A matter of timing: Time use, freedom and influence in school from a pupil perspective
2004 (English)In: European Educational Research Journal (online), ISSN 1474-9041, Vol. 3, no 4, 743-758 p.Article in journal (Refereed) Published
A weakening of central time regulation has constituted one aspect of the process of decentralisation and deregulation of Swedish education in the last two decades. In 1999 the Parliament decided on an experiment period permitting schools in 79 municipalities to allocate school hours more freely. The article aims at exploring and analysing pupils' experiences of the structuring of contents and work in schools without a national time schedule. Pupils' influence over schoolwork, and their individual responsibility and freedom to plan and use time are focused on. Thirty-one pupils, aged 14-15 years, were interviewed. They come from three comprehensive schools ranging from a strongly classified curriculum and teacher work to a curriculum characterised by a high degree of crossdisciplinary teaching and teacher teamwork. All three schools, to varying extent, have scheduled 'open lessons', when pupils choose content and activity. The majority of pupils appreciate having a responsibility and freedom to plan their own learning, but argue that they are generally not allowed to participate in decisions about teaching and learning. This is particularly the case in subject lessons, which are still mainly controlled by the teachers. The pupils prefer varied forms of teaching and learning and express a need for freedom as well as guidance and structure.
Place, publisher, year, edition, pages
2004. Vol. 3, no 4, 743-758 p.
Research subject Education
IdentifiersURN: urn:nbn:se:umu:diva-4985OAI: oai:DiVA.org:umu-4985DiVA: diva2:144317