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Arensmeier, C. (2019). Grundskolebetyg under tre betygssystem: Fördelning på betygssteg och genomsnittliga ämnesbetyg 1990-2017. Örebro: Örebro Universitet
Open this publication in new window or tab >>Grundskolebetyg under tre betygssystem: Fördelning på betygssteg och genomsnittliga ämnesbetyg 1990-2017
2019 (Swedish)Report (Other academic)
Abstract [sv]

I rapporten beskrivs, med hjälp av SCB:s betygsstatistik, betygsutfallet för årskurs 9 åren 1990-2017, då tre olika betygssystem varit i bruk (2013-17 ingår även årskurs 6). Tonvikten ligger på att åskådliggöra hur elevernas prestationer i olika ämnen fördelas på de betygssteg som används vid olika tidpunkter. Därigenom synliggörs också hur betygssystemens skilda logiker och språk har betydelse för särskilt de elever som presenterar svagast. Systemen som sådana jämförs således inte, utan enbart hur betygssystemen fördelar alla elevprestationer i åk 9 under 28 års tid. En analys av de politiska ambitionerna bakom olika betygsreformer – vilka problem de ska lösa – ramar in rapporten. En av de mest framträdande slutsatserna är att införandet av ett målrelaterat betygssystem på 1990-talet, med skarp gräns för godkänt, omgående – i kontrast till förväntningarna – medför att en märkbar och över tid påtagligt stabil andel grundskoleelever inte når upp till den godkända nivån. Bytet till en ny skala på 2010-talet innebär härvidlag ingen förändring, vilket också är i linje med den politiska avsikten att låta gränsen för godkänt ligga fast. Under de målrelaterade systemen syns i många ämnen samtidigt en kontinuerlig ökning av andelen elever som får de högsta betygen. De sista åren med ett relativt betygssystem (1990-97) uppvisar, i linje med det systemets logik, en större stabilitet i fördelningen. Vissa ämnesskillnader finns dock under alla tre betygssystemen. 

Place, publisher, year, edition, pages
Örebro: Örebro Universitet, 2019. p. 115
Keywords
Betyg, betygsstatistik, betygssystem, betygsreformer
National Category
Public Administration Studies
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-71867 (URN)978-91-87789-19-9 (ISBN)
Projects
Dåliga betyg eller icke godkänd
Funder
Swedish Research Council, 2013-02212
Available from: 2019-01-28 Created: 2019-01-28 Last updated: 2019-01-30Bibliographically approved
Arensmeier, C. (2018). Different Expectations in Civic Education: A Comparison of Upper-Secondary School Textbooks in Sweden. Journal of Social Science Education, 17(2), 5-20
Open this publication in new window or tab >>Different Expectations in Civic Education: A Comparison of Upper-Secondary School Textbooks in Sweden
2018 (English)In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 17, no 2, p. 5-20Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of the article is to examine civic education in Sweden with regard to equality, by comparing curricula and textbooks for social studies in different tracks in upper-secondary school.

Method: The study is based on qualitative text analysis, with quantitative features. The analysis maps themes covered, the extent and depth of thematic coverage, and amount of emphasis on conceptual understanding and analytical training.

Findings: The results point to some similarities between the tracks; limited attention is given to democratic values and civic engagement, apart from voting. Clear differences are found in amount of information and complexity. The most basic textbooks target the vocational track, while (some of) the textbooks for the academic track have an elaborated focus on complex conceptual understanding and analytical training.

Practical implications: The findings indicate different expectations in civic education. Vocational students receive more limited opportunities to develop civic abilities, which might negatively affect the exercise of citizenship and increase political inequality.

Place, publisher, year, edition, pages
Bielefeld University, 2018
Keywords
Civic education, political equality, social studies, textbooks, conceptual understanding
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-67109 (URN)
Projects
Catch EyoU
Funder
EU, Horizon 2020, 649538
Available from: 2018-08-27 Created: 2018-08-27 Last updated: 2018-09-18Bibliographically approved
Huang, L., Bruun, J., Lieberkind, J. & Arensmeier, C. (2018). Nye tall om ungdom: Skandinaviske ungdommers tillit til samtid og framtid. Tidsskrift for ungdomsforskning, 18(1), 146-165
Open this publication in new window or tab >>Nye tall om ungdom: Skandinaviske ungdommers tillit til samtid og framtid
2018 (Norwegian)In: Tidsskrift for ungdomsforskning, E-ISSN 1894-1036, Vol. 18, no 1, p. 146-165Article in journal (Refereed) Published
Abstract [no]

Ungdoms syn på sin samtid og sin framtid gir oss informasjon om deres bilde av samfunnet, og i denne artikkelen beskrives14-åringers oppfatninger gjen-nom ICCS-studien fra Danmark, Norge og Sverige. På en side beskriver artikkelen de unges institusjonelle tillit og mellom-menneskelige tillit, og på en annen side beskrives deres oppfatning av framtiden og dens utfordringer og problemer, både når det gjelder samfunnets framtid i Europa og verden, og egne framtidsutsikter til arbeid og andre muligheter. Framstillingen er først og fremst beskrivende, og vi undersøker både i hvilken grad de skandinaviske ungdommene skiller seg fra ungdommer i andre deler av verden, og om det er likheter og forskjeller mellom skandinaviske land. Ved å sammenligne med tidligere undersøkelsesresultater ser vi dessuten på utvik-lingen i de unges oppfatninger over tid.

