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  • 1.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Now I'm Offended! New Regulations and Practices Against Bullying and Degrading Behaviour in Swedish Schools2017Konferensbidrag (Övrigt vetenskapligt)
  • 2.
    Dahler-Larsen, Peter
    et al.
    University of Copenhagen, Copenhagen, Denmark.
    Abma, Tineke
    Department of Medical Humanities, VU University Medical Center, Amsterdam, the Netherlands.
    Bustelo, Maria
    Complutense University of Madrid, Madrid, Spain.
    Irimia, Roxana
    Pluriconsult Ltd., Bucharest, Romania.
    Kosunen, Sonja
    University of Helsinki, Helsinki, Finland.
    Kravchuk, Iryna
    National Academy of Public Administration, Kyiv, Ukraine.
    Minina, Elena
    Institute of Education, Higher School of Economics, Moscow, Russia.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Shiroma, Eneida
    Universidade Federal de Santa Catarina, Florianopolis, Brazil.
    Stame, Nicoletta
    University of Roma, Rome, Italy.
    Kabanga Tshali, Charlie
    Independent Consultant International Development, London, United Kingdom.
    Evaluation, language, and untranslatables2017Ingår i: American Journal of Evaluation, ISSN 1098-2140, E-ISSN 1557-0878, Vol. 38, nr 1, s. 114-125Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The issue of translatability is pressing in international evaluation, in global transfer of evaluative instruments, in comparative performance management, and in culturally responsive evaluation. Terms that are never fully understood, digested, or accepted may continue to influence issues, problems, and social interactions in and around and after evaluations. Their meanings can be imposed or reinvented. Untranslatable terms are not just “lost in translation” but may produce overflows that do not go away. The purpose of this article is to increase attention to the issue of translatability in evaluation by means of specific exemplars. We provide a short dictionary of such exemplars delivered by evaluators, consultants, and teachers who work across a variety of contexts. We conclude with a few recommendations: highlight frictions in translatability by deliberately circulating and discussing words of relevance that appear to be "foreign"; increase the language skills of evaluators; and make research on frictions in translation an articulate part of the agenda for research on evaluation.

  • 3. Grek, Sotiria
    et al.
    Lawn, Martin
    Lingard, Bob
    Ozga, Jenny
    Rinne, Risto
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Simola, Hannu
    National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland2009Ingår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 45, nr 1, s. 5-21Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.

  • 4.
    Hanberger, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Khakee, Abdul
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Nygren, Lennart
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    De kommungranskande aktörernas betydelse: slutrapport från ett forskningsprojekt2005Rapport (Övrigt vetenskapligt)
  • 5.
    Hanberger, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Khakee, Abdul
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Nygren, Lennart
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för utvärderingsforskning (UCER).
    Kommungranskning: - utgångspunkter för ett forskningsprojekt2004Rapport (Övrigt vetenskapligt)
  • 6.
    Hult, Agneta
    et al.
    Umeå universitet.
    Olofsson, Anders
    Mid Sweden University, Sweden.
    Segerholm, Christina
    Umeå universitet.
    Quality in Higher Education and the Idea of a University - Swedish vice chancellors’ views2016Konferensbidrag (Refereegranskat)
  • 7.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Mid Sweden university, Härnösand, Sweden.
    Juridification As Governing In Education: The Swedish SchoolsInspectorate As An Example2014Ingår i: European Conference for Educational Research (ECER), Network 23, in Porto, Portugal, September 2-5, 2014., 2014, s. 1-3Konferensbidrag (Refereegranskat)
  • 8.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Making a difference?: The voices of school inspectors and managers in Sweden2017Ingår i: School inspectors: policy implementers, policy shapers in national policy contexts / [ed] Jacqueline Baxter, Cham: Springer, 2017, s. 121-135Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    A cadre of school inspectors with different backgrounds visit thousands of schools annually in Sweden as is also the case in several other European and other nations. Do these inspectors believe that they 'make a difference'? In this chapter we elaborate on inspection effects as they are perceived by Swedish inspectors and inspection managers at different levels of the Inspectorate, and on the policy problems the creation of the Swedish Schools Inspectorate (SI) was intended to solve according to, on the one hand policy documents and on the other hand problems reported in interviews with inspectors and inspection managers. Central to inspection practice are the 'assumptive worlds' of the inspectors and managers at the Inspectorate, i.e. their notions of school inspection. Both groups' notions of the policy problem inspection is to solve, agree with national intentions and motivations the managers stressing the declining school performance, and the inspectors emphasising the lack of equivalence between schools and municipalities. Analysis of interviewees' notions of what problems are indeed solved, points foremost to different types of implementation problems at all levels in a top-down 'chain of governing', also noting problems within the national level.

  • 9.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The process of juridification of school inspection in Sweden2016Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, nr 2, s. 95-118Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Since 2008, Swedish school inspection has leaned heavily on the Education Act and Ordinance. The increasing importance of the legal framework is in this study understood as a juridification process. This study explores the shift to a more legally oriented inspection and governing and highlights the inspectorate's processes leading up to new assessment areas closely related to the Education Act, how these areas are practiced by the inspectors and how head teachers may react to them. Interviews with legal experts, managers, inspectors and head teachers as well as observations of the inspectors' school visits are used. The results indicate that within the new inspection agency in 2008, the process started with a review of research on successful schools before turning to the Education Act, and that the inspection process is sometimes perceived as more legalistic than pedagogic by head teachers. The consequences of the juridification of Swedish school inspection is discussed in relation to constitutive effects.

  • 10.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Centrum för utvärderingsforskning (UCER).
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Cultivating the juridified self?: Regulation, socialisation and new forms of work against degrading treatment in schools2019Ingår i: NERA 2019 Abstract Book 2019-03-06, 2019, s. 826-827Konferensbidrag (Refereegranskat)
    Abstract [en]

    A popular contemporary narrative asserts that Sweden has become “the society of easily offended victims” (Eberhard, 2009; see also Berensten, 2014; Dahlstrand, 2012; Heberlein, 2005; Zaremba, 2008). Official statistics show how defamation of character claims have increased dramatically over time (The Swedish National Council for Crime Prevention, 2018). Such observations relates to developments in the school system where the number of complaints regarding degrading treatment (DT) have also increased (The Swedish Schools Inspectorate, 2018). Overall, schools’ work against DT is framed by increasing awareness of the role of formal obligations, trials, evidence, damages, individual rights and childrens’ subjective experiences of being offended. Plans, preventions, expanding forms of investigations and documentation are enacted in order to provide guarantees that DT do not occur; that is, that students are not exposed to any behaviour that violates their “dignity” (The Swedish Education Act SFS 2010:800, §6).

    The increasing legal framing when it comes to schools’ work with problems of DT has been discussed in terms of juridification (Lindgren, Carlbaum, Hult & Segerholm, in press). The overall aim of this study is to explore how new judicial forms of work against DT in Swedish schools affect young people’s socialisation and identity. In a previous study, based on interviews with students, we could not confirm any radically new patterns of socialisation (Lindgren, Hult, Carlbaum & Segerholm, 2018). The present study then, is an attempt to validate these results by including the perspective of experienced school actors who have a different overview and relation to the issues at hand. We thus analyse interviews with both school actors and students from grade five and grade eight when reasoning about problems of DT and how such problems are understood and acted on in schools.

    Our theoretical framework establishes a direct link between juridification and socialisation through Habermas’ ideas on the colonisation of the lifeworld by the instrumental rationality of bureaucracies and market-forces (Habermas, 1987). Juridification thus describe how intuitive forms of everyday communication, norms and values becomes reified by legal logic (Habermas, 1987). Drawing on these ideas Honneth (2014) has offered examples of social pathologies that significantly impairs the ability to take part in important forms of social cooperation.

    We interviewed students, teachers, head teachers, school staff and responsible officials at the municipality level at five schools in two municipalities. Both students and school staff talk about the juridified significance of DT, that it is decided by the offended person, but have ambiguous ideas ofthe juridified way that the school handle incidents. Both school staff and students claim that the word DT (kränkning) mostly is used by students jokingly, e.g. when reprimanded. Students hesitate in informing teachers of incidents because it sets in motion disproportionate investigations, e.g. informing parents. Thus, students want the teachers to see and know of incidents, but not necessarily to act upon them according to formal standards. Overall, such preliminary results indicate that increasing regulation in school may cultivate juridified selves by stressing subjective feelings and formal investigations while muting dialogue.

  • 11.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    To see or not to see: challenges in teachers’ enactment of policies on degrading treatment in Sweden2018Ingår i: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 95, University of Oslo , 2018, s. 94-94Konferensbidrag (Refereegranskat)
    Abstract [en]

    One of many challenges that teachers face on a daily basis is related to problems with degrading treatment. Teachers work in order to establish a working environment where children can learn; both knowledge and norms and values, i.e how to live together and to understand, care for and respect each other in line with the “fundamental values” in the curriculum (The Swedish National Agency for Education, 2011). All schools are regulated by a policy of zero tolerance towards degrading treatment (The Child and School Student Representative, 2017). The challenge, however, is immense, if not abysmal: hundreds of children obligated to spend year after year in a cramped facility without ever troubling each other with derogatoriness, rumours, ridicule or shoving. Teachers take on this difficult challenge with a broad repertoire of pedagogical tools based on research, theory, experience and tacit knowledge. They deal with chaos and unpredictability in contexts where no single method, plan or manual apply (Cardell, 2017: 226).In this paper we draw attention to how this challenge has been transformed by recent legal regulation of teachers’ work. The School Act has expanded the regulations on degrading treatment and teachers and school staff are today responsible to report any degrading treatment to the principal who in turn has an obligation to report it further to the governing body. This regulation is added to the obligation to quickly investigate and take necessary measures to counteract such treatment (Prop. 2009/10:165; SFS 2010:800).Based on 35 interviews with municipal officials, school directors, school leaders, teachers and other school staff (n 60) in seven schools in two municipalities we describe and analyse how teachers handle issues related to degrading treatment as the pedagogical challenge has been converted into, or complemented by, a judicial challenge primarily oriented towards objective representation of past events. For instance, teachers have to determine, at every incident occurring during the school day, if it should be reported as degrading treatment or not. Reporting has certain consequences, for example time consuming activities of documentation including administration of evolving digital reporting systems, discussions with colleagues and students and communication with parents demanding careful balance and precision. Not reporting has other consequences, e.g. it involves risk taking in terms of accountability since every incident has the potential to later become part of a complaint on degrading treatment issued to The Swedish Schools Inspectorate or The Child and School Student Representative. Thus, to see or not to see incidents is not only a question of teachers’ attention and immediate subsequential action or mindful awaiting – it is a choice that involves a range of strategic and defensive considerations that in a profound way alters teachers’ professional gaze, understanding and practice.The paper is theoretically informed by ideas on policy enactment (Ball, Maguire & Braun, 2012) that provide an overall understanding of issues of policy implementation in times of juridification. In order to qualify the analysis of teachers’ challenges and conflicts between different logics we draw on theories on teacher professionalism (e.g. Englund & Solbrekke, 2015; Solbrekke & Englund, 2011).

  • 12.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Mid Sweden university, Härnösand, Sweden.
    In your opinion, what is quality in Swedish compulsory education?: Conflicting conceptions of education quality in times of accountability and assessment?2014Konferensbidrag (Refereegranskat)
  • 13.
    Marner, Anders
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Örtegren, Hans
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Nationella utvärderingen av grundskolan 2003 (NU –03): Bild: Ämnesrapport till Rapport 253 20052005Rapport (Övrigt vetenskapligt)
  • 14.
    Nilsson, Ingrid
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Doctor’s Order: Rush-Don’t reflect!: Tensions in Higher Education2005Ingår i: The ECER conference, Dublin, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 15.
    Nilsson, Ingrid
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Educational researchers as policy-makers: An exploration of a few Swedish examples2009Ingår i: Theory and Evidence in European Educational Research:  , 2009Konferensbidrag (Övrigt vetenskapligt)
  • 16.
    Nilsson, Ingrid
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Några tankar om pedagogikämnets utbildningspolitiska relevans2009Ingår i: Pedagogik som examensämne 100 år, Uppsala: Universitetstryckeriet, Uppsala universitet , 2009, s. 167-178Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 17.
    Nilsson, Ingrid
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Några tankar om pedagogikämnets utbildningspolitiska relevans2007Ingår i: Pedagogik som examensämne 100 år, Uppsala, 2007, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 18.
    Nilsson, Ingrid
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Pedagogik och bildningsvetenskap2004Ingår i: Symposium om begreppet Ut/bildningsvetenskap - Lärarhögskolan, Stockholm: Ett försök att fånga det gemensamma i pedagogik, lärande, pedagogiskt arbete mm, 2004Konferensbidrag (Övrigt vetenskapligt)
  • 19.
    Nilsson, Ingrid
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    From, Jörgen
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Holmgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Graduate Studies for Excellence and Entrepreneurship in a Globalised World: A program for a Swedish – Chinese comparative study2006Ingår i: the ECER-conference in Geneva, September 13-16, 2006, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 20.
    Rönnberg, Linda
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Assuring quality assurance in Swedish higher education: A national try-out evaluation2018Ingår i: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 211, University of Oslo , 2018, s. 210-210Konferensbidrag (Refereegranskat)
    Abstract [en]

