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Lundström, Ulf
Publications (10 of 64) Show all publications
Lundström, U. (2019). Measuring what we value, or valuing what we can measure?: Performance indicators, school choice and the curriculum. In: Christina Elde Mølstad and Daniel Pettersson (Ed.), New practices of comparison, quantification and expertise in education: conducting empirically based research (pp. 189-206). London & New York: Routledge
Open this publication in new window or tab >>Measuring what we value, or valuing what we can measure?: Performance indicators, school choice and the curriculum
2019 (English)In: New practices of comparison, quantification and expertise in education: conducting empirically based research / [ed] Christina Elde Mølstad and Daniel Pettersson, London & New York: Routledge, 2019, p. 189-206Chapter in book (Refereed)
Abstract [en]

This chapter describes the Swedish context, the theoretical framework and the methodology. It analyses the Swedish national curriculum and common performance indicators are described and explains regarding the discourses they represent and how they represent the national curriculum. The chapter explores knowledge about how such indicators can influence teaching and school choice, and how they interact with the national curriculum by describing and analysing the common performance indicators that are used in the Swedish school system. The evaluation systems also involve indicators representing background information, such as costs and number of pupils and teachers. Skolverkets Internetbaserade Resultat-och kvalitets Informations System is a database of statistics and general information on the Swedish National Agency of Education website. ValjaSkola is a relatively new website and is provided by the Swedish National Agency for Education. The reductive simplification of the national curriculum is exaggerated by the complete dominance of indicators representing only three school subjects: Swedish, English and mathematics.

Place, publisher, year, edition, pages
London & New York: Routledge, 2019
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163108 (URN)10.4324/9780429464904-13 (DOI)9781138612853 (ISBN)9780429464904 (ISBN)
Available from: 2019-09-07 Created: 2019-09-07 Last updated: 2019-09-24Bibliographically approved
Lundström, U. (2019). Nyutbildade lärares erfarenheter av den första tiden i yrket: Utvecklingen av professionell identitet i en ny tid. Umeå: Umeå universitet
Open this publication in new window or tab >>Nyutbildade lärares erfarenheter av den första tiden i yrket: Utvecklingen av professionell identitet i en ny tid
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2019. p. 65
Keywords
nyutbildad lärare, lärarutbildning, introduktion, profession
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-164741 (URN)978-91-7855-151-4 (ISBN)
Available from: 2019-10-30 Created: 2019-10-30 Last updated: 2019-10-31Bibliographically approved
Kärnebro, K. & Lundström, U. (2019). Utvärdering av Läslyftet: Delrapport 10: En intervjustudie av skolbibliotekariernas roll i Läslyftet. Umeå Centre for Evaluation Research, Umeå universitet
Open this publication in new window or tab >>Utvärdering av Läslyftet: Delrapport 10: En intervjustudie av skolbibliotekariernas roll i Läslyftet
2019 (Swedish)Report (Other academic)
Abstract [sv]

Föreliggande rapport är den tionde i en serie rapporter som presenteras inom ramen för den nationella utvärderingen av Läslyftet. Utvärderingen, som genomförs på uppdrag av Skolverket, undersöker avtryck och effekter av Läslyftet på bl.a. undervisningen. Utvärderingen utförs av en grupp forskare vid Centrum för utvärderingsforskning (UCER), Umeå universitet, tillsammans med forskare vid Göteborgs, Karlstads och Oslouniversitet. Utvärderingens slutrapport kommer att presenteras under 2019.

Den här rapporten handlar om skolbibliotekariernas roll i Läslyftet och har författats avKatarina Kärnebro och Ulf Lundström. 

Place, publisher, year, edition, pages
Umeå Centre for Evaluation Research, Umeå universitet, 2019. p. 43
Series
Evaluation reports, ISSN 1403-8056
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-181496 (URN)978-91-7855-030-2 (ISBN)
Available from: 2021-03-15 Created: 2021-03-15 Last updated: 2021-03-15Bibliographically approved
Lundström, U. (2018). Lärares professionella autonomi under New Public Management-epoken. Utbildning och Demokrati, 27(1), 33-59
Open this publication in new window or tab >>Lärares professionella autonomi under New Public Management-epoken
2018 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 33-59Article in journal (Refereed) Published
Abstract [en]

Teachers’ Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers’ work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the on-going emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

Teachers’ Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers’ work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the on-going emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

Keywords
Lärares autonomi, skolreform, New Public Management, gymnasieskoa
National Category
Pedagogical Work Public Administration Studies
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-150916 (URN)
Funder
Swedish Research Council
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2018-08-20Bibliographically approved
Varjo, J., Lundström, U. & Kalalahti, M. (2018). The governors of school markets?: Local education authorities, school choice and equity in Finland and Sweden. Research in Comparative and International Education, 13(4), 481-498
Open this publication in new window or tab >>The governors of school markets?: Local education authorities, school choice and equity in Finland and Sweden
2018 (English)In: Research in Comparative and International Education, E-ISSN 1745-4999, Vol. 13, no 4, p. 481-498Article in journal (Refereed) Published
Abstract [en]

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems.

