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  • 1.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 884-898Article in journal (Refereed)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

  • 2.
    Agevall, Lena
    et al.
    Linnaeus Univ, Sweden; Kristianstad Univ, Sweden.
    Broberg, Pernilla
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Science & Engineering. Kristianstad Univ, Sweden.
    Umans, Timurs
    Kristianstad Univ, Sweden; Linnaeus Univ, Sweden.
    The New Generation of Auditors Meeting Praxis: Dual Learnings Role in Audit Students Professional Development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way dual learning can develop understanding of the relationship between structure/judgement and explores audit students perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students experiences and understanding of the relationship between structure and judgement.

  • 3.
    Agevall, Lena
    et al.
    Linnaeus University.
    Broberg, Pernilla
    Högskolan Kristianstad, Forskningsmiljön Auditing, Organisation and Society (AOS).
    Umans, Timurs
    Högskolan Kristianstad, Avdelningen för Ekonomi.
    The new generation of auditors meeting praxis: dual learning's role in audit students' professional development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.

  • 4.
    Agevall, Lena
    et al.
    Linnaeus University.
    Broberg, Pernilla
    Kristianstad University, Research environment Auditing, Organisation and Society (AOS). Kristianstad University, School of Health and Society, Avdelningen för Ekonomi och arbetsliv.
    Umans, Timurs
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi. Kristianstad University, Research environment Auditing, Organisation and Society (AOS). Linnaeus University.
    The new generation of auditors meeting praxis: dual learning's role in audit students' professional development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.

  • 5.
    Agevall, Lena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies. Kristianstad University.
    Pernilla, Broberg
    Kristianstad University ; Linköping University.
    Umans, Timurs
    Linnaeus University, School of Business and Economics, Department of Management Accounting and Logistics. Kristianstad University.
    The new generation of auditors meeting praxis: dual learning's role in audit students' professional development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.

  • 6.
    Alatalo, Tarja
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Professional content knowledge of grades one – three teachers in Sweden for reading and writing instruction: language structures, code concepts, and spelling rules2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 5, p. 477-499Article in journal (Refereed)
    Abstract [en]

    In this study, Swedish teachers of grades 1-3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed.

  • 7.
    Alexandersson, Mikael
    et al.
    Göteborgs universitet.
    Runesson, Ulla
    Göteborgs universitet.
    The tyranny of the temporal dimension: learning about fundamental values through the Internet2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 4, p. 411-427Article in journal (Refereed)
    Abstract [en]

    In this article we report on one of four schools involved in a research project aiming to develop knowledge about the way in which teaching knowledge is conveyed with the help of information and communication technology. A particular interest was issues of fundamental values. Two classes in Grade 9 of Swedish compulsory school were studied, by observations and interviews, when seeking information about international conflicts on the Internet. The results show that most students searched for and collected information with a focus on mainly one dimension: the temporal dimension of the conflict in question. How this focus on chronologically ordered historical events affected the students' ability to develop the capacity for individual standpoints on questions concerning ethics, morals, equality, and democracy by way of studying conflicts is discussed.

  • 8. Andersson, C.
    et al.
    Antelius, J.
    Månsson, J.
    Sund, Krister
    Stockholm University, Faculty of Social Sciences, The Swedish Institute for Social Research (SOFI).
    Technical efficiency and productivity for higher education institutions in Sweden2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, p. 205-223Article in journal (Refereed)
    Abstract [en]

    This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year.

  • 9.
    Andersson, C.
    et al.
    Swedish Social Insurance Inspectorate.
    Antelius, J.
    Swedish National Audit Office.
    Månsson, Jonas
    Linnaeus University, School of Business and Economics, Department of Economics and Statistics.
    Sund, K.
    Stockholm University.
    Technical efficiency and productivity for higher education institutions in Sweden2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, p. 205-223Article in journal (Refereed)
    Abstract [en]

    This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year.

  • 10.
    Andersson, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Who is a successful student from the perspective of university teachers in two departments?2003In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 47, no 5, p. 543-559Article in journal (Refereed)
  • 11.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven B
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 6, p. 643-660Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.

