Umeå University's logo

umu.sePublications
Change search
Refine search result
12 1 - 50 of 98
CiteExportLink to result list
Permanent 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ahlström, Björn
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Student participation and school success: the relationship between participation, grades and bullying among 9th grade students in sweden2010In: Education Inquiry, E-ISSN 2000-4508, Vol. 1, no 2, p. 97-115Article in journal (Refereed)
    Abstract [en]

    The Swedish school law and curriculum states that students shall be participative in their work. They should work in a participative manner and the pedagogical idea is that influence and participation has multiple benefits for students’ development. In this article the relationship between student participation and school success is examined. By using a theoretically-based participation index eight schools were chosen for closer examination. Success was measured by school grades and the level of perceived bullying among students. Student participation seems to have beneficial effects on students’ academic and social development. In schools with a higher level of student participation the grades were higher and the level of perceived bullying among the students was lower than schools with a lower level of participation.

  • 2.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Privatising public education across Europe: Shifting boundaries and the politics of (re)claiming schools2013In: Education Inquiry, E-ISSN 2000-4508, Vol. 4, no 3, p. 413-422Article in journal (Other academic)
    Abstract [en]

    The issue of privatisation is not new. It has been debated since the end of the 1970s following a major financial crisis and the subsequent ‘crisis’ of the public sector. The once celebrated welfare state that has been a core institution in many industrialised European countries has been under various forms of pressure: financial, social, managerial, but also of political legitimacy. Ideologically, the welfare state has been challenged by (neo)liberals who have seen it as not only financially unsustainable, but also antithetical to the goals of economic efficiency and the pursuit of personal liberties. Its operations have also been attacked by political pragmatists who have seen its cumbersome bureaucratic nature as increasingly problematic. The answer for this latter group was not (necessarily) privatisation but the increased diversity of providers (often all state providers) competing for resources in order to increase the state’s responsiveness and effectiveness.

    Download full text (pdf)
    Privatization-Education Inquiry
  • 3.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Social inclusion and leadership in education: An evolution of roles and values in the English education system over the last 60 years2011In: Education Inquiry, E-ISSN 2000-4508, Vol. 2, no 4, p. 581-600Article in journal (Refereed)
    Abstract [en]

    This article reviews the changing relationships between education policies and their links to social disadvantage and conceptions of school leadership. The argument is that definitions of leadership evolve as the assumptions underpinning the relationships between society, the economy and education institutions change. The article draws on the case of English education policy developments over the last 60 years, and places debates about school leadership against a set of changing relationships between the state and the institutions of the market. Defining a good school leader very much depends on ideas about the core school functions as well as dominant ideas about how these functions relate the institution of the school to major social and economic structures.

    Download full text (pdf)
    Social inclusion and leadership in education
  • 4.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Stadler Altmann, Ulrike
    Free University of Bolzano, Italy.
    Early childhood education research in Europe: Contexts, policies, and ideas2020In: Education Inquiry, E-ISSN 2000-4508, Vol. 11, no 2, p. 89-93Article in journal (Other academic)
    Abstract [en]

    From the very north to the south of Europe, the national examples of early childhood education research reported here address remarkably similar issues around the definition of core values in early childhood education, and their impact on pedagogical work in preschools. Policy histories and frameworks matter, since they define the parameters within which these definitions take place and they determine resources given to preschool provision. Our collection demonstrates the significance of ideas and cultural frames as factors that often act independently to develop professional practice in different directions (see also, Löfdahl Hultman & Margrain, 2019; White, 2002). Education policy and policy reforms are formed often without the participation of professional educators, but they are mediated by practitioners who exercise significant discretion in how they implement them in their everyday work. Since education policy reforms are the result of a social negotiation process, the reforms reflect ideal, but also traditional and normative views on ECE. In this respect, the approaches in the European countries presented here do not show great divergence. Where we do observe stronger differences, is in the ideas of educators around professional autonomy, practice, as well as certain social values. We find that, the success or failure of reforms in early childhood education depends on the extent to which the policy process accounts for not just administrative new requirements, but also the features of the institutional contexts of ECE, their historical evolution in different national contexts, and the role of ideas around the goals and purposes of the sector. Second, no new policy can be effectively applied, with positive transformative effects for young children’s lives, without the active participation of preschool educators in the process. As all the cases in this special issue illustrate, education change aimed to achieve any preschool policy goal (new assessment, inclusive classrooms, gender equality, children’s agency) is a social process that requires professional engagement and learning, and in some cases a transformation of the attitudes of the educators themselves.

    Download full text (pdf)
    fulltext
  • 5.
    Andersson, Catarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Translating assessment for learning to work in groups of students with intellectual disabilities2024In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    The potential of using Assessment for Learning (AfL) is well established, but studies of AfL practice in groups of students with intellectual disabilities (ID) are rare. The respondents in this study were assistants and teachers working in compulsory school for students with ID. In a two-year project they had worked with translating five AfL key strategies (KSs) to fit their context. The study aimed at exploring this translation to depict the use of AfL KSs in the classes of students with ID and reveal opportunities and challenges. The AfL KSs were used to structure interviews and classroom observations, and an ensuing thematic data analysis. The overall conclusion confirms the potential of using AfL in this context. Three themes depict the overall use of AfL: a whole-class focus, a team approach, and the integrated use of the AfL KSs. Various themes characterise the implementation of each KS, and the opportunities and challenges. The findings implicate benefits for the students, and advantages as well as concerns for the staff. The findings are expected to be of value inside and outside the study’s context. The study demonstrates how contextual variation can contribute to new insights and questions for the AfL research field.

    Download full text (pdf)
    fulltext
  • 6.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Characteristics of improved formative assessment practice2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 2, p. 104-122Article in journal (Refereed)
    Abstract [en]

    An earlier study showed that the changes in teachers’ classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a combination of various strategies for formative assessment. Data were collected through teacher interviews and classroom observations. The teachers implemented many new activities that strengthened a formative classroom practice based on identifying student learning needs and modifying the teaching and learning accordingly. The characteristics of the changes the teachers made reveal the complexity of this formative assessment practice and why such developments of practice are likely to require major changes in most teachers’ practices. We also discuss how such changes in practice afford new learning opportunities.

  • 7.
    Borg, Farhana
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Högskolan Dalarna.
    Winberg, Mikael
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Vinterek, Monika
    Högskolan Dalarna.
    Children's learning for a sustainable society: influences from home and preschool2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 2, p. 151-172Article in journal (Refereed)
    Abstract [en]

    Although parents and preschool play important roles in developing children?s behavior and attitudes, little is known about their influences on children?s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children?s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ?Eco-certified preschools? refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children?s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children?s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers? verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children?s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children?s declarative and functional knowledge were found.

    Download full text (pdf)
    fulltext
  • 8.
    Brante, Göran
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden.
    Brunosson, Albina
    School of Education and Environment, Kristianstad University, Kristianstad, Sweden.
    To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting2014In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 2, p. 301-318Article in journal (Refereed)
    Abstract [en]

    This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils' (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils' knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils' interest and life world can enhance motivation and, in turn, learning.

    Download full text (pdf)
    fulltext
  • 9.
    Brown, Gavin T. L.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Faculty of Education & Social Work, The University of Auckland, Auckland, New Zealand.
    Technologies and infrastructure: costs and obstacles in developing large-scale computer-based testing2019In: Education Inquiry, E-ISSN 2000-4508, Vol. 10, no 1, p. 4-20Article in journal (Refereed)
    Abstract [en]

    This paper identifies important technological, financial, and equity challenges to the development and implementation of online or onscreen educational testing. The insights are based on the author's experiences in New Zealand of being the senior project manager for the Assessment Tools for Teaching and Learning (asTTle) computer-based standardised testing system. The system was funded by the government for formative educational purposes and is delivered to schools for free. The issues faced in the project that need to be considered in any new online testing system include: clarity about the purpose of the testing system, the importance of knowing the current technology conditions, the challenges of working within the dynamic and changing world of technology, the need to assure quality and equity for all test-takers, the economics of paying for a public, rather than commercial, service, and challenges in the management processes of developing and introducing a new system. This survey of technology issues makes it clear that moving to online or onscreen testing has many fishhooks in it that need substantial thought prior to engaging in the development process.

    Download full text (pdf)
    fulltext
  • 10.
    Brännlund, Annica
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Edlund, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Educational achievement and poor mental health in Sweden: the role of family socioeconomic resources2020In: Education Inquiry, E-ISSN 2000-4508, Vol. 11, no 1, p. 69-87Article in journal (Refereed)
    Abstract [en]

    This article elaborates on previous research showing that educational achievement is negatively related to poor mental health during adolescence and positively related to the family’s socioeconomic resources. We examine (i) the potential moderating effects of family resources on the negative relationship between educational achievement and poor mental health and (ii) the impact of resources linked to the mother and father, respectively, on educational achievements. We use register data that cover all children born in Sweden in 1990 who still lived there in 2010 (n = 115,882). We use two dependent variables – upper secondary school graduation and grade point average (GPA) – and analyse the performance of girls and boys separately. Our results indicate that the impact of mothers’ socioeconomic resources on children’s school performance is stronger overall than that of fathers’ resources. The compensatory effects of family socioeconomic resources on the risk of failure to graduate are more pronounced amongst girls than boys. With regard to GPA, compensatory effects are largely absent.

    Download full text (pdf)
    fulltext
  • 11.
    Carlbaum, Sara
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Customers, partners, rights-holders: School evaluations on websites2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 3, p. 327-348Article in journal (Refereed)
    Abstract [en]

    This paper explores how evaluation, which has expanded at all levels of school governance throughout Europe, shapes parental roles by studying how local school governors and schools in Sweden represent evaluation to parents on their websites. Websites are prime locations for public communications and are useful for exploring the functions of evaluations intended for parental use. In recent decades, parental influence over school has increased through “choice and voice” options, while the role of evaluations has continued to expand in school governance. Evaluations construct social roles, identities, and relations and as such are constitutive of the social world and our place in it. By drawing on Dahler-Larsen’s concept of “constitutive effects”, the discursive implications of evaluation are discussed. The dominant type of evaluation represented on websites is performance data used for accountability and informed school choice purposes. Parents are primarily positioned as customers who exert influence through choice and exit options, reinforcing the almost unquestioned norm of parental right to educational authority. Representations of evaluation differ depending on local political majority, school performance, and public versus independent provider; as such, they are not hegemonic but tend to strengthen the position of parents as individual rights-holders, marginalising forms of collective action. 

    Download full text (pdf)
    fulltext
  • 12.
    Carlbaum, Sara
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lindgren, Joakim
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Benerdal, Malin
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The local market makers: Swedish municipalities as preschool quasi-market organisers2024In: Education Inquiry, E-ISSN 2000-4508, Vol. 15, no 1, p. 63-84Article in journal (Refereed)
    Abstract [en]

    National policies aiming at marketisation and privatisation in welfare sectors such as Early Childhood Education and Care (ECEC) require governance and organisation to be realised. In Sweden, the municipalities are key but largely under-researched organisers for preschool quasi-market infrastructures. This study explores the different ways in which Swedish municipalities act as quasi-market organisers in the preschool setting. Following organisational theory, we analyse their market shaping activities in translating national regulations in efforts to influence, support and control their local preschool quasi-market. Documents, websites, and interviews with public officials from 30 municipalities characterised as having either a large (N = 10), medium (N = 10), or small (N = 10) private ECEC sector are analysed. The analysis highlights large variations on how municipalities act as market makers, which is further discussed in the form of three ideal types: the Frontier, the Keeper, and the Endorser. We conclude that municipalities' varying and hybridised market shaping activities and local characteristics are important to understand the implications that emerge in terms of different rules of the game, stakeholder interdependencies and relationships, composition of market actors etc. Attentiveness to the sub-national/local actors are essential in understanding different welfare quasi-markets within national policy frameworks of marketisation and privatisation.

    Download full text (pdf)
    fulltext
  • 13.
    Carlbaum, Sara
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Transforming Nordic early childhood education and care in times of marketisation, privatisation and commercialisation2024In: Education Inquiry, E-ISSN 2000-4508, Vol. 15, no 1, p. 1-10Article in journal (Other academic)
    Abstract [en]

    This special issue focuses on important facets of market-oriented reforms in Nordic Early Childhood Education and Care (ECEC). It aims to promote discussion on interlinked dimensions of marketisation, privatisation and commercialisation in Nordic ECEC and their manifestations in policy, practice and outcomes. With contributions from authors in five Nordic countries, the articles in the special issue offer accounts of marketisation, including the organisation of ECEC quasi-markets and shifts in the use and function of parental choice. The articles also analyse privatisation by researching the delivery of private services and the nature of the non-state providers within early childhood education markets. Finally, the theme of commercialisation is addressed through research on the commodification of preschool knowledge within Nordic countries but also its export in the global education industry. This special issue highlight how a variety of market-oriented policies, parental choice and private actor involvement are evolving. Taken together, the articles illustrate connections and mutually-reinforcing mechanisms of policy and practice that contribute to the expansion of marketisation, privatisation, and commercialisation in Nordic ECEC. This special issue provides a call to continue exploration of how these processes and actors contribute to the transformation of ECEC in the Nordic countries and elsewhere.

