Pub Date : 2021-09-02DOI: 10.1080/20004508.2021.1971364
A. Pastuhov, Henrik Nordvall, A. Osman
ABSTRACT This article explores the role of popular education for migrants in a social movement context. The aim of this study is to explore how migrants’ societal involvement is enabled and constrained by participation in study circles organised in a local branch of the Swedish Workers’ Educational Association (ABF). The study was designed and conducted in close cooperation with ABF. Drawing on the theory of practice architectures, the preconditions for involvement of migrant study circle participants in ABF are analysed using participant interview data. The analysis of cultural-discursive, material-economic, and social-political arrangements shows how the study circles are highly integrated into various ethnic associations, thus preconditioning societal involvement with upholding an ethno-cultural heritage. Societal involvement is enabled as the participants can share social resources, information, and knowledge for both navigating in and relating to the local community and society at large. Societal involvement is constrained by scarce resources and challenges related to maintaining and developing constructive relationships, both within the group and in relation to the surrounding society.
{"title":"Popular education by and for migrants. A study of preconditions for involvement of migrant study circle participants in the Swedish Workers’ Educational Association","authors":"A. Pastuhov, Henrik Nordvall, A. Osman","doi":"10.1080/20004508.2021.1971364","DOIUrl":"https://doi.org/10.1080/20004508.2021.1971364","url":null,"abstract":"ABSTRACT This article explores the role of popular education for migrants in a social movement context. The aim of this study is to explore how migrants’ societal involvement is enabled and constrained by participation in study circles organised in a local branch of the Swedish Workers’ Educational Association (ABF). The study was designed and conducted in close cooperation with ABF. Drawing on the theory of practice architectures, the preconditions for involvement of migrant study circle participants in ABF are analysed using participant interview data. The analysis of cultural-discursive, material-economic, and social-political arrangements shows how the study circles are highly integrated into various ethnic associations, thus preconditioning societal involvement with upholding an ethno-cultural heritage. Societal involvement is enabled as the participants can share social resources, information, and knowledge for both navigating in and relating to the local community and society at large. Societal involvement is constrained by scarce resources and challenges related to maintaining and developing constructive relationships, both within the group and in relation to the surrounding society.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"178 - 193"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46781920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-26DOI: 10.1080/20004508.2021.1969078
Andrea Stairs-Davenport
ABSTRACT The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and open-ended survey to inform future professional development opportunities. Findings suggest that most teachers work with ELLs but are underprepared to teach them. Teachers posed questions about curriculum and assessment; instruction; building community; language difference versus disability; and where to start in teaching ELLs. Conclusions are drawn about how well ELLs are being educated in the district. Implications for teacher professional development and policy are also discussed.
{"title":"“Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District","authors":"Andrea Stairs-Davenport","doi":"10.1080/20004508.2021.1969078","DOIUrl":"https://doi.org/10.1080/20004508.2021.1969078","url":null,"abstract":"ABSTRACT The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and open-ended survey to inform future professional development opportunities. Findings suggest that most teachers work with ELLs but are underprepared to teach them. Teachers posed questions about curriculum and assessment; instruction; building community; language difference versus disability; and where to start in teaching ELLs. Conclusions are drawn about how well ELLs are being educated in the district. Implications for teacher professional development and policy are also discussed.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"163 - 177"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-23DOI: 10.1080/20004508.2021.1966887
E. Engelen, Alexandra Budke
ABSTRACT In secondary school geography lessons, students are encouraged to form argumentatively founded opinions on complex geographical conflicts. For these conflicts, there is no one right solution and the content quality of the argumentation lies especially in the multi-perspective approach to the conflict and the integration of spatial information. The Internet offers a wealth of multi-perspective and spatial information on a great number of geographical conflicts worldwide. However, the digital information is neither checked nor filtered nor didactically prepared. This study examined the ability of 20 German secondary school students in developing arguments on a complex geographical conflict after searching the Internet for information. The students’ information search and their concurrent verbalisations were taped using screen and audio capture technology. The developed arguments have been assessed using defined criteria for argumentations on geographical conflicts. The analysis of the arguments showed that the students included a range of perspectives , which suggests that they were able to use the Internet as a source for obtaining multi-perspective information on the conflict. However, whilst effective digital information retrieval was the pre-condition in understanding the geographical conflict, it has not shown to guarantee the development of a high-quality argumentation.