Abstract [en]

Trust in the contemporary society and future projections among Scandinavian youth Using data from the International Civic and Citizenship Education Study, ICCS 2016, the article compares the views of 14-year-olds in Denmark, Norway and Sweden. We analyze and compare young people’s trust in political and social institutions and in people in general, as well as the young people’s views on threats and challenges for their future. The presentation of results is mainly descriptive with the attention to show similarities and differences among Scandinavian youths and in comparison with young people in other parts of the world. The level of general trust in other people has declined in all three countries since ICCS 2009. Compared to other countries, Scandinavian adolescents express greater trust in institutions, lower concern for threats of different kinds and greater optimism about their own future. High-trusting youths are the most optimistic about their own future, but they are on the other hand in some respects more worried about future threats.

Place, publisher, year, edition, pages
Norsk institutt for forskning om oppvekst, velferd, 2018
Keywords
Institutional trust, generalized trust, views on the future, ICCS, Scandinavia, Institusjonell tillit, mellom-menneskelig tillit, syn på framtid, 14-åringer, ICCS 2016
National Category
Educational Sciences Social Work
Identifiers
urn:nbn:se:oru:diva-69349 (URN)
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-11-08
Arensmeier, C. & Lennqvist Lindén, A.-S. (2017). Bemyndigande eller granskning: nationella prov som styrinstrument. Utbildning och Demokrati, 26(2), 49-74
Open this publication in new window or tab >>Bemyndigande eller granskning: nationella prov som styrinstrument
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 26, no 2, p. 49-74Article in journal (Refereed) Published
Abstract [en]

Authorizing or auditing – national tests as a governing tool

NPM, particularly in the form of output evaluations, have had a large impact on Swedish educational reforms over the past decades. This article focuses on the governing of schools and the professional status of teachers by examining how teachers have experienced the new national tests, introduced in compulsory schools in 2014 in social study subjects. Two ideal types of governing, authorizing and auditing, provide the theoretical framework. The empirical material consists of focus group interviews. The results expose a tension in teacher experience. On the one hand, the teachers feel validated by the tests; on the other, they oppose the questioning of their profession that the tests imply. Trust is a key factor at play. The current way Swedish schools are governed signals a distrust in teachers. At the same time, the teachers display a significant level of trust in the state, combined with a limited professional confidence. This reinforces the status of teaching as a semi-profession. 

Place, publisher, year, edition, pages
University of Örebro. Department of Education, 2017
Keywords
governing of school, authorizing, auditing, teachers's professional status, national testing, social study subjects, trust, distrust, styrning av skolan, bemyndigande, granskning, lärares professionella status, nationella prov, SO-ämnen, tillit, misstro
National Category
Public Administration Studies
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-62174 (URN)
Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2017-11-16Bibliographically approved
Arensmeier, C. (2017). Ungdomars tyn på tolerans. In: Lundberg, Erik (Ed.), Toleransens mekanismer: en antologi (pp. 171-221). Stockholm: Forum för levande historia
Open this publication in new window or tab >>Ungdomars tyn på tolerans
2017 (Swedish)In: Toleransens mekanismer: en antologi / [ed] Lundberg, Erik, Stockholm: Forum för levande historia , 2017, p. 171-221Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Forum för levande historia, 2017
Keywords
tolerance, views of tolerance, youth, upper secondary school, tolerans, syn på tolerans, ungdomar, gymnasieskolan
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-57494 (URN)978-91-86261-61-0 (ISBN)
Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2019-03-29Bibliographically approved
Arensmeier, C. (2017). Young people’s views on tolerance. In: Lundberg, Erik (Ed.), Mechanisms of tolerance: an anthology (pp. 177-231). Stockholm: The Living History Forum
Open this publication in new window or tab >>Young people’s views on tolerance
2017 (English)In: Mechanisms of tolerance: an anthology / [ed] Lundberg, Erik, Stockholm: The Living History Forum , 2017, p. 177-231Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: The Living History Forum, 2017
Keywords
views on tolerance, students, upper secondary school, education
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-59266 (URN)978-91-86261-63-4 (ISBN)
Available from: 2017-08-23 Created: 2017-08-23 Last updated: 2018-01-13Bibliographically approved
Arensmeier, C. (2016). Ungdomars syn på tolerans. Stockholm: Forum för levande historia
Open this publication in new window or tab >>Ungdomars syn på tolerans
2016 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: Forum för levande historia, 2016. p. 53
Keywords
Tolernas, ungdomar, attityder, fokusgrupper
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-52081 (URN)
Note

Kapitlet kommer att ingå i en antologi från Forum för levande historia. Den färdrigställs under hösten 2016 eller våren 2017.