    Download full text (pdf)
    fulltext
  • 14.
    Carlbaum, Sara
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    "We help Germany create greater equality": logics and rationales in exporting 'Scandinavian' early childhood education and care2024In: Education Inquiry, E-ISSN 2000-4508, Vol. 15, no 1, p. 11-29Article in journal (Refereed)
    Abstract [en]

    This study targets hitherto largely understudied empirical processes and activities through which certain ideas and imaginaries are being commercialised and used by corporate actors in the global Early Childhood Education and Care (ECEC) industry. The aim is to analyse and critically discuss representations of the Scandinavian ECEC regime in the context of ECEC export. This is achieved empirically through a case study of a Swedish education company and its expansion in Germany, as well as by devoting analytical attention to the social, political and fantasmatic logics in the processes that constitute and characterise the "Scandinavian ECEC offer" as it is being exported. The analysis draws on corporate documents, websites and interviews with top-level company representatives. The analysis highlights how the Scandinavian ECEC regime is made up of four interlinked elements; equality, the autonomous child, integration of care and learning and outdoor pedagogy, aligned and sustained by "gripping" and "sticking" forces in fantasmatic logics that hide contingencies. In summary, the powerful imaginary of the Scandinavian ECEC regime, bringing accessibility, social justice, gender equality, nature, democracy, children's rights and autonomy, serves to conceal the political and ideological dimension of the economic logic of capitalism.

    Download full text (pdf)
    fulltext
  • 15.
    Dal, Michael
    et al.
    School of Education, University of Iceland, Reykjavık, Iceland.
    Elo, Janne
    Faculty of Education and Welfare Studies, Åbo Akademi University, Åbo, Finland.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Svedberg, Gudrun
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Westerberg, Mats
    Entrepreneurship and Innovation, Luleå University of Technology, Luleå, Sweden.
    Research on pedagogical entrepreneurship: A literature review based on studies from Finland, Iceland and Sweden2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 2, p. 159-182, article id 30036Article, review/survey (Refereed)
    Abstract [en]

    Strategies for entrepreneurship in the educational system are present not only in the Nordic countries, but also in the majority of other Western countries. Linked to these strategies different research efforts have been made. Although the research efforts have a common origin in supranational policies on entrepreneurship, there has been little research analysing the similarities and differences in how the topic is addressed by researchers in different countries. Being able to relate to both the policy and the available research in a nuanced way is important especially in the context of teacher education. The purpose of this article is to review the most recent research in pedagogical entrepreneurship from three countries: Finland, Iceland and Sweden. The aim is to discover whether the common phenomena of entrepreneurship in an educational context are approached differently in these three countries. The review of 21 articles in all, covering aim, method, concepts, references and results, draws a rather fragmented picture of the research. The main results are that the reviewed research was mostly qualitative and covered the entire spectrum from theoretical research to practice-oriented research. A variety of concepts were used. The analysis of the use of references uncovered a need to be more aware of including research from neighbouring regions. The research field seems to be quite lively and is still developing. However, it would benefit from a better dialogue between researchers in order to strengthen the contribution of Nordic research on pedagogical entrepreneurship.

    Download full text (pdf)
    fulltext
  • 16.
    Damber, Ulla
    et al.
    Department of Education, Mid Sweden University, Sundsvall, Sweden.
    Hermansson, Carina
    Umeå University, Faculty of Arts, Department of language studies.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Jendis, Mareike
    Umeå University, Faculty of Arts, Department of language studies.
    Factors facilitating and obstructing a school development project2022In: Education Inquiry, E-ISSN 2000-4508, Vol. 13, no 4, p. 428-446Article in journal (Refereed)
    Abstract [en]

    This study describes and critically discusses a development project designed to create and enact a local language policy at a Swedish multilingual school, its context, content and implementation dimensions. The collaborative construction of a school language policy is a complex process, with tensions that need to be resolved. By describing the processes involved in the language policy project we examine the factors that facilitated and obstructed the enactment of the language policy. The data include 25 interviews with school headteachers and staff members, 15 observations of teachers and school-age educare teachers, field notes, and audio recordings of research circles. Drawing on insights from the enactment framework, the analysis reveals three important themes with respect to the enactment processes: continuity, cohesion, and inclusion. Factors such as communication and leadership, but also external factors, were found to influence outcomes of the project, illuminating an interwoven web of contexts and facets for understanding the enactment of the language policy. These factors influencing outcomes of the project will be discussed in the light of implications for the enactment of the school language policy project.

    Download full text (pdf)
    fulltext
  • 17.
    Edin, Johan
    Umeå University, Faculty of Social Sciences, Department of Education. Department of Education, Umeå University, Umeå, Sweden.
    Segregated special educational solutions designated for pupils diagnosed with neurodevelopmental disorders: School leaders' understandings2023In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    School leaders hold key roles in the organisation of educational support. In several Swedish municipalities, municipality organisers and school leaders provide segregated special educational solutions (SSESs) for pupils diagnosed with neurodevelopmental disorders (NDs). This article aims to contribute with knowledge about the Swedish special education system, more specifically to illuminate school leaders' understanding of special educational provision designated for pupils diagnosed with NDs. Seven school leaders, with connections to SESSs in a Swedish educational jurisdiction, were interviewed. The article is influenced by the theory of critical pragmatism and the concept of systems thinking. The results indicate that, according to the school leaders, the regular school system is not adapted for pupils diagnosed with NDs, therefore SSESs are needed. However, the school leaders did not share a mutual understanding of SSESs. Equally, information flows and collaborations among the school leaders were limited. Several school leaders expressed scepticism about the municipality organiser's engagement and interest in the SESSs. Accordingly, SSESs appear as units that are de-coupled from the rest of the regular educational system. Various obstacles regarding prerequisites for systems thinking were identified, complicating school leaders’ and the municipality organiser's mutual understanding and critical scrutinising of SESSs.

