| 1. |
- Ekdahl, Karl, et al.
(author)
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Bronchoscopic diagnosis of pulmonary infections in a heterogeneous, nonselected group of patients
- 1993
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In: Chest. - 1931-3543. ; 103:6, s. 1743-1748
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Journal article (peer-reviewed)abstract
- Fiberoptic bronchoscopy with bronchoalveolar lavage and protected specimen brush technique has become an established method for etiologic diagnosis in severe forms of pulmonary infections during recent years. In this study, including 62 bronchoscopies in 53 patients, a standardized program, covering all important pulmonary pathogens, has been evaluated in a heterogeneous group of patients. Results providing therapeutic guidelines were obtained in 53 percent (16/30) of the immunocompromised patients (including 5 bronchoscopies on HIV-positive patients), but only 19 percent (6/32) of the immunocompetent patients (p < 0.001). We conclude that bronchoscopy is of great value for diagnosing pulmonary infections in immunocompromised patients. In immunocompetent patients, the diagnostic yield is lower and the indication for bronchoscopy must be established for each individual patient based on clinical importance, resources, and risk. When bronchoscopy is performed, we believe that a standardized program like ours reduces the risk of missing important pathogens.
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| 2. |
- Löfgren, Håkan, et al.
(author)
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Alone with the test - student's perspectives on an enacted policy of national testing in Swedish schools
- 2015
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In: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:2, s. 35-49
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Journal article (peer-reviewed)abstract
- Den här artikeln handlar om mellanstadieelevers erfarenheter av nationella prov i SO- och NO-ämnen i årskurs 6. Särskilt fokus riktas i artikeln mot hur ansvaret för förberedelser och resultat av nationella prov beskrivs av eleverna. Resultatdokumentation på mellanstadiet är inget nytt i sig, men återinförandet av betyg och fler nationella prov menar vi får konsekvenser för hur kunskapsbedömningar görs och i förlängningen för hur elever formas och formar sig som skolelever. Artikeln är baserad på data från sex gruppintervjuer med elever från tre olika skolor. Eleverna berättar om en ökad press såväl hemma som i skolan att prestera goda resultat på proven, men i elevernas berättelser så framstår de ofta som ensamt ansvariga för såväl förberedelser som resultat. Studien ger en bild av fragmentariska förberedelser i skolan inför proven och av elever som förväntas, och själva vill, visa goda resultat. Eleverna framträder som i huvudsak hänvisade till varandra, stressade, ibland lurade, men också nöjda i sina berättelser om sina erfarenheter av proven. Elevernas identitetsformering beskrivs här som effekter av hur policyn med nationella prov ‘görs’ (is enacted) i lokala praktiker. Detta ses i ljuset av förändringar i utbildningssystemet i riktning mot ett starkare intresse för elevers resultat i ett recentraliserat och konkurrensutsatt skolsystem.
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| 3. |
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| 4. |
- Löfgren, Håkan, et al.
(author)
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Att ständigt bli bedömd
- 2017. - 1:1
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In: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Book chapter (other academic/artistic)
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| 5. |
- Löfgren, Håkan, 1968-, et al.
(author)
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Elevers berättelser om betyg och nationella prov i årskurs 6
- 2018
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In: Resultatdialog 2018. - Stockholm : Vetenskapsrådet. - 9789173073745 ; , s. 91-94
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Book chapter (other academic/artistic)abstract
- I och med att betyg i årskurs 6 och nationella prov i samhälls- och naturorienterande ämnen infördes lades ansvaret att prestera mer på eleverna själva. För att lyckas som elev blev det centralt att förstå bedömningssystemet. Intervjuer med elever visar att såväl de som deras lärare och föräldrar de första åren talade mycket om bedömning och lade mycket kraft på att hantera det nya – även om elevernas engagemang varierade beroende på de vuxnas. I en tid då utbildningssystemet orienteras mot att mäta kunskaper och jämföra resultat är det särskilt viktigt att lyssna till eleverna. Vi vill med vår studie bidra till en diskussion om hur uppdraget att bedöma ska viktas i relation till andra delar av skolans samhällsuppdrag.
