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  • 1.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Engström, Karin
    Stockholms universitet, Stockholm, Sweden.
    Värdepremisser i främjande och förebyggande program i skolan: rapport från forskningsprojektet En värdefull skola2013Report (Refereed)
  • 2.
    Englund, Anna-Lena
    Örebro University, Department of Education.
    Jämnårigsocialisation i svensk skola2005Report (Other academic)
    Abstract [en]

    Peer group socialization in Swedish schools.

    This study examines the significance of peers in the process of socialization in Swedish schools, that is to say, the mutual influence that children and young people exert on each other. It analyses how peer group socialization is apprehended and evaluated in curricula for Sweden’s comprehensive schools and in related research.

    Part One defines the object of study more precisely by relating it to socialization research. In this part of the thesis, research on the socialization of children and young people is reviewed and some central concepts that can serve to characterize peer group socialization are distinguished: friendship, peer group membership and youth socialization. In addition, the school is considered as a potential place of encounter for peers.

    Part Two consists of a systematic comparison of how different conceptions of peer group socialization have been expressed over time in curricula and in research on schooling. Three different periods with three more or less dominant conceptions of the significance of the peer group for socialization are identified:

    I. The potential of the school to create peer group community is formulated.

    II. The potential of peer group socialization is neglected.

    III. The potential of peer group socialization is rediscovered.

    During the first period, peer group socialization as a means of creating community is prominent in the 1962 comprehensive school curriculum (Lgr 62) and in the official studies and schools research preceding it. In the 1969 curriculum (Lgr 69), perceptions change. Researchers are more ambivalent to the peer group and there is somewhat less confidence in its positive potential to foster community.

    The second period is characterized by a neglect of the peer group’s potential to create community, first in the 1980 curriculum (Lgr 80) and later in that of 1994 (Lpo 94). In research on schools and youth, the peer group is represented primarily as a force that seeks to contest the culture of schools.

    In the third period, a tendency to rediscover peer group socialization can be observed in official studies carried out after Lpo 94. In schools research, attention is drawn to the possible contribution which the peer group can make to learning. Some youth researchers express confidence in the peer group’s potential as a positive, community-creating force, but at the same time there are those who see peer group socialization as risky and a source of problems.

    There may possibly be a positive community-creating force in peer group socialization that has been overlooked. All things considered, the author ventures to suggest that the community-creating potential of the peer group is an inadequately explored perspective in Swedish research on schooling, a perspective that could enable us to see the possibilities in schools, rather than the problems.

  • 3.
    Englund, Anna-Lena
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur realisera värdegrunden?: historia, olika uttolkningar: vad är värdegrundsstärkande?2012Report (Refereed)
    Abstract [sv]

    Hur realisera värdegrunden? Historia, olika uttolkningar: vad är värdegrundsstärkande? 

    Begreppet värdegrund förekommer sedan två decennier tillbaka som ett centralt honnörsbegrepp i svenska läroplaner och andra auktoritativa utbildningspolitiska dokument. Värdegrundsbegreppets innebörd kan över dessa två decennier ej sägas ha varit entydigt, utan såväl olikartade prioriteringar som innebörder har över åren tagit form.

    Inom ramen för forskningsprojektet En värdefull skola  som fokuserar hur olika s.k. förebyggande ’program’ för psykisk hälsa (exempelvis program som SET, Komet, Lions Quest, Friends etc.) bl.a. betecknats som och gjort anspråk på att vara ’värdegrundsstärkande’ analyseras i föreliggande text bl.a. rimligheten i detta anspråk och sätts in i ett vidare, historiskt och samhälleligt sammanhang där värdegrundsbegreppets olika uttolkningar över tid påvisas. Fyra perioder urskiljs:

    1992-1998 Introduktion av värdegrundsbegreppet och dess etablering

    1999-2002 Från teori till praktik – med samtalet i fokus

    2003-2009 Värdegrundsstärkande program??

    2009-         Begynnande ifrågasättanden och samtalets renässans

  • 4.
    Engström, Arne
    Örebro University.
    Democracy and Participation – A Challenge for Special Needs Education in Mathematics: Proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics2005Report (Other academic)
    Abstract [en]

    This volume contains the proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics, which took place at Örebro University in October 7–9, 2003. The theme of the conference was Democracy and Participation – A Challenge for Special Needs education in Mathematics.

