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  • 651.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Lärarutbildningens betydelse för en inkluderande skola2011Rapport (Annet vitenskapelig)
    Abstract [sv]

    Det svenska utbildningsväsendet genomgår när detta skrivs våren 2011 de mest omfattande förändringarna på decennier. Detta gäller inte bara den högre utbildningen utan kanske i än högre grad grundskolan och gymnasieskolan. Få konsekvensanalyser förefaller emellertid ha gjorts av dessa långtgående reformer, genomförda under så kort tid att varje enskild reforms effekter blir i det närmaste omöjliga att urskilja. Samtidigt finns en ”förändringströtthet” på skolans område liksom inom lärarutbildningen. Kanske var det detta som låg bakom uttalandet av 2008 års lärarutbildningsutredare som vid presskonferensen i samband med överlämnandet av betänkandet En hållbar lärarutbildning till regeringen, hoppades att den nya lärarutbildningen skulle hålla i minst trettio år. Syftet med den här artikeln är att sätta in den svenska lärarutbildningen i ett vidare utbildningspolitiskt sammanhang och relatera 2011 års reform till samtidiga förändringar i främst grundskolan. Det innebär att lärarutbildningens roll och funktion i skärningspunkten mellan å ena sidan demokratiskt fattade beslut om en sammanhållen, inkluderande skola och å andra sidan allt starkare krav på ökad kunskap för konkurrens på en global marknad, kommer att analyseras och diskuteras. Särskilt kommer intresset att riktas mot den tilltagande marginaliseringen av barn och ungdomar som av olika skäl har svårt att klara skolans krav och det ansvar lärarutbildningen har i det sammanhanget.

  • 652.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Pathways to inclusion: a guide to staff development2006Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 5, nr 2, s. 152-159Artikkel, omtale (Annet vitenskapelig)
  • 653.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Rättvisa eller Rättighet? Konsekvenser av utbildningpolitiska värdeförskjutningar för barn och unga med skolsvårigheter.2010Inngår i: Spesialpedagogikk og etikk: kollektivt ansvar og individuelle rettigheter / [ed] Solveig Magnus Reindahl, Rune Sarromaa Hausstätter, Höyskoleforlaget , 2010, s. 150-164Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 654.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Specialpedagogik: pedagogikens alibi?2008Inngår i: Pedagogikken i reformene - reformene i pedagogikken : festskrift til Peder Haug / [ed] Kjell-Arild Madssen, Oslo: Abstrakt Forlag , 2008, s. 137-156Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 655. Persson, Bengt
    Specialpedagogik på villovägar? Om svensk utbildningspolitik och elever i behov av särskilt stöd2010Inngår i: Unge Pædagoger, ISSN 0106-5386, nr 2, s. 30-49Artikkel i tidsskrift (Fagfellevurdert)
  • 656.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Specialpædagogiske utfordringer i Sverige: i lyset af den norske LP-model2009Inngår i: LP-modellen : læringsmiljø og pædagogisk analyse / [ed] Ole Hansen, Thomas Nordahl, Dafolo Forlag, 2009, s. 79-91Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 657.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Svensk specialpedagogik vid vägskäl eller vägs ände?2007Inngår i: Reflektioner kring specialpedagogik: sex professorer om forskningsområdet och forskningsfronterna / [ed] Claes Nilholm, Eva Björck-Åkesson, Vetenskapsrådet , 2007, s. 52-62Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 658.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Välfärdsstatens ansvar för högre utbildning2010Inngår i: Vetenskap för profession 15, ISSN 1654-6520, Vol. 15, s. 73-74Artikkel i tidsskrift (Annet vitenskapelig)
  • 659.
    Persson, Bengt
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Persson, Elisabeth
    Högskolan i Borås, Institutionen för Pedagogik.
    Socialt kapital och skolframgång: Essunga tre år senare2014Inngår i: Inklusionens historie og aktualitet. Festskrift til en ildsjæl - Ole Hansen, Fredrikshavn: Dafolo A/S , 2014Kapittel i bok, del av antologi (Fagfellevurdert)
  • 660.
    Persson, Bengt
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Persson, Elisabeth
    Högskolan i Borås, Institutionen för Pedagogik.
    Styrning, ledning och måluppfyllelse i den svenska grundskolan2011Konferansepaper (Fagfellevurdert)
  • 661.
    Persson, Elisabeth
    Högskolan i Borås, Institutionen för Pedagogik.
    Det smyger sig in hela tiden: om tankestilar och traditioner i utbildningen för blivande matematiklärare2006Licentiatavhandling, monografi (Annet vitenskapelig)
  • 662.
    Persson, Elisabeth
    Högskolan i Borås, Institutionen för Pedagogik.
    Nyutbildade lärares möte med sitt yrke2010Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, nr 1, s. 21-26Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Här presenteras resultat från en aktuell avhandling som vidrör frågor om lärarutbildning och lärares första tid i yrket. Ett intressant resultat är att flera av de intervjuade lärarstudenterna är mer nöjda med sin utbildning efter en tid i yrket än de var när utbildningen just avslutats