    Download full text (pdf)
    fulltext
  • 18.
    Edström, Charlotta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Pedagogues’ constructions of gender equality in selected Swedish preschools: a qualitative study2014In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 4, article id 24618Article in journal (Refereed)
    Abstract [en]

    This is a small-scale qualitative study of gender equality discourses as constructed and employed by pedagogues in three Swedish preschools. The aim of the study is to describe and analyse the preschool pedagogues’ constructions of work on children's gender equality, while also examining local variations and the influence of societal discourses and structures on the more localised discourses used in the particular preschool settings. The goal is to highlight how the pedagogues, through statements and discussions in interviews and documents, construct and position themselves and the children in relation to different discourses and current norms. The study is based on interviews with nine pedagogues from three preschools and an analysis of documentation from these preschools. The pedagogues’ constructions of gender equality in interviews and documents mainly relate to preschool pedagogy, although there is also some consideration of the future labour market. The pedagogues position themselves as ‘lead characters’, and children as ‘recipients’ or as ‘girls’ and ‘boys’ who are to be treated either as unique individuals or as two uniform opposing groups. Gender-equal girls are positioned as strong(er), brave(r) and (more) independent, whilst gender-equal boys as (more) socially and linguistically competent. Although there are some differences between the preschools, in line with heteronormative masculinity the primary focus is on ‘redoing’ the girls, especially traditional ‘girly’ girls.

    Download full text (pdf)
    fulltext
  • 19.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Early language learning in instructed contexts - Editorial introduction2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 1, p. 1-8Article in journal (Other academic)
    Abstract [en]

    This paper provides an introduction to the Thematic Issue of Education Inquiry, reporting on four studies conducted in the field of early language learning (ELL) in instructed contexts. The paper gives an outline of the debates around recent policy initiatives to introduce languages earlier in the primary school curriculum, together with a summary of the four papers included in the issue. The article authors acted as editors of for the Special Issue.

    Download full text (pdf)
    Early Language Learning
  • 20.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    The degree project in Swedish Early Childhood Education and Care: what is at stake?2015In: Education Inquiry, E-ISSN 2000-4508, Vol. 6, no 3, p. 309-332Article in journal (Refereed)
    Abstract [en]

    This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.

    Download full text (pdf)
    fulltext
  • 21.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Holm, Ann-Sofie
    Borås högskola.
    School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market2011In: Education Inquiry, E-ISSN 2000-4508, Vol. 2, no 4, p. 637-657Article in journal (Refereed)
    Abstract [en]

    In the early 1990s, Sweden experienced state policy reforms, which opened the way for new, private actors to run publicly funded independent schools. In 2010 the independent schools recruited almost a quarter of the upper secondary students. More than eight of the ten schools were managed by limited companies. Against this backdrop, and drawing on Ball (2007) and Whitfield (2006) who focus on policy trends of the transfer of public education (and other public services) to the private sector, this article explores and analyses current commercial trends in Swedish upper secondary education. The aims are to identify expansion trends inside and outside Sweden, including new trends of business formations. In the study four large actors were identified on the basis of official data, company reports, school and company websites and national and international media. The study indicates that the upper secondary education in Sweden has today become “big business”, or “edu-business” (Ball 2007:67).

    Download full text (pdf)
    School as "edu-business"...
  • 22.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Academic Literacies: Discourse and Epistemology in a Swedish University2011In: Education Inquiry, E-ISSN 2000-4508, Vol. 2, no 2, p. 221-238Article in journal (Refereed)
    Abstract [en]

    This article explores the perceptions of active senior researchers from different scientific and scholarly areas about scientific and scholarly writing, specifically that associated with research. The study

    comprises interviews with 12 researchers in four different faculties at a Swedish university: Arts, Social Sciences, Science and Technology, and Medicine. The article draws on Biglan’s (1973) and Becher’s (1994) four intellectual clusters, i.e. (1) hard pure (natural) science; (2) soft pure (arts and social) sciences; (3) hard applied (engineering) sciences; and (4) soft applied (education) sciences and connects them with Graue’s (2006) four identified writing traditions in academia, of: reporting, interpreting, constituting and praxis. The findings suggest that researchers in the applied sciences see writing as having a mediating and creative function for research while, for pure scientists, writing is based on epistemology that does not attribute a mediating function to language (Wertsch, 1998). The study also indicates that researchers who are active in applied science, e.g. professional education of various kinds, are positioned at the interface between the discipline and individuals as social beings, and that they operate as epistemological boundary crossers for the faculties.

     

    Download full text (pdf)
    fulltext
  • 23.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Editorial2011In: Education Inquiry, E-ISSN 2000-4508, Vol. 2, no 1, p. 1-5Article in journal (Other academic)
    Abstract [en]

    Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. In our Open section, articles are sent in by authors as part of regular journal submissions and published after a blind review process. In our Thematic section, articlesmay reflect the theme of a conference or workshop and are published after a blind review process. We also have an Invited section with articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and they are also published after a review process. This issue of Education Inquiry contains both a Thematic section and an Open section, bringing a total of 10 articles.

  • 24.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Educational sciences: national and international aspects2010In: Education Inquiry, E-ISSN 2000-4508, Vol. 1, no 4, p. 259-268Article in journal (Other academic)
    Abstract [en]

    I am sitting in a large auditorium (A 280) in the University of Geneva in Switzerland on a Saturday morning in September 2010. The room is filled with people who are involved in different ways in a large European research project of the 7th Framework Programme for Research in the Socio-Economic Sciences and Humanities Theme (SSH), called EERQI–European Educational Research Quality Indicators. The goals of the EERQI project are to reinforce and enhance the worldwide visibility and competitiveness of European educational research. More specifically, the project aims to: (1) develop new indicators and methodologies to determine the quality of educational research publications; (2) propose a prototype framework for establishing such indicators and methodologies; (3) make this framework operational on a multilingual basis (starting with English, German, French and Swedish); (4) produce a search and query engine for resource harvesting and text analysis; (5) test the transferability of the EERQI indicators to other fields in the Social Sciences and the Humanities; and (6) develop a sustainability plan for the quality assessment of European educational research publications. The project hopes to improve the current standards of research quality indicators, especially for the fields of the Social Sciences and the Humanities (see the homepage http://www.eerqi.eu/).

    Download full text (pdf)
    fulltext
  • 25.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    On the remediation, relativisation and reflexivity of mother tongue education2014In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 2, p. 171-194Article in journal (Refereed)
    Abstract [en]

    In this article, education is regarded as a medium (Salomon, 2000). i.e. a channel for the transmission of knowledge with its specifically and historically defined form and content. From a media ecology perspective, media are not neutral, transparent or value-free channels for transporting information. Instead, the inherent physical structures and symbolic form of media play a decisive role in the design of what and how information is coded and transferred and hence also how it is decoded. It is the structure of the medium that determines the content and nature of the information. In our digital era this medium, i.e. education, is now being remediated (Bolter & Grusin, 2002). With this point of departure, in this article traditional education is placed on a par with a coherent text in the form of an essay. This implies that what typifies an essay in a transferred sense is characteristic of traditional education based on paper, pencil and book technologies. In a new media ecology context, what is polyvocal, interactive and transient is also becoming characteristic of education in its capacity as a medium. Like all remediation this also offers a promise of reforms and changes in the sense of remoulding, which partly corresponds to all the expectations placed on new media as regards the possibilities to develop education, for teaching and for pupils’ learning. This article aims to indicate and discuss what is identified as a relativisation that appears when schools and teaching are remediated and which manifests itself on three different levels in schools, i.e. regarding: (1) the content of the teaching; (2) the forms of teaching; and (3) the relations in the classroom. The examples are taken from teaching of the school subject Swedish (mother tongue). 

    Download full text (pdf)
    fulltext
  • 26.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    School subjects in the screen culture2014In: Education Inquiry, E-ISSN 2000-4508, ISSN 2000-4508, Vol. 5, no 2, p. 167-170Article in journal (Refereed)
    Download full text (pdf)
    Intro_Erixon_2014_EI
  • 27.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    The struggle for the text: – on teacher students’ meetings and negotiations with different academic writing traditions on their way towards a passed paper2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 4, p. 263-267Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 28.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Extended writing demands: a tool för 'academic drift' and the professionalisation of early childhood profession?2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 4, p. 337-357Article in journal (Refereed)
    Abstract [en]

    This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 69 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question. 

    Download full text (pdf)
    fulltext
  • 29.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Jeansson, Åsa
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Westerlund, Stina
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Wikberg, Stina
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Diversification and division: 'academic drift' in Swedish teacher education in the aesthetic school subjects in a new higher education structure2023In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    This study deals with the academisation or “academic drift” of teacher education in the aesthetic subjects in Sweden from the 1970s to the millennium shift. After long preparations that already began after the Second World War, TE, along with other vocational education, was integrated into the Swedish university system as part of the expansion of the higher education sector in 1977 (H77). The study’s aims were to describe and analyse how the conditions for teacher education in practical/aesthetic subjects changed in the new and diversified higher education sector. For the study, we drew on Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts” like bills that are legislative in nature. Our study reveals that a division was made between the old, prestigious and discipline-based universities and the newcomers in terms of vocationally-based education. The entire teacher education ended up on the periphery of the new higher education sector. We establish that the absence of own academic structures and thereby power within the higher education structures has harmed the independent development of teacher education in the aesthetic subjects as part of the enlarged higher education sector in the process of them moving from school subjects to university-like disciplines.

    Download full text (pdf)
    fulltext
  • 30.
    Frelin, Anneli
    et al.
    University of Gävle, Sweden.
    Grannäs, Jan
    University of Gävle, Sweden.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Transitions in Nordic school environments – an introduction2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 3, p. 217-224Article in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 31.
    Gustafsson, Ulrika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 4, p. 329-346Article in journal (Refereed)
    Abstract [en]

    The modest impact of national policy efforts on school digitalisation relates to a gap between views among policy-makers and practitioners, giving rise to complexity in translating policy into action. Acknowledging changes in governing through alternative policy formation-processes, and Ward and Parr’s (2011) arguing for the importance of strategic- and operational policy coherence, the focus of this paper is the forming of a national plan of action for the digitalisation of schools in Sweden (#skolDigiplan). Within this interview study, the views on policy work and challenges of digitalisation of schools are explored among an exclusive management group of non-traditional Swedish policy-makers appointed to produce the #skolDigiplan. Based on the findings, I conclude that national policy making regarding the digitalisation of schools may be conducted through a collective process, with several educational stakeholders contributing. Furthermore, I suggest that non-traditional national policy-makers, arguing a lack of digital competence knowledge concerning schools at the governing or authority level, may consider taking a step back in the policy-formation process as a supportive action. Teacher training programmes, despite being portrayed as important for the policy outcome, were declared distant in this policy process.

    Download full text (pdf)
    fulltext
  • 32.
    Hamilton, David
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Weiner, Gaby
    Edinburgh University, Edinburgh, United Kingdom.
    Dancing at the Edge: Writing for the Academic Marketplace2011In: Education Inquiry, E-ISSN 2000-4508, Vol. 2, no 2, p. 251-262Article in journal (Refereed)
    Abstract [en]

    Drawing on our experience of working in Sweden and seeking to help colleagues enter the prestigious culture of Anglophone academic text production, this article explores the landscape of academic writing and publishing. We first provide an account of the birth of academic writing and the gradual emergence of its present forms. We then explore academic writing as it is practised in the first decade of the 2000s; and finally, we consider the future of journal publishing and what it might mean for academic authors. We consciously introduce monetary or commercial imagery to underline the impact of exchange or market relationships in the world of academic publishing, arguing that texts need to be reworked until they become responsive to the branding and marketing requirements of specific academic journals.

  • 33.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Evaluation in Local School Governance: a framework of analysis2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 2, article id 29914Article in journal (Refereed)
    Abstract [en]

    This article develops a conceptual framework for exploring the role and consequences of evaluation at the local level of school governance. It also provides a frame of reference for the articles in this special issue on the role of evaluation in local school governance in Sweden. It consists of key concepts, three models of decentralised governance (state model, local government model and multi-actor model of governance) and four types of evaluation (indicator-based monitoring and evaluation systems; stand-alone evaluations; synthesis studies; and informal, occasional or everyday evaluations). Local school governance refers to governance that occurs in a municipality and in a quasi-market where local school actors govern and influence schooling and education. It includes the efforts of actors and institutions to govern and influence matters such as school policy, education, school climate and school safety. Evaluation is used as a generic term that refers to, for example, evaluation, inspection, quality assurance, ranking and to both stand-alone evaluations and evaluation systems. The article briefly demonstrates how the framework can be applied in an analysis of the role of evaluation at the local level of school governance by providing an example, and discusses the framework’s advantages and limitations.

