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  • 51.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Dovemark, Marianne
    Göteborgs universitet.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Teachers’ professional roles in relation to policy demands on inclusive education, raised student performance and marketization in Swedish post-16 education2015Conference paper (Other academic)
  • 52.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Intentions and Knowledge Guiding two Swedish cities: Local Safety Policy and Work2012Conference paper (Refereed)
  • 53.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Performance Fixation? Use, functions and constitutive effects of evaluation in local school governance2014Conference paper (Other academic)
  • 54.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Holm, Ann-Sofie
    Borås högskola.
    Market competition in upper secondary education:: Perceived effects on teachers’ work2011In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 9, no 2, p. 193-205Article in journal (Refereed)
    Abstract [en]

    The development and expansion of market solutions is one of the mostimportant changes in Swedish education in the last 30 years. The aim of the article is todescribe and analyse how students and staff in upper secondary schools perceive the impactof market competition on teachers’ work. Three groups of actors in two Swedish regionswere interviewed: students, teachers and principals. The interviews were carried out at eightschools in five municipalities, at both public and independent schools. The results show thatcompetition relations are more complex than is often assumed. Intensification of teachers’work is a common theme in the interviews. Traditional professional values and identities arechallenged by the market competition and a market-oriented teacher is shaped – whetherthe teachers like it or not. The extension of teachers’ tasks is increasingly about marketing. Anew type of service-minded and flexible teacher is created. Regarding the effects ofcompetition on teacher performance, the results are contradictory. The quality discourse isproblematised as there is no evident link between winners in the school competition and thequality of teaching and student outcomes. The Swedish case is interesting in theinternational literature as an example of a rapidly growing upper secondary school marketwhich is closer to the logic of the market than many other nations’ school systems.

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  • 55.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Holm, Ann-Sofie
    Borås Högskola.
    To live with the market-forces : principals´perceptions of market competition in the Swedish upper secondary school education2011Conference paper (Other academic)
  • 56.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Holm, Ann-Sofie
    Borås högskola.
    ”Vi måste lära oss leva med marknadskrafterna och dom marknadskrafternamåste man utnyttja”.: Gymnasierektorers uppfattningar om konkurrens på ’skolmarknaden’2011Conference paper (Other academic)
  • 57.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Holm, Ann-Sofie
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rektor i skärningspunkten mellan likvärdighet och skolmarknad2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 19-41Article in journal (Refereed)
    Abstract [en]

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

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  • 58.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Mårald, Gunilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Kartläggning av MSB:s forskningsprojekt perioden 2005-20092011Report (Other academic)
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    Kartläggning av MSBs forskningsprojekt perioden 2005-2009
  • 59.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Parding, Karolina
    Institutionen för ekonomi, teknik och samhälle. Luleå tekniska universitet..
    Marknadslogikens inflytande på lärares arbete och villkor: Lärares uppfattningar om effekter av skolvalsreformerna2011In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 17, no 4, p. 59-77Article in journal (Refereed)
    Abstract [sv]

    Friskolereformen har på kort tid fått starkt genomslag i Sverige. Lärarna är nyckelpersoner när det gäller att genomföra reformer i skolan vilket medför att deras förståelse av arbetsvillkor och policykontext påverkar hela skolverksamheten. Detta gör det angeläget att belysa hur lärarna uppfattar friskolereformen, hur den påverkar deras arbete och profession och hur de själva agerar i relation till reformen. Resultaten av fokusgruppsintervjuer med 58 gymnasielärare visar att marknadens logik fått betydelse i de flesta lärares arbetsvardag, vilket innebär nya arbetsuppgifter och arbetsvillkor samt att maktförhållanden, yrkesidentiteter och skolkulturer utmanas. Många lärare anpassar sig motvilligt till marknadslogiken medan andra adopterar den.

  • 60.
    Lundström, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Parding, Karolina
    Luleå tekniska universitet.
    Teachers’ Experiences with School Choice : Clashing Logics in the Swedish Education System2011In: Education Research International, ISSN 2090-4002, Vol. 2011, p. Article ID 869852-Article in journal (Refereed)
    Abstract [en]

    This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of 58 teachers from five municipal and three independent upper secondary schools. Its theoretical framework relies on Freidson’s distinction between the logic of the profession, the bureaucracy, and the market. The findings indicate that the traditional position of teachers—a position that must negotiate the tension between the logic of the profession and the logic of the bureaucracy—is now in fact challenged by the logic of the market. This study argues that values linked to the logic of the market are imposed on the teachers, and these market values clash with the teachers’ values, values based on the logic of the profession.

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    Teachers’ Experiences with School Choice
  • 61.
    Lundström, Ulf
    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.
    Att styra skolan med marknaden som förebild2012Conference paper (Other academic)
  • 62.
    Lundström, Ulf
    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.
    Att styra skolan med marknaden som förebild2015In: Utbildning: makt och politik / [ed] Sverker Lindblad, Lisbeth Lundahl, Lund: Studentlitteratur AB, 2015, p. 141-163Chapter in book (Refereed)
  • 63. Takala, Marjatta
    et al.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Reading through writing2011Conference paper (Other academic)
  • 64.
    Varjo, Janne
    et al.
    Faculty of Educational Sciences, University of Helsinki, Finland.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Kalalahti, Mira
    Faculty of Educational Sciences, University of Helsinki, Finland.
    The governors of school markets?: Local education authorities, school choice and equity in Finland and Sweden2018In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 13, no 4, p. 481-498Article in journal (Refereed)
    Abstract [en]

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

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

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    fulltext
12 51 - 64 of 64
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