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  • 101.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth
    Öhrn, Elisabet
    Synthesis2011Inngår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools / [ed] Elisabet Öhrn, Lisbeth Lundahl, Dennis Beach, Tufnell Press , 2011, s. 139-150Kapittel i bok, del av antologi (Fagfellevurdert)
  • 102.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Young people and democratic education: On formal schooling, student initiatives, class and gender2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium.

  • 103.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Ethnographic Investigations of Issues of Race and Ethnicity in Scandinavian Education Research2009Konferansepaper (Fagfellevurdert)
  • 104.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Ethnographic Investigations of Issues of Race in Scandinavian Education Research2010Konferansepaper (Fagfellevurdert)
  • 105.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Ethnographic Investigations of Issues of Race in Scandinavian Education Research2011Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 6, nr 1, s. 29-44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we aim to present an overview of some of the ways in which issues of race and ethnicity are represented and researched in educational ethnography in Scandinavia. Several things are suggested. Amongst them is that educational ethnographers in Scandinavia rarely use the concept of race. The term (im)migrant(s) is used instead and the relationships in education between Scandinavians and (im)migrants and between educational results and (im)migrant culture and/or languages is often in focus. Integration has also been an issue. History may give an indication as to how this may have become so. Research on immigrants, immigration and integration has been promoted in national policies and these policies highlight language, culture and diversity but for historical and political reasons they often avoid ethnicity and ignore race and color altogether. Moreover, when ethnicity is used it seems to be used more as an ontological marker than as an epistemological concept. This has repercussions we suggest for understanding the politics of race and ethnicity relations in relation to education.

  • 106.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Authoritative Knowledge in Initial Teacher Education: Studying the Role of Subject Textbooks through Two Ethnographic Studies of Mathematics Teacher Education.2012Inngår i: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 38, nr 2, s. 115-125Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.

  • 107.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    The Politics of Textbook Use: An Ethnographic Investigation2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The subject textbook has been studied and described by amongst others Michael Apple (Apple 1991 and John Dewey (Dewey 1966). However, as yet little attention has actually been paid tothis artefact in use and to its role in definingwhose culture is taught and learned and what the mechanisms of this process are. By ethnographically studying the use of textbooks in everyday educational interchanges we contribute insight into these processes based on an investigation of the use, content and effects of subject textbooks in mathematics in the subject studies education in pre-service mathematics education courses. Dewey and then later Apple regarded textbooks as instruments for the moral regulation of (subordinated) individuals (i.e. pupils) in the struggle by powerful groups to build political and cultural accord within various levels of society. This political, economic, ideological or cultural power, they also noted, was exerted by dominant groups over others regardless of the explicit consent of the latter. This has also been suggested by amongst others Judy Trecker (Trecker 1973) and in de Castell et al (eds) (1989). However, as these authors also note, the curriculum of the school and other education institutions – like the university and its teacher education programmes (Beach 1995, 1997, 1999, 2000) - does not represent neutral knowledge, so textbooks are also potential sites of popular resistance toward the interests underlying official knowledge with a potential for developing alternative ideas and ideologies (Stubbs 1996). What comes to count as legitimate knowledge is the result of complex powerrelations, struggles, and compromises among different classed,raced, gendered, and religious groups around the messages, values, implicit ideologies and recognized possibilities in educational texts (Trecker 1973, Apple 1992).

  • 108.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Puaca, Goran
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing higher education by converging policy-packages: Education choices and student identities2014Inngår i: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, Vol. 4, nr 1, s. 67-79Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract: The past two decades of higher education research in Europe describe new-managerial and neo-liberal turns in governance policies that have brought shifts in the way institutions of higher education are defined and run, justify their existence and practices, and recruit and educate students. The expansion of higher education is often lifted as a key feature and motivation of these changes and it is also used in arguments for the need to change further. The European Union Lisbon Agreement is often referenced when changes are discussed and motivated by change agents. It describes needs of effectiveness and new kinds of programmes and courses to deal with increased volume and widening participation. New demands are described as having been placed on teachers, students and leadership, including an expanded role for student choices of and in higher education. Based on ethnographic research key aspects of extended choice are examined in the present article. Keywords: cultural capital, choice rationalities, skilled/semi-skilled choices, generification