    Download full text (pdf)
    fulltext
  • 34.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The role of evaluation in Local School Governance in Sweden: editorial introduction2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 3, article id 32245Article in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 35.
    Hanberger, Anders
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Carlbaum, Sara
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindgren, Lena
    Förvaltningshögskolan, Göteborgs universitet.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    School evaluation in Sweden in a local perspective: a synthesis2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 3, p. 349-371Article in journal (Refereed)
    Abstract [en]

    This article synthesises the role of evaluation at the municipal, school, classroom and parental levels of governance, and discusses the results of the articles appearing in this special issue. The discussion concerns the role of evaluation in school governance, the value of evaluation for local school development, the constitutive effects of evaluation, what explains the present results, how knowledge produced by evaluation can be used, and methodological issues. The results indicate that evaluation systems legitimise and support governance by objectives and results, parental school choice, and accountability for fairness and performance. Evaluation systems emphasise measurable aspects of curricula and foster a performance-oriented school culture. The most important evaluations for improving teaching and schools are teachers' own evaluations. The article suggests two explanations for the actual roles of evaluation in local school governance. First, both the governance structure and applied governance model delimit and partly shape the role of evaluation at local governance levels. Second, how local school actors use their discretion and interpret their role in the education system, including how they respond to accountability pressure, explains how their roles are realised and the fact that actors at the same level of governance can develop partly different roles.

    Download full text (pdf)
    fulltext
  • 36.
    Hanberger, Anders
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lindgren, Lena
    Förvaltningshögskolan, Göteborgs universitet.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Navigating the evaluation web: evaluation in Swedish local school governance2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 3, p. 259-281Article in journal (Refereed)
    Abstract [en]

    This paper explores the use, functions and constitutive effects of evaluation systems in local school governance, and identifies how contextual factors affect various uses of evaluation in this context. This case study of three Swedish municipalities demonstrates that local evaluation systems are set up to effectively sustain local school governance and ensure compliance with the Education Act and other state demands. Local decision makers have learned to navigate the web of evaluations and developed response strategies to manage external evaluations and to take into account what can be useful and what cannot be overlooked in order to avoid sanctions. The study shows that in contexts with high issue polarisation, such as schooling, the use of evaluation differs between the political majority and opposition, and relates to how schools perform in national comparisons and school inspections. Responses to external evaluations follow the same pattern. Some key performance indicators from the National Agency of Education and the School Inspectorate affect local school governance in that they define what is important in education, and reinforce the norm that benchmarking is natural and worthwhile, indicating constitutive effects of national evaluation systems.

    Download full text (pdf)
    fulltext
  • 37.
    Hermansson, Carina
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Norlund Shaswar, Annika
    Umeå University, Faculty of Arts, Department of language studies.
    Rosén, Jenny
    Stockholms universitet.
    Wedin, Åsa
    Högskolan Dalarna.
    Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education2022In: Education Inquiry, E-ISSN 2000-4508, Vol. 13, no 3, p. 321-337Article in journal (Refereed)
    Abstract [en]

    This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through the subjects Swedish and English, while for one university cultural diversity was mainly identified in the syllabi of Educational Work and English. If knowledge about linguistic and cultural diversity is limited to language subjects, and to some extent to pre-school and earlier school years, the risk is high that student teachers are not prepared to support equity in education for multilingual and non-dominant groups. Thus, we find that students studying the current Swedish teacher education programme are unlikely to be well equipped to meet the challenges related to creating equal educational opportunities for students in situations of linguistic and cultural diversity.

    Download full text (pdf)
    fulltext
  • 38.
    Hjelmér, Carina
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Free play, free choices?: Influence and construction of gender in preschools in different local contexts2020In: Education Inquiry, E-ISSN 2000-4508, Vol. 11, no 2, p. 144-158Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to acquire knowledge regarding children’s influence and the construction of gender during free play situations in preschools in different local contexts. Attention is focused on both children’s choices and pedagogical practices in which free play takes place. The research draws on ethnographic studies based on participant observation and group interviews of teachers and children in different contexts (high-income, immigrant, rural). Following deep immersion in the data, interpreted through the lens of Basil Bernstein’s conceptualisation of power and control, in combination with gender theories, the research finds that play choices are strongly affected by norms and by what is “on offer” in the different preschool contexts. The analysis shows two dominant patterns of play that are salient; gender-stereotyped choices primarily divided into “girl and boy groups”, and mixed choices with no clear gender-based division. The article argues that free play provides good opportunities to resolve the tensions between gender equality and steering of teachers, especially when clear pedagogical ideas guide the play offer in preschools. In such cases, gender equality and teacher influence can work in synergy in order to allow children’s influence on free play to emerge without contradicting gender equality ideas.

    Download full text (pdf)
    fulltext
  • 39.
    Hofverberg, Hanna
    et al.
    Department of Natrual Science, Mathematics and Society, Malmö University, Malmö, Sweden.
    Sigurdson, Erik
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Who controls the learning environments?: A critical inquiry of national policy of school architecture in Sweden2023In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    In Europe and other parts of the world, many new schools are to be built. In Sweden, for instance, some 1000 new schools are to be built between year 2020–2025. As a response to this need of new school buildings, there are policies emerging. One example is the Swedish National Board of Housing, Building and Planning (SNBHP), who published policy by presenting a digital collection good examples. In this paper we are zooming in on the learning environments in the policy and examining the meaning that is made of the learning environments. With the aid of the practical epistemological analysis (PEA), four the learning environments are identified: 1) general and flexible learning environment; 2) stimulating learning environment with spatial diversity; 3) an exciting learning environment that encourages creativity; and 4) an open learning environment. How these learning environments come about is further analysed with the concept of material classification, which helps identify some of the implications on teaching and learning and how the pedagogical vocabulary and material classification condition behaviours. This is further discussed in terms of what happens when”good learning environments” are made into policy.

