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  • 1.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Aspects of diversity, inclusion and democracy within education and research2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.

  • 2.
    Berggren, Lilian
    et al.
    Örebro University, School of Law, Psychology and Social Work. Örebro Universitet.
    Lindberg, Lene
    Glatz, Terese
    Örebro University, School of Law, Psychology and Social Work.
    Skoog, Therese
    A First Examination of the Role of International Child Development Programme in School Achievement2020In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore whether the classroomimplementation of the International Child Development Programme(ICDP) for secondary school students (grade 9) was linked to betterschool achievement. The goal of the ICDP is to increase schoolachievement by promoting positive teacher-student relationships. Thestudy, performed in Sweden, applied a pre–post design (four years) withmatched intervention and control schools (N = 148). The postinterventionassessments showed that there were significant differencesin school achievement in Grade 9 between the intervention school andthe control school. Specifically, a greater proportion of students at theintervention school demonstrated improvement in school subjects andachieved the competency requirements to enter an upper secondaryschool programme. Based on the results, the ICDP can be considered animportant intervention to promote student learning by promoting positive teacher-student relationships.

  • 3.
    Englund, Hans
    et al.
    Örebro University, Örebro University School of Business.
    Frostenson, Magnus
    Örebro University, Örebro University School of Business.
    Beime, Kristina S.
    Örebro University, Örebro University School of Business.
    Performative Technology Intensity and Teacher Subjectivities2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 5, p. 725-743Article in journal (Refereed)
    Abstract [en]

    Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies.

  • 4.
    Englund, Tomas
    Örebro University, Department of Education.
    New trends in Swedish educational research 2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Scandinavian Journal of Educational Research, Vol. 50, no 4, p. 383-396Article in journal (Refereed)
    Abstract [en]

     

    What new tendencies can be made out in Swedish educational research in the last three decades? Briefly, the following developments are described: In the 1970s, a long-prevailing emphasis on quantitative research was challenged by a number of different qualitative methods. Traditional sociology of education, meanwhile, was challenged by the new sociology of education. During the1980s, the dominant trend was a ‘‘didacticisation’’ of educational research, and here two main strands can be discerned, based in phenomenography and curriculum theory. Didactics very soon made its presence felt in educational policy, and in a major evaluation of Swedish educational research the two largely didactics-based traditions of ‘‘teaching and learning’’ and ‘‘curriculum theory’’ were identified as internationally the most significant. In the 1990s, educational research took a ‘‘linguistic turn’’—involving a wide-ranging shift in emphasis towards language and communication—with the result that new perspectives emerged. In addition, the philosophy of education experienced a powerful renaissance, partly as a reflection of the new focus on language and communication, but also in other respects, leading to a reawakening of interest in both classical and modern philosophy (of education).

     

  • 5.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    The general school system as a universal or a particular institution and its role in the formation of social capital2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 1, p. 17-33Article in journal (Refereed)
    Abstract [en]

    In recent decades, the concept of social capital has had an enormous impact on the social scientific debate, primarily through the works of Robert Putnam (1993, 2000). My view is that, despite its vagueness and the difficulties involved in operationalizing it, the concept expresses a distinction that is of significance for the maintenance and depth of democracy in different societies. At the same time, I am not convinced by the overarching thesis which Putnam puts forward concerning the fundamental role of associations and social networks in the creation of social capital. In this article I apply and develop further the views and the critique of Putnam put forward by, among others, Bo Rothstein (2005), relating to the role of what are termed universal institutions, and primarily of one such institution, the general school system, in creating social capital. My discussion gradually homes in on Swedish society and the changes it has undergone in recent decades. I also examine Rothstein’s term “universal institution” with reference to the Swedish compulsory school system.

  • 6.
    Nilsson, Per
    Örebro University, School of Science and Technology.
    An Inferentialist Perspective on How Note-taking can Constrain the Orchestration of Math-Talk2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 7, p. 1121-1133Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate relationships between note-taking and the orchestrating of math-talk in whole-class teaching. A lesson on (average) velocity in a Swedish Grade 6 has been observed. Taking an inferentialist stance on human understanding, the study conceptualizes teaching and learning from the perspective of how students come to be engaged in the language practice of giving and asking for reasons. The study shows how note-taking supports a teacher-student relationship where the teacher produces content and the students’ participation is reduced to consume content. It shows how note-taking can support descriptive math-talk of concepts and symbols and step-by-step procedural math-talk, connected to the goal of providing students examples of tasks, similar to the tasks in their textbook.

  • 7.
    Nilsson, Per
    et al.
    Institutionen för matematikdidaktik (MD), Linnéuniversitetet, Växjö, Sweden.
    Ryve, Andreas
    School of Education, Culture, and Communication, Mälardalen University, Växjö, Sweden .
    The nature and role of common ground in the learning of mathematics in small-group discussions2014In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 5, p. 609-623Article in journal (Refereed)
    Abstract [en]

    This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical constructs of focal projects and contextualization. The analysis investigates two students (12-13 years old) playing a dice game, where their task is to distribute a set of markers based on the total of two dice. The analysis shows how consistency between the students' focal projects became crucial in their progression from a uniform to a non-uniform distribution of the markers used in the game. The task system and concrete manipulatives became important in furthering the students' explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.

  • 8.
    Peterson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Gender and prestige in Swedish academia: Exploring senior management in universities and university colleges2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    This article highlights the multifaceted character of the Swedish higher education sector and investigates senior academic management positions from a gender perspective using theories about an academic prestige economy and academic capitalism. The focus is on an aspect often overseen in research on Swedish academia: the distinction between universities and university colleges. The analysis draws on interviews with 22 women in senior management positions in Swedish higher education and a quantitative mapping of the Vice-Chancellor and Pro-Vice-Chancellor positions in universities and university colleges between 1990 and 2015. The results illustrate that the academic prestige economy is interwoven with both gender and academic capitalism and produce different working conditions and requirements for senior managers at universities and university colleges.

  • 9.
    Ryve, Andreas
    et al.
    School of Education, Mälardalen University, Västerås, Sweden.
    Larsson, Maria
    School of Education, Mälardalen University, Västerås, Sweden.
    Nilsson, Per
    Institutionen för matematikdidaktik (MD), Linnéuniversitetet, Växjö, Sweden.
    Analyzing content and participation in classroom discourse: dimensions of variation, mediating tools, and conceptual accountability2013In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 1, p. 101-114Article in journal (Refereed)
    Abstract [en]

    Balancing content and students’ participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher’s conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning. 

  • 10.
    Sataøen, Hogne Lerøy
    Department of Administration and Organization Theory, University of Bergen, Bergen, Norway.
    Transforming the "€œThird Mission"€ in Norwegian Higher Education Institutions: A Boundary Object Theory Approach2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 52-67Article in journal (Refereed)
    Abstract [en]

    Higher education institutions (HEIs) in Norway have been subjected to several reforms in recent decades. There are transformed relationships between institutions and their environment, and higher educations’ third mission is emphasized. To improve our understanding of HEIs’ third mission, this paper employs boundary object theory, enabling us to see how shifting projects are shaped and negotiated within these institutions. The paper concludes with a discussion of five main projects that are evident in third-mission presentations: the entrepreneurial project, the local and regional involvement project, the mode 2 project, the popular-science project, and the reputation project.

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