  • 109.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    From learning to labor to learning for marginality: Neo-liberalism, new socialhierarchies, school and impoverished suburbs in Swedish Metropolitan districts2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The organization of schools in Sweden has recently taken a significant turn toward neo-liberalism. A number of elements are involved. In this article we point to a risk of self segregation in these developments by means of which ethnic minority, economically disadvantaged and immigrant groups become concentrated in the same schools, within mainly the public sector. We also suggest that these schools thus face serious difficulties when it comes to creating encounters between different social, ethnic and religious groups as a school capable of mobilization for citizenship. We need such schools but there is no evidence that schools are developing in these directions in the neo-liberal era.

  • 110.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    From Learning to Labour to Learning for Marginality: School Segregation and Marginalisation in Swedish Suburbs2011Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 32, nr 2, s. 257-274Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post-industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo-liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared to others in under-achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development.

  • 111.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective2012Inngår i: Urban education (Beverly Hills, Calif.), ISSN 0042-0859, E-ISSN 1552-8340, Vol. 5, nr 47, s. 939-958Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on ethnographic research on the encounter between local culture and schools in multicultural suburban areas, this article explores possibilities suggested by autonomous learning activities in a hip-hop collective that may have a potential to break urban segregation patterns. The collective?s artistic production raises questions that have not been answered in schools, such as how the increasing class divisions between different parts of the urban landscape should be understood and dealt with. Different types of learning are identified connected to the self, others, and careers. Implications for schooling are briefly discussed.

  • 112.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    On creativity and resistance in Nordic youth culture on the margins2013Inngår i: Young people and marginalisation: Young people from immigrant families in Scandinavia / [ed] Gestur Gudmundsson, Dennis Beach, Viggo Vestel, Tufnell Press , 2013, s. 61-84Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Over the last twenty-five years the urban music and dance style known as Hip-hop has become a widespread form of communication carried out and enjoyed by people throughout the world. However it has grown from its original roots in rap music and break dancing in many different directions. On the one hand it represents a multi-billion dollar industry of big-time, best-selling artists who market songs that focus on wealth, possessions and crime, often with a misogynistic attitude. But on the other it is a way of life for many young people with a political awareness that is intricately woven into every aspect of their daily lives. The present chapter explores some dimensions of the creativity of Hip-hop. In particular the critical potential and transformative capacity of these activities are discussed.

  • 113.
    Beach, Dennis
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Vigo Arrazola, Maria Begoña
    Between inclusion as a social need and inclusion as a market value in rural schools. Tensions and contradictions2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of this paper is to describe and analyse how globalization affects local interactions and the formation of experiences and meanings in education settings by modifying and changing the sense of education in a glo-local perspective, and in the present specific instance particularly in relation to aspects of education inclusion and equity in a rural educational context. Rural schools are important to investigate in these respects. For decades rural schools have been made invisible to/in educational research by a generalized urban school modelof investigation and policy making that has failed to engage with the voices and experiences of teachers, students and families about the teaching practices carried out in rural schools.

    The research has used a multi-sited multi-center ethnographic study on rural schools in Spain in combination with a multi-sited investigation in Sweden to create possibilities for a meta-ethnographic analys of the experiences and actions carried out in schools around the contents in teaching practices. The results show the voices of teachers, students and families in rural schools from a creative perspective through pedagogical practices that recognize the importance of the knowledge of space and familiarity with space; the value of students' lives outside of school; and teacher reflection. However, there are different interpretations in different schools related to the experiences and interactions that teachers, families and students have about the teaching and learning practices. 

    Quite simply, different schools from different types of rural areas seem to form different types of educational subjectivation with different socialisation effects. Some rural schools present their own surroundings as valuable for residents there and for the nation as a whole. Rural nature are culture are represented as a tangible material and social assets and this is reflected in the teaching content. In other schools the valuation of place is less positive. This is particularly the case in areas that have in the past become deeply embedded and active in capitalist industrial production relations; such as the semi-urban industrial towns in Aragon and what in Sweden are sometimes refered to as Bruksorter (production towns). These spaces that have developed a tightened relationship to capitalist production have tended to hollow out local values forms; such as natural beauty, fisking, recreation; and replaced them by economic exchange value as the main value form for the area and its people. In Marxist theory this is a form classical alienation. Economic possibilities and an external relationship not an intrinsic quality determine the place value.

