umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Are Timetable-free Schools Possible?
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2003 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 2, no 4, 547-558 p.Article in journal (Refereed) Published
Abstract [en]

This article is about timetable-free schools, the latest ‘innovation’ in Swedish educational policy, and is based on findings from an ongoing research project. In autumn 2000, the Swedish government started a 5-year trial period where a limited number of municipalities and schools were allowed to abandon the current restrictions in the national timetable for comprehensive schools. The research primarily focuses on the effects of abandoning the timetable on the inner life of the schools. Two categories of schools are followed: (two) schools with the national timetable and (four) schools without. Primary findings indicate that the use of time in school is a complex sphere of operation. In many aspects, the differences within the category schools without the national timetable are more notable than differences between the two categories of schools. How time is spent in schools is related to a wide range of interlinked factors on different levels, and the national timetable is only one of them. It seems that when the new so-called freedom increases, the instruments of individual control also increase. This may be an indication that disciplining and selection still are fundamental tasks for schools to fulfil.

Place, publisher, year, edition, pages
2003. Vol. 2, no 4, 547-558 p.
Identifiers
URN: urn:nbn:se:umu:diva-12662OAI: oai:DiVA.org:umu-12662DiVA: diva2:152333
Available from: 2007-04-16 Created: 2007-04-16 Last updated: 2017-12-14Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.wwwords.co.uk/pdf/viewpdf.asp?j=eerj&vol=2&issue=4&year=2003&article=4_From_EERJ_2_4_web&id=130.239.158.160

Search in DiVA

By author/editor
From, JörgenHolmgren, CarinaAndersson, HåkanAhl, Astrid
By organisation
Department of Education
In the same journal
European Educational Research Journal (online)

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 82 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf