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- Giota, Joanna, 1965, et al.
(author)
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Changes in individualized teaching practices in municipal and independent schools 2003, 2008 and 2014 : Student achievement, family background and school choice in Sweden
- 2019
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In: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis Group. - 2002-0317. ; , s. 78-91
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Journal article (peer-reviewed)abstract
- The study investigated student experiences of teaching practices in grade 9 at 2003, 2008 and 2014 after the Swedish education reforms of the 1990s. Teaching practices in both municipal and independent schools were related to student achievement and family background. Data from three nationally representative cohorts within the ongoing Swedish longitudinal ETF-project have been used. The results show changes from more conventional to more individualistic teaching practices. Independent schools emphasize more self-regulated learning. Child-centred forms of work are though found to be equally beneficial for student achievement as more conventional teaching methods. In spite of education reforms, family background is equally important for student achievement as earlier. Obtained results are discussed in relation to increased school competition in Sweden.
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| 2. |
- Giota, Joanna, 1965, et al.
(author)
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Consequences of differentiated policies and teaching practices in the Swedish school system : In Dennis Beach & Alan Dyson (eds), Equity and education in cold climates.
- 2016
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In: London:Tufnell Press. - London : Tufnell Press. - 1872767249
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Book chapter (peer-reviewed)abstract
- In this chapter results from two longitudinal and nationally representative studies will be highlighted and discussed. The first study describes the extent and forms, integrated vs. segregated, of special education support offered to students in the Swedish compulsory school over a period of 29 years. The relationships between special education support, background variables and goal attainment in Grade 9 were studied as well. This study is based on about 35000 students born in 1972, 1977, 1982 and 1987. The second longitudinal study aimed to explore how head teachers (n=683) for older students and head teachers (n=250) for younger students in the Swedish compulsory school handled a range of special education issues in their schools. The results show that difficulties in school are still seen as being caused by student characteristics rather than shortcomings of the school and teaching practices. Some students do not receive equal opportunities to learn and flourish in school and thus run the risk of becoming socially excluded and marginalized in a here-and-now and a future perspective.
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| 4. |
- Giota, Joanna, 1965, et al.
(author)
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Individualized teaching practices in the Swedish comprehensive school from 1980 to 2014 in relation to education reforms and curricula goals
- 2018
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In: Nordic Journal of Studies in Educational policy. - : Informa UK Limited. - 2002-0317. ; 4:3, s. 144-155
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Journal article (peer-reviewed)abstract
- ABSTRACT The study investigated changes in teaching practices and classroom processes, seen from a student perspective, before and after the education reforms of the 1990s, and the introduction of the Swedish 1994 National Curriculum for comprehensive school. The total time pass stretches from 1980 to 2014. The focus is on comparisons of results based on identical statements in questionnaires, given to six nationally representative student cohorts within the ongoing Evaluation Through Follow-up project, who attended grade 6 or grade 9. The findings show the working atmosphere in the Swedish grade-6 schools to have improved during the 1980s, pointing also to changes in the teacher role. Teacher-led class teaching was in less use than in previous decades, but still the most dominating teaching condition, with an increase from 2005 to 2011. In grade 9, the changes are reverse, with a tendency for reduced time for teacher-led class teaching from 2003 onwards, and the use of less group work and fewer tests. From the mid-1990s onwards an explosive spread of individual work was identified in both grade 6 and grade 9. The changes in teaching practices and classroom processes are discussed in the light of individualization, curricula goals and education reforms.
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