    In the Nordic countries and beyond, evaluation and quality assurance are becoming increasingly insitutionalised as means to govern the welfare state (Dahler-Larsen, 2011). Higher education is no exception (Leiber, Stensaker & Harvey, 2015; Jarvis, 2014). Since the 1990s, different national evaluation systems have been developed and implemented in Swedish Higher Education (HE) (Segerholm, 2016). Over time, these systems have displayed different political purposes and designs. One major component in the most recent system in operation from 2017 and onwards is national evaluation of the higher education institutions’ (HEIs) own internal quality assurance systems, carried out by the Swedish National Agency for Higher Education (SHEA) (Lindgren & Rönnberg, 2017).This paper aims to analyse a SHEA try-out evaluation in which HEIs internal quality assurance were evaluated. The following questions guide our study: What enactments do these try-out exercises entail and what actors are involved? What kind of knowledge is mobilized and used in these enactments? We focus on two cases where the work with and experiences from a) HEI actors, b) officials at the SHEA, and c) external review panels are analysed. We collected data as the national try-out evaluation was implemented. This include near 30 interviews with SHEA staff, HEI actors, and members in external review panels. Extensive documentary materials, such as self-evaluations from the HEIs, schedules, plans and SHEA decisions, were also analysed.This paper is part of a larger research project, “Governing by evaluation in higher education in Sweden”, analyzing how evaluative activities govern Swedish Higher Education policy and practice. We conceptualise governing as activities composed of assemblages of places, people, policies, practices and power (Clarke, 2015). Following this, we analyse the activities and the actual work connected to quality assurance and its policy-making, and how it is enacted and learned (Ball et. al, 2012). Drawing on Freeman and Sturdy (2014), we see knowledge in policy as taking different forms, i.e. as embodied, inscribed and enacted.

  • 21.
    Rönnberg, Linda
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Skolinspektionen2017Ingår i: Utvärdering och bedömning i skolan: För vem och varför? / [ed] Agneta Hult, Anders Olofsson, Stockholm: Natur och kultur, 2017, 2, s. 49-62Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 22. Schwandt, Thomas A.
    et al.
    Abma, Tineke
    Greene, Jennifer C.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Evaluation as education2002Ingår i: The EES-conference in Seville, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 23.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Assessment in Action: Categories of student assessment in classroom practice2005Ingår i: Te European Conference of Educational research in Dublin, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 24.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att förändra barnomsorgen: En analys av en statlig satsning på lokalt utvecklingsarbete1998Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 25.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Att styra i tysthet: Nationella utvärderingar i den svenska skolan2003Ingår i: Utvärderingens Resultat – Kvalitetsmässans Forskarkonferens, Göteborg, 2003Konferensbidrag (Övrigt vetenskapligt)
  • 26.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Coping with evaluation: Influences of evaluative systems on school-organizations in four Swedish municipalities2005Ingår i: The AEA/CES conference in Toronto, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 27.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Debatt: Alternativ lärarutbildning: Ett sätt att lösa vissa skolproblem?2001Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 2, s. 71-79Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 28.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Educating democratic citizens in the Swedish school2002Ingår i: The ECER-conference in Lisbon, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 29.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Educational evaluation and policy-making: Exploring the relationships in two Swedish examples2003Ingår i: The ECER-conference in Hamburg, 2003Konferensbidrag (Övrigt vetenskapligt)
  • 30.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Evaluation and the pace of change – an exploration of consequences2006Ingår i: The American Evaluation Association conference in Portland, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 31.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Evaluation as Responsibility, Conscience and Conviction2002Ingår i: Evaluation and Society, Information Age Publishing, Greenwich , 2002, s. 87-102Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 32.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Evaluation systems and the pace of change: The example of Swedish higher education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to illuminate and discuss evaluation and evaluation systems in relation to the pace of change. It is argued that evaluation promotes and accelerates change. The article will thus contribute to a critical scrutiny of evaluation as a societal phenomenon and as a widespread practice in education. To accomplish this aim, the inherent purpose of evaluation and evaluation systems is brought forward. National evaluation systems for Swedish higher education are used as an empirical example. An analysis using Rosa’s three aspects of social acceleration (technical acceleration, acceleration of social change, and acceleration of the pace of life) is offered to demonstrate how the evaluation systems are related to, sustain, and promote an increase of the pace of change (acceleration) in educational practice in higher education.