Available from: 2016-09-09 Created: 2016-09-09 Last updated: 2018-01-10Bibliographically approved
Arensmeier, C. (2015). Swedish students’ conceptual knowledge about civics and citizenship: An interview study. Citizenship Teaching and Learning, 11(1), 9-28
Open this publication in new window or tab >>Swedish students’ conceptual knowledge about civics and citizenship: An interview study
2015 (English)In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 11, no 1, p. 9-28Article in journal (Refereed) Published
Abstract [en]

The background for this study is a model for civics knowledge and teaching that distinguishes conceptual knowledge, ability to identify social and political issues, and civic literacy. The study itself investigates challenges in civics teaching by focusing on students’ difficulties understanding the subject matter. In a think aloud interview, some of the most difficult questions from the IEA International Civic and Citizenship Education Study were presented to 29 eighth-grade students in a municipality fairly representative of average Swedish conditions. There were shortcomings in their conceptual knowledge and also in their understanding of social and democratic principles, highlighting the importance of reading skills for civic ability. The article suggests strategic work with conceptual learning and for civic teaching to include an explicit focus on reading comprehension. It suggests that the ability to reflect on complex civic issues is benefited by asking questions and discussing social and political principles from different perspectives.

Place, publisher, year, edition, pages
Bristol, United Kingdom: Intellect Ltd., 2015
Keywords
civic education, conceptual knowledge, political understanding, civic literacy, civics teaching, ICCS (International Civic and Citizenship Education Study)
National Category
Social Sciences Didactics
Identifiers
urn:nbn:se:oru:diva-46972 (URN)10.1386/ctl.11.1.9_1 (DOI)
Available from: 2015-12-07 Created: 2015-12-07 Last updated: 2017-12-01Bibliographically approved
Sohl, S. & Arensmeier, C. (2015). The school’s role in youths’ political efficacy: can school provide a compensatory boost to students’ political efficacy?. Research Papers in Education, 30(2), 133-163
Open this publication in new window or tab >>The school’s role in youths’ political efficacy: can school provide a compensatory boost to students’ political efficacy?
2015 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 30, no 2, p. 133-163Article in journal (Refereed) Published
Abstract [sv]

In the democracies of today, school often have a dual role to play. Not only should they give students the knowledge they need to enter the labour market, they should also teach young people about democracy, and develop students’ capacity to exercise their citizenship. A third task for schools is to enhance political equality in society by supporting the least privileged students. In this study, we explore how school can contribute to increased equality by strengthening students’ political efficacy. Upper secondary students’ political efficacy levels are compared over time by creating four groups on the basis of their educational choices and experiences of the school and teaching environment. The results indicate that school matters for the development of political efficacy, but not in the same ways for all students. Signs of there being compensatory effects of having a positive school/teaching environment are found for students on vocational programmes, but not for those on academic programmes. Moreover, the results suggest that classroom/teaching factors play a more important role than the social environment offered by schools.

Keywords
political efficacy; school; political equality; democracy, Politisches Selbstvertrauen, politische Sozialisation, Jugendliche, politische Gleichstellung, politische Partizipation, Schule, politisk självtilltro, politisk socialisation, ungdomar, politiskt deltagande, politisk jämlikhet, skolan
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-36101 (URN)10.1080/02671522.2014.908408 (DOI)000349014100001 ()2-s2.0-84922419752 (Scopus ID)
Available from: 2014-08-25 Created: 2014-08-25 Last updated: 2018-01-11Bibliographically approved
Arensmeier, C. & Lennqvist Lindén, A.-S. (2014). Studenter som kunder och konsten att vara lärare: från frustration till självreflektion. Statsvetenskaplig Tidskrift, 116(4), 379-404
Open this publication in new window or tab >>Studenter som kunder och konsten att vara lärare: från frustration till självreflektion
2014 (Swedish)In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 116, no 4, p. 379-404Article in journal (Refereed) Published
Abstract [en]

The first generation of students who started school after the large Swedish educationalreforms of decentralization and marketization in the 1990s is now enteringthe university. They have grown up in an individualized society, with a publicsector permeated by new public management ideals. The purpose of this articleis to discuss students' attitudes and approaches to studies, in the light of thesesocio-political changes, and to reflect on challenges and possibilities for teachingin higher education. With an empirical material consisting of correspondence withstudents and comments in course evaluations, we give examples of attitudes andbehaviours that can be understood as expressions of a rather demanding individualisticcustomer approach to education. We conclude by arguing that our teachingpractice must take these partly new circumstances into account. If we want tobecome better teachers, we must understand our students.

Place, publisher, year, edition, pages
Fahlbeckska stiftelsen, 2014
Keywords
högre utbildning, individualisering, new public management, attityder till studier
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:oru:diva-39469 (URN)
Available from: 2015-01-14 Created: 2014-12-10 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3408-6829

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