  • 114.
    Beach, Dennis
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Vigo Arrazola, Maria Begoña
    Significados de la escuela rural desde la investigación. Representaciones compartidas entre España y Suecia en la segunda parte del siglo xx y primeros años del siglo XXI (pp. 225-236)2018Inngår i: Educació i desenvolupament rural als segles xix-xx-xxi / [ed] Núria Llevot y Jaume Sanuy, 2018, s. 225-236Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper aims to give an account of the meanings have been attributed to the rural school in two educational systems characterized by rurality such as Sweden and Spain, between the second part of the 20th century and the first years of the 21st century. The analysis is made taking the literature about the subject and a meta-ethnographic study based on different research projects in both countries as well as in its publications. It highlights a representation of the rural school’s value by reinforcing the relevance of the space for its understanding.

  • 115.
    Beach, Dennis
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Öhrn, Elisabet
    Closing discussion2019Inngår i: Young People’s Life and Schooling in Rural Areas / [ed] Dennis Beach and Elisabet Öhrn, London: Tufnell Press, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The purpose of the project this book is based upon was to develop a deeper understanding of rural youth and their participation and agency in school and wider society. As noted in Chapter 1 and discussed in detail in Chapter 7, a major motivation for this was to address metrocentricity in previous research and thus broaden theoretical understanding of spatial justice and relations in education. As also noted in Chapter 1, the Swedish education system seems to be ostensibly open and inclusive, providing well-attended institutional education or day-care, regardless of children’s social class, gender or racial or ethnic heritage or any possible disabilities (Beach & Dyson, 2016). The OECD (2005) suggests this is internationally remarkable (also Beach, 2018). However, perhaps equally remarkably, the investments have not significantly reduced levels of gender, racial and ethnic disparities in social and material distributions of power in society at large (Swedish Ministry for Social Affairs and Health, 2010; OECD, 2005). Moreover, as various authors have pointed out (e.g., Åberg-Bengtsson, 2009; Beach, From, Johansson & Öhrn, 2018; Fjellman, Yang Hansen & Beach, 2018), rural-urban disparities seem to have both diversified and expanded in recent decades.

    Collectively the chapters in this book provide insights into several neglected aspects of education in rural spaces. First, they show that relevant conditions in rural areas are much less homogenous than often implied in metrocentric research. However, despite the variations there are consistent patterns of continued social and educational inequities between rural and urban areas. Previous research has shown that cities have grown and developed, whilst almost half of the country’s rural municipalities have smaller populations today than three decades ago (Fjellman, Yang Hansen & Beach, 2018). Moreover, partly due to changes driven by the increasing marketisation of education, schools are closing in rural areas and pupils have to travel more often, for longer times and distances (at greater costs with less state subsidy) to obtain their education than before (Fjellman et al, 2018). Thus, in terms of access to educational resources, there is discrimination against pupils from rural areas. The analyses described in the previous chapters detected two main responses by pupils and teachers in the rural areas to their inferior position in relation to peers in urban settings. Some seemed to accept it, and tried to mitigate its adverse consequences, while others criticised the metrocentricity, current denial of their rural material and social hardships, and neglect of their assets....

  • 116.
    Beach, Dennis
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Öhrn, Elisabet
    Introduction2019Inngår i: Young People’s Life and Schooling in Rural Areas / [ed] Dennis Beach and Elisabet Öhrn, London: Tufnell Press, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    A key motivation for the research presented in this book is that urban studies dominate contemporary educational research, as highlighted for example by Hargreaves, Kvalsund & Galton (2009). Consequently,  knowledge of young people's marginalisation and participation in education and the wider society is based on observations of life in limited geographical/social contexts. The predominant metrocentricity leads to the neglect of needs that are not present, or readily apparent, in cities (Farrugia, 2014, p. 293) and underestimation of problems faced by rural youth. This is despite findings that it is mainly young people from outside metropolitan regions who express a lack of involvement in Swedish society and a dearth of confidence in both government and parliament (e.g. Swedish National Board for Youth Affairs, 2010). Thus, to obtain a more representative picture of young people’s situations and education we need to explore rural youths and their schooling more broadly and deeply....