{"title":"Secondary school students’ development of arguments for complex geographical conflicts using the internet","authors":"E. Engelen, Alexandra Budke","doi":"10.1080/20004508.2021.1966887","DOIUrl":"https://doi.org/10.1080/20004508.2021.1966887","url":null,"abstract":"ABSTRACT In secondary school geography lessons, students are encouraged to form argumentatively founded opinions on complex geographical conflicts. For these conflicts, there is no one right solution and the content quality of the argumentation lies especially in the multi-perspective approach to the conflict and the integration of spatial information. The Internet offers a wealth of multi-perspective and spatial information on a great number of geographical conflicts worldwide. However, the digital information is neither checked nor filtered nor didactically prepared. This study examined the ability of 20 German secondary school students in developing arguments on a complex geographical conflict after searching the Internet for information. The students’ information search and their concurrent verbalisations were taped using screen and audio capture technology. The developed arguments have been assessed using defined criteria for argumentations on geographical conflicts. The analysis of the arguments showed that the students included a range of perspectives , which suggests that they were able to use the Internet as a source for obtaining multi-perspective information on the conflict. However, whilst effective digital information retrieval was the pre-condition in understanding the geographical conflict, it has not shown to guarantee the development of a high-quality argumentation.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"85 - 104"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1080/20004508.2021.1966888
Janni Haapaniemi, Salla H. Venäläinen, A. Malin, P. Palojoki
ABSTRACT Drawing on a sociocultural approach to learning, this article highlights comprehensive school pupils’ perspectives on working style and classroom pedagogy based on the integrative approach to learning. Using the diamond ranking method, seven groups of 8th grade pupils ranked classroom practices according to their importance for succeeding in integrative and collaborative learning tasks. The study was conducted in the context of home economics education in Finland. Audio and video data were subjected to qualitative content analysis. The results indicate that working style to enhance interthinking and shared commitment to working was considered important, as were several practical elements such as computer use. Utilising knowledge from other school subjects was found to be challenging. The findings suggest that for the participating pupils, collaborative ways of working and the teacher’s pedagogical choices in providing tools and framing the task were the keys to successful working.
{"title":"Amplifying the voice of pupils: using the diamond ranking method to explore integrative and collaborative learning in home economics education in Finland","authors":"Janni Haapaniemi, Salla H. Venäläinen, A. Malin, P. Palojoki","doi":"10.1080/20004508.2021.1966888","DOIUrl":"https://doi.org/10.1080/20004508.2021.1966888","url":null,"abstract":"ABSTRACT Drawing on a sociocultural approach to learning, this article highlights comprehensive school pupils’ perspectives on working style and classroom pedagogy based on the integrative approach to learning. Using the diamond ranking method, seven groups of 8th grade pupils ranked classroom practices according to their importance for succeeding in integrative and collaborative learning tasks. The study was conducted in the context of home economics education in Finland. Audio and video data were subjected to qualitative content analysis. The results indicate that working style to enhance interthinking and shared commitment to working was considered important, as were several practical elements such as computer use. Utilising knowledge from other school subjects was found to be challenging. The findings suggest that for the participating pupils, collaborative ways of working and the teacher’s pedagogical choices in providing tools and framing the task were the keys to successful working.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"125 - 144"},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46594824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1080/20004508.2021.1965287
Sharon Ahlquist
ABSTRACT This article reports on a study in which, for five weeks, the English lessons of two classes of 11–12 year olds in Sweden were based on Roald Dahl’s Fantastic Mr Fox. To promote the learners’ engagement with the text, support understanding, and facilitate incidental vocabulary acquisition, a range of language-focused tasks were designed within the framework of the Storyline approach. In Storyline, a fictive world is created in the classroom. The story develops when learners, working in the same small groups, collaborate on open so-called key questions, which structure the Storyline, introduce happenings and problems, and link with the syllabus. Another characteristic is the integration of practical and theoretical subject content. Learners’ art work and texts are displayed on a frieze, or walls of the classroom, creating a visual record of the developing story. The study also investigated the influence on learning of the book’s illustrations, and the learners’ own drawings. The majority of the learners made gains in vocabulary, as evidenced in pre- and post-tests, writing and speaking tasks. While some learners had never thought about illustrations and drawings as a support, for many, both of these were found to be helpful.
{"title":"Integrating children’s fiction and Storyline in the second language classroom","authors":"Sharon Ahlquist","doi":"10.1080/20004508.2021.1965287","DOIUrl":"https://doi.org/10.1080/20004508.2021.1965287","url":null,"abstract":"ABSTRACT This article reports on a study in which, for five weeks, the English lessons of two classes of 11–12 year olds in Sweden were based on Roald Dahl’s Fantastic Mr Fox. To promote the learners’ engagement with the text, support understanding, and facilitate incidental vocabulary acquisition, a range of language-focused tasks were designed within the framework of the Storyline approach. In Storyline, a fictive world is created in the classroom. The story develops when learners, working in the same small groups, collaborate on open so-called key questions, which structure the Storyline, introduce happenings and problems, and link with the syllabus. Another characteristic is the integration of practical and theoretical subject content. Learners’ art work and texts are displayed on a frieze, or walls of the classroom, creating a visual record of the developing story. The study also investigated the influence on learning of the book’s illustrations, and the learners’ own drawings. The majority of the learners made gains in vocabulary, as evidenced in pre- and post-tests, writing and speaking tasks. While some learners had never thought about illustrations and drawings as a support, for many, both of these were found to be helpful.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"105 - 124"},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47364380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-17DOI: 10.1080/20004508.2021.1966886
Yvonne Knospe, Erika Sturk, Parvin Gheitasi
ABSTRACT The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading competence stated for the subject Swedish in the national curriculum for compulsory school (grades 0–9) (Skolverkets statistikdatabas). In order to identify and support pupils with reading difficulties as early as possible, compulsory reading development assessments are conducted in grades 1, 3, 6 and 9 according to which all pupils displaying a delayed development are to receive additional support. The provision of this support is the responsibility of every municipality, but in what form and to what extent and duration it should be given is not prescribed. The present study aims to give insight into how Swedish policy reforms to improve reading ability among pupils in compulsory school are operationalised in one Swedish municipality during the school year 2018/2019. Further, the study seeks to exemplify how the policy guidelines are implemented at three schools and how policy and practice are related.
