second-order research topography, Review of Education. https://doi.org/10.1002/rev3.3258
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| 21. |
- Román, Henrik, et al.
(författare)
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Mapping and analysing reviews of research on teaching, 1980-2018, in Web of Science : An overview of a second-order research topography
- 2021
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Ingår i: Review of Education. - : John Wiley & Sons. - 2049-6613. ; 9:2, s. 541-594
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Forskningsöversikt (refereegranskat)abstract
- A third level of educational research is emerging, in addition to original research and secondary-level reviews. Whereas most third-level research syntheses focus on rather restricted topical areas, this study introduces a comparative and integrative overview of prominent second-order research on teaching, including many different types of reviews and aspects of teaching. The purpose of the study is to illuminate patterns in a second-order research topography in the widespread and multifaceted field of research on teaching from 1980 to the present, in order to discuss its implications for research and review-making. The overview encompasses 75 most-cited reviews of research on teaching published in international, refereed journals from 1980 to 2018 in the Web of Science. The overview utilised a specific coding procedure covering methodology, review topics and context. The study shows that several research traditions have contributed to advances in the research on teaching over time. Reviews have become more formalised, but the distribution of different types of review formats and research traditions is relatively constant. The single most established review format is meta-analysis, but it is less dominant than might be expected in an era of evidence-based education. The reviewers mainly belong to educational psychology, applied linguistics/research on language teaching, or research on science teaching. Whereas most reviews of research on science teaching are qualitative, reviews performed by psychologists and language-education researchers are mainly quantitative or based on mixed methods as a way to rationally and cumulatively summarise and downsize unmanageable amounts of research.
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