The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Finland, Sweden, marketization, school choice, local school governance, equality, segregation
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-152759 (URN)10.1177/1745499918807038 (DOI)000453092400001 ()30588239 (PubMedID)2-s2.0-85058077107 (Scopus ID)
Funder
Swedish Research Council, 5509
Available from: 2018-10-22 Created: 2018-10-22 Last updated: 2024-03-07Bibliographically approved
Lundström, U. (2018). Utanhandlingsutrymme vissnar motivationen. Pedagogiska Magasinet (3)
Open this publication in new window or tab >>Utanhandlingsutrymme vissnar motivationen
2018 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320, no 3Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Lärarförbundet, 2018
Keywords
Lärarprofession, new public management, tillit, marknad
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-153686 (URN)
Note

Publicerad 2018-11-23

Available from: 2018-11-27 Created: 2018-11-27 Last updated: 2020-04-07Bibliographically approved
Kärnebro, K. & Lundström, U. (2018). Utvärdering av Läslyftet. Delrapport 5: Läslyftets organisering och genomförande i förskolan. Umeå: Umeå universitet
Open this publication in new window or tab >>Utvärdering av Läslyftet. Delrapport 5: Läslyftets organisering och genomförande i förskolan
2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2018. p. 50
Series
Evaluation report, ISSN 1403-8056
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-148243 (URN)978-91-7601-896-5 (ISBN)
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2022-06-13Bibliographically approved
Hanberger, A., Hult, A., Lundström, U., Carlbaum, S., Edström, C. & Lindgren, L. (2018). Utvärderingars konsekvenser för skolans praktik: styrning, ansvarsutkrävande och verksamhetsförändring. In: Resultatdialog 2018: . Paper presented at Resultatdialog 2018, Umeå, Sweden, December 4-5, 2018 (pp. 53-56). Vetenskapsrådet
Open this publication in new window or tab >>Utvärderingars konsekvenser för skolans praktik: styrning, ansvarsutkrävande och verksamhetsförändring
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2018 (Swedish)In: Resultatdialog 2018, Vetenskapsrådet , 2018, p. 53-56Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Vetenskapsrådet, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-153916 (URN)978-91-7307-374-5 (ISBN)
Conference
Resultatdialog 2018, Umeå, Sweden, December 4-5, 2018
Funder
Swedish Research Council, 2011-6157
Available from: 2018-12-07 Created: 2018-12-07 Last updated: 2022-06-13Bibliographically approved
Lundström, U. (2017). Att mäta det vi värderar eller värdera det vi kan mäta?: Resultatindikatorer som grund för skolval. Utbildning och Demokrati, 26(1), 43-66
Open this publication in new window or tab >>Att mäta det vi värderar eller värdera det vi kan mäta?: Resultatindikatorer som grund för skolval
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 43-66Article in journal (Refereed) Published
Abstract [en]

To Measure What We Value or to Value What We Can Measure? Performance Indicators as a Basis for School Choice. The main objective of this article is to examine and critically discuss indicators that represent student achievement and are used as a basis for school choice in the Swedish compulsory school. It focuses on analyzing the performance indicators in some of the commonly used evaluation systems and to what extent they represent the National curriculum. Five evaluation systems used to inform school choice are selected and analyzed in relation to the Swedish national curriculum, based on perspectives from curriculum and evaluation theories. Most indicators represent a narrow subject discourse, while the discourses that represent the broad goals of the curriculum, such as citizenship, are largely absent. The indicators constitute a conception of student achievement as easily measurable subject knowledge.

Place, publisher, year, edition, pages
Örebro: , 2017
Keywords
Result indicators, school choice, curriculum, performance, Skolval, resultat, indikatorer, läroplan, kvalitet, marknad
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-134861 (URN)
Projects
Inkluderande och konkurrerande. Gymnasieskolan i skärningspunkten mellan social inkludering och marknadisering
Funder
Swedish Research Council, 721-2011-5509
Available from: 2017-05-14 Created: 2017-05-14 Last updated: 2018-06-09Bibliographically approved
Lundström, U., Holm, A.-S. & Erixon Arreman, I. (2017). Rektor i skärningspunkten mellan likvärdighet och skolmarknad. Utbildning och Demokrati, 26(1), 19-41
Open this publication in new window or tab >>Rektor i skärningspunkten mellan likvärdighet och skolmarknad
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 19-41Article in journal (Refereed) Published
Abstract [en]

In a global education policy context, school leadership is increasingly regarded as crucial for improving school outcomes as well as equity in education. The purpose of this article is to analyze Swedish upper secondary school principals’ perceptions of the impact of school reforms in relation to equity.  Empirical datawas collected in an online survey distributed to all upper secondary principalsaffiliated to the national Association of School Principals. The results of the survey are discussed in relation to governance and previous research. The study indicates that a majority of the principals related equity in education to state governance, while reforms counteracting equity were connected tomarketization/New Public Management reforms. The findings also indicate variations between groups of principals employed in the public or private school sector, including differing local (school market) conditions. Further,irrespective of sector, teachers were considered as the main resource for realizing equity in school.

Place, publisher, year, edition, pages
örebro: , 2017
Keywords
rektor, likvärdighet, marknad, reformer, skolledare
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135234 (URN)
Projects
Inkluderande och konkurrerande? Gymnasieskolan i skärningspunkten
Funder
Swedish Research Council
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-06-09Bibliographically approved
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