  • 663.
    Persson, Elisabeth
    Högskolan i Borås, Institutionen för Pedagogik.
    När skolan gör skillnad: inkludering i praktiken2014Inngår i: Barnbladet, ISSN 0349-1994, Vol. 5(XXXXIX), s. 10-12Artikkel i tidsskrift (Annet vitenskapelig)
  • 664.
    Persson, Elisabeth
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Inkludering för ökad måluppfyllelse ur ett elevperspektiv2011Inngår i: Paideia, ISSN 1904-9633, Vol. 2, s. 49-58Artikkel i tidsskrift (Annet vitenskapelig)
  • 665.
    Persson, Elisabeth
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Inkludering och måluppfyllelse: att nå framgång med alla elever2012Bok (Annet vitenskapelig)
  • 666.
    Persson, Sonja
    Högskolan i Borås, Institutionen för Pedagogik.
    Min syn på och erfarenheter av mentorskap2005Rapport (Annet vitenskapelig)
  • 667.
    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.

  • 668.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Hype, hope and ICT in Teacher Education. A Bernsteinian perspective.2013Inngår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 38, nr 1, s. 26-40Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail.

  • 669.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Hype, Hope and Reality, the paradox of ICT in education2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    For 30 years there has been ongoing argument that developments of information and communication technology (ICT) will inevitably change education systems and practices. This innovation of education by using ICT-tools is often described as more or less self-evident with a naïve faith in the promises of new technology to enable teachers to make improvement in the content, the methods and the organisation of teaching and learning, with far-reaching influence on students’ skills and knowledge (Westera 2005; Nivala 2009). One example is ICT literacy defined as an important component in a set of generic skills that all citizens in the neo-liberal market society must possess (Kozma and Voogt 2003; Krumsvik 2009; Robertson 2003; De Castell, Bryson, and Jenson 2002). However, educational practices seem to have failed to live up to these utopian expectations and the process of integration of ICT has often been described as slow. Reasons for this lethargy has by many researchers been identified in various aspects of educational practice ranging from technical factors such as lack of technology and software in schools and the limited personal expertise of teachers in the use of ICT, to other factors, such as for example teachers’ beliefs, and knowledge about how to integrate ICT in teaching (Robertson 2003; UNESCO Launches ICT Standards Effort 2008; De Castell, Bryson, and Jenson 2002; Goktas, Yildirim, and Yildirim 2009; Govender and Govender 2009). The aim with this paper is to discuss how ethnographic methods can be used to make visible what educational technologies might offer for teaching and learning of mathematics. The paper offers critical considerations of the official discourse (described above), stemming from economic interests, exhorting the field of education to adopt and integrate information and communication technology (ICT), in teaching and learning. It calls for an alternative, reflexive and critical approach where questions about technology uses in education are emphasised. But the question is, what educationally, does ICT really offer for education? In the present study a group of student teachers were followed during 20 weeks of a mathematics course as part of a three and a half to four yearlong education. The course was followed in its entirely but the material discussed here represents participants observation together with conversional interviews with students from lab work where student teachers work with computers . One way of understanding the attractiveness of ICT for educational policy makers, is the way new technology is formulated in official discourse, by the society and its selected agents, where digital technology in many way defines society, and the position education has as a driving force of economic competiveness (Ball 2006). The argument for ICT use in education formulated in this discourse is rooted in economistic theorizing rather than in an educational theory (De Castell, Bryson, and Jenson 2002). The present study try to redress this imbalances. It uses Basil Bernstein conceptual framework about the construction of pedagogic discourse as a grammar underlying fields of production, recontextualisation and pedagogical practice. These theoretical concepts could be used to understand the process where dominant groups in society ideologically create unrealistic expectations about the effects of ICT use on teaching and learning. It does this through its concern with the intrinsic feature of pedagogic discourse, with the distinctive form and structure of what actually goes on the process of education (Bernstein 2000).

  • 670.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    ICT and Education. Overview of Research during 2000-2012: a critical perspective2011Konferansepaper (Fagfellevurdert)
  • 671.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Marginalising students' understanding of mathematics through performative priorities: a Bernsteinian perspective2011Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 6, nr 3, s. 325-340Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article draws from data produced during subject theory lectures and in conversional interviews with students from an ongoing ethnographic study of mathematics teacher education at a Swedish University. Using Bernsteins’ language of description of the pedagogic device the article describes how the aims of teacher education to re-contextualise mathematical education towards greater student subject knowledge is thwarted by a strongly classified and framed practice that obstructs student teachers from developing a vertical knowledge structure in mathematics due to performative priorities. The mathematical knowledge to which students are subjected takes more the form of a horizontal discourse and this is problematic for their knowledge development. A horizontal discourse reduces student access to important forms of knowledge by which they can challenge tradition and consciously change their practice.

  • 672.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Reproducing Traditional Discourses of Teaching and Learning Mathematics: Studies of Mathematics and ICT in Teaching and Teacher Education2012Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis is primarily concerned with the effects of education for future teachers in the context of the Swedish teacher training (Government Bill 1999/2000:135 2000). It belongs to a theoretical tradition in which the education system is viewed as a key factor in cultural production and reproduction in educational practices through symbolic control (Apple 2009; Ball 2006; Bernstein 2000, 2003). Symbolic control defines how forms of social interaction affect what is possible to think, say and do in different situations. The thesis is focused specifically on student mathematics teachers learning to become teachers of mathematics. It has a particular focus on the materials used in this, the meanings given to these materials and the identities produced through the possible embodiment of these meanings. The use of different educational technologies, including in particular ICT, has been of special interest. It aims therefore to understand both how mathematical discourses are produced and reproduced in teacher education and how this colours student teachers’ views on mathematics and their professional identity (Bernstein 2000, 2003; Valero 2007). The main outcomes of my thesis are that through the way that mathematics is taught and learned, mathematics teacher education in practice reproduces traditional ways of teaching and learning. This in that mathematics instruction is built around a ritualized practice based on the ability to solve exercises related to an examined-textbook-based content. ICT use in this context is not transformative. Rather it seems as if teaching and learning with digital technology operate as a relay in the reproduction of traditional forms of education practice. This is contrary to the intentions to renew and revitalise mathematics education and the thesis thus suggests that there is a need to scrutinize the way new technology is formulated in official discourses and appropriated in educational work. Two other things are also noteworthy in the thesis findings. The first is an increased emphasis on formal subject content through recent policy developments. This re-emphasis reaffirms the value of authoritative subject studies content as the central and most important component in the professional knowledge base. On the basis of the finding from the thesis the logic of the reform may be questioned. Also important is the ICT discourse that is constituted in wider society by selected agents. In this discourse digital technology often in many ways defines (post)modern society and the position it and education have as a driving force toward economic competitiveness. An alternative, more reflexive and critical approach where questions about technology uses in education are emphasized is suggested as necessary.

  • 673.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Why teachers make use of ICT in education2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study investigates teachers in the Swedish ten-year compulsory school who use ICT (Information and communication technology) in their classroom practice. It poses and gives answers to questions about what is contributing most to explain why they choose to use computers and information technology in their work with students/pupils and uses multiple regression analysis in order to investigate the best pattern of predictive variables. A significant model emerged suggesting that teachers using ICT with students were interested in changing their classroom practice. They also felt self-efficacious in using computers in education and they have positive attitudes toward using ICT in education. The present investigation differs from other studies in that it examines teachers who already are using technology in their classroom practice and it could be seen as a building block in the development of knowledge about how teachers can become more competent and confident in using ICT in their pedagogical work in classroom practice.

  • 674.
    Player-Koro, Catarina
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Roll-out neoliberalism: one-to-one laptop investments in municipality schools in Sweden2013Konferansepaper (Annet vitenskapelig)
  • 675.
    Player-Koro, Catarina
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Department of Education and Special Education, University of Gothenburg.
    The Influence of Private Actors on the Education of Teachers in Sweden. A Networked Ethnography Study of Education Policy Mobility2017Inngår i: Acta Paedagogica Vilnensia, ISSN 1392-5016Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Policy networks constitute a new form of education governance through a mix of joint working arrangements involving both public and private sector actors. This article explores the work of a specific actor in a Swedish educational policy network, active in the digitalization of schools. We examine how this actor fits within global policy networks and activities that are adding to and profiting from problems of the educational sector and not providing solutions for these dif-ficulties by exploiting the existing mediatized problems in order to motivate the reduced expendi-ture on state-owned public services and to develop a conceptual foundation for launching private alternatives.