    The programme included plenary lectures, paper presentations, network meetings, a round table discussion and social events. There were more than 70 participants from all Nordic countries (Denmark, Finland, Iceland, Norway and Sweden), Germany, and the United Kingdom.

    One of the more important results of the conference was the establishment of a Nordic Research Network on Special Needs Education in Mathematics.

  • 5.
    Engström, Arne
    et al.
    Örebro University, Department of Education.
    Magne, Olof
    Medelsta-matematik: Hur väl behärskar grundskolans elever lärostoffet enligt Lgr 69, Lgr 80 och Lpo 94?2003Report (Other academic)
    Abstract [sv]

    - Sammanfattning -

    Föreliggande rapport presenterar resultatet av en studie som sträcker sig över 25 år. Matematikkunskaperna hos alla grundskoleelever i en kommun har studerats vid tre olika tillfällen: 1977, 1986 och 2002. Medelsta, är en genomsnittlig kommun och grundskolan omfattar runt 2000 elever.

    Under tiden för studiens genomförande har tre olika läroplaner varit i kraft: Lgr 69, Lgr 80 samt Lpo 94. Läroplanerna skiljer sig åt i flera avseenden. Trots kritik som riktats mot läroplanerna under åren har tidigare ingen utvärdering gjorts av det faktiska utfallet av de olika läroplanerna.

    Medelsta-diagnoserna som har använts har tagits fram i samarbete med lärare i kommunen och avsikten var att täcka de elementära delarna av lärokursen i grundskolan. Varje uppgift analyserades från två utgångspunkter: dels specificerades uppgiftens årskurstillhörighet, dels klassificerades innehållet enligt de huvudområden som tillhör Magne-Thörns taxonomi.

    En huvudhypotes anses bekräftad: eleverna tenderar att lösa årskurstypiska uppgifter med allt lägre lösningsfrekvenser successivt under grundskoleåren. Det är framför allt de lägst presterande eleverna som drabbas av detta. Man kan här tala om en gradvis utslagning av dessa elever.

    Ett oväntat resultat var att lösningsfrekvenserna uppgift för uppgift och årskurs för årskurs i allt väsentligt var lika de tre åren. Det tycks som om läroplanerna spelar en försumbar roll för undervisningens resultat.

  • 6.
    Engström, Arne
    et al.
    Örebro University, Department of Education.
    Magne, Olof
    Medelsta-matematik III: Eleverna räknar2006Report (Other academic)
    Abstract [sv]

    Föreliggande studie utgör del III av undersökningarna om Medelsta-matematik. Den första delen publicerades 1990 och omfattade undersökningsåren 1977 och 1986. En andra del omfattande åren 1977, 1986 samt 2002 publicerades 2003. I del III presenteras en fördjupad undersökning av de 15 procent lägst presterande eleverna i Medelsta. I rapporten betecknas dessa elever som elever med särskilda utbildningsbehov i matematik, SUM.

    I 2003 års studie redovisades att den genomsnittliga prestationen för den 15 procent lägst presterande vid slutet av årskurs 9, motsvarade en genomsnittselev i årskurs fyra. Dessa skillnader i elevernas färdigheter kan observeras tidigt. I årskurs 3 motsvarar SUM-elevernas genomsnittliga prestationer vad en normal elev i årskurs 1 presterar. Skillnaderna ökar under skolåren och när SUM-eleverna nått slutet av grundskolan är de för länge sedan utslagna från skolans matematikundervisning.

    I rapporten redovisas också en jämförelse mellan elever med relativt sett höga prestationer och SUM-elever samt en kvalitativ studie av SUM-elevernas matematikkunskaper.

    En genomgripande förändring synes nödvändig omfattande skolans styrdokument, existerande undervisningspraxis i riktning mot vardagskunskaper samt en satsning på utvecklingsarbete och forskning om undervisning av SUM-elever.

  • 7.
    Falkner, Kajsa
    Örebro University, Department of Education.
    Lärare på väg mot den tredje moderniteten?: En studie av LTG-lärares förhållningssätt i relationen teori-praktik under perioden 1979-20012003Report (Other academic)
    Abstract [en]

    Teachers in the Third Modern Transition? An Inquiry of Teachers in the Interplay between Theory and Practice during the Period of 1979-2001.

