| 1. |
- Petersson-Bloom, Linda, et al.
(author)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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In: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Research review (peer-reviewed)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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| 2. |
- Mellgren, Elisabeth, 1952, et al.
(author)
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Student teacher views of text in early learning environments : images from Sweden and New Zealand
- 2015
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In: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 185:9, s. 1528-1544
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Research review (peer-reviewed)abstract
- A total of 659 photographs of text in early childhood environments were gathered by student teachers in New Zealand and Sweden, replicating an earlier Swedish study [Gustafsson, K., & Mellgren, E. (2002). Using text in pre-school: A learning environment. Early Child Development and Care, 172(6), 603-624]. The findings of this study support us in understanding student teachers' conceptions of literacy and the influence of cultural values. The text most photographed reflected traditional artefacts such as alphabet charts, use of labels and organisation of children. Richer aspects of literacy including children making meaning by reading and writing and use of information communication technology were photographed less often. The implication for higher education is that student teachers may need more time and support than assumed to develop deep and embedded understandings of literacy as a meaningful activity and experience for children. Universities, and the settings in which student teachers complete practicum, provide important and complementary contexts within which student teachers can develop this learning.
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| 3. |
- Due, Karin, 1953-, et al.
(author)
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Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms
- 2023
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In: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 31:3, s. 790-805
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Research review (peer-reviewed)abstract
- This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
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| 4. |
- Kazemitabar, Maryam, et al.
(author)
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School Health Assessment Tools: A Systematic Review of Measurement in Primary Schools
- 2020
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In: PeerJ. - : PeerJ. - 2167-8359. ; 8, s. 1-21
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Research review (peer-reviewed)abstract
- Background: This systematic review aimed to investigate the psychometric properties of the school health’s assessment tools in primary schools through COSMIN Risk of Bias checklist. We examined the studies that have addressed the measurement properties of school-health instruments to give a clear overview of the quality of all available tools measuring school health in primary schools. This systematic review was registered in PROPERO with the Registration ID: CRD42020158158. Method: Databases of EBSCOhost, PubMed, ProQuest, Wily, PROSPERO, and OpenGrey were systematically searched without any time limitation to find all full-text English journal articles studied at least one of the COSMIN checklist measurement properties of a school-health assessment tool in primary schools. The instruments should be constructed based on a school health model. The eligible studies were assessed by COSMIN Risk of Bias checklist to report their quality of methodology for each measurement property and for the whole study by rating high, moderate or low quality. Results: At the final screening just seven studies remained for review. Four studies were tool development, three of them were rated as “adequate” and the other study as “very good”; five studies examined the content validity, three of them were appraised as “very good”, and the two remaining as “inadequate”. All seven studies measured structural validity, three of them were evaluated as “very good”, three other were scored as “adequate”, and the last study as “inadequate”. All the seven studies investigated the internal consistency, five of them were assessed as “very good”, one was rated as “doubtful”, and the last one as “inadequate”. Just one study examined the cross-cultural validity and was rated as “adequate”. Finally, all seven studies measured reliability, two of them were rated as “very good” and the rest five studies were appraised as “doubtful”. All rating was based on COSMIN checklist criteria for quality of measurement properties assessment. Conclusion: The number of studies addressing school health assessment tools was very low and therefore not sufficient. Hence, there is a serious need to investigate the psychometric properties of the available instruments measuring school health at primary schools. Moreover, the studies included in the present systematic review did not fulfill all the criteria of the COSMIN checklist for assessing measurement properties. We suggest that future studies consider these criteria for measuring psychometric properties and developing school health assessment tools.
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| 5. |
- Bardel, Camilla, et al.
(author)
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A country in focus : Research on foreign language learning, teaching and assessment in Sweden 2012 - 2021
- 2023
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In: Language Teaching. - 0261-4448. ; 56:2, s. 223-260
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Research review (peer-reviewed)abstract
- This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.
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| 6. |
- Davidsson, Eva, et al.
(author)
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A literature review of content elements in supervision training courses
- 2023
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In: London Review of Education. - : UCL Press. - 1474-8460 .- 1474-8479. ; 21:1
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Research review (peer-reviewed)abstract
- The main aim of this article is to explore, through a literature review, how five content elements identified in previous research (assessment, communication, ethics, feedback, and learning and supervision theories) are constituted in practical supervision settings and in educational supervision training for post-degree professionals. A further aim is to identify fields of tension in supervision when incorporating the elements in supervision. To address these aims, a literature review was undertaken with a focus on the content elements. The results show that the explored content elements have the potential to not only enhance supervision, but also point to the existence of generic supervision competences, which are valid for several professions. The results also present four fields of tension in supervision settings; these fields of tension imply challenges, such as the tension between theory and practice, and the tension between the supervisee’s autonomy and dependency. Based on the results, the article discusses practical implications for supervision training courses.
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| 7. |
- Elf, Nikolaj, et al.
(author)
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Technology in L1 : A Review of Empirical Research Projects in Scandinavia 1992-2014
- 2015
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In: L1-Educational Studies in Language and Literature. - 1567-6617 .- 1573-1731. ; 15, s. 1-89
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Research review (peer-reviewed)abstract
- In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a systematic review of empirical stud- ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa- tional boundary objects, a theoretical framework is developed, which suggests four metaphors for un- derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research is characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large number of studies that focus on student practices within L1 and the relationship to out-of-school literacy practices. A final find- ing is the emphasis on teacher uncertainty regarding how and why to integrate technology within exist- ing paradigms of the subject. This calls for further research on how technology may be justified in L1 practice, including various forms of teacher education.
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| 8. |
- Ewe, L. P., et al.
(author)
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Universal Design for Learning across formal school structures in Europe : A Systematic Review
- 2023
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In: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-26
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Research review (peer-reviewed)abstract
- Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of this article is to highlight empirical studies conducted across Europe that specifically focus on UDL in the formal school years. The study employed a systematic literature review, conducting an extensive search across three databases (Libsearch, Ebsco and Scopus). Empirical studies were selected based on predefined inclusion and exclusion criteria, and the results were analyzed using descriptive narrative synthesis. The results revealed that the included articles mainly explored students’ and/or teachers’ perceptions of various phenomena related to the learning process, predominantly employing a qualitative approach. The findings suggest a need for further research in this area, with a particular emphasis on explicit learning outcomes. Moreover, there appears to be a lack of research on UDL implementation in preschool and early years education.
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| 9. |
- Franzen, Karin
(author)
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Being a tour guide or travel companion on the children's knowledge journey
- 2015
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:11-12, s. 1928-1943
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Research review (peer-reviewed)abstract
- The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use and affects how they structure everyday life in the preschool and could lead to consequences for toddlers' knowledge development. In Swedish research on learning, we can identify two dominant, competing perspectives, one based on a predetermined linear course that can be understood as adults defining what is important for children to learn, and a multidimensional perspective, starting with children's knowledge - what they already know and express with spoken or unspoken language. I advocate the broader view of learning since the linear view gives children little opportunity to influence what is to be learned and in what way. Children's initiatives are overlooked in favour of teachers' perceptions of what is important to learn.
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| 10. |
- Han, Shengnan, 1973-, et al.
(author)
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Digital proctoring in higher education : a systematic literature review
- 2024
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In: International Journal of Educational Management. - 0951-354X .- 1758-6518. ; 38:1, s. 265-285
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Research review (peer-reviewed)abstract
- Purpose – To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.Design/methodology/approach – A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.Findings – Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.Research limitations/implications – This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.Originality/value – This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.
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