  • 676.
    Player-Koro, Catarina
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Björkenvall Starrost, Christina
    Lindström, Berner
    Utvärderingsstudie av Jönköping kommuns satsning på informations-, och kommunikationsteknik i de kommunala gymnasieskolorna för att utveckla elevers lärande2012Rapport (Annet vitenskapelig)
  • 677.
    Pokka, Helena
    Högskolan i Borås, Institutionen för Pedagogik.
    Mänskliga mötens betydelse i kampen mellan psykologiska och pedagogiska traditioner och trender2011Inngår i: Lärarutbildning och vetenskaplighet, ISSN 1404-0913, nr 2, s. 55-71Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Är teori och praktik i lärarutbildningen olika sidor av samma mynt eller repre-senterar de olika verkligheter? Syftet med denna text är att diskutera teori, praktik och vetenskaplighet i lärarutbildningen utifrån min erfarenhet som lä-rarutbildare och praktiserande psykolog. Jag kommer att diskutera möjligheter att hitta sammanlänkande broar mellan akademisk teoretisk verklighet och praktikernas verklighet. Jag utgår då från att ett vetenskapligt förhållningssätt innebär en vilja till helhetssyn med öppenhet, nyfikenhet och ödmjukhet i för-hållandet till olika sorters kunskap. Jag tänker också presentera några kun-skapstraditioner och anknyta dessa till lärarutbildningens förhållningssätt till teoretisk och praktisk kunskap.

  • 678.
    Puaca, Goran
    Högskolan i Borås, Institutionen för Pedagogik.
    Imperatives for 'Right' Educational Choices in Swedish Educational Policy2014Inngår i: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 12, nr 1Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Abstract The present article is based on a critical semiotic investigation of the Swedish Long-Term Survey on economic development. It aims to examine how recent Swedish policy trends bring specific economic, political and social processes together to form a system of meaning for both motivation and regulation over individuals’ educational choices. What is specifically investigated is how the survey directs attention to shaping actors’ wants and decisions in relation to economically productive educational choices through information about education and employment and how education reorganization can redirect economic liabilities from the public to the individual. The particular consequences for educational choices are discussed from the concepts of righteousness, reasonableness and necessity as semantic distinctions that are used to illustrate causal claims on a policy level. The article indicates that these policies rest on apparently categorical ontological and epistemological assumptions on how to direct choices. This appears to be a complexity reduction with the attempt to imply the pre-eminence of economic meaning and motivation for people’s decisions in education and social participation. Keywords: Critical semiotics, educational choice, educational policy, communicative rationality.

  • 679.
    Puaca, Goran
    Högskolan i Borås, Institutionen för Pedagogik.
    Resistance, identity and micro-politics in vocational higher education2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Abstract The present article examines student identity work in a vocationally oriented higher education programme. Two questions are addressed specifically: what are the relations between personal projects and specific group and institutional conditions and what is the role of surrounding social circumstances when choices and decisions about higher education are rationalised? When answering these questions the article identifies distinctive reflexive and strategic processes as a means of creating an educational identity. These are shown to be characterised by a form of resistance based on a self-awareness of social position and a capability of forming relatively autonomous personal projects. The possible success and sustainability of the students’ education identity processes seem to rest on collective and institutional support within the education programme. Keywords: Institutional habitus, personal projects, semi-skilled choice, identity

  • 680.
    Puaca, Goran
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing higher education: Converging policy-packages and changing academic work in Sweden2013Konferansepaper (Fagfellevurdert)
  • 681.
    Puaca, Goran
    et al.
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Carlén, Margareta
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Vem bestämmer spelplanen?: Striden om högre Utbildning2017Inngår i: Universitet AB: Om kommodifiering, marknad och akademi / [ed] Marcus Agnafors, Göteborg: Daidalos, 2017, s. 117-137Kapittel i bok, del av antologi (Fagfellevurdert)
  • 682.
    Puaca, Goran
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Daoud, Adel
    A Sociological Inquiry of Wants in Educational Choices2009Konferansepaper (Fagfellevurdert)
  • 683.
    Puaca, Goran
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Theandersson, Christer
    Högskolan i Borås, Institutionen för Pedagogik.
    Gender and social stratfication in higher education: a swedish case2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This research project addresses the conference theme of citizenship and inclusion. Variables of class, gender and ethnicity are here vital in evaluating the meaning of inclusion – both in a wider societal context, and how it affects individuals’ perspective on opportunities. This project description is part of a doctoral thesis, and addresses the issues: (1) which student groups are entering an average-sized Swedish University College, and (2) how students allocate their education as a resource in relation to their social grouping. The selected University College for a case study is characterised by advocating closeness between study programmes and working-life, and the social background of the students is fairly heterogeneous. Many of the students are women, and the issue of gender in relation to qualitative and quantitative goals of higher education is essential. The working hypothesis states that patterns of social stratification persist in Swedish higher education, and this leads to the question of how an increased number of students in higher education relates to goals of equality and diversity. Methods used are both qualitative and quantitative.

