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Publications (10 of 22) Show all publications
Sandström, M., Klang, N. & Lindqvist, G. (2019). Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories. Scandinavian Journal of Educational Research, 63(1), 89-104
Open this publication in new window or tab >>Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 89-104Article in journal (Refereed) Published
Abstract [en]

In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs' views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives-headmasters, general education teachers, and special educators/school welfare teams-about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs' approaches to the policy changes. Two main "ideal type approaches" were discerned, using Skrtic's theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic's theory, professionals' reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-323256 (URN)10.1080/00313831.2017.1324905 (DOI)000451601200006 ()
Available from: 2017-06-04 Created: 2017-06-04 Last updated: 2019-01-09Bibliographically approved
Magnússon, G., Göransson, K. & Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: the case of Sweden. Nordic Journal of Studies in Educational Policy, 23(6), 559-574
Open this publication in new window or tab >>Contextualizing inclusive education in educational policy: the case of Sweden
2019 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 23, no 6, p. 559-574Article in journal (Refereed) Published
Abstract [en]

In this article, we regard inclusive education as a policy phenomenon that contains a range ofideas about the purpose of education, the content of education and the organization ofeducation. As a political ideal expressed in policy, inclusive education competes with otherpolitical ideals regarding education, for instance economic discourses that prioritize effectivityand attainment as educational goals. Thus, inclusive education has to be realized in contextswhere available options for action are restricted by several and often contradictory educationalpolicies on different levels of the education system. We argue that while research anddebate about inclusive education are important, both are insufficient without analyses of thecontext of national educational policy. Any interpretation of inclusive education is necessarilysituated in a general education policy, and measures of what˜inclusive schools" aredependent upon for instance, political interpretation(s) of inclusive education, resourceallocation and political discourse on both local and national educational level. Here, we willprovide support for this argument through presentation of both research on inclusiveeducation, an alignment of prior analyses of Swedish national education policies and ourown analyses of government statements.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Education policy; politics of education; inclusive education; special education; policy analysis
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-379219 (URN)10.1080/20020317.2019.1586512 (DOI)
Available from: 2019-03-13 Created: 2019-03-13 Last updated: 2020-01-31Bibliographically approved
Lindqvist, G. (2019). God inkluderande lärmiljö: Rapport från en forskningscirkel.
Open this publication in new window or tab >>God inkluderande lärmiljö: Rapport från en forskningscirkel
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2019 (Swedish)Report (Other academic)
Publisher
p. 27
Series
FoSam Rapport - Forum för samverkan, Uppsala universitet ; 2019:01
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-378942 (URN)978-91-506-2747-3 (ISBN)
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-05-15Bibliographically approved
Klang, N., Göransson, K., Lindqvist, G., Nilholm, C., Hansson, S. & Bengtsson, K. (2019). Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings. International journal of disability, development and education
Open this publication in new window or tab >>Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
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2019 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArticle in journal (Refereed) Published
Abstract [en]

The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N = 254) and special educational settings (N = 392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers’ in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils’ performance but lower focus on supporting pupils’ social participation. Support of pupils’ social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil’s social participation in mainstream settings.

National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-395238 (URN)10.1080/1034912X.2019.1679724 (DOI)
Available from: 2019-10-15 Created: 2019-10-15 Last updated: 2020-02-17Bibliographically approved
Göransson, K., Lindqvist, G., Klang, N., Magnússon, G. & Almqvist, L. (2019). Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators. International Journal of Inclusive Education, 23(6), 559-574
Open this publication in new window or tab >>Professionalism, governance and inclusive education –: A total population study of Swedish special needs educators
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2019 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 6, p. 559-574Article in journal (Refereed) Published
Abstract [en]

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
SNEs, inclusive education, special education, professional role, educational organisation
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-342735 (URN)10.1080/13603116.2018.1441339 (DOI)000465119200001 ()
Funder
Swedish Research Council, 2011–5986
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2019-05-15Bibliographically approved
Bourbour, M., Högberg, S. & Lindqvist, G. (2019). Putting scaffolding into actions:: Preschool teachers’ scaffolding actions using Interactive Whiteboard. Early Childhood Education Journal
Open this publication in new window or tab >>Putting scaffolding into actions:: Preschool teachers’ scaffolding actions using Interactive Whiteboard
2019 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Published
Abstract [en]

This study aimed to explore preschool teachers’ actions in order to support children’s learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4–6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers’ actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.

