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  • 1.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations?2011Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 2, s. 207-220Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Certain common elements can be identified regarding teacher education development in advanced knowledge-based economies. One of these is an attempt, up until relatively recently, to develop a solid foundation of scientific professional knowledge for what Basil Bernstein called the teacher education Trivium: roughly speaking pedagogical sciences: approximately the psychology, sociology and philosophy of education. Another more recent development is to reverse this trend through a re-emphasis of academic subjects. This presentation is based on an analysis of this policy trajectory.

  • 2.
    Beach, Dennis
    et al.
    University of Gothenburg.
    From, Tuuli
    University of Helsinki.
    Johansson, Monica
    University of Gothenburg.
    Öhrn, Elisabet
    University of Gothenburg.
    Educational and spatial justice in rural and urban areas in three Nordic countries: a meta-ethnographic analysis2018Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirty-one Nordic ethnographic publications (a mix of monographs, book chapters and articles) have been used in the meta-analysis. Just over half of them come from Sweden, and most are from urban education studies. The other half are relatively evenly divided between Norway and Finland. All were published between 2000 and 2017. Sweden represents an extreme position in relation to the new politics of education markets. Its promotion of school choice and schools-for-profit has attracted significant attention from ethnographic researchers in recent decades and is given particular attention in the article.

  • 3.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Jonsson, Anna-Carin
    Högskolan i Borås, Institutionen för Pedagogik.
    Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance2012Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 2, s. 259-281Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise and the other of social comparison, were found to be reliable and valid. In the first study, process praise was predicted by the variable incremental theories of intelligence and person praise was predicted by the acceptance of stereotypes. However, these results suffered in the reliability analyses and, even if the models are significant, they should be rejected. The results of the second study are more reliable, with regression analyses showing that person praise can be predicted from the two predictor variables of entity theories of intelligence, and social comparison. Some positive effects of teacher education were found in the second part; for example, the preference for person praise was significantly lower in the last semester than in the first.

  • 4. Erixon Arreman, I
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market2011Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 637-664Artikkel i tidsskrift (Fagfellevurdert)
    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).

  • 5.
    Holm, Ann-Sofie
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundström, U
    ”Living with the Market Forces”. Principals’ Perceptions of Market Competition in Swedish Upper Secondary School2011Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 601-617Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Swedish education system has undergone major restructuring since the early 1990s. The new policy, 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 principals perceive 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.

  • 6.
    Jonsson, Anna-Carin
    et al.
    University of Gothenburg.
    Beach, Dennis
    University of Gothenburg.
    The influence of subject disciplinary studies on students' implicit theories of intelligence and achievement goals in one Swedish upper-secondary school2017Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Artikkel i tidsskrift (Fagfellevurdert)
  • 7.
    Langelotz, Lill
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Teachers' peer group mentoring - nine steps to heaven?2013Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, nr 2, s. 375-394Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Various kinds of mentoring processes to enhance teachers’ collective learning and professional development have become popular. Collective learning and collective practice development within professions may be approached as an integral part of ‘professional learning communities’. Research emphasises that learning communities cannot be commanded into existence and that they require voluntary participation. It is implicit that the participating teachers are open-minded and willing to share their teaching experiences. Yet in this article the situation is different. The article draws on a three-year-long case study in a Swedish secondary school involving one teacher team ‘forced’ to participate in peer group mentoring. The project aimed to develop teaching team facilitation using a nine-step model of peer group mentoring (PGM). Framed by Michel Foucault’s notion of power, the analysis shows that the disciplining practice of PGM generated new and complex processes. These processes can be described as disciplining, democratising and developmental for both the individual and the teacher team. 