  • 684.
    Reis, Maria
    Högskolan i Borås, Institutionen för Pedagogik.
    Rönnerman, Karin ()
    Barns matematiserande i förskolan ur ett variationsteoretiskt perspektiv2008Rapport (Annet vitenskapelig)
  • 685.
    Reis, Maria
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Emanuelsson, Jonas
    Ottosson, Torgny
    Högskolan i Borås, Institutionen för Pedagogik.
    The development of toddlers’ mathematical activity in preschool2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The focus of this paper is to describe and discuss what resources toddlers' use to develop basic mathematical competence in a preschool setting. This development is described from the point of departure of the theory of variation and a Gibsonian view on perception, in terms of differences and similarities in a temporal sequence of situations where toddlers work with concrete materials such as building blocks of different kinds. The data consists of video documentations of children's everyday activities. We argue that we can see that the children have different ways of handling the tasks and situations at hand. The children can often discern where an object should be placed in relation to other objects according to relative size, orientation and rotation. When the task is changed, to a large extent the children has to "start from the beginning" often and has difficulties in generalising previous experiences, and previously used resources when working with other tasks.

  • 686.
    Rolandsson, Bertil
    Högskolan i Borås, Institutionen för Pedagogik.
    Förtroende och säkerhet i transportföretag2006Konferansepaper (Fagfellevurdert)
  • 687.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Be and Becoming a Citizen2010Konferansepaper (Fagfellevurdert)
  • 688.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Democratic Education? Working Class Boys’ Possibilities to Influence within a Vehicle Programme and the Future2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to explore how young people act and the organisation of school practice, and what possibilities they have of influencing the content and the forms practiced. The study focuses on how the pedagogic practice is organised in one class their first year of upper secondary school, one Vehicle programme class. This embraces questions as: How, where, when and for what cause do students act to influence, and then with what result? Are students offered influence, and in that case which students? How does the organisation of and the content in the pedagogic practice prepare students to act in order to be able to exert influence in the future? These questions have been studied with regard to social background and gender. The analysis has its theoretical base in Bernstein’s theory of pedagogy and code (1990) and feminist perspectives (Arnot, 2006; Gordon, Holland, & Lahelma, 2000). The main results in the analysis are that actions taken to gain influence were rare, that the organisation of and the content in the pedagogic practice was mainly focussed on students as becoming, i. e. it focused students possibilities to be able to influence in the future and not the present. Furthermore, changing of pedagogic content or pedagogic forms was dependent on students’ own actions. There was a lack of teacher organisation to promote student influence. Finally, what was evaluated in the pedagogic practice, i.e. factual learning, did not promote student influence. Method The presentation builds on a one year ethnographic study in a Social science programme class and a Vehicle programme class. In practice this means that the two classes were followed their first year in upper secondary school. All in all there were 136 classroom observations, 55 individual interviews with the students, their teachers and their head teachers and collection of school and teaching material (Hjelmér, Lappalainen, & Rosvall, 2010; Rosvall, 2011a, 2011b). This presentation focuses on the material produced within the Vehicle programme class, but the material from the Social science class is also important in terms to understand processes within education that contributes to reproduction of social classes. This ethnographic study follows a tradition in Scandinavian research of ethnographic studies in sociology of education (Beach, 2010; Larsson, 2006) that researches relationships between social background, gender and education (Gordon, et al., 2000; Öhrn, 2001; Öhrn, Lundahl, & Beach, 2011). Expected Outcomes The paper demonstrates how pedagogic practice was gendered and classed, which had consequences for how students could influence and how students were prepared to influence in the future. Since the Social Science programme mostly attracts students from a middle-class background and the Vehicle programme those with a working-class background, the content in the programmes contributed to reproducing hierarchical social relations. The content for the Vehicle students proved to be simplified, personal and context dependent, whereas the content of the Social Science programme was more advanced, general and context independent, knowledge which, in argumentation for influence, is usually highly valued. In previous research, working class masculinities have often been associated with opposition towards study-oriented subjects. However, the current study indicates that there is an interest in studying Swedish, English and maths. The students argued that it was necessary for future employment, and that the Vehicle industry is now asking for this kind of knowledge. References Arnot, M. (2006). Freedom's children: A gender perspective on the education of the learner-citizen. International Review of Education, 52(1), 67-87. Beach, D. (2010). Identifying and comparing Scandinavian ethnography: comparisons and influences. Ethnography and Education, 5(1), 49-63. Bernstein, B. (1990). Class, Codes and Control. Volume IV, The Structuring of Pedagogic Discourse. London: Routledge cop. Gordon, T., Holland, J., & Lahelma, E. (2000). Making Spaces: Citizenship and Difference in Schools. Houndmills: MacMillan Press LTD. Hjelmér, C., Lappalainen, S., & Rosvall, P.-Å. (2010). Time, Space and Young People's Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective. European Educational Research Journal, 9(2), 247-259. Larsson, S. (2006). Ethnography in action. How ethnography was established in Swedish educational research. Ethnography & Education, 1(2), 177-195. Rosvall, P.-Å. (2011a). Pedagogic practice and influence in a social science class. In E. Öhrn, L. Lundahl & D. Beach (Eds.), Young people's influence and democratic education: Ethnographic studies in upper secondary schools (pp. 71-91). London: Tufnell Press. Rosvall, P.-Å. (2011b). Pedagogic practice and influence in a Vehicle Programme class. In E. Öhrn, L. Lundahl & D. Beach (Eds.), Young people's influence and democratic education: Ethnographic studies in upper secondary schools (pp. 92-111). London: Tufnell Press. Öhrn, E. (2001). Marginalization of democratic values: a gendered practice of schooling? International Journal of Inclusive Education, 5(2/3), 319-328. Öhrn, E., Lundahl, L., & Beach, D. (2011). Young people's influence and democratic education: Ethnographic studies in secondary schools. London: Tufnell press.