  • 117.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet ()
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth ()
    The Empirical Study2011Inngår i: Youn people's influense and democratic education: Ethnographic studies in upper-secondary schools, Tufnell Press , 2011, s. 29-33Kapittel i bok, del av antologi (Fagfellevurdert)
  • 118.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet ()
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis ()
    Högskolan i Borås, Institutionen för Pedagogik.
    Young people's influence and democratic education: Introduction2011Inngår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools, Tufnell Press , 2011, s. 1-12Kapittel i bok, del av antologi (Fagfellevurdert)
  • 119.
    Carlén, Margareta
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Johansson, Kent
    Nya former av samverkan: I vems intresse? En studie av utbildning, strategier och viljan att förändra i byggbranschen2009Rapport (Annet vitenskapelig)
    Abstract [sv]

    Vuxenutbildning, kompetensutveckling och livslångt lärande beskrivs ofta i dag som en förutsättning för att hänga med i dagens och framförallt morgondagens samhälle. Det beskrivs även som en tillväxtmotor för att det egna landet ska kunna stå sig i den internationella konkurrensen (Dale,1997). Den som inte tar ansvar för det livslånga, livsvida eller livsdjupa lärandet (kärt barn har många namn) riskerar att marginaliseras eller hamna hjälplöst efter. För att undvika detta gäller det att få med alla, inte minst de som blivit förfördelade sedan tidigare. Då handlar det om LO-kollektivet i allmänhet och Byggnads medlemmar i synnerhet. Det var just byggnadsarbetarna som var den grupp som var svårast att rekrytera till Kunskapslyftet (Lander, R. & Larsson, M, 1999; SOU, 2000:28) trots att det rådde en extremt hög arbetslöshet i branschen under den tid som den stora vuxenutbildningssatsningen pågick. Här kommer vi att rikta fokus på utbildningar som flera av denna svårrekryterade grupp faktiskt deltar i – de fackliga utbildningarna. Dessa har en tydlig koppling till arbetslivet, men syftet är inte i första hand att främja den ekonomiska tillväxten, utan att deltagarna ska rusta sig för att företräda sina arbetskamrater för ett demokratiskt och hållbart arbetsliv.

