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Quality and equity in the era of national testing: the case of Sweden
Department of science and mathematics education, Umeå University, Umeå, Sweden.ORCID-id: 0000-0001-7182-5649
2017 (Engelska)Ingår i: World yearbook of education 2017: assessment inequalities / [ed] Julie Allan, Alfredo J. Artiles, London: Routledge , 2017, s. 68-88Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This work considers quality and equity in mathematics education and addresses how discursive circumstances on national tests position students, particularly those in need of special support, at both the individual and group levels. Research on equity and quality in mathematics education often focuses on policy and the big picture, school governance, or personal stories. By contrast, the purpose of this text is to connect those perspectives, chiefly by exploring contradictions and connections as shown in discourses on equity and quality in Sweden. Sweden presents an interesting case given the tension between education’s goal to promote social justice by providing ‘high and equal education for all’ and the neoliberal governance of schools where students’ choice of school is central (Lundahl 2016). Finally, I offer some conclusions regarding equity in quality and quality in equity as those relationships inform national tests, as well as discussing challenges and possibilities that lie ahead.

Ort, förlag, år, upplaga, sidor
London: Routledge , 2017. s. 68-88
Serie
World Yearbook of Education Series
Nyckelord [en]
national assessement, equity, quality, third grade, mathematics
Nationell ämneskategori
Pedagogik Didaktik
Forskningsämne
matematikdidaktik; pedagogik
Identifikatorer
URN: urn:nbn:se:oru:diva-70241ISBN: 978-1-138-69922-9 (tryckt)ISBN: 978-1-315-51737-7 (digital)OAI: oai:DiVA.org:oru-70241DiVA, id: diva2:1264187
Tillgänglig från: 2018-11-19 Skapad: 2018-11-19 Senast uppdaterad: 2018-11-22Bibliografiskt granskad

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Bagger, Anette

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Totalt: 141 träffar
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