  • 12.
    Andersson,, Sven B.
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
      Authentic learnig in a socio-cultural framework2005In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 49, no 4, p. 419--436Article in journal (Refereed)
    Abstract [en]

    This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non-formal setting where the group members shaped forms of learning themselves. The findings show that many features of non-formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.

  • 13.
    Arnesen, Anne-Lise
    et al.
    Högskolen i Östfold, Norge.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Still Social and Democratic?: Inclusive Education Policies in the Nordic Welfare States2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 3, p. 285-300Article in journal (Refereed)
    Abstract [en]

    In this article, education policy is analysed from a welfare state perspective. The aim is to analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies. Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual. It is concluded that it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance.

  • 14.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

  • 15.
    Backman, Ylva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Learning within and beyond the classroom: compulsory school students voicing their positive experiences of school2012In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 5, p. 555-570Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.

  • 16.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Aspects of diversity, inclusion and democracy within education and research2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.

  • 17.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Aspects of diversity, inclusion and democracy within education and research2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.

  • 18.
    Berggren, Lilian
    et al.
    Örebro University, School of Law, Psychology and Social Work. Örebro Universitet.
    Lindberg, Lene
    Glatz, Terese
    Örebro University, School of Law, Psychology and Social Work.
    Skoog, Therese
    A First Examination of the Role of International Child Development Programme in School Achievement2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore whether the classroomimplementation of the International Child Development Programme(ICDP) for secondary school students (grade 9) was linked to betterschool achievement. The goal of the ICDP is to increase schoolachievement by promoting positive teacher-student relationships. Thestudy, performed in Sweden, applied a pre–post design (four years) withmatched intervention and control schools (N = 148). The postinterventionassessments showed that there were significant differencesin school achievement in Grade 9 between the intervention school andthe control school. Specifically, a greater proportion of students at theintervention school demonstrated improvement in school subjects andachieved the competency requirements to enter an upper secondaryschool programme. Based on the results, the ICDP can be considered animportant intervention to promote student learning by promoting positive teacher-student relationships.

  • 19.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hansson, Kristina
    Department of Education, Piteå municipality, Piteå, Sweden.
    How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study’s aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire.

    The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given – professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities – a rewarding if complex process.

  • 20.
    Bergmark, Ulrika
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehabilitation.
    Students’ Experiences of Meaningful Situations in School2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 4, p. 538-554Article in journal (Refereed)
    Abstract [en]

    This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.

  • 21.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Jahnke, Isa
    University of Missouri-Columbia.
    Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 38-52Article in journal (Refereed)
    Abstract [en]

    This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.

  • 22.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Kiel University, Kiel, Germany.
    Lindfors, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.

  • 23.
    Bodin, Maria C.
    et al.
    Karolinska institutet.
    South, Sandra H.
    Socialstyrelsen.
    Ingemarson, Maria
    Karolinska institutet.
    A Quasi-Randomized Trial of a School-Wide Universal Prevention Program: Results and Lessons Learned2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 4, p. 449-476Article in journal (Refereed)
    Abstract [en]

    Prevention in School (PS) is a comprehensive program which aims to improve the learning climate and reduce problem behavior in elementary schools. Core components are teaching of school rules, praise and rewards to support prosocial behavior, and a forum involving parents. This trial investigated the effects of PS on its intended outcomes, and includes 23 schools, 3,207 students, and 188 teachers. Multilevel regression analyses indicated no program effects two years after the start of the program. Problems with program components, implementation and study limitations may have contributed to the null findings. The lessons learned may be used to guide program revisions, and are important to consider in future attempts to implement and evaluate similar school interventions in a Swedish context.

  • 24. Boesen, Jesper
    et al.
    Lithner, Johan
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Assessing mathematical competencies: an analysis of Swedish national mathematics tests2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 109-124Article in journal (Refereed)
    Abstract [en]

    Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies’ interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.