  • 120. Delamont, Sara
    et al.
    Forsey, Martin
    Baker, Douglas W.
    Green, Judith
    Walford, Geoffrey
    Skukauskaite, Audra
    Trondman, Mats
    Jeffrey, Bob
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    How to do Educational Ethnography2008Bok (Annet vitenskapelig)
  • 121.
    Dovemark, Marianne
    et al.
    Gothenburg University.
    Beach, Dennis
    Gothenburg University.
    Academic work on a back-burner: habituating students in the upper-secondary school towards marginality and a life in the precariat2015Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Artikkel i tidsskrift (Fagfellevurdert)
  • 122.
    Dovemark, Marianne
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Creativity learning in schools: A meta-ethnographic analysis2013Konferansepaper (Fagfellevurdert)
  • 123.
    Dovemark, Marianne
    et al.
    University of Gothenburg.
    Beach, Dennis
    University of Gothenburg.
    From Learning to Labour to learning for Precarity2016Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831Artikkel i tidsskrift (Fagfellevurdert)
  • 124.
    Dovemark, Marianne
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    New Aims and Old Problems in Swedish Schools: Flexibility, Freedom of Choice and Self-Reliance in Learning as a Part of Social Reproduction2004Inngår i: Identity, agency and social institutions in educational ethnography / [ed] Geoff Troman, Bob Jeffrey, Geoffrey Walford, Amsterdam: Elsevier JAI , 2004, s. 123-140Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 125.
    Dovemark, Marianne
    et al.
    Gothenburg University.
    Beach, Dennis
    Gothenburg University.
    Skolan, marknaden och prekariatet2018Inngår i: Skolan, Marknaden och framtiden / [ed] A. Fejes and M. Dahlstedt, Lund: Studentlitteratur AB, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
  • 126.
    Dovemark, Marianne
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Schwartz, Anneli
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Öhrn, Elisabet
    Complexities and Contradictions of Educational Inclusion and Economically Depressed Suburbs: Results from a Meta-Ethnographic Analysis2013Konferansepaper (Fagfellevurdert)
  • 127.
    Eriksson, A
    et al.
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, D
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, A-K
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Local government strategies for managing changes in the delegation of preschool responsibilities.2015Konferansepaper (Fagfellevurdert)
  • 128.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Förskolechefens ansvar och uppdrag ur ett kommunalt förvaltningsperspektiv2015Inngår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, nr 9, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The revision of the Swedish Education Act and of the Pre-School Curriculum of 2010 involved ademand for improved pedagogical quality and for an alteration and clarification of roles and responsibilitieswithin the pre-school sector. In the revision the responsibilities, authorizations and rights to make decisions ofthe Heads of Preschool were articulated and clarified. This article describes and discusses how the newresponsibilities and tasks of the Heads of Preschool have been interpreted and how the response to the revisionshas manifested itself within a framework of municipal public administration. The data used consists of aquestionnaire answered by 48 administrative officials with responsibility for education government in differentmunicipalities. The result shows that the Heads of Preschool in a majority of municipalities are faced withincreasing responsibilities and a new accountability structure. In order to meet the demands for improvedpedagogical quality they are also expected to provide competence development opportunities for preschool staff.

  • 129.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Preschool teacher professionalism and education reform: An ethnographic analysis of the responses, consequences and implications of a recent education reform in Sweden.2016Konferansepaper (Fagfellevurdert)
  • 130.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, D
    Högskolan i Borås, Institutionen för Pedagogik. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    New professional responsibilities for preschool teachers (utökat paper).2015Konferansepaper (Fagfellevurdert)
  • 131.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    An ethnographic analysis in four Swedish preschools of recent education reform implementations in practice.2017Konferansepaper (Fagfellevurdert)
  • 132.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.2019Inngår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 3, s. 87-112Artikkel i tidsskrift (Fagfellevurdert)
  • 133.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Interpretations and implementations of a revised national policy discourse in early childhood education – a Swedish example.2017Konferansepaper (Fagfellevurdert)
  • 134.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Kommunal förvaltning som politisk aktör: Ett perspektiv på policy och förändring inom förskollärarprofessionen.2019Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, nr 2, s. 5-28Artikkel i tidsskrift (Fagfellevurdert)
  • 135.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Preschool staff interpretations and implementations of the changed national policy discourse about the preschool teachers responsibility.2017Konferansepaper (Fagfellevurdert)
  • 136.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Åbo Akademi.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Reformimplemantering i förskolepraktik: Ett exempel på hur förskollärarens ansvar har tolkats och omsatts av förskolechefer och arbetslag2018Inngår i: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 4, nr 2, s. 59-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.

  • 137.
    Eriksson, Anita
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Svensson, Ann-Katrin
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    The concept of preschool teacher professional responsibilities2016Inngår i: ECER 2016, 2016Konferansepaper (Fagfellevurdert)
  • 138.
    Erlandson, Peter
    et al.
    Gothenburg University.
    Beach, Dennis
    Gothenburg University.
    Ironising with intelligence2014Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Artikkel i tidsskrift (Fagfellevurdert)
  • 139.
    Erlandson, Peter
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The ambivalence of reflection: rereading Schön2008Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 9, nr 4, s. 409-421Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There are two sides to the concept of ambivalence. One concerns contradictory attitudes, expressions or feelings that are simultaneously directed toward an object, person or action, the other concerns undecidability and a fluctuation of meaning between a thing and its opposite. Both of them concern an aspect of uncertainty. In this article we argue that reflection and reflection projects are caught up within ambiguity between two discourses on human thinking and action: one which conceives humans as rational intellectual beings who elaborate practical actions by following certain procedures and one where human practice is changeable, complex and follows its own logic (or rather un-logic). These discourses have different genealogies and social agendas. However, they also meet, not only in different reflection projects in education but also in classical reflection texts. The example we are going to use to illustrate this is Schon's The reflective practitioner. We claim that the discursive struggle over reflection makes the theoretical basis for the reflection projects confusing and even fragile, as well as potentially dynamic, creative and productive.