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| 6. |
- Löfgren, Håkan, 1968-, et al.
(author)
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Explosion positions given to parents and claims of agency in student’s stories about grades
- 2016
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In: Book of Abstracts. ; , s. 140-140
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Conference paper (other academic/artistic)abstract
- This paper draws on data collected in a wider study of national testing and grading policies for school year six that were introduced in Sweden 2012. The research project focuses specifically on elementar y students’ experiences of receiving grades and taking the national tests. In this paper we direct the interest towards the positions given to parents in the student’s stories about talking about grades with their parents. The purpose of the paper is to ex plore how ‘territories of agency’ take shape in student’s stories in relation to discursive narratives of performative pressure within global and national education systems. The now stronger focus on grades in Sweden is considered a part of the delivery chain -stressing learning outcomes as the main issue for everyone involved in education – reaching from global actors such as the Organisation for Economic Cooperation and Development (OECD) to the individual students (Ball, et al. 2012). The performativ e pressure on schools, teachers, and students aiming to improve results and schools’ ranking positions affects the local actor’s actions and identities. As subjects to policy their agency is limited but in their stories student’s make claims of having some degree of freedom to act. These ‘claims of territories of agency’ are understood as expressed through narrative performances of individual and collective identities in student’s stories about experiences of talking about grades with parents. This narrativ e approach lets us focus on the links between how students position themselves relation to their parents and vis - a - vis discourses of performativity (Ball, 1997) in their stories and through their storytelling (Bamberg, 1997). Students from eleven differen t schools in five different municipalities were interviewed with the purpose of obtaining a great variety of student experiences. In total we have conducted 80 interviews with 195 students and some of them have been interviewed twice. Students were intervi ewed in groups (n= 2 - 5). The analysis in this paper is based on what students told us about their experiences of talking to parents about grades. In a thematic analysis we found three different themes regarding how the students described their parent’s att itudes towards grades and the student’s efforts related to grades. The first theme is about parents that do not talk about grades with their children. The second is about parents that put pressure on their children to get good grades often without engagin g -or knowing how to engage -in how this is done. The third theme is about parents that focus on their children’s wellbeing by putting the grades in different perspectives – e.g. by downplay the importance of grades or emphasize the importance of having one’s own agenda. In this paper we further investigate how the positions are given to parents in the “story - world” (Bamberg, 1997) and how the students position themselves as students when telling the stories. Preliminary results suggest that students ‘cla im territories of agency’ for themselves by positioning their parents in different ways in the story - worlds.
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| 7. |
- Löfgren, Håkan, 1968-, et al.
(author)
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Grades in the eyes of our parents : A narrative approach to educational resilience in pupils’ stories of getting their first grades
- 2017
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In: Nordic Journal of Studies in Educational Policy. - : Routledge. - 2002-0317. ; , s. 1-13
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Journal article (peer-reviewed)abstract
- This paper investigates educational resilience from the pupil’s perspective through an analysis of how Swedish pupils in grade six position themselves in relation to their parents’ expecta- tions and the school’s grading practice. The term ‘resilience’ refers to pupils’ own views of their potential to learn and succeed in school in a social context, where parents are important as normative actors. Data consists of group interviews with pupils at three schools. By using a narrative analysis, a perspective is adopted that considers the multiple meanings involved when pupils position themselves in their stories about grades and parents. The analysis illustrates how a situated understanding of pupils’ senses of resilience makes family expecta- tions, and the importance of pleasing yourself and others and of adapting to grading systems, important aspects to pupils’ own views of their potential to learn and succeed at school. Home and school stand out as different arenas based on the norm of success, but with different ideas about how to deal with schoolwork and grades. A conclusion is that changes in the Swedish grading system might result in a gap regarding knowledge about grades at home and school and double pressure on pupils to achieve good grades.