  • 25.
    Boesen, Jesper
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. National Center for Mathematics Education, University of Gothenburg, Göteborg, Sweden.
    Lithner, Johan
    Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden.
    Palm, Torulf
    Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden.
    Assessing mathematical competencies: an analysis of Swedish national mathematics tests2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 109-124Article in journal (Refereed)
    Abstract [en]

    Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies’ interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.

  • 26.
    Brehmer, Daniel
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Problem solving in Swedish mathematics textbooks for upper secondary school2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 6, p. 577-593Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

  • 27.
    Burchard Erdvik, Irina
    et al.
    Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway & Department of Physical Education, Norwegian School of Sport Sciences, Oslo, Norway.
    Haugen, Tommy
    Faculty of Health and Sport Sciences, University of Agder, Kristiansand, Norway.
    Ivarsson, Andreas
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Säfvenbom, Reidar
    Department of Physical Education, Norwegian School of Sport Sciences, Oslo, Norway.
    Global Self-Worth among Adolescents: The Role of Basic Psychological Need Satisfaction in Physical Education2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Global self-worth is important for healthy development and learning, and is therefore highlighted as a major aim in the Norwegian physical education (PE) curriculum. Based on prior research this study aimed to assess potential differences in global self-worth and contextual basic need satisfaction among 2854 adolescents (47.5% boys, 52.5% girls, ages 13 and 16) participating in different movement contexts, and to determine whether basic need satisfaction in PE relates to global self-worth. Structural equation modeling analyses indicate that basic need satisfaction in PE relates significantly to global self-worth. However, adolescents who do not participate in movement contexts outside school report significantly lower basic need satisfaction in PE compared to their sports-active peers, and could possibly therefore experience reduced global self-worth development through PE. Findings support research showing that sports active youth reap most of the benefits of PE, and thus, that PE violates the principles of equal education. © 2019 Burchard Erdvik et al. Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 28.
    Bäckström, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    To change by education.: On stability and Development in Theological University Studies.1993In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 37, no 3, p. 195-207Article in journal (Refereed)
    Abstract [en]

    Gives an overview of the results from the major study on stability and change of students attitudes in higer theological education in Sweden.

  • 29.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    From ´the Pedagogue of Recreation´ to Teacher´s Assistant2000In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, p. 207-224Article in journal (Refereed)
  • 30.
    Carlhed, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala Univ, Dept Educ, Uppsala, Sweden..
    The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 5, p. 503-525Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001-2002,n=15,918). Using the concepts from Bourdieu's sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency, and completion. The students' relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother's socioeconomic index, parents' education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university.

  • 31.
    Carlhed, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, article id 1172496Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology and Engineering (year 2001–2002, n=15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university.

  • 32.
    Carlhed, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional QualificationsIn: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology and Engineering (year 2001–2002, n=15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university

  • 33.
    Carlsson, Britta
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Depicting experiences2001In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 45, no 2, p. 125-143Article in journal (Refereed)
    Abstract [en]

    This paper argues that photography is a helpful tool in understanding the ways people experience the world. Five arguments are presented in order to support this statement, each built on the methodological idea that respondents are asked to take, or produce, their own pictures related to a particular phenomenon under investigation. The arguments are: new unconventional methods enhance educational inquiry; photos can serve as communication bridges between strangers; photography makes it easier to represent a situation; photos can be regarded as complex expressions of the photographer's relation to the world; finally, photos enhance the expressing of feelings. These arguments are further discussed in the context of outcomes of a study, which used photography to probe ecological understanding. It is concluded that a deliberate use of the methodology will enhance not only the way photos might be used in research but also enrich educational research aiming at capturing the way people experience and relate to the world surrounding them.

  • 34.
    Chang Rundgren, Shu-Nu
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Karlstad University, Sweden.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What are we aiming for?—A Delphi study on the development of civic scientific literacy in Sweden2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, p. 224-239Article in journal (Refereed)
    Abstract [en]

    Based on the EU FP 7 project PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden which aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists and science education researchers) were involved in our Delphi study in 2012–13. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest and holistic comprehension were all in line with conclusions drawn elsewhere in the literature and ideas within the PROFILES project itself. However, we also found that there were some mismatched aspects of our Delphi study and the Swedish curriculum. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that the school teacher in particular should play a vital role.