  • 689.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Examining Ethnographic Methods of Reserach in Anti School Cultures2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper examines ethnographic dilemmas when researching school environments with a majority of boys with working class background. Several researchers have highlighted the fact that this group is often presented as homogenous and labelled as underachieving and having an anti-school attitude. In this paper it is discussed how some methodological considerations might lead to a more nuanced representation of this group of boys. It follows on a body of work in the journal of Ethnography and Education of discussions of the complexity of researching processes of social reproduction. Brockmann (2011) for example, argues that studies that focus on social reproduction too often neglect the complexity of those processes. Also Russell (2013) discusses the complexities when working with young people and how the researcher is dependent on their personal dispositions and the roles those young people adapt. Both authors call for a methodological discussion of how to do ethnographic research that not (only) reproduce a given discourse but also gives a representation of the complexity of those processes. Also the paper at hand can be seen as a contribution to the discussion on methodological and theoretical issues in the mentioned (see also Delamont, 2009; Hammersley, 2006).

  • 690.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Högljudda och tysta elever: Marginaliseringseffekter i gymnasieskolans klassrumssamtal2013Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, nr 1, s. 63-76Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article draws upon an ethnographic analysis of classroom talk in a first year upper secondary Social Science class. It was noted that some students said that they were more silent in upper secondary school compared to secondary school and that in the transition between schools classroom talk became problematic and marginalising for them. This was for girls mainly, but also for some boys. The stronger classification of subject knowledge and enhanced pace of instruction worked as obstacles for girls’ and some boys’ participation in classroom talk. In the article this is suggested have marginalised them and favoured boys of average ability.

  • 691.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Joint work in ethnographic research: possibilities and obstacles2008Konferansepaper (Annet vitenskapelig)
  • 692.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Pedagogic practice and influence in a Social Science class2011Inngår i: Young people's influence and democratic education: Ethnographic studies in upper secondary schools / [ed] Elisabet Öhrn, Lisbeth Lundahl, Dennis Beach, The Tufnell Press , 2011, s. 71-91Kapittel i bok, del av antologi (Fagfellevurdert)
  • 693.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth ()
    Öhrn, Elisabet ()
    Pedagogic practice and influence in a Vehicle Programme class2011Inngår i: Young people's influence and democratic education: Ethnographic studies in upper secondary schools, The Tufnell Press , 2011, s. 92-111Kapittel i bok, del av antologi (Fagfellevurdert)
  • 694.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?2014Inngår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, ISSN 1653-1868, nr 1, s. 56-78Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There have been many attempts to reform the Swedish education system in order to reduce the size of the gaps between different upper secondary school programmes. These have included changes in teachers’ responsibilities and teacher education. Within an individual school, teachers of Swe dish language, English and mathematics may teach students of both vocational and further study preparation programmes. However, an analy sis of new teachers’ experiences and the organization of teacher teams at one school, Apel School, suggests that despite these reforms, some traditional preferences have persisted. Notably, teachers of the subjects listed above had clear hierarchical preferences regarding the school’s various teacher teams. Very few teachers were keen to join teams that were involved with a vocational programme. This arguably put both newer teachers and vocational programme students into particularly vulnerable situations because the new teachers were assigned to the less-preferred vocational programme teams but not provided with adequate support from more experienced teachers. Vocational students were more likely to have their teachers replaced as their old teachers advanced within the hierarchy. It is concluded that head teachers need to distribute new and experienced teachers in teacher teams more evenly even though experienced teachers express resistance.

