| 1. |
- Engström, Arne, 1953-, et al.
(author)
-
Medelsta-matematik : Hur väl behärskar grundskolans elever lärostoffet enligt Lgr 69, Lgr 80 och Lpo 94?
- 2003
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Reports (other academic/artistic)abstract
- - Sammanfattning -Föreliggande rapport presenterar resultatet av en studie som sträcker sig över 25 år. Matematikkunskaperna hos alla grundskoleelever i en kommun har studerats vid tre olika tillfällen: 1977, 1986 och 2002. Medelsta, är en genomsnittlig kommun och grundskolan omfattar runt 2000 elever.Under tiden för studiens genomförande har tre olika läroplaner varit i kraft: Lgr 69, Lgr 80 samt Lpo 94. Läroplanerna skiljer sig åt i flera avseenden. Trots kritik som riktats mot läroplanerna under åren har tidigare ingen utvärdering gjorts av det faktiska utfallet av de olika läroplanerna.Medelsta-diagnoserna som har använts har tagits fram i samarbete med lärare i kommunen och avsikten var att täcka de elementära delarna av lärokursen i grundskolan. Varje uppgift analyserades från två utgångspunkter: dels specificerades uppgiftens årskurstillhörighet, dels klassificerades innehållet enligt de huvudområden som tillhör Magne-Thörns taxonomi.En huvudhypotes anses bekräftad: eleverna tenderar att lösa årskurstypiska uppgifter med allt lägre lösningsfrekvenser successivt under grundskoleåren. Det är framför allt de lägst presterande eleverna som drabbas av detta. Man kan här tala om en gradvis utslagning av dessa elever.Ett oväntat resultat var att lösningsfrekvenserna uppgift för uppgift och årskurs för årskurs i allt väsentligt var lika de tre åren. Det tycks som om läroplanerna spelar en försumbar roll för undervisningens resultat.
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| 2. |
- Andersson, Pernilla, 1969-
(author)
-
Transaktionella analyser av undervisning och lärande : SMED-studier 2006–2018
- 2019
-
Reports (other academic/artistic)abstract
- Denna rapport presenterar analysmetoder och forskning som fokuserat lärandeprocesser i undervisningspraktiker. Mer specifikt utgör denna rapport en sammanställning av det pragmatiska teoretiska ramverket som utvecklats och tillämpats inom forskargruppen SMED (Studies of Meaning-making in Educational Discourses) i Uppsala och Örebro 2006–2018.Rapporten inkluderar en introduktion till det pragmatiska teoretiska ramverket och en kort beskrivning av analysmetoderna Praktisk Epistemologisk Analys och Riktningsgivaranalys. Ambitionen är att rapporten ska vara användbar som en orientering för studenter, lärare, doktorander och forskare med intresse för detaljerade analyser av lärandeprocesser i undervisningspraktiker eller andra praktiker där lärande sker. Med lärandeprocesser avses här meningsskapandeprocesser inkluderande utbildningens kvalificerande, socialiserande såväl som subjektifierande/personformerande funktioner samt det som påverkar denna process. Det som påverkar meningsskapandeprocessen kan vara lärare, andra elever/studerande, artefakter och det socio-materiella. Rapporten innehåller en sammanställning av metodologiska bidrag till det didaktiska forskningsfältet såväl som till utbildningspraktiken. Sammanställningen av de metodologiska bidragen är strukturerad i fyra delar: Naturorienterande ämnen, Miljö- och hållbarhetsundervisning, Idrott och hälsa samt Utbildning i förskolan. Utifrån denna sammanställning kan man dra slutsatsen att studierna varit fruktbara för forskningsproblem som handlat om att: (a) fånga komplexiteten i lärandeprocesser, (b) undersöka identifiera och belysa avgörande situationer/ögonblick i lärandeprocesser, (c) undersöka och belysa lärares handlingar och dess betydelse för individers lärandeprocesser, (d) bidra med kunskap och illustrerande empiriska exempel till debatter om hur lärande går till och/eller undervisning bör bedrivas, (e) identifiera och belysa olika ämneskulturer såsom de framträder i praktiken, samt (f) problematisera förgivet-taganden om vad olika utbildningsaktiviteter leder till. Avslutningsvis ges förslag på riktning för fortsatt arbete avseende analys av undervisning och lärandeprocesser.