    This inquiry has presented an analysis of compulsory school teachers in the interplay between theory and practice during the period 1979- 2001. The purpose of the study is to find conditions of bridging the discrepancy between theory and practice within the school arena in the shift from the second to the third modernity. As a tool of the interpretation of the empirical data I have used the concepts Stephen Toulmin applies in his descriptions of the shift from the first to the second modernity in his book Cosmopolis - the Hidden Agenda of Modernity. According to the result of the analysis the teachers’ attitudes are to a large extent related to characterizations of the so-called second modernity. But there are also characteristic features of the so-called first modernity. A recapture of the first modernity thinking offers a possibility to bridge the discrepancy between theory and practice within the school-arena.

  • 8.
    Gustavsson, Kjell
    Örebro University, Department of Education.
    Föreställningar om folkbildning: En organisationsdidaktisk och filosofisk belysning av olika bildningsideal2005Report (Other academic)
    Abstract [en]

    - Abstract -

    Conceptions of popular adult education. Educational ideals from an organizational and philosophical point of view.

    Popular adult education is in this study seen as an institution for adult learning. In particular, light is shed on organizations such as folk high schools and study associations, which in a legal sense are independent of the state. By examining the organizational and educational aspects of popular adult education, the study creates an area of knowledge relating to how education is organized. This perspective sheds light on how popular adult education is talked about in everyday settings and how the study process can be problematized. In addition, popular adult education is explored by making a number of educational philosophies the basis for a discourse analysis. These philosophies of education thus become discourses and tools for interpretation. On the basis of an interpretation of popular adult education texts, the study seeks to identify different ideals of education (Bildung) and how these relate to the educational philosophies of perennialism, essentialism, progressivism and reconstructivism. Attention is thus drawn to different views of knowledge, organizations, leadership, creation of meaning and so on. The study constitutes a search for ideal-typical differences. By relating the ideal types to one another, it creates a kind of screen – a typology in terms of the organization of education. This typology is based on educational philosophies, ideals of education, key symbolic concepts, organizational aspects and educational consequences. How popular adult education is transformed into a language depends on which discourse or discourses is or are dominant. Applying a sociology of knowledge perspective, the study also searches for a collective understanding. The various discourses shaped by different approaches to the organization of education result in different forms of meaning creation. As a consequence, the discussion about popular adult education varies between different folk high schools and study associations.

  • 9.
    Lundin [Thunman], Elin
    Örebro University, Department of Social and Political Sciences.
    Undervisning i förvandling: om den svenska sociologin i slutet av sextiotalet2002Report (Other academic)
  • 10.
    Nordvall, Henrik
    Örebro University, School of Humanities, Education and Social Sciences.
    Internationell folkhögskoleforskning: en bibliografisk utblick2010In: Folkhögskolans praktiker i förändring II / [ed] Bernt Gustavsson, Gunnel Andersdotter, Örebro: Örebro universitet , 2010, p. 157-186Chapter in book (Other academic)
  • 11.
    Paldanius, Sam
    Örebro University, School of Humanities, Education and Social Sciences.
    Sär-skild folkhögskolepedagogik?: Erkännandets didaktik i folkhögskolor2014Report (Other academic)
    Abstract [en]

    The purpose of this study was to investigate if there is a specific set of didactical routines used in Swedish folkhighschool teaching. The issue has been discussed for a long time but with very few studies looking in to the matter. It is established that folkhighschools have been very successful in motivating and teaching participants when all other types of schools failed.  What do they do to create these effects? The study examines empirical data from two folkhighschools, several classrooms and several courses. The theoretical framework is based on concepts from Pierre Bourdieu and Axel Honneth. The concept of recognition is central. The results show that different mechanisms of recognition are a crucial part of the didactics in these two folkhighschools. Recognition as a means in teaching classes tends to lead to significant consequences for the participants. Furthermore, the results show different characteristics of the didactics in folkhighschools courses. The results contribute to the on going discussion about folkhighschools in general. The study is based on a limited amount of empirical evidence why it is advised to use generalizations with caution.

  • 12.
    Skog-Östlin, Kerstin
    Örebro University, Department of Education.
    Att bryta ny mark: Kvinnors bruk av läroverkslärarutbildning omkring 19002005Report (Other academic)
    Abstract [en]

    Here a group of Stockholm women at the turn of the 20th century are in focus. Inspired by the French sociologist Pierre Bourdieu their lives and careers are analysed. The four women were pioneers. They studied at university and after the university degree they continued another year and got a formal education as secondary teachers at a time when it was almost impossible for a woman to work as one.

