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Forsberg, Eva
Publications (10 of 80) Show all publications
Adolfsson, C.-H., Forsberg, E. & Sundberg, D. (2018). När evidensrörelsen kom till den svenska skolan (1ed.). In: Daniel Alvunger; Ninni Wahlström (Ed.), Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik. Natur och kultur
Open this publication in new window or tab >>När evidensrörelsen kom till den svenska skolan
2018 (Swedish)In: Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik / [ed] Daniel Alvunger; Ninni Wahlström, Natur och kultur, 2018, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
Natur och kultur, 2018 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-369309 (URN)9789127817616 (ISBN)
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-04-10Bibliographically approved
Forsberg, E. & Daniel, S. (2018). Temaintroduktion -: Formeringen av det pedagogiska kunskapsområdet: mot ett forskningsprogram. Pedagogisk forskning i Sverige, 23(5)
Open this publication in new window or tab >>Temaintroduktion -: Formeringen av det pedagogiska kunskapsområdet: mot ett forskningsprogram
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5Article in journal (Refereed) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-369310 (URN)10.15626/pfs23.5.01 (DOI)
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-02-20Bibliographically approved
Mølstad, C. E., Pettersson, D. & Forsberg, E. (2017). A game of thrones: Organising and legitimising knowledge through PISA research. European Educational Research Journal (online), 16(6), 869-884
Open this publication in new window or tab >>A game of thrones: Organising and legitimising knowledge through PISA research
2017 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, no 6, p. 869-884Article in journal (Refereed) Published
Abstract [en]

This study investigates knowledge structures and scientific communication using bibliometric methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme for International Student Assessment (PISA) data. As international organisations use ILSA to measure, assess and compare the success of national education systems, it is important to study this specific knowledge to understand how it is organised and legitimised within research. The findings show an interchange of legitimisation, where major actors from the USA and other English-speaking and westernised countries determine the academic discourse. Important epistemic cultures for PISA research are identified: the most important of which are situated within psychology and education. These two research environments are epicentres created by patterns of the referrals to and referencing of articles framing the formulation of PISA knowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising, which raises questions about whether research accountability leads to 'a game of thrones', where rivalry going on within the scientific field concerning how and on what grounds 'facts' and 'truths' are constructed, as a continuing process with no obvious winner.

Keywords
International large-scale assessment, Programme for International Student Assessment, bibliometrics, construction of knowledge, intellectual organising
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-327926 (URN)10.1177/1474904117715835 (DOI)000414799800009 ()
Available from: 2017-08-12 Created: 2017-08-12 Last updated: 2018-02-16Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space. In: Uljens, M., Ylimaki, R.M. (Ed.), Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (pp. 474). Dordrecht: Springer
Open this publication in new window or tab >>Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space
2017 (English)In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Uljens, M., Ylimaki, R.M., Dordrecht: Springer, 2017, p. 474-Chapter in book (Refereed)
Place, publisher, year, edition, pages
Dordrecht: Springer, 2017
Series
Educational Governance Research, ISSN 2365-9556 ; 5
Keywords
educational leadership, curriculum
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-346476 (URN)10.1007/978-3-319-58650-2 (DOI)978-3-319-58648-9 (ISBN)978-3-319-58650-2 (ISBN)
Available from: 2018-03-17 Created: 2018-03-17 Last updated: 2018-04-11Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space (1ed.). In: Michael Uljens, Rose M. Ylimaki (Ed.), Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (pp. 363-393). Cham: Springer
Open this publication in new window or tab >>Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space
2017 (English)In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Michael Uljens, Rose M. Ylimaki, Cham: Springer, 2017, 1, p. 363-393Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2017 Edition: 1
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-336203 (URN)978-3-319-58648-9 (ISBN)978-3-319-58650-2 (ISBN)
Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2018-04-11Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden. Leadership and Policy in Schools, 16(2), 357-382
Open this publication in new window or tab >>Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden
2017 (English)In: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043, Vol. 16, no 2, p. 357-382Article in journal (Refereed) Published
Abstract [en]

This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.

National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-322957 (URN)10.1080/15700763.2017.1298811 (DOI)000409274600006 ()
Available from: 2017-05-31 Created: 2017-05-31 Last updated: 2018-01-26Bibliographically approved
Pettersson, D., Prøitz, T. S. & Forsberg, E. (2017). From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass. Journal of education policy, 32(6), 721-744
Open this publication in new window or tab >>From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass
2017 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 32, no 6, p. 721-744Article in journal (Refereed) Published
Abstract [en]

By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems - what we identify as a comparative curriculum code.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-317417 (URN)10.1080/02680939.2017.1301557 (DOI)000407642500002 ()
Available from: 2017-03-14 Created: 2017-03-14 Last updated: 2017-11-16Bibliographically approved
Wermke, W. & Forsberg, E. (2017). The changing nature of autonomy: Transformations of the late Swedish teaching profession. Scandinavian Journal of Educational Research, 61(2), 155-168
Open this publication in new window or tab >>The changing nature of autonomy: Transformations of the late Swedish teaching profession
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, p. 155-168Article in journal (Refereed) Published
Abstract [en]

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Teacher autonomy, teaching profession, teacher professionalism, educational reform, school governance, Sweden
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-277276 (URN)10.1080/00313831.2015.1119727 (DOI)000393802900003 ()
Available from: 2016-02-18 Created: 2016-02-18 Last updated: 2019-02-27Bibliographically approved
Elmgren, M., Folke-Fichtelius, M., Hallsén, S., Román, H. & Wermke, W. (Eds.). (2016). Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg. Uppsala: Acta Universitatis Upsaliensis
Open this publication in new window or tab >>Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg
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2016 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2016. p. 385
Series
Uppsala Studies in Education, ISSN 0347-1314 ; 138
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-286781 (URN)978-91-554-9475-9 (ISBN)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2018-05-08Bibliographically approved
Bergh, A. & Forsberg, E. (2016). Rektorsutbildningens Janusansikte. Vad ska en rektor kunna?. In: Michael Gustafsson, Tove Österman & Elinor Hållén (Ed.), Vad ska en svensk kunna?: Utbildningens dilemma - intressenas spel (pp. 41-72). Göteborg: Daidalos
Open this publication in new window or tab >>Rektorsutbildningens Janusansikte. Vad ska en rektor kunna?
2016 (Swedish)In: Vad ska en svensk kunna?: Utbildningens dilemma - intressenas spel / [ed] Michael Gustafsson, Tove Österman & Elinor Hållén, Göteborg: Daidalos, 2016, p. 41-72Chapter in book (Refereed)
Place, publisher, year, edition, pages
Göteborg: Daidalos, 2016
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-277873 (URN)978-91-7173-474-7 (ISBN)
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-02-23
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