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  • 1.
    Bäckström, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    To change by education.: On stability and Development in Theological University Studies.1993In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 37, no 3, 195-207 p.Article in journal (Refereed)
    Abstract [en]

    Gives an overview of the results from the major study on stability and change of students attitudes in higer theological education in Sweden.

  • 2.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    From ´the Pedagogue of Recreation´ to Teacher´s Assistant2000In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, 207-224 p.Article in journal (Refereed)
  • 3.
    Carlhed, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala Univ, Dept Educ, Uppsala, Sweden..
    The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 5, 503-525 p.Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001-2002,n=15,918). Using the concepts from Bourdieu's sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency, and completion. The students' relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother's socioeconomic index, parents' education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university.

  • 4.
    Carlhed, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, 1172496Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology and Engineering (year 2001–2002, n=15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university.

  • 5.
    Carlhed, Carina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional QualificationsIn: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology and Engineering (year 2001–2002, n=15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university

  • 6. Emanuelsson, Jonas
    et al.
    Sahlström, Fritjof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    The price of participation: Teacher control versus student participation in classroom interaction2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 2, 205-223 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to further the understanding of how content is learned in classrooms, using conversation analysis (CA) and variation theory for the analysis. Classroom video materials from two mathematics classrooms in Sweden and the USA are analysed. A result of the study is the empirical explication of the tension between the need for teacher content control and the simultaneous contradictory need for student participation in educational interaction. The article also develops variation theory toward a more sensitive understanding of the sequential implications of interaction and suggests CA can benefit from more systematic understandings of content orientation in interaction. In doing so, the presumed gulf between acquisitionist and participation understandings of learning is challenged.

  • 7.
    Erikson, Josefina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Government.
    A School for all or a School for the Labour Market?: Analyzing the Goal Formulation of the Swedish Upper Secondary Education Reform2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, 139-154 p.Article in journal (Refereed)
    Abstract [en]

    The 1991, Swedish upper secondary school reform presents internationally an unusual case of the far-reaching integration of academic and vocational programmes. It has often been claimed that late tracking, such as characterizes this reform, helps to reduce inequalities between different social classes. This article addresses the question of how the government motivated and argued for a unified upper secondary school. The article finds that, contrary to expectations, an economic goal was prominent in the policy documents, and that the reform in question (postponed tracking) was not motivated primarily from an equality perspective. The article also indicates that there is a potential conflict between these two goals that has not been dealt with politically.

  • 8.
    Johansson , Bo S.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Numeral writing skills and elementary mental calculations.2005In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 49, no 1, 3-25 p.Article in journal (Refereed)
  • 9.
    Karlsson, Marie
    et al.
    Karlstads universitet, Avdelningen för utbildningsvetenskap.
    Pérez Prieto, Héctor
    Karlstads universitet, Avdelningen för utbildningsvetenskap.
    Sahlström, Fritjof
    Institute of Behavioural Sciences, Helsinki University.
    Calander, Finn
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Heikkilä, Mia
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Together? On Childcare as a Meeting Place in a Swedish City2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 47, no 1, 43-62 p.Article in journal (Refereed)
    Abstract [en]

    The sweeping changes in Swedish society in the 1990s, with extensive decentralisation, privatisation and cutbacks in the public sector, implied quite new conditions for the realisation of the aim of pre-school and school as a meeting place for children from different backgrounds. This article discusses some of these changes and their implications, through a study of parent's choice of pre-school care facility in the city of Uppsala. The main data source is a survey study among 1584 mothers of children born in 1995. The results show that parents' use of the right to choose pre-school facility is economically, socially and culturally segregated; the patterns of choice are construed in relation to residential areas but are not a simple effect of housing segregation. The choice of pre-school facility in Uppsala is thus a practice that creates specific conditions--socially and culturally homogenous private pre-school facilities--that make it virtually impossible for them to achieve the goal of being meeting places.

  • 10.
    Lidar, Malena
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, 1-15 p.Article in journal (Refereed)
    Abstract [en]

    Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasised by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which is compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.

    The full text will be freely available from 2018-10-18 10:25
  • 11. Lindberg, Leif
    et al.
    Riis, Ulla
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Silander, Charlotte
    Gender Equality in Swedish Higher Education: Patterns and Shifts2011In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 2, 165-179 p.Article in journal (Refereed)
    Abstract [en]

    In most European countries, more women than men attend undergraduate Higher Education (HE) and more women than men obtain degrees. In Sweden the proportion of female students has long been in the vicinity of 51-60%. The number of doctoral entrants and degrees meet a “balanced gender criterion”, defined as no sex constituting more than 60% of the population. Still the unequal gender structure of higher positions persists: men tend to hold the top positions, especially as professors. Explaining this inertia is the main theme of the article. Differences between horizontal and vertical analyses are focused, and changes due to gender balance 1990-2007 are shown. Variations in career patterns over research areas are highlighted. Finally, hypotheses are formulated and approaches for further studies on gender balance in HE are discussed.

  • 12.
    Lindbom, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Institute for Housing and Urban Research.
    School Choice in Sweden: Effects on Student Performance, School Costs, and Segregation2010In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 6, 615-630 p.Article in journal (Refereed)
    Abstract [en]

    This article presents empirical analyses of the effects of independent schools in Sweden. The most important result is that the impact-both the positive and the negative-is relatively marginal. This said, there are now a number of studies that show that when independent schools are established the pupils in municipal schools perform better. Municipal school costs will, however, tend to rise marginally. The effects on school segregation are complex, but the tentative overall result is that independent schools may have added somewhat to the much more significant effect of increasing residential segregation.