    Three of them tried to get into the secondary school as teachers – one succeeded, the first one who tried around 1880. One did not even tried; she was a teacher at a girl school, like those who failed a couple of years after 1900 and 1915.

    Irrespective of how these women acted they used the educational opportunities of the time. But they went different paths after their exam. This can be understood by their capital and their social and historical room, when they came to decision.

    Two of the women, Ellen Fries and Astrid Cleve von Euler, are specially focused. Their views of educational issues are discussed as a part of the understanding the strategies of the women.

    The strategies these women used were imitations of the male ones. They choose the same education as the men. They did not want to create a public sphere of female education. They wanted to work at secondary schools just like the men and under the same conditions. They wanted to be part of the established structure without questioning it, even if their behaviour in itself was a challenge. On order to reach that goal they pointed out competence in front of sex. They did not manage themselves, but their way of imitating the men led to success for generations to come.

    Keywords: educational history, secondary schools, female pioneers, female teachers, Astrid Cleve von Euler, Ellen Fries, Betty Pettersson, Anna Ahlström.

  • 13.
    St John, Oliver
    Örebro University, Department of Education. University of Gävle, Gävle, Sweden.
    Interkulturell kommunikativ kompetens i lärarutbildningen i främmande språk2006In: Mångkulturella aspekter på språkundervisningens kommunikativa praktiker: En konferensrapport / [ed] Ulrika Tornberg, Örebro, Sweden: Örebro universitet, Pedagogiska institutionen , 2006, p. 145-166Chapter in book (Refereed)
  • 14.
    Tornberg, Ulrika
    Örebro University, Department of Education.
    Mångkulturella aspekter på språkundervisningens kommunikativa praktiker: En konferensrapport2006Report (Other academic)
    Abstract [en]

    Multicultural Aspects of Communication in Foreign Language Teaching and Learning Practices. Report from a Conference.

    This report presents the paper-session contributions to an international conference on foreign language pedagogy held in October 2004, titled “The Multicultural Foreign Language Classroom: An Arena for Democratic Experiences”. The conference, organized by the Department of Education, Örebro University, and the Swedish journal Utbildning & demokrati (Education & Democracy), was first documented in a special English edition (2004/3) of the journal, presenting the lectures given by the international keynote speakers.

    By contrast, this second conference report, published within the Swedish Research Council project “Education as Deliberative Communication” (“Utbildning som deliberativ kommunikation”) offers an overview of contemporary research in the field of foreign language pedagogy and didactics in Sweden, including, among other things, ethnographically inspired research into communicative and cultural aspects of classroom conversation about literature, as well as investigations into the attitudes and beliefs of a large number of European language teachers concerning the content of the teaching of “intercultural competence”. The report also presents a section where the involvement of multicultural learners is explored from different perspectives, such as everyday language teaching and learning practices in various educational contexts as well as different aspects of test design and construction, as exemplified by the Swedish National Test of English and the Swedish Scholastic Assessment Test (SweSAT). Despite the variety of the contributions offered, the multicultural foreign language classroom as an arena for democratic experiences provides the common denominator also in this second report.

  • 15.
    von Wright, Moira
    Örebro University, School of Humanities, Education and Social Sciences.
    Initiativ och följsamhet i klassrummet: En studie i de pedagogiska villkoren för elevers inflytande, delaktighet och välbefinnande2009Report (Other academic)
    Abstract [sv]

    Åren 2008-2009 genomfördes ett forskningssamarbete, kallat VIVA-projektet, mellan Örebro universitet och Örebro kommun i syfte att belysa barns möjligheter till delaktighet, inflytande och välbefinnande i grundskolan. De teoretiska utgångspunkterna hämtades i intersubjektivitetsteorin och det relationella perspektivet (von Wright, Vad eller vem, Daidalos 2000), och materialet insamlades genom deltagande observationer, intervjuer, videodokumentationer och dokumentstudier. Denna skrift redogör för projektet i sin helhet och fördjupar därefter de frågor som blivit framträdande i de deltagande observationerna i grundskolans klassrum, åk 2-5. Följande frågor är i fokus: Vad innebär barns rätt till inflytande och delaktighet? När sker inflytande och delaktighet i undervisningen? Hur ter sig den pedagogiska situationen med dess asymmetri och paradoxer? Hur bidrar den yttre styrningen till att stödja inflytande, delaktighet och välbefinnande genom skolans planer, kommunens dokument mm. Resultaten problematiseras med hjälp av konkreta exempel.