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| 3. |
- Andersson, Pernilla
(author)
-
Transaktionella analyser av undervisning och lärande : SMED-s tudier 2006-2018
- 2019
-
Reports (other academic/artistic)abstract
- "Denna rapport presenterar analysmetoder och forskning som fokuserat lärandeprocesser i undervisningspraktiker. Mer specifikt utgör denna rapport en sammanställning av det pragmatiska teoretiska ramverket som utvecklats och tillämpats inom forskargruppen SMED (Studies of Meaning making in Educational Discourses) i Uppsala och Örebro 2006-2018.Rapporten inkluderar en introduktion till det pragmatiska teoretiska ramverket och en kort beskrivning av analysmetoderna Praktisk Epistemologisk Analys och Riktningsgivaranalys. Ambitionen är att rapporten ska vara användbar som en orientering för studenter, lärare, doktorander och forskare med intresse för detaljerade analyser av lärandeprocesser i undervisningspraktiker eller andra praktiker där lärande sker. Med lärandeprocesser avses här meningsskapandeprocesser inkluderande utbildningens kvalificerande, socialiserande såväl som subjektifierande/personformerande funktioner samt det som påverkar denna process. Det som påverkar meningsskapandeprocessen kan vara lärare, andra elever/studerande, artefakter och det socio-materiella. Rapporten innehåller en sammanställning av metodologiska bidrag till det didaktiska forskningsfältet såväl som till utbildningspraktiken. Sammanställningen av de metodologiska bidragen är strukturerad i fyra delar: Naturorienterande ämnen, Miljö- och hållbarhetsundervisning, Idrott och hälsa samt Utbildning i förskolan. Utifrån denna sammanställning kan man dra slutsatsen att studierna varit fruktbara för forskningsproblem som handlat om att: (a) fånga komplexiteten i lärandeprocesser, (6) undersöka identifiera och belysa avgörande situationer/ögonblick i lärandeprocesser,(c) undersöka och belysa lärares handlingar och dess betydelse för individers lärandeprocesser, (d) bidra med kunskap och illustrerande empiriska exempel till debatter om hur lärande går till och/eller undervisning bör bedrivas, (e) identifiera och belysa olika ämneskulturer såsom de framträder i praktiken, samt (f) problematisera förgivet-taganden om vad olika utbildningsaktiviteter leder till. Avslutningsvis ges förslag på riktning förfortsatt arbete avseende analys av undervisning och lärandeprocesser."
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| 4. |
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| 5. |
- Öhman, Anna, 1962-
(author)
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Bedömning för alla? En SMART forskningsöversikt över specialpedagogiska behov och kunskapsbedömning
- 2022
-
Reports (peer-reviewed)abstract
- The interest in this review lies in two research fields: Special Education and Classroom Assessment and explores if and how these fields interrelate. A review of classroom assessment with regards to special educational needs has not yet been published; the knowledge of the impact of assessment in education concerning students in special needs is thus scarce. Therefore, this study aims to contribute with knowledge about how assessment practices can be understood in relation to special educational needs. From a broad overview of present research within the two fields, 17 articles from 2010 to 2020 were selected and analyzed. The focus of these articles is on content that overlaps in both assessment of knowledge and special needs. Four dyadic themes were found showing practices of inclusive assessment in the research: equity & equivalence, inclusion & access, interaction & relation and self-regulation & identity. These themes are considered important strategies in inclusive assessment practices. Intersections between disability, language- and cultural background as well as class, make visible dimensions of marginalization and special needs on various levels of education. These aspects are informative to policy makers, education staff as well as academic researchers. In addition, they can be approached separately or as entangled areas of knowledge.
