| 1. |
- Ackesjö, Helena, 1973-
(author)
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Supporting Children’s Transition from Preschool to the Leisure Time Center
- 2016
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In: Journal of Education and Human Development. - 2334-296X .- 2334-2978. ; 5:3, s. 27-37
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Journal article (peer-reviewed)abstract
- The leisure time center is an important arena for families and children in school. However, there is a lack of knowledge about the leisure time center’s role in children’s transition from preschool to school. Research has shown that transitions are a critical event which often involves discontinuities. Therefore, this article investigates how children’s transition from preschool to the leisure time center in school is organized and conducted, and how the leisure time center can construct and provide a sense of continuity for children in this transition. The leisure time center can be understood as an arena at the intersection between other educational settings. By cooperation and sharing information with teachers in other school forms, the teachers in the leisure time center can provide important support for children in transition. By arranging priming events, teachers can help children to create security and meaning in the transition as well as before the actual entering into the setting.
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| 2. |
- Ackesjö, Helena, 1973-, et al.
(author)
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The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands : An Issue of Continuity in Swedish Early Education?
- 2016
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In: Journal of Education and Human Development. - : American Research Institute for Policy Development. - 2334-296X .- 2334-2978. ; 5:1, s. 182-196
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Journal article (peer-reviewed)abstract
- This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.
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| 3. |
- Ehrlin, Anna, et al.
(author)
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Perspectives on Entrepreneurial Learning in the Early Years of Education
- 2015
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In: Journal of Education and Human Development. - 2334-296X .- 2334-2978. ; 4:3
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Journal article (peer-reviewed)abstract
- Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.
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| 4. |
- Gu, Limin, et al.
(author)
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The Leadership of Banzhuren in Chinese School : based on the sample survey in Changzhou City of China
- 2015
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In: Journal of Education and Human Development. - : American Research Institute for Policy Development. - 2334-296X .- 2334-2978. ; 4:4, s. 102-114
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Journal article (peer-reviewed)abstract
- The leadership quality of teachers is highlighted by researchers both in China and internationally. Banzhuren, a very particular category of teacher in Chinese schools, is the leader of teachers and the key person responsible for developing the whole community of students by classrooming. In Chinese schools, the leadership quality of banzhuren is also highly demanded. This study aims to explore and describe the characteristics of leadership of banzhurens in Chinese schools by investigating and comparing teachers’ and students’ experiences and perceptions regarding the banzhuren’s work. Empirical data were collected using teacher and student surveys in the form of a questionnaire in 10 schools in Changzhou city. The results indicate that the majority of banzhurens have a direct and positive influence on students’ everyday lives and good relationships with other adults. However, communication between the banzhuren and students and training of student leaders need to be improved. Banzhurens’ leadership and their work are integrated and comprehensive. The leadership of the banzhuren is a long-term construction that calls for strategies to develop and cultivate banzhuren leadership.
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| 5. |
- Lindström, Lisbeth, 1953-
(author)
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Education, Society and Citizenship
- 2017
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In: Journal of Education and Human Development. - : American Research Institute for Policy Development. - 2334-296X .- 2334-2978. ; 5:4, s. 187-201
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Journal article (peer-reviewed)abstract
- This article is about education, school leadership and citizenship and highlights preschool teachers and teachers' perception of their educational leadership with the starting point taken in schools and preschools’ written policy, curriculum, school legislation, grading system and other policy documents aimed at teachers and preschool teachers. More precisely the aim is to show, analyse and discuss their perception of their ability to develop the skills young people need to obtain their learning goals. The result clearly shows that the matter of how newly-arrived children and young people in Sweden best can be integrated into our society is a real key issue for Swedish schools and preschools and also for the future of Sweden as a whole.
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| 6. |
- Lindström, Lisbeth, et al.
(author)
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Perspective on school development in the Barents region North of Sweden
- 2015
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In: Journal of Education and Human Development. - : American Research Institute for Policy Development. - 2334-296X .- 2334-2978. ; 4:1, s. 171-188
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Journal article (peer-reviewed)abstract
- This article is about school development, based on empirical data taken from Sweden's northernmost county, Norrbotten, situated in the Barents region of northern Europe. The survey includes all of the county's 13 municipalities. The aim of this article is to illustrate school leaders' views of school development in the organisation and municipality where they work. We chose a quantitative study as the method for obtaining answers to our questions. A questionnaire relating to leadership and school development was sent to 170 addressees. The statements in the questionnaire were put to respondents on the basis of previous research results that showed the importance of collective learning, leadership and the organisation of educational activities. The results from the survey show overwhelmingly positive answers from the respondents; they usually agree completely or partially with the statements. The result shows, for example, that there is a developed vision, there is consensus within the organisation, lessons learned in activities are documented, and teachers/educationists are encouraged to talk to each other about the structure of their teaching. The result is a picture of awareness on the part of the respondents of the importance of school leadership for children and young people's development into citizens. The mainly positive answers that the respondents have submitted, however, mean that there is a gap between what is actually implemented in activities and the respondents' own views. In order to verify the results, the study needs to be continued in more detail through interviews with a number of the respondents and take into account teachers' opinions regarding school development and leadership.
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