National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-391447 (URN)10.1007/s10643-019-00971-3 (DOI)
Available from: 2019-08-22 Created: 2019-08-22 Last updated: 2020-02-20Bibliographically approved
Gäreskog, P. & Lindqvist, G. (2019). SENCOs and preschool teachers – their work with children in need of special support. In: : . Paper presented at The 47th Nordic Educational Research Association (NERA) congress, 6-8 March, Uppsala University, Uppsala..
Open this publication in new window or tab >>SENCOs and preschool teachers – their work with children in need of special support
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract: Research topic/Aim: This paper focuses on the division of labor regarding special educational needs coordinators (SENCOs) and preschool teachers who work with children in need of special support. The overall purpose of the study is to increase knowledge concerning work with children who are deemed to be in need of special support in preschool. The main study consists of two separate studies. The first study helps to visualize SENCOs´ tasks, perceptions and role. In study II, a particular focus is on how preschool teachers perceive the jurisdiction of work related to children in need of special support and how tasks negotiated in relation to the work of SENCOs.   Theoretical framework: A theory of professions, primarily based on Abbott (1988), is used to understand SENCOs´ occupational role and work, especially in the light of Abbott's reasoning concerning jurisdictional control and division of expert labor.   We are also interested in SENCOs´ perceptions, therefore it is relevant to use different perspectives on special education. In this study, we use Persson´s (1998) terms, categorical and relational perspective, to understand how SENCOs and preschool teacher explain causes of children’s difficulties.   Methodological design: The first study is part of a total population study where all SENCOs in Sweden (n= 4252) who were examined by the examination acts of years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs working towards preschool were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants (i.e. 16.4 % of the 3190 respondents).   The second study consists of interviews with preschool teachers about their work with children in need of special support and how they describe their cooperation with SENCOs.   Expected conclusions/findings: The results show that SENCOs’ working hours are primarily spent on consultation. They regard their possibilities to influence their colleagues' views on children's difficulties as high. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that it is because preschool is poorly prepared to handle children's differences.   The second study is currently in the analyzing process. However, preliminary results indicate that preschool teachers have great confidence in SENCOs’ work.   Relevance for Nordic Educational Research: This study examines SENCOs’ work in Swedish preschools. It is relevant to compare and discuss their role within a Nordic context. Earlier studies  indicate that Nordic Countries are similar when it comes to the role and work of SENCOs (Takala & Ahl, 2014). However, little is known about SENCOs’ work in preschools.

National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-378926 (URN)
Conference
The 47th Nordic Educational Research Association (NERA) congress, 6-8 March, Uppsala University, Uppsala.
Available from: 2019-03-10 Created: 2019-03-10 Last updated: 2019-11-06Bibliographically approved
Enoksson, H., Lidar, M., Ungewitter, A., Lindqvist, G. & Almqvist, J. (2019). Studier i en främmande skolkultur. In: Anette Olin, Jonas Almqvist, Karim Hamza & Lisbeth Gyllander Torkildsen (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 49-66). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Studier i en främmande skolkultur
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2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza & Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, p. 49-66Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-393522 (URN)9789144125749 (ISBN)
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2020-02-07Bibliographically approved
Lundgren, M., Lindqvist, G., Olsson, M. & von Ahlefeld Nisser, D. (2018). Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools. In: : . Paper presented at NERA 2018, Educational Research: Boundaries, Breaches and Bridges The 46th Nordic Educational Research Association (NERA) congress, 8-10 March, 2018, Oslo, Norway..
Open this publication in new window or tab >>Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools
2018 (English)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-346012 (URN)
Conference
NERA 2018, Educational Research: Boundaries, Breaches and Bridges The 46th Nordic Educational Research Association (NERA) congress, 8-10 March, 2018, Oslo, Norway.
Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2018-04-16Bibliographically approved
Cameron, D. L., Tveit, A. D., Jortveit, M., Lindqvist, G., Göransson, K. & Nilholm, C. (2018). Comparative Study of Special Educator Preparation in Norway and Sweden. British Journal of Special Education, 45(3), 256-276
Open this publication in new window or tab >>Comparative Study of Special Educator Preparation in Norway and Sweden
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2018 (English)In: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 45, no 3, p. 256-276Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-364032 (URN)10.1111/1467-8578.12231 (DOI)000447837900003 ()
Funder
Swedish Research Council, 2011-5986
Available from: 2018-10-22 Created: 2018-10-22 Last updated: 2019-04-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4793-871X

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