    Bland de viktigaste resultaten kan nämnas att det i dagens klassrum är svårt för elever att få komma till tals och få erkännande som personer som kan något, och att lärarnas sätt att bemöta eleverna har avgörande betydelse för att genuint inflytande och delaktighet ska uppstå och för att den pedagogiska situationen ska stödja deras välbefinnande. De kommunala styrdokumenten, den ökade fokuseringen på elevers eget arbete och individuella utvecklingsplaner tenderar att skapa oro och förvirring snarare än ökat lärande: individualiseringen riskerar att motverka barns rätt till inflytande och delaktighet. Eleverna föreslås visserligen ofta komma med initiativ, men varken skolan, lärarna/personalen eller den pedagogiska situationen i sin nuvarande utformning förmår ta vara på dessa initiativ - och i praktiken fostras eleverna till följsamhet. Såväl lärare som elever sjuder av vilja och lust till lärande och delaktighet, men situationens yttre och inre villkor motarbetar detta. Lärarna behöver återfå greppet om pedagogiken och det kan inte ske genom direktiv utan kräver ett inre pedagogiskt arbete.

  • 16.
    Wahlström, Ninni
    Örebro University, School of Humanities, Education and Social Sciences.
    Budget och bildning: om villkor som formar folkhögskolerektorns uppdrag2010In: Folkhögskolans praktiker i förändring II / [ed] Bernt Gustavsson, Gunnel Andersdotter, Örebro: Örebro universitet , 2010, p. 103-134Chapter in book (Other academic)
    Abstract [sv]

    Hur formeras villkoren för att vara rektor inom folkhögskolan i 2000-talets inledning? Folkhögskolan är en skolform som dels präglas av sin drygt hundraåriga historia, dels påverkas nära och omedelbart av samhällets förändringar. Studien tar sin teoretiska utgångspunkt i Quentin Skinners talhandlingsteori och Gunther Kress språkteori om relationen mellan språk och samhälle i annonstexter. I syfte att undersöka vilka grundläggande villkor och ramar för folkhögskolans rektorer som de språkliga handlingarna öppnar för, analyseras språkhandlingar i platsannonstexter för folkhögskolerektorer tillsammans med språkhandlingar från sju intervjuer med representanter från olika huvudmän.  Begrepp som folkbildning, huvudmannaskap, rektor och omvärldsfaktorer utgör alla så kallade omstridda begrepp som ges olika innebörder.

  • 17.
    Englund, Tomas (Editor)
    Örebro University, Department of Education.
    Five Professors on Education and Democracy: Inaugural Lectures 1999-20032004Report (Other academic)
    Abstract [en]

    This report brings together the inaugural lectures of the five professors at the Department of Education, Örebro University, from 1999 to 2003. The main aim of the collection is to show how a common interest in the relationship between education and democracy has united all these professors and created a specific environment for educational research. In the first lecture by Tomas Englund, from 1999, two strands of educational research are stressed, didactic research and philosophy of education. Members of the research group Education & Democracy are said to be united in a belief in education as an important and potentially significant force in the achievement of democracy, and the possible development of a deliberative attitude in education is underlined. Agneta Linné, who was appointed professor of education and didactic research in 2002, explores in her lecture education as a scientific discipline, using the concepts time and history, pedagogical space, narrative identity and narrative imagination. She raises the question of narrative perspectives and biography as potential tools for research on democratic dimensions of education. Bernt Gustavsson, made professor of education with a focus on democracy in 2002, analyses the never ending problem of the relation between the universal, for instance human rights as possible values for all, and the particular, in the form of the right of local communities and identities to their culture on the basis of recognition of difference. He underlines the potential of the hermeneutic tradition and how “bildung” may mediate between the universal and the particular. Gert Biesta, guest professor from 2001, argues in his lecture that we should understand democracy not only as a problem for education, but also as an educational problem in its own right. He proposes an educational definition of democracy as the situation in which all human beings can be subjects. Finally, Lars Løvlie, guest professor 2003–2004, also refers to the “bildung” concept, but introduces the concept of the body into what he calls “cyberbildung”, which does not break entirely with traditional aspects of “bildung”, but may even contribute to them. According to the phenomenological approach he sketches, there are no hard and fast walls between belonging to different worlds and being situated.

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