  • 35.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Selection effects on applications and admissions to medical education with regular and step-wise admission procedures.2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 4, p. 463-482Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to examine step‐wise admission to two medical programs with regard to selection effects. By using data from a large‐scale longitudinal project, the influence of background variables on regular and step‐wise admission is estimated. Characteristics of both applicants and those admitted are investigated using descriptive statistics and the probabilities of admission and application are examined using logistic regression analysis. The results indicate that self‐selections were generally greater for the step‐wise groups compared to the regular groups. However, the selections resulting from the procedure were generally lower for the step‐wise groups. The results vary between different step‐wise designs, indicating self‐selections to be dependent upon the type of instrument used in the first step, and selections resulting from the procedure to be dependent on the number of steps and/or, more probably, the type of instruments used and the number of those selected in each step.

  • 36.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Askling, Berit
    University West, Department of Nursing, Health and Culture.
    Different grounds for admission: Its effects on recruitment and achievement in medical education2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 1, p. 45-62Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to examine effects of the admission system to higher education on background diversity of students and study efficiency. By using data from a longitudinal project, the students admitted to medical education on different admission grounds are compared. The results indicate that admissions based on upper secondary grades best promote the goal of diversity. In addition, those students perform nearly as well as those admitted via step-wise procedures. The step-wise procedures promote study efficiency, but tend to favour applicants with upper-middle-class and Swedish backgrounds compared to those admitted via grades. Those admitted on the basis of SweSAT scores perform more poorly than those admitted via grades and step-wise procedures. Furthermore, the results indicate that admission via SweSAT scores contradict rather than promote the goals of increasing social, educational, and national diversity in higher education. © 2006 Scandinavian Journal of Educational Research.

  • 37.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Enriching the theoretical horizons of phenomenography, variation theory and learning studies2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 4, p. 327-346Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to introduce some theoretical frameworks which may develop the researchgoing on within phenomenography and variation theory. Central concepts from the epistemological and cognitive theories of Charles S. Peirce, Niklas Luhmann and Margaret Boden are presented and their implications for phenomenography and variation theory are discussed. Peirces concept of the semiotic triad clarifies the interrelations of conceptions, their linguistic expressions and their meanings or referents. Luhmanns concepts of primary and secondary distinctions point out an implicit hierarchy of dimensions of variation. Bodens notion of conceptual spaces as grounds for explorative and transformative creativity points to the relevance and value of becoming familiar with the conceptional spaces of the outcomes of phenomenographic studies. Finally, Ipoint to the possibility of including the notion of a hidden curriculum of the discipline as animplicit dimension of variation in classroom studies based on variation theory

  • 38.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Culture and Society, Division of Social Work. Linköping University, Faculty of Arts and Sciences.
    Foultier, Christophe
    Umea Univ, Sweden.
    Fostering Agents of Change: Governing, Crime Prevention and Teaching for Security2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The article scrutinises a specific intervention for crime prevention through education, launched in one municipality of Sweden, in regard to how such education is set-up, the motives for initiating such education, and the kind of subject that such education is about to produce. Influenced by Michel Foucaults thought on governing, the article is based on interviews with actors involved in establishing principles for security and carrying out specific interventions at school. The analysis illustrates what could be characterised as a will to activate in the intervention in focus, that is, a particular form of governing mobilising the students motivation and will to make active choices and active standpoints - in the name of freedom, responsibility, and security.

  • 39.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    The impact of high versus low linguistic levels in Swedish beginning readers’ oral reading of running texts2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 46, no 4, p. 427-457Article in journal (Refereed)
    Abstract [en]

    The impact of high (e.g. syntax and semantics) and low (graphemes) linguistic levels in 50 beginners' oral reading of running texts is explored, by means of a qualitative analysis of reading errors collected in a longitudinal study. The hypothesis, based on previous quantitative results from the same data, was that the graphemic and/or lexical levels could explain some of the reading errors, but that, for example, syntactic complexity or unexptected contexts could explain others. Unfamiliar words and words with compex graphemic structures did result in many reading errors. but a relatively large number of errors seem to be caused by, for example, syntactical or contextual constraints. In the longitudinal perspective, the readers tended to advance through various phases regarding their utilisation of higher linguistic levels, revealing a possible transition from a concentration mainly on the graphemic level via a dependency on and finally a sensitivity to context.