  • 33.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Governing European higher education quality assurance/evaluation policy and practice? – the case of Sweden2016Konferensbidrag (Refereegranskat)
  • 34.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Kunskapslyft och vuxenutbildning: Slutrapport av en treårig utvärdering i Umeå kommun2002Rapport (Övrigt vetenskapligt)
  • 35.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Learning about European Union financed social science practise2006Ingår i: European Educational Research Journal, ISSN 1474-9041, Vol. 5, nr 3-4, s. 287-291Artikel, recension (Övrigt vetenskapligt)
  • 36.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Learning Democracy and Citizenship: International experiences by Michele Schweifurth, Lynn Davies & Clive (Eds.). 2002. Review2004Ingår i: Journal of In-service Education, ISSN 1367-4587, Vol. 30, nr 2, s. 325-328Artikel, recension (Övrigt vetenskapligt)
  • 37.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    National Evaluations as Governing Instruments: How Do They Govern?2001Ingår i: Evaluation, ISSN 1356-3890, Vol. 7, nr 4, s. 427-438Artikel i tidskrift (Refereegranskat)
  • 38.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    New Public Management and Evaluation Under Decentralising Regimes2005Ingår i: The Canadian Evaluation Society and American Evaluation Association Joint Conference in Toronto, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 39.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    New Public Management under Decentralizing Regimes in Education2007Ingår i: Dilemmas of Engagement: Evaluation and the New Public Management / [ed] Saville Kushner, Nigel Norris, Emerald Group Publishing Limited, 2007, nr 10, s. 129-138Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In the academic year 2000–2001, I visited the U.S. What I found out concerning the “standards reform” in public education intrigued me. I had a conception of public schooling in the U.S. as a very decentralized system, mainly governed by local school boards. But during my stay, people talked about public schooling in terms of centralization, not only referring to the standards reform but also to other issues of state control, like tests and development projects. Some years earlier I had been made aware of changes in England that also were talked about in terms of centralization. Local school authorities lost much of their power in policy and decision-making to the central power of the state, and a national curriculum was introduced.

  • 40.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Productive Internationalization in Higher Education: An Example2005Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3, s. 9-14Artikel i tidskrift (Refereegranskat)
  • 41.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Projektledares syn på utvecklingsarbete inom barnomsorgen: En enkätstudie1992Rapport (Övrigt vetenskapligt)
  • 42.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Recension av Inger Pirinen: Man tager vad man haver. Kvalitetssäkring genom utveckling, uppföljning och utvärdering i skolan2000Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 1, s. 83-87Artikel, recension (Övrigt vetenskapligt)
  • 43.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Researching evaluation in national (state) politics and administration2002Ingår i: The EES-conference in Seville, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 44.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Researching Evaluation in National (State) Politics and Administration: A Critical Approach2003Ingår i: American Journal of Evaluation, ISSN 1098-2140, Vol. 24, nr 3, s. 353-372Artikel i tidskrift (Refereegranskat)
  • 45.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Student influence in higher education – the case of Sweden2006Ingår i: The ECER conference in Geneva, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 46.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    The perils of procurement in evaluation2002Ingår i: The NOPSA conference in Aalborg, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 47.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    The Swedish adult education initiative in a municipal context: An evaluation2001Ingår i: The ECER-conference in Lille, 2001Konferensbidrag (Övrigt vetenskapligt)
  • 48.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    To Govern in Silence?: An essay on the political in national evaluations2003Ingår i: Educational Policy and Educational Philosophy, ISSN 1652-2729, nr 2, s. 6-Artikel i tidskrift (Övrigt vetenskapligt)
  • 49.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    To govern in silence?: An essay on the political in national evaluations of the public schools in Sweden2003Ingår i: The conference Politics of evaluation, in Uppsala, 2003Konferensbidrag (Övrigt vetenskapligt)
  • 50.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Utvecklingsprojekt inom barnomsorgen: Åtta fallstudier1994Rapport (Övrigt vetenskapligt)
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