  • 8.
    Langelotz, Lill
    Högskolan i Borås, Centrum för lärande och undervisning.
    Alexiadou, Nafsika
    Teachers’ peer group mentoring: Nine steps to heaven?2013Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, nr 2, s. 375-394Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Various kinds of mentoring processes to enhance teachers’ collective learning and professional development have become popular. Collective learning and collective practice development within professions may be approached as an integral part of ‘professional learning communities’. Research emphasizes that learning communities cannot be commanded into existence and it requires voluntary participation. It is implicit that the participating teachers are open-minded and willing to share their teaching experiences. Yet in this article the situation is different. The article draws on a three-year-long case study in a Swedish secondary school involving one teacher team ‘forced’ to participate in peer group mentoring. The project aimed at developing teaching team facilitation using a nine-step model of peer group mentoring (PGM). Framed by Michel Foucault’s notion of power, the analysis shows that the disciplining practice of PGM generated new and complex processes. These processes can be described as disciplining, democratizing and developing for both the individual and the teacher team.

  • 9.
    Levinsson, Magnus
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Prøitz, Tine S.
    The (non-)use of configurative reviews in education2017Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The push for evidence-based practice in education has led to a range of initiatives aimed at bridging the gap between research, policy and practice. Among these are the establishment of brokerage agencies with a mission to synthesise the findings of educational research. This development has been the subject of extensive controversy over the last decades. Critics emphasise that brokerage agencies in most fields prioritise experimental designs that measure the impact of interventions. However, the use of different methods for systematic reviews has increased over the last decade. In education, this development has included a growing interest in configurative reviews. Configurative approaches have been promoted as suitable for synthesising complex bodies of research and for pursuing questions that go beyond what works. This study explores the use of configurative reviews in two brokerage agencies that acknowledge the need to work with different kinds of reviews in education. However, the overall result shows that configurative reviews are rarely used. Less distinctive configurative elements can be identified in many reviews, but generally they operate within the frame of the conventional methodology and tend to be subordinated to an aggregative logic. These findings are discussed as threats to the relevance and quality of systematic reviewing in education.

  • 10. Lundahl, L
    et al.
    Erixon Arreman, I
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundström, U
    Educational marketization the Swedish way2013Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2013, nr 3, s. 497-517Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Sweden has commonly been regarded as a striking example of a social democratic welfare-state regime (Esping-Andersen 1996), characterized by strong state governance and active involvement in welfare matters. In the last two decades, however, the Swedish public sector and education system have been radically and extensively transformed in a neo-liberal direction, a move that was preceded by extensive decentralization of decision-making from the state to municipalities and schools. In this article the scope, character and some of the consequences of internal and external marketization of Swedish education in the early 2000s are summarized, and the impact of competition on the internal workings of upper secondary schools is highlighted in particular. We conclude that the external marketization of education has proceeded a long way and Sweden also fully embraces new public management, i.e. ‘inner marketization’, of education in most respects. However, aspects of the older social democratic policy paradigm are still visible with regard to the assigned functions, values and governance of education.

  • 11.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Factors Influencing Teachers' use of ICT in Education2012Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 1, s. 93-108Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates teachers’ attitudes to and beliefs about using ICT in education and proposes a model of how different variables are related to teachers’ use of ICT in classrooms. The model suggests that positive attitudes related specifically to ICT as a useful tool for teaching and learning and a strong sense of self-efficacy in using computers in education seem to influence the use of ICT the most. It is also suggested that positive attitudes to ICT generally do not seem to contribute very much to teachers’ use of ICT in classrooms. This is a surprising finding. The distinction between the importance of specific and general attitudes to ICT use and the emphasis on self-efficacy contributes to contemporary research. Self-efficacy and attitudes are suggested to be mutually related to ICT use.

  • 12.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Class and ethnicity at work. Segregation and conflict in a Swedish secondary school2011Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 2, s. 345-355Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Drawing on a study of a Swedish secondary school with a heterogeneous intake, this article provides an analysis of the social relations and segregation within an individual school. As shown in the analysis, young people from different socio-economic backgrounds were largely separated in school, differently positioned and in conflict with each other. The pupils typically referred to the segregation and conflict as ethnic, although strongly underpinned by economics and class. Some of the pupils’ and staff’s wish for a less segregated schooling suggested potential openings for the relations between the groups. However, this was judged to go against the will of resourceful groups of parents with whom the school leadership felt they had to comply. Central to this was parents’ freedom to choose the school, which worked in this context to further the segregation within the particular school.

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