  • 13.
    Lindström, Elly-Ann
    et al.
    Uppsala University, Units outside the University, Office of Labour Market Policy Evaluation.
    Lindahl, Erica
    Uppsala University, Units outside the University, Office of Labour Market Policy Evaluation.
    The Effect of Mixed-Age Classes in Sweden2011In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 2, 121-144 p.Article in journal (Refereed)
    Abstract [en]

    Mixed-aged (MA) classes are a common phenomenon around the world. In Sweden, these types of classes increased rapidly during the 1980s and 1990s, despite the fact that existing empirical support for MA classes is weak. In this paper, the effect of attending an MA class during grades 4-6 on students' cognitive skills is estimated. Using a unique survey with information on students, parents, and teachers, it is possible to control for many factors that could otherwise bias the results. A negative effect on short-run cognitive skills, as measured by grade 6 cognitive tests, was found. This effect is relatively largealmost 5 percentile pointsand robust to a rigorous sensitivity analysis. On grade 9 credits the effect is still negative but smaller in size and not statistically significant.

  • 14. Magnusson, Gunnlaugur
    et al.
    Göransson, Kerstin
    Nilholm, Claes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Similar Situations? Special Needs in Different Groups of Independent Schools.2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 4, 377-394. p.Article in journal (Refereed)
  • 15.
    Martin, Cathrin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Relevance of situational context in studying learning as changing participation2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 2, 133-149 p.Article in journal (Refereed)
    Abstract [en]

    Seemingly small situational problems with understanding and changes in the environment can constitute critical aspects in learning a task. I will describe and discuss through a detailed analysis of correction practices in interaction how learning in a situation influences a learner’s ability to distinguish and handle continuity and change in related situations. Correction is “an understanding-display device” by which participants in interaction can check and correct problems occurring in activity (Schegloff, Jefferson & Sacks, 1977). The socio-cultural understanding of learning as changing participation is the point of departure. The data material consists of longitudinal video recordings from naturally occurring physiotherapist-patient encounters focussing the interplay between talk, gaze, gesture, body orientation and artefacts. Through an integrated interactional exploration of smaller alternating cycles of changes from other to self, regarding who is responsible for detecting and solving problems, the findings show how a learner’s capability to notice similarities and differences develops in progressive situations. The analysis contributes empirically to expanding the understanding of some generative aspects of learning related to the issue of transfer in educational science.

  • 16.
    Melander, Helen
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Sahlström, Fritjof
    Collegium of Advanced Studies, Helsinki University.
    Learning to Fly: The Progressive Development of Situation Awareness2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 2, 151-166 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to argue learning as interaction, and how processes of learning a content as constituted in interaction can be approached analytically and theoretically. Within aviation, the concept of situation awareness (SA) is used to describe a pilot’s capability of correctly perceiving and interpreting a situation, and of understanding what the implications are. We investigate how SA is constituted in interaction, through the theoretical and methodological perspective of conversation analysis (Schegloff, 1996; Goodwin, 2000). In the analysis, we focus how a student develops SA as an intrinsic part of learning how to fly an airplane.

  • 17.
    Riis, Ulla
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lindberg, Leif
    Linnéuniversitetet.
    Silander, Charlotte
    Linnéuniversitetet.
    Gender Equality in Swedish Higher Education: Patterns and Shifts2011In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 2, 165-179 p.Article in journal (Refereed)
  • 18.
    Sandström Kjellin, Margareta
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Classroom Niches for Skilled Readers and for Children with Reading and Writing Difficulties2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 2, 63-79 p.Article in journal (Refereed)
  • 19.
    Sandström, Margareta
    et al.
    Mälardalens Högskola.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lindqvist, Gunilla
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Högskolan Dalarna.
    Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
  • 20.
    Waldow, Florian
    Humboldt University, Berlin, Germany.
    Economic cycles or international reform models?: Explaining transformations of the educational policy-making discourse in Sweden, 1930-20002008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 3, 243-258 p.Article in journal (Refereed)
    Abstract [en]

    The relationship between education and the economy is a basic component of the educational policy-making discourse. This article analyses the changes that occurred in the construction of this relationship in Sweden from 1930-2000. Based on a large sample of government committee reports, the paper investigates two explanatory hypotheses for the changes in the construction of the relationship between education and the economy: (1) the influence of structural cycles of economic development (as proposed by economic historian Lennart Schon) and (2) the influence of the international educational reform discourse as produced by organisations such as the Organisation for Economic Co-operation and Development (OECD). It is shown that economic cycles may have a certain influence in the beginning of the period studied, although later the empirical results do not fit the hypothesis derived from the cycle model. At the same time, there is a surprisingly strong degree of isomorphism between the Swedish and the international discourse throughout the entire period, although most actors do not realise this, or at least do not make it explicit.

  • 21.
    Wermke, Wieland
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Univ Gavle, Acad Educ & Econ, Dept Educ, Gavle, Sweden.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The changing nature of autonomy: Transformations of the late Swedish teaching profession2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 2, 155-168 p.Article in journal (Refereed)
    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.

1 - 21 of 21
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