| 1. |
- Alexiadou, Nafsika, 1968-
(författare)
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Framing education policies and transitions of Roma students in Europe
- 2019
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 55:3, s. 422-442
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success.
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| 2. |
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| 3. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Policy space and the governance of education : transnational influences on institutions and identities in the Netherlands and the UK
- 2013
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Ingår i: Comparative Education. - Abingdon : Taylor & Francis. - 0305-0068 .- 1360-0486. ; 49:3, s. 344-360
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a comparative analysis of two country-specific cases. The comparative analysis is situated within the broad domain of the changing knowledge economy landscape for educational policy. The two cases examine the transfer, embedding and enactment of policies during the interactions between supranational, national, institutional and individual levels. Case study one concerns policy transfers and their mediation between the EU and the national levels, drawing from empirical research on the UK. Case study two explores the experience and interpretation of higher education mobility practices from the point of view of individual mobile academics located in, or connected to, the Dutch frameworks of higher education. We employ the concept of space to illuminate the effects on education policy and practice of the changing relationships between the national and inter-, supranational levels of discourse and practice. Our central thesis is that even though EU member states have lost sovereign power over defining education goals and outcomes, hindering dynamics remain. The extent to which policies and discourses from ‘outside’ the national level are integrated and adopted ‘within’ depends on the interaction between education–political discourses with existing institutionalised practices. In the case of the EU education policies we observe a weak form of policy transfer to the national level. In the UK there is a combination of a dense institutional field in education and a Eurosceptic political discourse. In the Dutch case of individual academics, on the other hand, we found a positive discourse around international academic mobility. A moderately adapted set of regulatory frameworks and emerging support structures facilitate to varying degrees the Dutch practice of academic mobility.
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| 4. |
- Andrews, Paul, 1954-
(författare)
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Negotiating meaning in cross-national studies of mathematics teaching : kissing frogs to find princes
- 2007
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 43:4, s. 489-509
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines the iterative processes by which a multinational team of researchers developed a low‐inference framework for the analysis of video recordings of mathematics lessons drawn from Flemish Belgium, England, Finland, Hungary and Spain. Located within a theoretical framework concerning learning as the negotiation of meaning, we discuss problems of linguistic and conceptual equivalence and the manner by which they were resolved. Significantly, when compared with the time‐stamped codes of projects like the TIMSS video studies, we argue that the unit of analysis adopted, the episode, allowed for the distinctive patterns of a lesson to be retained for comparison with others. Also, we suggest that the framework’s generic, though subject‐focused, codes are amenable to adaptation to other curriculum areas, thus providing an opportunity for the comparative study of subjects not normally associated with work of this nature.
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| 5. |
- Daun, Holger
(författare)
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Childhood learning, life skills and well-being in adult life : a Senegalese case
- 2010
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 46:4, s. 409-428
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Tidskriftsartikel (refereegranskat)abstract
- Education is not easily converted into human capital and well-being in low-income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an ongoing longitudinal research project in Senegal. The study compares the relationships between educational/learning background, life skills and well-being in adult life among individuals who attended primary school, Quranic, Arabic or Indigenous learning systems at the beginning of the 1980s. The findings illustrate some of the complexities in the relationships between, on the one hand, education and life skills and, on the other hand, individual well-being in a low-income society. Since this study enters into an area that has not been very much researched, this study is explorative and employs concepts heuristically. Some findings in relation to different theoretical approaches are also discussed here.
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| 6. |
- Dodillet, Susanne, 1977, et al.
(författare)
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Parents, a Swedish problem: on the marginalisation of democratic parental involvement in Swedish school policy
- 2020
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 56:3, s. 379-393
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Tidskriftsartikel (refereegranskat)abstract
- This article proposes that the scope for parental involvement is limited in the current Swedish school system, despite its claim to the highest level of democracy and its extensive marketisation and juridification. In order to define this deficit, we introduce the notion of democratic parental involvement. We further trace the history of the pronounced reluctance towards parents seeking to influence the education of their children in Swedish education policy since the 1940s. Three characteristic ideas in this policy are highlighted: (1) its concept of ‘democratic education’, (2) the idea of ‘the best interest of the child’ and (3) the concept of ‘the professional teacher’. We argue that these strands together make the idea of democratic parental involvement being a positive force in education virtually inconceivable.
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| 7. |
- Ehren, M. C. M., et al.
(författare)
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Comparing effects and side effects of different school inspection systems across Europe
- 2015
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 51:3, s. 375-400
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Tidskriftsartikel (refereegranskat)abstract
- In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the scheduling and frequency of visits (using a differentiated or cyclical approach), the evaluation of process and/or output standards, and the consequences of visits, and how these models lead to school improvement through the setting of expectations, the use of performance feedback and actions of the school's stakeholders. These assumptions were tested by means of a survey of principals in primary and secondary schools in these countries (n=2239). The data analysis followed a three-step approach: (1) confirmatory factor analyses, (2) path modelling and (3) fitting of multiple-indicator multiple-cause models. The results indicate that Inspectorates of Education that use a differentiated model (in addition to regular visits), in which they evaluate both educational practices and outcomes of schools and publicly report inspection findings of individual schools, are the most effective. These changes seem to be mediated by improvements in the schools’ self-evaluations and the schools' stakeholders’ awareness of the findings in the public inspection reports. However, differentiated inspections also lead to unintended consequences as principals report on narrowing the curriculum and on discouraging teachers from experimenting with new teaching methods.
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| 8. |
- Grek, Sotira, et al.
(författare)
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Governing by inspection? European inspectorates and the creation of a European education policy space
- 2013
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 49:4, s. 486-502
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on the first, completed phase of a research project on inspection as governing in three European inspection systems. The data presented here draw attention to the rather under-researched associational activities of European inspectorates and their developing practices of policy learning and exchange, and highlight their significance as contributing to an emergent European Education Policy Space (EEPS). The paper is framed by original approaches to inspection that locate it as a set of governing practices, connected to changing governing forms and the growth of networks of relationships and flows of data across Europe. Comparisons are drawn between the relationships with Europe of inspectorates in Scotland, Sweden and England, drawing on Jacobsson's conceptualisation of regulative, inquisitive and meditative governance as a framing device.
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| 9. |
- Grek, Sotiria, et al.
(författare)
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National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
- 2009
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 45:1, s. 5-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.
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| 10. |
- Helgøy, Ingrid, et al.
(författare)
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Combating low completion rates in Nordic welfare states : Policy design in Norway and Sweden
- 2019
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 55:3, s. 308-325
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Tidskriftsartikel (refereegranskat)abstract
- Low completion rate in upper secondary education is seen as a bigproblem in the Nordic countries. School failure has shown todramatically increase the risks for unemployment and labourmarket exclusion with severe consequences for both society andthe young person. This paper analyses national policy measures tocombat low upper secondary education completion rates inNorway and Sweden, often regarded as representing a socialdemocratic welfare model and a universalistic transition regime.The analysis demonstrates that although this issue has receivedextensive political attention, the two countries display somewhatdifferent policy designs. The Norwegian approach is proactive andtargeted while the Swedish policy is more general and directedtowards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that nationalgovernance structures shape and influence policy design in thecontext of an increasingly diversified Nordic social democraticwelfare state regime.
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