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| 6. |
- Case, Megan, 1976-
(author)
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"You have to change your whole system every second of your life" : Contextual factors in adult foreign language learning
- 2021
-
Reports (peer-reviewed)abstract
- The purpose of this report is to contribute to an understanding of the technological, institutional, and social conditions that affect language learning and the different ways that adults can undertake the activity of language learning over two to four years within these conditions.Data for this report was collected between 2012 and 2016 from twelve learners enrolled in beginner-level courses in foreign languages taught by distance at a regional Swedish university. From asynchronous and synchronous computer-mediated interviews over this period, a narrative of each subject’s learning process was constructed to illustrate language learning contexts and trajectories. These contexts and trajectories are conceptualized through the personal learning environment (PLE) placed in an activity-theory (AT) framework. This report reveals some of the contradictory pressures that teachers, curricula, institutions, social welfare systems and ICT can exert on a PLE. Adult foreign language learners’ PLEs and trajectories within university distance education in Sweden in the 2010s can take many different configurations depending on an individual learner’s own goals and personal objectives, location, and even health.
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| 7. |
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Democracy and Participation – A Challenge for Special Needs Education in Mathematics : Proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics
- 2005
-
Editorial proceedings (other academic/artistic)abstract
- This volume contains the proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics, which took place at Örebro University in October 7–9, 2003. The theme of the conference was Democracy and Participation – A Challenge for Special Needs education in Mathematics. The programme included plenary lectures, paper presentations, network meetings, a round table discussion and social events. There were more than 70 participants from all Nordic countries (Denmark, Finland, Iceland, Norway and Sweden), Germany, and the United Kingdom. One of the more important results of the conference was the establishment of a Nordic Research Network on Special Needs Education in Mathematics.
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| 8. |
- Englund, Anna-Lena
(author)
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Jämnårigsocialisation i svensk skola
- 2005
-
Reports (other academic/artistic)abstract
- Peer group socialization in Swedish schools.This study examines the significance of peers in the process of socialization in Swedish schools, that is to say, the mutual influence that children and young people exert on each other. It analyses how peer group socialization is apprehended and evaluated in curricula for Sweden’s comprehensive schools and in related research.Part One defines the object of study more precisely by relating it to socialization research. In this part of the thesis, research on the socialization of children and young people is reviewed and some central concepts that can serve to characterize peer group socialization are distinguished: friendship, peer group membership and youth socialization. In addition, the school is considered as a potential place of encounter for peers.Part Two consists of a systematic comparison of how different conceptions of peer group socialization have been expressed over time in curricula and in research on schooling. Three different periods with three more or less dominant conceptions of the significance of the peer group for socialization are identified:I. The potential of the school to create peer group community is formulated.II. The potential of peer group socialization is neglected.III. The potential of peer group socialization is rediscovered.During the first period, peer group socialization as a means of creating community is prominent in the 1962 comprehensive school curriculum (Lgr 62) and in the official studies and schools research preceding it. In the 1969 curriculum (Lgr 69), perceptions change. Researchers are more ambivalent to the peer group and there is somewhat less confidence in its positive potential to foster community.The second period is characterized by a neglect of the peer group’s potential to create community, first in the 1980 curriculum (Lgr 80) and later in that of 1994 (Lpo 94). In research on schools and youth, the peer group is represented primarily as a force that seeks to contest the culture of schools.In the third period, a tendency to rediscover peer group socialization can be observed in official studies carried out after Lpo 94. In schools research, attention is drawn to the possible contribution which the peer group can make to learning. Some youth researchers express confidence in the peer group’s potential as a positive, community-creating force, but at the same time there are those who see peer group socialization as risky and a source of problems.There may possibly be a positive community-creating force in peer group socialization that has been overlooked. All things considered, the author ventures to suggest that the community-creating potential of the peer group is an inadequately explored perspective in Swedish research on schooling, a perspective that could enable us to see the possibilities in schools, rather than the problems.
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| 9. |
- Engström, Arne, et al.
(author)
-
Medelsta-matematik III : Eleverna räknar
- 2006
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Reports (other academic/artistic)abstract
- Föreliggande studie utgör del III av undersökningarna om Medelsta-matematik. Den första delen publicerades 1990 och omfattade undersökningsåren 1977 och 1986. En andra del omfattande åren 1977, 1986 samt 2002 publicerades 2003. I del III presenteras en fördjupad undersökning av de 15 procent lägst presterande eleverna i Medelsta. I rapporten betecknas dessa elever som elever med särskilda utbildningsbehov i matematik, SUM. I 2003 års studie redovisades att den genomsnittliga prestationen för den 15 procent lägst presterande vid slutet av årskurs 9, motsvarade en genomsnittselev i årskurs fyra. Dessa skillnader i elevernas färdigheter kan observeras tidigt. I årskurs 3 motsvarar SUM-elevernas genomsnittliga prestationer vad en normal elev i årskurs 1 presterar. Skillnaderna ökar under skolåren och när SUM-eleverna nått slutet av grundskolan är de för länge sedan utslagna från skolans matematikundervisning. I rapporten redovisas också en jämförelse mellan elever med relativt sett höga prestationer och SUM-elever samt en kvalitativ studie av SUM-elevernas matematikkunskaper. En genomgripande förändring synes nödvändig omfattande skolans styrdokument, existerande undervisningspraxis i riktning mot vardagskunskaper samt en satsning på utvecklingsarbete och forskning om undervisning av SUM-elever.
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| 10. |
-
Five Professors on Education and Democracy : Inaugural Lectures 1999-2003
- 2004
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Editorial collection (other academic/artistic)abstract
- This report brings together the inaugural lectures of the five professors at the Department of Education, Örebro University, from 1999 to 2003. The main aim of the collection is to show how a common interest in the relationship between education and democracy has united all these professors and created a specific environment for educational research. In the first lecture by Tomas Englund, from 1999, two strands of educational research are stressed, didactic research and philosophy of education. Members of the research group Education & Democracy are said to be united in a belief in education as an important and potentially significant force in the achievement of democracy, and the possible development of a deliberative attitude in education is underlined. Agneta Linné, who was appointed professor of education and didactic research in 2002, explores in her lecture education as a scientific discipline, using the concepts time and history, pedagogical space, narrative identity and narrative imagination. She raises the question of narrative perspectives and biography as potential tools for research on democratic dimensions of education. Bernt Gustavsson, made professor of education with a focus on democracy in 2002, analyses the never ending problem of the relation between the universal, for instance human rights as possible values for all, and the particular, in the form of the right of local communities and identities to their culture on the basis of recognition of difference. He underlines the potential of the hermeneutic tradition and how “bildung” may mediate between the universal and the particular. Gert Biesta, guest professor from 2001, argues in his lecture that we should understand democracy not only as a problem for education, but also as an educational problem in its own right. He proposes an educational definition of democracy as the situation in which all human beings can be subjects. Finally, Lars Løvlie, guest professor 2003–2004, also refers to the “bildung” concept, but introduces the concept of the body into what he calls “cyberbildung”, which does not break entirely with traditional aspects of “bildung”, but may even contribute to them. According to the phenomenological approach he sketches, there are no hard and fast walls between belonging to different worlds and being situated.