  • 140. Fjellman, Anna Maria
    et al.
    Yang Hansen, Kajsa
    University of Gothenburg.
    Beach, Dennis
    University of Gothenburg.
    School choice and implications for equity: the new political geography of the Swedish upper secondary school market2018Inngår i: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397Artikkel i tidsskrift (Fagfellevurdert)
  • 141. Gudmundsson, Gestur
    et al.
    Beach, DennisHögskolan i Borås, Institutionen för Pedagogik.Vestel, Viggo
    Young people and marginalisation: Young people from immigrant families in Scandinavia2013Collection/Antologi (Annet vitenskapelig)
  • 142.
    Hardy, Ian
    et al.
    The University of Queensland, Brisbane.
    Rönnerman, Karin
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. The University of Gothenburg, Gothenburg.
    Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform2018Inngår i: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators.

  • 143. Jeffrey, Bob
    et al.
    Borgnakke, Karen
    Alexander, Patrick
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Odete Valente, Maria
    Conboy, Joseph
    Korp, Helena
    Mick, Carola
    Rea, Tony
    Wulf, Christoph
    Murphy, Mike
    Knowler, Helen
    Gale, Ken
    Learners' Perspectives of Performativity and Identity Construction2009Konferansepaper (Fagfellevurdert)
  • 144.
    Jonsson, A-C
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, D
    Högskolan i Borås, Institutionen för Pedagogik.
    Institutional discrimination of class: The Swedish upper secondary school reform of 20112013Konferansepaper (Fagfellevurdert)
  • 145.
    Jonsson, Anna-Carin
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    A problem of democracy: Stereotypical notions of intelligence and identity in college preparatory academic porgrammes in the Swedish upper secondary school2013Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, nr 1, s. 50-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the present article, based on a qualitative analysis, we focus stereotypes held by students on college preparatory academic programmes. Two stereotypes are in focus: those that these students attribute to themselves, and those that they attribute to students in vocational programmes. 224 students in grade 3 were involved. The stereotype of the academic student that emerged characterised emphatic language skills that provided an opportunity to develop one’s intellect and participate actively in society. The stereotype of the vocational student was the antithesis of this. Vocational students were said to lack language ability and interests and to have an undeveloped or under-developed intellect due to not engaging in the same kind of language acts as academic students. The students also associated their skills with effort, interest and hard work as opposed to being innate.

  • 146.
    Jonsson, Anna-Carin
    et al.
    Department of Education and Special Education, Gothenburg University.
    Beach, Dennis
    Department of Education and Special Education, Gothenburg University.
    Institutional discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school2015Inngår i: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928Artikkel i tidsskrift (Fagfellevurdert)
  • 147.
    Jonsson, Anna-Carin
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs.2010Inngår i: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 8, nr 2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher education) x (experimental versus control condition) was used on 102 student teachers who had been exposed to a short vignette of the gfactor theory. Implicit theories of intelligence as fixed and innate were significantly stronger when exposed to this theory. This result was confirmed in a second study with 177 student teachers. Two 2 x 2 (fixed versus incremental) x (experimental versus control condition) ANOVAs in both mathematics and social science were conducted. When exposed to g-factor theory (experimental condition) the fixed theories increased and the incremental theories decreased in relation to both mathematics and social science.

  • 148.
    Jonsson, Anna-Carin
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The beliefs behind the preference for person-focused versus process-focused feed-back preise2008Konferansepaper (Fagfellevurdert)
  • 149.
    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)
  • 150.
    Jonsson, Anna-Carin
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Korp, Helena
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Personal epistemological beliefs, influences and change within teacher students2008Konferansepaper (Fagfellevurdert)
1234 101 - 150 of 170
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