  • 695.
    Rosvall, Per-Åke
    Högskolan i Borås, Institutionen för Pedagogik.
    Regulation and (lack of) Resistance at Class Meetings in a Vehicle Programme in Upper Secondary School2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    When preparing for a full ethnographic study during the school year 08/09 within the project “Active Citizenship? On Democratic Education in the Upper Secondary School”, I carried out a pilot study, during which I observed class meetings and lessons. In this paper presentation, I will show how teacher instructions lead to regulation during these meetings. When analysing interviews and observations, I have used Connell’s theories about masculinities and comparisons with Willis’s lads to show how gender norms and social class traditions are reproduced. This research shows that teachers’ regulation of topics and time enable the boys at the vehicle programme in an upper secondary school to openly show resistance. Although the students distrust the school system and teachers distrust the students’ ability to take democratic responsibility, it is difficult for the students to resistant in a fruitful way. They regard upper secondary school like a transport to the age when they are old enough to get a job and earn their own money. Yet, this transport is in conflict. The world around the boys is changing, and competence in academic skills, e.g. English or Maths, are now desired on the labour market.

  • 696.
    Rosvall, Per-Åke
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Racism, masculinities and teaching in an upper secondary school2012Konferansepaper (Fagfellevurdert)
  • 697. Samuelsson, K
    et al.
    Lindblad, S
    Högskolan i Borås, Institutionen för Pedagogik.
    Professionalism and New Public Management in Teachers' Work: a comparative study on teachers' work experience in Sweden and Finland2013Konferansepaper (Fagfellevurdert)
  • 698.
    Schwartz, Anneli
    Högskolan i Borås, Institutionen för Pedagogik.
    Att "nollställa bakgrunder" för en effektiv skola2010Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, nr 1, s. 45-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Förortens ungdomar beskrivs ofta i media som problemtyngda och lågpresterande (Alinia 2006, Sernhede 2009, Bäckman 2009). Skolverkets undersökningar (2001, 2003) bekräftar denna bild. Den svenske utbildningssociologen Nihad Bunar betonar att detta inte beror på att lärarna är sämre eller att eleverna är mindre begåvade. Det handlar snarare om att de unga i utsatta förorter ”drabbas av det socialt, etniskt och symboliskt polariserade urbana rummets effekter” (2005, s 76).

    I det offentliga skolsystemet finns exempel på olika sätt att hantera de skolproblem som finns i de multietniska förorterna. Det av Vetenskapsrådet finansierade projektet Omvärlden i Skolan är ett försök att analysera några sådana lösningar i två skolor i två olika förorter till en svensk större stad. Följande artikel bygger på analyser av intervjuer och fältanteckningar från en etnografisk studie som genomfördes under 12 månader vid en av skolorna. Studien genomfördes främst i två olika klasser, årskurs 8 och 9.

    Den etnografiska studie jag har utfört har följt riktlinjer för det som kallas kritisk etnografi. Teoretiskt stöd för ansatsen finns i kritisk teori från 1930-talet och den i USA-exil verkande Frankfurtskolan, med företrädare som Herbert Marcuse, Theodor Adorno, Max Horkheimer, Walter Benjamin, och senare Jürgen Habermas. Medan traditionell etnografi tenderar att betona forskarens roll som neutral och distanserad så manar kritisk etnografi till involvering och har ett förändringssyfte. Med andra ord så studerar konventionella etnografer kultur för att beskriva den, medan kritiska etnografer avser att bidra till att förändra den rådande kulturen i grunden (Thomas 1993, s 4).