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| 11. |
- Gustavsson, Kjell
(author)
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Föreställningar om folkbildning : En organisationsdidaktisk och filosofisk belysning av olika bildningsideal
- 2005
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Reports (other academic/artistic)abstract
- - Abstract -Conceptions of popular adult education. Educational ideals from an organizational and philosophical point of view.Popular adult education is in this study seen as an institution for adult learning. In particular, light is shed on organizations such as folk high schools and study associations, which in a legal sense are independent of the state. By examining the organizational and educational aspects of popular adult education, the study creates an area of knowledge relating to how education is organized. This perspective sheds light on how popular adult education is talked about in everyday settings and how the study process can be problematized. In addition, popular adult education is explored by making a number of educational philosophies the basis for a discourse analysis. These philosophies of education thus become discourses and tools for interpretation. On the basis of an interpretation of popular adult education texts, the study seeks to identify different ideals of education (Bildung) and how these relate to the educational philosophies of perennialism, essentialism, progressivism and reconstructivism. Attention is thus drawn to different views of knowledge, organizations, leadership, creation of meaning and so on. The study constitutes a search for ideal-typical differences. By relating the ideal types to one another, it creates a kind of screen – a typology in terms of the organization of education. This typology is based on educational philosophies, ideals of education, key symbolic concepts, organizational aspects and educational consequences. How popular adult education is transformed into a language depends on which discourse or discourses is or are dominant. Applying a sociology of knowledge perspective, the study also searches for a collective understanding. The various discourses shaped by different approaches to the organization of education result in different forms of meaning creation. As a consequence, the discussion about popular adult education varies between different folk high schools and study associations.
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| 12. |
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| 13. |
- Paldanius, Sam, 1962-
(author)
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Sär-skild folkhögskolepedagogik? : Erkännandets didaktik i folkhögskolor
- 2014
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Reports (other academic/artistic)abstract
- The purpose of this study was to investigate if there is a specific set of didactical routines used in Swedish folkhighschool teaching. The issue has been discussed for a long time but with very few studies looking in to the matter. It is established that folkhighschools have been very successful in motivating and teaching participants when all other types of schools failed. What do they do to create these effects? The study examines empirical data from two folkhighschools, several classrooms and several courses. The theoretical framework is based on concepts from Pierre Bourdieu and Axel Honneth. The concept of recognition is central. The results show that different mechanisms of recognition are a crucial part of the didactics in these two folkhighschools. Recognition as a means in teaching classes tends to lead to significant consequences for the participants. Furthermore, the results show different characteristics of the didactics in folkhighschools courses. The results contribute to the on going discussion about folkhighschools in general. The study is based on a limited amount of empirical evidence why it is advised to use generalizations with caution.
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| 14. |
- Skog-Östlin, Kerstin
(author)
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Att bryta ny mark : Kvinnors bruk av läroverkslärarutbildning omkring 1900
- 2005
-
Reports (other academic/artistic)abstract
- Here a group of Stockholm women at the turn of the 20th century are in focus. Inspired by the French sociologist Pierre Bourdieu their lives and careers are analysed. The four women were pioneers. They studied at university and after the university degree they continued another year and got a formal education as secondary teachers at a time when it was almost impossible for a woman to work as one.Three of them tried to get into the secondary school as teachers – one succeeded, the first one who tried around 1880. One did not even tried; she was a teacher at a girl school, like those who failed a couple of years after 1900 and 1915.Irrespective of how these women acted they used the educational opportunities of the time. But they went different paths after their exam. This can be understood by their capital and their social and historical room, when they came to decision.Two of the women, Ellen Fries and Astrid Cleve von Euler, are specially focused. Their views of educational issues are discussed as a part of the understanding the strategies of the women.The strategies these women used were imitations of the male ones. They choose the same education as the men. They did not want to create a public sphere of female education. They wanted to work at secondary schools just like the men and under the same conditions. They wanted to be part of the established structure without questioning it, even if their behaviour in itself was a challenge. On order to reach that goal they pointed out competence in front of sex. They did not manage themselves, but their way of imitating the men led to success for generations to come.Keywords: educational history, secondary schools, female pioneers, female teachers, Astrid Cleve von Euler, Ellen Fries, Betty Pettersson, Anna Ahlström.