    Download full text (pdf)
    fulltext
  • 40.
    Holm, Ann-Sofie
    et al.
    School of Education and Behavioural Sciences, University of Borås, Sweden.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    “Living with market forces”: Principals’ perceptions of market competition in Swedish Upper Secondary School Education2011In: Education Inquiry, E-ISSN 2000-4508, ISSN ISSN 2000-4508, Vol. 2, no 4, p. 601-617Article in journal (Refereed)
    Abstract [en]

    The Swedish education system has undergone major restructuring since the early 1990s. The newpolicy, including e.g. decentralisation, accountability, school choice and a tax-funded voucher system,has led to an expanding “school market”. This article explores how upper secondary school principalsperceive the increased competition among schools and its impact on their work and the school organisation.The data emanate from interviews with principals at eight schools in five municipalities.The presence of the market in everyday work is perceived as a reality, even if its significance varies.The principals argue that competition increases the staff’s efforts and improves school development.However, it is also perceived as problematic since it causes increased stress and uncertainty. The principals’professional identities seem to have changed from a pedagogical role to a more economics ditto.Most principals are pragmatic and make efforts to handle the new policy context the best they can.

    Download full text (pdf)
    fulltext
  • 41.
    Holmquist, Sofie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Inzunza, Miguel
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Ghazinour, Mehdi
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Jonsson, Bert
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Assessing autonomy, relatedness, and competence in higher education: the Swedish need satisfaction and frustration scale2022In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    Need-satisfying experiences corresponding to students' psychological needs of autonomy, relatedness, and competence lead to increased academic engagement and well-being. A lack of education-specific basic needs instruments validated in Swedish may inhibit basic needs research in Swedish-speaking student populations. Thus, the present study aimed to adapt the Need Satisfaction and Frustration Scale (NSFS) to the context of education in Sweden and validate this new Swedish NSFS in a sample of Swedish university students (n = 417, 59.7% women, mean age = 23.3 (SD = 4.3) years). Confirmatory factor analysis was used to investigate the dimensionality of NSFS ratings, followed by structural equation modelling of nomological networks of basic needs, academic engagement, life satisfaction, academic burnout, and perceived stress. The NSFS ratings were best described by a three-factor model with methods correction for reversed item bias. Results showed that each need uniquely contributed to perceived stress and academic burnout. Relatedness and competence, but not autonomy, were significant predictors of life satisfaction and academic engagement. The main study contribution was providing a Swedish NSFS to assess autonomy, relatedness, and competence in higher education. The results support the use of the Swedish NSFS as a three-dimensional measure of basic needs in Swedish-speaking student populations.

    Download full text (pdf)
    fulltext
  • 42.
    Hudson, Christine
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Evaluation: the (not so) softly-softly approach to governance and its consequences for compulsory education in the Nordic countries2011In: Education Inquiry, E-ISSN 2000-4508, Vol. 2, no 4, p. 671-687Article in journal (Refereed)
    Abstract [en]

    Public sector reform involving decentralisation and marketisation has led to “soft” indirect forms of governance aimed at steering more fragmented systems. Although based on information and guidance rather than hierarchy and legislation, these new methods of regulating through evaluation and quality control may be as powerful as more direct control methods. Frequently embodying practices building on values concerning consumer choice and competition, they may challenge values of equality and social justice associated with the Nordic model of education. Drawing on a qualitative analysis using documentary data concerning evaluation structures and techniques, the development of an evaluative culture and consequences for compulsory education in the Nordic countries are examined. Although soft governance techniques of evaluation and control have impacted on compulsory education in all five countries, there are differences concerning the extent to which the Nordic model’s values have been challenged. Further, there are signs of resistance and reluctance to abandon the model’s basic tenets.

    Download full text (pdf)
    Evaluation
  • 43.
    Hult, Agneta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Edström, Charlotta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Teacher ambivalence towards school evaluation: promoting and ruining teacher professionalism2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 3, p. 305-325Article in journal (Refereed)
    Abstract [en]

    Today’s evaluation society makes teachers participate in a stream of external evaluations. How teachers experience evaluation in school and how this affects their work and professionalism is the focus of this article. Teachers’ views of external and internal evaluations and of the consequences for school practice are described and analysed. The interviewed teachers emphasised the importance of internal evaluations performed close to daily teaching practice and jointly with students and colleagues. These evaluations are generally overlooked in evaluation and school-policy research and seldom attended to or appreciated by school providers. Further, teachers were critical of and reported several negative consequences of accountability and external evaluations, but still generally complied by participating in them. The present results are discussed in relation to professional responsibility and accountability as well as to possible constitutive effects. By emphasising that their daily informal evaluations represent their efforts to improve teaching, teachers are describing parts of their professional responsibility. However, the negative consequences of external evaluations signal constitutive effects on teachers’ work, described as making it less creative, discretionary and autonomous as well as increasing mistrust, meaning that more tests are required in order to legitimate student grades.

    Download full text (pdf)
    fulltext
  • 44.
    Hult, Agneta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Edström, Charlotta
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå universitet.
    Balancing managerial and professional demands: school principals as evaluation brokers2016In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 3, p. 283-304Article in journal (Refereed)
    Abstract [en]

    The evaluation trend in the global education field implies new professional challenges for school principals. The purpose of this article is to describe and analyse Swedish school principals’ experiences of prevailing evaluations and the implications for the profession. Specifically, we examine: a) how principals respond to evaluations and their consequences in their schools; and b) the implications of the evaluations for the profession in light of professional responsibility and accountability. The interviewed principals are ascribed huge evaluation responsibilities and are in this respect key actors but to some extent are also ‘victims’ of external pressures. All schools are embedded in a web of evaluation systems. They share the view that evaluations that are useful for improving teaching, student achievement and everyday school life are those conducted close to practice, and involve teachers. Most of them are also aware of the risks for the reduction of the broad goals of schooling and for work overload. The principals express a desire to protect the fundamental values of professional responsibility but the total demands of the local evaluation web have involved.a shift in their professional role towards professional accountability.

    Download full text (pdf)
    fulltext
  • 45.
    Håkansson Lindqvist, Marcia JP
    Umeå University, Faculty of Social Sciences, Department of Education.
    Possibilities and challenges for TEL from a student perspective through the uptake and use of digital technologies in a 1:1 initiative2013In: Education Inquiry, E-ISSN 2000-4508, Vol. 4, no 4, p. 629-647Article in journal (Refereed)
    Abstract [en]

    The uptake and use of digital technologies in the classroom is studied in Unos Umea°, a jointOne-to-One (1:1) project between Umea° University and the Municipality of Umea° in Sweden. Thispaper presents the results of a survey completed by upper secondary students (N923), focusgroup interviews (N7) and classroom observations (N22). Students see possibilities inaccessing information, text skills, and work variation, while the challenges they see are difficultiesin focusing on the task at hand, technical problems, and the lack of alignment between students’and teachers’ skills in Information and Communication Technology (ICT). Using the Ecology ofResources Model (Luckin 2010), these challenges can be interpreted as the manifestation of filtersin the learning environment. How collaborative learning environments are created, the lack ofalignment between teachers’ and students’ ICT skills and how everyday use of computers in theclassroom develops will hold implications for Technology Enhanced Learning (TEL) in theclassroom.

