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- Högberg, Björn, et al.
(author)
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Consequences of school grading systems on adolescent health : evidence from a Swedish school reform
- 2021
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In: Journal of education policy. - : Routledge. - 0268-0939 .- 1464-5106. ; 36:1, s. 84-106
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Journal article (peer-reviewed)abstract
- Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.
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- Högberg, Björn, et al.
(author)
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Outcome-based accountability regimes in OECD countries : a global policy model?
- 2021
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In: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 57:3, s. 301-321
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Journal article (peer-reviewed)abstract
- The global diffusion of outcome-based accountability in education is contested, with accounts of universal convergence being challenged by perspectives emphasising heterogeneity across different national or local contexts. This study uses data from PISA to explore, firstly, the spatial and temporal diffusion of accountability across OECD countries, and secondly, whether accountability is implemented as a single coherent regime. Using cluster analysis techniques, we find that most countries fall into a ‘Thick’ accountability regime, with widespread use of most forms of accountability tools. However, this regime is not fully coherent, with some countries relying more on horizontal, and others on vertical, forms of accountability. A sizeable minority of countries fall into a ‘Thin’ regime, in which most accountability tools are largely absent. We also find indications of convergence across countries over time. We conclude that while accountability in education is indeed widespread, and increasingly so, it is not a universally dominant regime.
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| 4. |
- Linde, Jonna, et al.
(author)
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High-Stakes counselling : when career counselling may lead to continuing residence or deportation of asylum-seeking youths
- 2021
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In: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 42:5-6, s. 898-913
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Journal article (peer-reviewed)abstract
- In this article we analyse what happens to career counselling when it is intertwined with the asylum process. A Swedish example is an amendment to the education legislation, regarding residence permits for upper secondary level students. Following the resulting changes in juridical, educational and interpersonal conditions, career counsellors must deliver ‘high-stakes counselling’ that can profoundly affect individuals’ prospects of asylum or deportation. Our analysis is based on ethnographically inspired fieldwork, a survey and Bernsteinian theory. In current Swedish conditions, tight matching to demands of the labour market is essential in this ‘high-stakes counselling’. We conclude that a consequence is institutional introduction of conditional citizenship of asylum-seeking students. This allows countries to select migrants through education, which severely conflicts not only with counselling ideals, but also democratic and equality values regarding possibilities to make choices for the future, thus creating ethical dilemmas for counsellors.
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| 5. |
- Lindgren, Joakim, Dr, 1971-, et al.
(author)
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To See or Not to See : Juridification and Challenges for Teachers in Enacting Policies on Degrading Treatment in Sweden
- 2021
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 65:6, s. 1052-1064
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Journal article (peer-reviewed)abstract
- This article examines the juridification of education in Sweden with a particular focus on changes in the legal regulation of schools' measures to combat degrading treatment. In Swedish schools, any degrading treatment must be reported to the head teacher who, in turn, has an obligation to report it to the governing body. Based on interviews with municipal officials, school leaders, teachers and other school staff in seven schools in two municipalities, we describe and analyse how expanding bureaucratic layers of formalisation and documentation, as well as insecurity and pressures from external accountability, have transformed pedagogical challenges in terms of what teachers see and how they act on what they see.
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