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| 15. |
- Tornberg, Ulrika
(author)
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Mångkulturella aspekter på språkundervisningens kommunikativa praktiker : En konferensrapport
- 2006
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Reports (other academic/artistic)abstract
- Multicultural Aspects of Communication in Foreign Language Teaching and Learning Practices. Report from a Conference. This report presents the paper-session contributions to an international conference on foreign language pedagogy held in October 2004, titled “The Multicultural Foreign Language Classroom: An Arena for Democratic Experiences”. The conference, organized by the Department of Education, Örebro University, and the Swedish journal Utbildning & demokrati (Education & Democracy), was first documented in a special English edition (2004/3) of the journal, presenting the lectures given by the international keynote speakers. By contrast, this second conference report, published within the Swedish Research Council project “Education as Deliberative Communication” (“Utbildning som deliberativ kommunikation”) offers an overview of contemporary research in the field of foreign language pedagogy and didactics in Sweden, including, among other things, ethnographically inspired research into communicative and cultural aspects of classroom conversation about literature, as well as investigations into the attitudes and beliefs of a large number of European language teachers concerning the content of the teaching of “intercultural competence”. The report also presents a section where the involvement of multicultural learners is explored from different perspectives, such as everyday language teaching and learning practices in various educational contexts as well as different aspects of test design and construction, as exemplified by the Swedish National Test of English and the Swedish Scholastic Assessment Test (SweSAT). Despite the variety of the contributions offered, the multicultural foreign language classroom as an arena for democratic experiences provides the common denominator also in this second report.
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| 16. |
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Decentralization and centralization policies in education in Europe : current trends and challenges
- 2002
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Editorial collection (other academic/artistic)abstract
- Decentralization and centralization are as opposite trends in educational policies, as much as they are in economics and politics. A preliminary assumption considers the existence at European level of two main forces having a major impact in educational policies. First: the ideal of a common European identity, an economical and social community, which claims for common goals, unified policies, that is centralization. The second group of forces can be related to the importance of the individual and local level to be involved in decision making in education, the diminishing of the role of central authorities and the partnership market & education. This, on the contrary, is assumed to claim for decentralization in educational policies.With the above as a conceptual point of departure the First International Workshop attempted to initiate a debate and search for answers to questions such as the followings: In which ways this apparently “opposite forces” could strive towards the same goals?, Which criticism could be put forward to the approach presented above? Are there other perspectives to consider when scrutinizing decentralization and centralization in education? What is possible to do in terms of research to approach this problematic? The keynote speeches and papers included in this report approach some of these questions or deepen into others relevant with a perspective covering from research experiences to local issues.
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| 17. |
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Educational policies : implications for equity, equality and equivalence
- 2004
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Editorial collection (other academic/artistic)abstract
- This report is part of one of the studies within the project “What about equivalence” granted by The Swedish Research Council and led by Professor Tomas Englund at Örebro University, Sweden. Studying equity, equality and equivalence in education across borders posses a number of challenges associated not only to their conceptualization but to other aspects such as the historical and political dimensions. The different approaches that are found in sociological analysis of educational equity show the underlined complexity. Acknowledging these limitations the aims of this report are threefold. (a) To present main issues concerning the implications for equity, equality and equivalence of the current educational policies in different national educational systems. (b) To present, and to some extent expose for further discussion, what concepts, theoretical grounds and indicators are used to approach the subject at issue. (c) To present some of the current concerns on equity, equality and equivalence in other educational contexts and in Sweden in order to, at a later stage, assess its possible relationship. The report also expects to be a springboard for the further joint enquiry and discussions to come among the scholars who have been involved in its realization and others interested in the subject. The scope is therefore limited to this needed open up to mutual knowledge of perspectives on a complex issue, which is of paramount importance for school practices.The perspectives on equity, equality, and equivalence, which are presented in this report varies indeed concerning both the conceptual frames as well as the methodological approaches used by each contributor. Rather than a hindrance this “diversity” is assumed as a meaningful contribution to the tenet supported in this report that issues of equity, equality and equivalence should be viewed with a broader perspective beyond simple comparison of concepts across national educational systems. The contributions here presented indeed map this broad perspective.
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| 18. |
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