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| 8. |
- Löfgren, Håkan Löfgren, 1968-
(author)
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Institutional memories in times of change : Institutionella minnen i tider av förändring
- 2010
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Conference paper (other academic/artistic)abstract
- The over all aim for the project in which this paper is anchored is to investigate relationships between teachers’ identity constructions, conditions in local school contexts and changes in educational systems. In this paper I focus on how changes in the educational policy context relate to memories (re-) produced in a local context. The specific aim of this paper is to show how discursive fragments and/or nested narrative types stand out in institutional memories in a local school context.When identities are analyzed time is an important factor, that’s why I consider institutional memories (Linde, 2009) an object of major interest in this study. These memories are known to everybody in the institution and they are constantly told and retold by it’s members. It is a working memory with influence on the identities produced in the institution. The content of institutional memories typically deals with turningpoints in the past, and the founder of the institution. In times of change these memories serve as guides to future actions, but at the same time new aspects are added in the new versions of the memories. These aspects are characterized by narratives, or fragments of narratives, shaped in the time of the telling. In our time there is a substantial influence of private interests in the educational policy context. The new ‘meta’- narrative have been described as a marketization of the educational sector on all levels, with implications for teachers professional identities (Hargreaves, 2006). In this new educational ‘quasi’- market new and old actors meet in different ways in different places. This development put a new focal point on the localities where new narratives about education are told. In his description of exellent clusters Ball (2007) show how discursive fragments moves back and forth between governments and local innovation hot spots in the process of forming new narratives of ‘what works’. These fragments, as told by Ball, are pervaded by neo-liberal ideas. In my data I also trace other, less dominant, ‘meta’- narratives and to describe them I adopt the notion of ‘nested narrative types’ from Linde (2009). My intention in using this notion, is to describe those narratives about education that no longer have, or never have had, a dominant or hegemonic position, but still stands out in the institutional memories. The empirical foundation in which this study is anchored is based on 15 lifehistory interviews conducted with 8 teachers who have been working at the same high school during two years or more. The school was recently shut down and the narratives of the teachers covers the 40-year period when the school was in use. All interviews have been transcribed in detail and screened for institutional memories. Different versions of the memories have been analyzed with respect to discursive fragments and nested narratives.Our results show that versions of institutional memories in a local school context offers different possibilities for teachers to position themselves in relation to different ‘meta’- narratives, or fragments of narratives, about education.
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| 9. |
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| 10. |
- Löfgren, Håkan, 1968-, et al.
(author)
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“Ni blir inte betygsatta… det är lärarna som blir det” : En liten berättelse om press och eget ansvar som en del av den stora framgångsberättelsen
- 2018
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In: Berättelser. - Karlstad : Karlstads universitet. - 9789170638299 - 9789170639241 ; , s. 105-115
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Book chapter (other academic/artistic)abstract
- I det här kapitlet kommer vi att återberätta en berättelse som de tre eleverna Björn, Erik och Cissi1 berättade för oss våren efter att de hade fått sina första betyg. Denna vår år 2014 var också den första på många år som svenska elever i årskurs 6 fick betyg över huvud taget. Berättelsen handlar om just dessa elevers erfarenheter av att få betyg, men den kan också förstås som ett bidrag till en större berättelse om betydelsen av att forma framgångsrika och konkurrenskraftiga elever. Den berättelsen berättas idag av många olika aktörer både i och utanför skolan. Såväl elever, lärare och rektorer på enskilda skolor som nationella och globala aktörer är idag upptagna av att mäta och visa upp framgångsrika resultat (Lingard, 2011; Lingard, Martino & Rezai-Rashti, 2013). Vår ambition med kapitlet är att försöka illustrera hur man genom att lyssna väldigt noga på enskilda människors berättelser och sedan kontextualisera dem – det vill säga sätta dem i ett sammanhang som framstår som relevant för såväl oss som forskare som för dem som berättar – kan bidra med nya nyanser till stora eller dominerande berättelser om vad skola och utbildning är till för. Därmed ansluter vi oss till en forskningstradition som ”är ute efter människornas berättelser om vad de gör när de lever sina sociala omständigheter, och de erfarenheter som detta innebär för deras liv och för det samhälle de lever i” (Pérez Prieto, 2007, s. 289; se även Plummer, 2001; Freeman, 2010).
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