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  • 1.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Curriculum studies of mother-tongue education in Swedish: Introductory remarks2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, ISSN 2000-4508, Vol. 3, no 4, p. 471-475Article in journal (Refereed)
  • 2.
    Brante, Göran
    et al.
    University of Gothenburg.
    Brunosson, Albina
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 2, p. 301-318Article in journal (Refereed)
    Abstract [en]

    This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils' (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils' knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils' interest and life world can enhance motivation and, in turn, learning.

  • 3.
    Francia, Guadalupe
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Childrens’ right to equitable education: A welfare state’s goal in timesof Neoliberalism2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, p. 401-419Article in journal (Refereed)
    Abstract [en]

    This article employs Social Representations Theory as a theoretical instrument to analyse the right of children to an equitable education. It analyses how social representations of students and students’ performances can be used by political actors as an interpretation system to manage contradictions in the equity education policies implemented in Sweden. A textual analysis of website propaganda of eight political parties produced for the Swedish electoral campaign in 2010 is used as research methodology. It is suggested that social representations of students and student performance in the Swedish 2010 electoral campaign function as an interpretation system that enables political parties to deal with the contradiction between the goal of equitable education for all children and the goal of developing diversity and free choice. The absence of a critical perspective about the negative impacts of market-oriented strategies on children’s right to equity characterised the analysed texts. Further, the dominance of representations of students as individuals with a right to an individualised education according to their own capacities, interests, learning times and styles makes it difficult to critically question the neoliberal model based on the vision of "one school for each student".

    Key words:

     

  • 4. Holmén, Janne
    Nation-Building in Kenyan Secondary School textbooks2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 1, p. 79-91Article in journal (Refereed)
  • 5.
    Kirsten, Nils
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University.
    Improving literacy and content learning across the curriculum?: How teachers relate literacy teaching to school subjects in cross-curricular professional development2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 4, p. 368-384Article in journal (Refereed)
    Abstract [en]

    This study examined how teachers relate literacy teaching to their ordinary subject teaching in professional development settings. The study is conducted within the large Swedish professional development program the Literacy Boost (in Swedish “Läslyftet”), which can be viewed as an example of an international focus on reading ability beyond early and beginning reading. Such a focus may be well-grounded, but it also raises concerns of how teachers of different school subjects are addressed in such programs. The findings of this study show that participating teachers express four approaches of relating literacy teaching to subject teaching, indicating different types and degrees of coherence between professional development content and teachers’ teaching practice. While all teaching activities described by teachers aimed at improving students’ general literacy, this was mostly done in the form of additional activities rather than being embedded in the ordinary teaching concerning curricular objectives of school subjects. These results suggest that differences in how texts are used and interpreted in different school subjects should be given higher priority in the design of both content and form of professional development programs to better support subject teaching.

  • 6.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkeryd, Jenny W.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish - an updated school subject?2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 4, p. 471-493Article in journal (Refereed)
  • 7.
    Liberg, Caroline
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wiksten Folkeryd, Jenny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Swedish - An updated school subject?2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 4, p. 471-493Article in journal (Refereed)
  • 8.
    Nolgård, Olle
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nygren, Thomas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Considering the past and present of Romani in Sweden: Secondary school pupils' thinking and caring about the history of the Romani in national tests2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 4, p. 344-367Article in journal (Refereed)
    Abstract [en]

    In this study, we analyse 126 secondary pupils’ responses to national test questions designed to make them think and care about the history of national minorities in Sweden. Using a mixed method approach we find that historical thinking and empathy as caring are tightly interlinked in the responses. In particular, the cognitive act of corroborating historical sources about the treatment of minorities is linked to historical empathy as caring – while sourcing seems like a separate process. We also find that pupils struggle to link the past to the present and the future more than they do with sourcing and corroboration. Engaging with the past of discrimination of minorities makes pupils take critical positions beyond established dimensions of historical thinking. Our findings highlight how we need to better understand how to scaffold pupils’ practical knowledge, skills and attitudes in ideologically and emotionally charged issues.

  • 9. Nordholm, Daniel
    Knowledge transfer in school-to-school collaborations: The position of boundary objects and brokers2016In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 4, p. 443-461Article in journal (Refereed)
    Abstract [en]

    This article reports findings from a case study carried out in a Swedish municipality focusing on a school-to-school collaboration established to support implementation of a nation-wide curriculum. The aim was to study how ideas for improvements in this temporary organisation were transferred to the local schools. The findings presented are derived from audio-recordings (n=13) and semi-structured interviews (n=21). Community of practice theory and the concepts of boundary objects and brokering guided the analysis work. The results revealed that, generally, transfer was restricted to boundary objects with a closed character, meaning these objects should be distributed to and unpacked in the local schools without further dialogues and modifications. In addition, non-formal brokers had less capacity to extend and lead improvement processes in local schools. This approach also reduced the possibilities for principals and teachers in the local schools to benefit from more advanced learning discussions and understandings developed in the temporary organisation. The article shows that designers of improvement work must consider boundary objects with a more open-ended character, permitting an innovative interpretation and learning process. Finally, in this process the findings also reveal the importance of formal brokers underpinning a transfer process in which both participation and reification are considered.

  • 10.
    Nygren, Thomas
    Umeå universitet, Institutionen för idé- och samhällsstudier.
    UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-20022011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 1, p. 37-60Article in journal (Refereed)
    Abstract [en]

    In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.

  • 11.
    Nygren, Thomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Samuelsson, Robin
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Critical thinking in national tests across four subjects in Swedish compulsory school2018In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.

  • 12.
    Wedlin, Linda
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.
    Crafting Competition: Media rankings and the forming of a global market for business schools2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 4, p. 563-580Article in journal (Refereed)
    Abstract [en]

    Rankings are elements of market governance of higher education and research. Despite the growing importance of these systems in global policy-making, little scholarly attention has been paid to the role rankings play as elements of governance. This paper presents an empirical study of the introduction of international rankings in management education and the responses to these developments among European business schools. The paper analyses how rankings have shaped perceptions ofan international market and competition among business schools in this field via two important processes: constructing comparability and thereby consolidating views of the “customer” and the“product” in a perceived global market, and by crafting perceptions and mechanisms for competition among business schools in this field. This suggests that rankings have been important in shaping this field as global and competitive in character, contributing to what is commonly referred to as the increasing “marketisation” of the field.

  • 13.
    Westman, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Hultin, Eva
    Högskolan Dalarna.
    Literacy teaching, genres and power2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 279-300Article in journal (Refereed)
1 - 13 of 13
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