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Träfflista för sökning "AMNE:(SOCIAL SCIENCES Educational Sciences) ;pers:(Lundahl Christian 1972)"

Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences) > Lundahl Christian 1972

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1.
  • Öhman, Anna, 1962- (författare)
  • Återkoppling i interaktion : En studie av klassrumsbaserad bedömning i frisörutbildningen
  • 2017
  • 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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2.
  • Jonsson, Anders, et al. (författare)
  • Evaluating a large-scale implementation of Assessment for Learning in Sweden
  • 2015
  • Ingår i: Assessment in education. - : Routledge. - 0969-594X .- 1465-329X. ; 22:1, s. 104-121
  • Tidskriftsartikel (refereegranskat)abstract
    • This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers' professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and 'Teacher Learning Communities' were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers' pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.
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3.
  • Bagger, Anette, 1974-, et al. (författare)
  • Digitalized national tests in mathematics : a way of increasing and securing equity?
  • 2019
  • Ingår i: Proceedings of the TenthInternational Mathematics Educationand Society Conference. - Hyderabad, India : International Mathematics Education and Society Co.
  • Konferensbidrag (refereegranskat)abstract
    • On one hand, the Swedish governing discourse on equity in the context of digitizing education portrays modernization, progress and democracy as a foundation in the equity work. On the other hand, in the context of digitized tests, equity is rather framed within a neoliberal logic while related to all individuals’ possibilities of choosing a ‘good life’, and to compete on equal terms. Not all disadvantaged groups are the target, though. It is mainly boys who are supposed be given better grades, and, in addition, students with disabilities who are supposed to (as far as possible) be able to have the opportunity to show their knowledge during the test. Language or socioeconomically diverse settings are not mentioned with regard to digitized national tests.
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5.
  • Grek, Sotiria, et al. (författare)
  • Travel, translation, and governing in education : the role of Swedish actors in the shaping of the European education space
  • 2022
  • Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 58:1, s. 32-53
  • Tidskriftsartikel (refereegranskat)abstract
    • Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the European or the global, in order to focus on those governing spaces and practices that lie in between bounded, predetermined, and preconceived entities and education organisations. Our locus of enquiry is education actors and their practices as they use comparison to make governing happen. The article examines the case of Swedish education (its policy actors, governing elites, and education practitioners) to examine this relation between comparison, governing, and the transnational.
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7.
  • Lundahl, Christian, Professor, 1972-, et al. (författare)
  • Figures fighting figures – unpacking state authority's mis/trust in PISA statistics
  • 2023
  • Ingår i: Discourse. Studies in the Cultural Politics of Education. - : John Wiley & Sons. - 0159-6306 .- 1469-3739. ; 44:6, s. 829-843
  • Tidskriftsartikel (refereegranskat)abstract
    • How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and afight over statistics between two national agencies: National Agency for Education and the National Audit Office. The aim of this paper is to unpack processes of interpretations and claims that are often black-boxed in PISA debates: How can we understand the process that led up to the fight and what followed? Our data consist of media articles, broadcasts from the national television and radio (2018–2021), reports and memos from the two-state authorities involved in this debate, and email conversations between the two. Our results stress the need for further transparency in how PISA data are collected and calculated.
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8.
  • Lundahl, Christian, 1972-, et al. (författare)
  • (Mis)trust in numbers : shape shifting and directions in the modern history of data in Swedish educational reform
  • 2013. - 1
  • Ingår i: The rise of data in education systems. - Oxford : Symposium Books. - 9781873927328 ; , s. 57-78
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • In this chapter the authors explore the uses and meanings of data in Swedish educational reform, practice and discourse from roughly the 1940s up to the present day. Their survey covers both national data and international data and includes quantitative as well as qualitative data. They start in the 1940s with two empirical examples that in a way show an antithetical attitude towards data. Travel accounts from America were based on a qualitative approach, and expressed the attitude that the schools studied were important because they were different, modern and inspiring. At roughly the same time, standardised testing was introduced as a technique of connecting the different parts of the school system and rationalising student admission processes. The consequences of this standardisation came under severe attack during the late 1960s and 1970s, resulting eventually in the introduction of a criterion referenced grading system. Finally, the authors highlight the fact that the last few decades have seen the flourishing of such things as international assessment and school inspection, and there has been an increased emphasis on grades and testing. These examples illustrate that the meanings and techniques of data are objects of a continuous negotiation where sometimes even resistance towards measuring tends to be based on measurements.
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9.
  • Lundahl, Christian, 1972- (författare)
  • Swedish Education Exhibitions and Aesthetic Governing at World's Fairs in the Late Nineteenth Century
  • 2016
  • Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:2, s. 3-30
  • Tidskriftsartikel (refereegranskat)abstract
    • For many historians of education, the emergence of a modern education system after the mid-nineteenth century was a national and regional process, neatly and carefully closed off within the borders of the nation. However, these accounts have often disregarded the effects of the flows of cross-border ideas and technologies, such as international comparisons, lesson-drawing, policy diffusion and travel, as well as local adaptations and translations of education policy originating elsewhere. The purpose of this article is to shed light on the relations between Swedish education and the international scene when it comes to policy and practice formation. The field of study is the international World´s Fairs of 1862–1904. Looking at what Sweden displayed, and understanding how visitors perceived it, the article raises questions concerning how exhibitions like these worked as mediators of educational ideals. The focus will be on the dissemination of aesthetic ideals, and the article will show that the World’s Fairs were platforms for an aesthetic normativity that had governing effects locally as well as globally.
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10.
  • Ydesen, Christian, et al. (författare)
  • Creating an educational testing profession in Norway, Sweden, and Denmark, 1910-1960
  • 2013
  • Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 12:1, s. 120-138
  • Tidskriftsartikel (refereegranskat)abstract
    • In Norway, Sweden and Denmark national testing communities advocating the introduction and expanded use of standardised educational tests in the national educational systems emerged around World War I. Using international research and cross-border networking activities, these coteries were able to gain power and thus establish and promote a new profession, the educational psychologist, along with instituting practices of alleged scientific tests in the following decades.This article presents a historical analysis of the central processes and developments constituting the Norwegian, Swedish, and Danish testing communities. The aim is to understand the workings of these professionalization movements rooted in the creation of an international fellowship of like-mindedness and a knowledge monopoly connected with standardised educational tests. Viewed from a contemporary perspective, this type of analysis is relevant, because specialised knowledge and experts with knowledge monopolies remain prevalent in the modern-day field of education policy and practice. Thus, the roots of this inherent tendency towards expert knowledge in modern welfare state educational settings can be more adequately grasped through a better understanding of the historical precursors.The article discusses the importance and actual impact of the Norwegian, Swedish, and Danish testing communities on national educational practices, the significance of the international interplay, and how and to what extent national political and educational climates were shaped by new experts and knowledge.It is argued that the testing communities were able to gain authority in the national educational fields through the creation and maintenance of organisations, knowledge, and practices, as well as in the forming of alliances with politicians, universities, and teachers’ unions in a joint endeavour that promoted educational psychology and testing in the three Scandinavian educational fields.
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