  • 40.
    Danielsson, Kristina
    Stockholms universitet, Institutionen för nordiska språk.
    The relationship between grapheme–phoneme correspondences and reading errors in Swedish beginners’ oral reading2003In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 47, no 5, p. 511-528Article in journal (Refereed)
    Abstract [en]

    The present study explores the relationship between error frequencies and correspondences between graphemes and phonemes of words in running texts read by 50 Swedish beginning readers. Following the ample cross-linguistic evidence of the impact of orthographic transparency, transparent words could be expected to be decoded more accurately than opaque words. Thus, error frequencies on words with different degrees of complexity in their grapheme- phoneme correspondences were compared in the study. The results reveal that error frequencies can only partly be explained by the degree of word transparency. Instead, contextual factors also seem to be relevant, something which previous studies by the author have indicated.

  • 41.
    Doumas, Kyriaki
    Lund University , Sweden.
    Students’ experiences and perceptions of in-depth approaches in teaching and understanding subject matter2012In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 3, p. 295-313Article in journal (Refereed)
    Abstract [en]

    Students' experiences and perceptions of good teaching and understanding in literature and physics during one school year were investigated through in-depth interviews with students in eight Greek high school classes in the first, second and third grade. The pedagogical quality of in-depth teaching and understanding of subject matter, as described by the students, was investigated. Students' feelings of joy, pleasure and personal meaning in the teaching and learning situation were also in focus in the research. The investigation brought out three main types of approaches to subject matter in classroom teaching and learning: a logical/analytical approach, a holistic/reflective approach and an existential approach. These three approaches were common to teaching and understanding of literature and physics, with some variation in specific meaning within and between subjects. They also varied in presence and meaning between grades and students.

  • 42.
    Einarsson, Charlotta
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    Granström, Kjell
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Gender-biased interaction in the classroom: the influence of gender and age in the relationship between teacher and pupil2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 46, no 2, p. 117-127Article in journal (Refereed)
  • 43.
    Eklund-Myrskog, Gunilla
    et al.
    Faculty of Education, Åbo Akademi, Vasa.
    Wenestam, Claes-Göran
    Faculty of Education, Åbo Akademi, Vasa.
    Students' approaches to learning in Finnish general upper secondary school1999In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 43, no 1, p. 5-18Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate students' approaches to learning within Finnish general upper secondary school. Students' approaches to learning were further related to variables such as form level, gender and grades in mathematics, English and physical education. Students from three general upper secondary schools (n = 549) were chosen as subjects and their approaches to learning are assessed by the Learning Process Questionnaire (LPQ). As a result of the study, significant differences were found between students' approaches to learning in the different form levels. Students' approaches to learning were further related to gender. Finally, students' approaches to learning were related to their grades in mathematics and English, but not to their grades in physical education.

  • 44.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Self-concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 3, p. 297-313Article in journal (Refereed)
    Abstract [en]

    The present study investigated whether two summated rating scales used in the Trends in International Mathematics and Science Study (TIMSS 2003), Mathematics Self-Concept (MSC), and Students' Valuing of Mathematics (VoM) seemed appropriate, meaningful, and useful in a Swedish context. The 4,256 Swedish eighth-grade students involved in TIMSS 2003 participated in the study. Items in the TIMSS Student Background Questionnaire asking for motivational beliefs were subjected to item analyses, principal components analyses, and confirmatory factor analyses. Factor scores were saved and regressed on mathematics score. The results indicated that the MSC scale was internally consistent, showed a simple factor structure that fitted the data rather well, and was positively related to mathematics achievement. The VoM scale was unrelated to mathematics score, showed a poor model-data fit, and the items in the scale were rather heterogeneous. The findings are discussed from an expectancy-value perspective and suggestions for researchers performing secondary analyses on TIMSS data are presented.

