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- Sundman, Ann-Sofie, et al.
(author)
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Long-term stress levels are synchronized in dogs and their owners
- 2019
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In: Scientific Reports. - : NATURE PUBLISHING GROUP. - 2045-2322. ; 9
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Journal article (peer-reviewed)abstract
- This study reveals, for the first time, an interspecific synchronization in long-term stress levels. Previously, acute stress, has been shown to be highly contagious both among humans and between individuals of other species. Here, long-term stress synchronization in dogs and their owners was investigated. We studied 58 dog-human dyads and analyzed their hair cortisol concentrations (HCC) at two separate occasions, reflecting levels during previous summer and winter months. The personality traits of both dogs and their owners were determined through owner-completed Dog Personality Questionnaire (DPQ) and human Big Five Inventory (BFI) surveys. In addition, the dogs activity levels were continuously monitored with a remote cloud-based activity collar for one week. Shetland sheepdogs (N = 33) and border collies (N = 25), balanced for sex, participated, and both pet dogs and actively competing dogs (agility and obedience) were included to represent different lifestyles. The results showed significant interspecies correlations in long-term stress where human HCC from both summer and winter samplings correlated strongly with dog HCC (summer: N = 57, chi(2) = 23.697, P amp;lt; 0.001, beta = 0.235; winter: N = 55, chi(2) = 13.796, P amp;lt; 0.001, beta = 0.027). Interestingly, the dogs activity levels did not affect HCC, nor did the amount of training sessions per week, showing that the HCC levels were not related to general physical activity. Additionally, there was a seasonal effect in HCC. However, although dogs personalities had little effects on their HCC, the human personality traits neuroticism, conscientiousness, and openness significantly affected dog HCC. Hence, we suggest that dogs, to a great extent, mirror the stress level of their owners.
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- Alexiadou, Nafsika, 1968-, et al.
(author)
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Learning, unlearning and redefining teachers’ agency in international private education : a Swedish education company operating in India
- 2023
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In: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397.
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Journal article (peer-reviewed)abstract
- Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.
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- Alexiadou, Nafsika, et al.
(author)
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Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
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In: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
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Journal article (peer-reviewed)abstract
- The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
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- Asp-Onsjö, L, et al.
(author)
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Governance by marks. An ethnographic study of school achievements and gender
- 2013
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Conference paper (peer-reviewed)abstract
- Girls as a group tend to be more successful in achieving high grades than boys in contemporary Swedish school, which is now one of the most deregulated education systems in the world. The aim of this chapter is to explore discourses of gender and study achievements in secondary school, and how the importance of marks and performance is communicated in various teaching settings and amongst pupils. The chapter has an ethnographic approach and involves observations and interviews in two classes in grade 9 (pupils 15-16 years old) at two different schools in Sweden. The fieldwork is elaborated as a compact form of ethnography (Jeffrey & Troman 2004). The result shows that the pupils’ everyday life in school is highly regulated by their documented performances, tests, and other measurable criteria or what we call, the ‘governance by marks’. A common opinion among the pupils is that failures and successes is a matter of a free choice. However, girls as a group seems to manage the neoliberal challenge in a more efficient way regarded handling individual responsibility. Also, they more easily than boys ‘crack the code’ and use more appropriate and fortunate strategies to balance studying and social positioning.
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