    Den skola som diskuteras i denna artikel, Älvdalsskolan, är en 1–9 skola som är lokaliserad i ett mångkulturellt område i ett av det polariserade urbana rummets mest stigmatiserade områden. Trots skolans rumsliga belägenhet har den lyckats skapa en berättelse om sig själv som gett dess rektorer plats såväl i pressen som i TV-soffor. Reportage i rikstäckande morgontidningar och lokalpress har lyft fram skolan som det goda exemplet. Vad ligger bakom detta framgångsexempel? Skolans ledning uttrycker i en artikel att elevernas bakgrund är den samma som alla andra förortsungdomars, men att det är viktigt att inte fastna i problembilder utan snarare ”nollställa elevernas bakgrunder”. Lika centralt anser rektorn är att lyfta fram läraren och lärarrollen om man vill nå önskade resultat.

    De resultat som hänvisas till handlar inte om att antalet elever som lämnar skolan med fullständiga betyg har ökat. Så är inte fallet, då skolans elever som grupp presterar likvärdigt i dag jämfört med tidigare. Däremot har strömmen av elever som lämnar skolan vänt. Det är inte längre lika många som lämnar Älvdalen för skolor i andra stadsdelar. De mätningar som regelbundet görs av Skolverket visar också att de flesta elever trivs med sin skola (http://salsa.artisan.se/ och http://siris.skolverket.se/).

    På Älvdalsskolan har man koncentrerat sig på att utveckla det formella lärandet (Regeringskansliet 2006) med stöd av en speciell pedagogik, Monroepedagogik, som har implementerats med stöd av en extern aktör som vi i forskningsprojektet har valt att kalla Service Partner.

    Service Partner erbjuder genom denna pedagogik en rad lösningar till skolor med problem. Monroepedagogiken skall ge en ”effektiv” väg till skolframgång genom en starkt styrd pedagogik som går ut på att rätta till pedagogiska felaktigheter, som till exempel dålig undervisning,

    bristande föräldraansvar och ledaransvar (Berhanu 2003). I föreliggande studie har jag undersökt hur denna pedagogik visar sig i Älvdalsskolans skolvardag, hur elevernas respons på densamma gestaltar sig, samt hur lärare möter de kunskaper och erfarenheter som (olika) ungdomar bär med sig in i skolan.

  • 699.
    Schwartz, Anneli
    Högskolan i Borås, Institutionen för Pedagogik.
    Pedagogik, plats och prestationer: en etnografisk studie om en skola i förorten2013Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis is part of a Swedish Research Council financed project called The School and its Surroundings (Omvärlden och skolan: Vetenskapsrådet, 2005-3440) and is based on a thorough examination of the pedagogical practices that took place in a particular school in a multicultural suburb. A main aim was to analyse these practices and the pupils’ responses to them in relation to descriptions of the school and its needs, attainments and difficulties as provided by the pupils, teachers and others,including the media. The pedagogical practices of the school are based on a particular kind of pedagogy, called Monroe pedagogy. This pedagogy is characterised by strong leadership and places high expectations on pupils. Using ethnographic data, obtained from fieldwork and interviews, and an analysis informed by Bernstein’s theoretical concepts the thesis provides an analysis of the regulation of social interaction in the school and the pupils’ experiences and appreciations of this regulation. As a pedagogical discourse Monroe pedagogy exhibits principles of strong classification and framing (Bernstein, 2003). The thesis is composed of four articles and a kappa. Article one, “Bracketing” backgrounds for an effective school, describes Monroe pedagogy in relation to the school day and pupils’ results. Article two, Pupils’ responses to a saviour pedagogy: An ethnographic study, elaborates on the feedback that pupils at the studied school provide on their education. Article three, The significance of place and pedagogy in an urban multicultural school in Sweden, examines how the location of the school in a ‘multicultural suburb’ is used to attribute deficiencies to pupils and the need for strong leadership and a visible pedagogy. Article four, Complexities and contradictions of educational inclusion: a meta-ethnographic analysis, describes the importance of place for educational expectations and performances in relation to the stigmatisation of the suburban reach and its residents. Collectively the articles depict, principally through an analysis of pupils’ responses, how Riverdale School sells a success concept, based on orderliness, motivation, responsibility and hard work, and how the staff and pupils at the school identify with and believe in this concept. The articles also demonstrate how the pedagogy in use actually fails to become a saviour discourse in practice, as promised, but instead strengthens exclusion and maintains the image of a failing pupil who will be saved from, her-his background and her-his place of residence.

  • 700. Schwartz, Anneli
    et al.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education2009Konferansepaper (Fagfellevurdert)
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