  • 45.
    Ekström, Anna
    et al.
    Stockholm University.
    Lindwall, Oskar
    University of Gothenburg.
    Säljö, Roger
    University of Gothenburg and University of Turku.
    Questions, instructions and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 5, p. 497-514Article in journal (Refereed)
    Abstract [en]

    This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft education—or more specifically, a teacher education program in sloyd. Handicraft is particularly interesting when analysing instructions, since the purposes of instructions are often dual: (1) to bring about a broad, instructionally relevant mode of understanding artefacts (including their origin, aesthetics, etc.), and (2) to guide manual action in the production of such artefacts. In the article, a detailed analysis of an instructional sequence, which includes the production of two distinct types of embroideries, is reported. The analysis sheds light on the role of educational examples in sloyd as well as on the related issue concerning the distinctive difference between the activities of listening to instructions as part of a lecture, on the one hand, and, on the other, listening to instructions in order to be able to accomplish a task.

  • 46.
    Ekström, Anna
    et al.
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Lindwall, Oskar
    Säljö, Roger
    Questions, instructions, and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 5, p. 497-514Article in journal (Refereed)
    Abstract [en]

    This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft educationor more specifically, a teacher education program in sloyd. Handicraft is particularly interesting when analysing instructions, since the purposes of instructions are often dual: (1) to bring about a broad, instructionally relevant mode of understanding artefacts (including their origin, aesthetics, etc.), and (2) to guide manual action in the production of such artefacts. In the article, a detailed analysis of an instructional sequence, which includes the production of two distinct types of embroideries, is reported. The analysis sheds light on the role of educational examples in sloyd as well as on the related issue concerning the distinctive difference between the activities of listening to instructions as part of a lecture, on the one hand, and, on the other, listening to instructions in order to be able to accomplish a task.

  • 47.
    Elgström, Ole
    et al.
    Lund university.
    Hellstenius, Mats
    Kristianstad University, School of Teacher Education.
    How history became a core subject in Swedish upper secondary schools2010In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 6, p. 565-580Article in journal (Refereed)
    Abstract [en]

    In 2004, history was introduced by a Parliamentary decision as a new core subject in the Swedish upper secondary school system. This event constituted a major break—history now became a compulsory subject for all upper secondary school students after having been subject to a continually diminishing number of teaching hours ever since 1945. This surprising change forms the puzzle that this article seeks to address. Based on interviews and documentary analysis, we map and interpret the decision‐making processes that ended with the Parliamentary decision to make history a new core subject. We add to existing insights about curriculum change by interpreting the process in terms of negotiation, persuasion, and framing and by linking actor strategies to structural—ideational and material—changes that created a window of opportunity for policy entrepreneurs.

  • 48. Emanuelsson, Jonas
    et al.
    Sahlström, Fritjof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    The price of participation: Teacher control versus student participation in classroom interaction2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 2, p. 205-223Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to further the understanding of how content is learned in classrooms, using conversation analysis (CA) and variation theory for the analysis. Classroom video materials from two mathematics classrooms in Sweden and the USA are analysed. A result of the study is the empirical explication of the tension between the need for teacher content control and the simultaneous contradictory need for student participation in educational interaction. The article also develops variation theory toward a more sensitive understanding of the sequential implications of interaction and suggests CA can benefit from more systematic understandings of content orientation in interaction. In doing so, the presumed gulf between acquisitionist and participation understandings of learning is challenged.

  • 49.
    Englund, Hans
    et al.
    Örebro University, Örebro University School of Business.
    Frostenson, Magnus
    Örebro University, Örebro University School of Business.
    Beime, Kristina S.
    Örebro University, Örebro University School of Business.
    Performative Technology Intensity and Teacher Subjectivities2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 5, p. 725-743Article in journal (Refereed)
    Abstract [en]

    Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.

  • 50.
    Englund, Hans
    et al.
    Örebro University School of Business.
    Frostenson, Magnus
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.
    Sutter Beime, Kristina
    Performative Technology Intensity and Teacher Subjectivities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper-secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.

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