    Download full text (pdf)
    fulltext
  • 46.
    Ineland, Jens
    Umeå University, Faculty of Social Sciences, Department of Education.
    Logics and ambivalence: professional dilemmas during implementation of an inclusive education practice2015In: Education Inquiry, E-ISSN 2000-4508, Vol. 6, no 1, p. 53-71, article id 26157Article in journal (Refereed)
    Abstract [en]

    Although inclusion has been a value set forth in international policy arenas and a focus for school development, research indicates there are problems in establishing more inclusive practices. Teachers may favor an inclusive model of education but often experience difficulty implementing inclusive practices. The aim of this article was to analyze teachers’ experiences during the implementation of a top-down-initiated inclusive practice in a municipality in northern Sweden. The empirical data is based on qualitative interviews with four teachers, two from a special school and two from a compulsory school. The results show professional ambivalence in relation to introduction and information, cooperation and views on inclusion. The results are analyzed from an institutional theoretical approach and show that two institutional logics are apparent. One is educational logic, which is formal/ideological and contains norms and values connected to ideological ideals such as normality, equality, and inclusion. The other is social logic, which is not informal but vague and pragmatic; differentiation and disability are key aspects. Consequently, important inter-professional aspects of the implementation process, such as information, cooperation, and views on inclusion, were characterized by ambivalence. To conclude, the article adds to the discussion of the challenges—administrative, organizational, and practical—in implementing new discursive practices within inclusive education such as norms and values, routines, and rituals, which are not easily changed, regardless of political rhetoric.

    Download full text (pdf)
    fulltext
  • 47.
    Isaksson, Cristine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 3, p. 246-261Article in journal (Refereed)
    Abstract [en]

    This article describes how school social workers and teachers perceive their cooperation with each other with regard to pupils’ well-being in Swedish schools. A total of 23 qualitative interviews were conducted with a strategic sample of teachers and school social workers. The analysis of the interview data was based on Andrew Abbott’s theory of the system of professions, and the cooperation and boundary work of the two professional groups are discussed in terms of jurisdictional conflicts and “cultural machinery”. The analysis shows that on a general level both school social workers and teachers seem to agree about the need for school social work, but tensions and diverging views were uncovered when investigating the cultural machinery in their daily work. This study shows how both of these professional groups protect the boundaries of their own jurisdictions, but also how these boundaries are relaxed when social workers and teachers jointly try to solve everyday problems.

  • 48.
    Isling Poromaa, Pär
    Umeå University, Faculty of Social Sciences, Department of Education.
    ICT Practices, Social Class and Pedagogy in Swedish Lower Secondary Schools2013In: Education Inquiry, E-ISSN 2000-4508, Vol. 4, no 4, p. 649-669Article in journal (Refereed)
    Abstract [en]

    In Sweden, according to the present curriculum lower secondary schools are responsible for providing and tutoring all students in information and communication technology (ICT) as a tool in the search for knowledge and learning. In this article, it is proposed that schools have different preconditions to fulfil these obligations, depending upon how they integrate ICT into their pedagogical practices. The aim of this article is to examine the relationship among classrooms, ICT access, and pedagogy by comparing three Swedish lower secondary schools with different social compositions. The data consist of observations, interviews and policy documents. It is suggested that it is necessary to have sufficient equipment and strong pedagogy for all schools to fully use the potential of ICT as an educational, learning and teaching tool. It is concluded that the schools do not have equal opportunities to provide students with a pedagogical practice that can enable ICT skills and knowledge due to unique mandatorships and social acting spaces.

    Download full text (pdf)
    fulltext
  • 49.
    Janhonen, Kristiina
    et al.
    Faculty of Educational Sciences, PL 8 (Siltavuorenpenger 10), University of Helsinki, Helsinki, Finland.
    Olsson, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Waling, Maria
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Collaborative participation in a home economics context: using school meals as a part of sustainable education2023In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    This action research study explores how co-developing school meals can be taken as a case for education for sustainable development, as integrated to home economics education. We analyse a seven-month-process of collaborative participation in a Finnish secondary school conducted with two home economics teachers, a school food manager, and students during a voluntary home economics course. Data include interviews, multi-professional meetings, and professional reflections of the named school staff members (N = 3), as well as students’ (N = 8; 7th grade; aged 13–14 years) learning diaries, interviews and feedback questionnaire. We develop the term shared food sense (joint understanding, collective application, re-definition of co-action) as a conceptual tool for analysing food-related learning outcomes of the collaborative process. Analyses focused on 1) tensions emerging during the participatory work and 2) outcomes achieved through negotiation and collaboration, including roles that became possible for students to enact. Results show that collaboration succeeded in offering young people opportunities to influence and voice their opinions of school meals, as well as novel modes of interaction across the school’s social. However, students’ experiences of the participatory work varied, and power hierarchies among the different participating groups remained rather unchanged, demonstrating tensions between ideals and realities of participation.

    Download full text (pdf)
    fulltext
  • 50.
    Jonsson, Bert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Wiklund-Hörnqvist, Carola
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Börjesson, Arne
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Self-reported memory strategies and their relationship to immediate and delayed text recall and working memory capacity2014In: Education Inquiry, E-ISSN 2000-4508, Vol. 5, no 3, p. 385-404Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine the performance of fifth-grade children in the reproduction of the content of a new text - directly, after they had read it (immediate recall), and one week later (delayed recall) - and to investigate the relationship between performance, self-reported memory strategies, and working memory capacity (WMC). The results revealed that more complex strategies are associated with better performances, and that children with high WMC outperformed children with lower WMC in immediate and delayed text recall tasks. Hierarchical regression analyses showed that memory strategy and WMC are the strongest predictors for both immediate and delayed recall tasks. It is argued that self-reported memory strategies are possible to use as estimates of strategy proficiency. The awareness of the importance of memory strategies and children’s WMC in education are further discussed.

    Download full text (pdf)
    fulltext
12 1 - 50 of 98
CiteExportLink to result list
Permanent 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