{"title":"Additional support for pupils with reading difficulties – a case study","authors":"Yvonne Knospe, Erika Sturk, Parvin Gheitasi","doi":"10.1080/20004508.2021.1966886","DOIUrl":"https://doi.org/10.1080/20004508.2021.1966886","url":null,"abstract":"ABSTRACT The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading competence stated for the subject Swedish in the national curriculum for compulsory school (grades 0–9) (Skolverkets statistikdatabas). In order to identify and support pupils with reading difficulties as early as possible, compulsory reading development assessments are conducted in grades 1, 3, 6 and 9 according to which all pupils displaying a delayed development are to receive additional support. The provision of this support is the responsibility of every municipality, but in what form and to what extent and duration it should be given is not prescribed. The present study aims to give insight into how Swedish policy reforms to improve reading ability among pupils in compulsory school are operationalised in one Swedish municipality during the school year 2018/2019. Further, the study seeks to exemplify how the policy guidelines are implemented at three schools and how policy and practice are related.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"145 - 161"},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46056112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-22DOI: 10.1080/20004508.2021.1950273
Eva Wennås Brante, R. Walldén
ABSTRACT Given young children’s frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the internet is and what kind of experiences and linguistic resources they draw upon to express their understanding. Based on thematic and systemic-functional linguistic analysis, the results show that the children mostly express an understanding of the internet as something concrete, such as an app, as something encapsulated in apps or hardware and, more generally, as an enabler for the use of different apps. Students connections to using YouTube and games are prevalent, and their understanding of the internet is shaped by experiences of screen interactions when using these apps. On rare occasions, students hesitantly tried to formulate abstract perspectives concerning what the internet is or what it means. Possible directions for promoting and researching a more abstract understanding in pedagogical practice are discussed.
{"title":"“Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information","authors":"Eva Wennås Brante, R. Walldén","doi":"10.1080/20004508.2021.1950273","DOIUrl":"https://doi.org/10.1080/20004508.2021.1950273","url":null,"abstract":"ABSTRACT Given young children’s frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the internet is and what kind of experiences and linguistic resources they draw upon to express their understanding. Based on thematic and systemic-functional linguistic analysis, the results show that the children mostly express an understanding of the internet as something concrete, such as an app, as something encapsulated in apps or hardware and, more generally, as an enabler for the use of different apps. Students connections to using YouTube and games are prevalent, and their understanding of the internet is shaped by experiences of screen interactions when using these apps. On rare occasions, students hesitantly tried to formulate abstract perspectives concerning what the internet is or what it means. Possible directions for promoting and researching a more abstract understanding in pedagogical practice are discussed.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"1 - 21"},"PeriodicalIF":0.0,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20004508.2021.1950273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47973308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-12DOI: 10.1080/20004508.2021.1950274
L.B. Liu, J. Conner, Q. Li
ABSTRACT Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education’s broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.
{"title":"Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood","authors":"L.B. Liu, J. Conner, Q. Li","doi":"10.1080/20004508.2021.1950274","DOIUrl":"https://doi.org/10.1080/20004508.2021.1950274","url":null,"abstract":"ABSTRACT Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education’s broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"22 - 39"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20004508.2021.1950274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44591651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-09DOI: 10.1080/20004508.2021.1950272
G. Ragnarsdottir
ABSTRACT In 2008, Iceland launched policy reform in upper secondary education. This paper elucidates how upper secondary school leaders acted when leading reform and confronting teacher responses. The study is based on interviews with 21 leaders from nine upper secondary schools. The data were analysed usingfive response categories to macro-level demands for change,institutional and organisational leadership, and theories on subject hierarchies. The findings show how the school leaders from the nine participating schools experienced differently the policy enactment in their schools. Seven of the nine schools matched three out of Coburn’s five response categories. Adding the category of pioneering would enable appropriate categorisation of new schools. Polarisation appeared in the data both between and within the evaluated schools. Within some of the schools, many self-contained subunits were seen to be operating. The school leaders usually responded either as institutional or organisational leaders or they gave examples of hybrid interactions between both types, particularly when polarisation was operating within the schools. The most explicit resistance to change was reported to arise from faculty members of traditional academic subjects. The apparent isomorphism among education systems worldwide suggests that lessons from Iceland may be valuable for the global education community.
{"title":"School leaders’ actions and hybridity when carrying out reform and confronting teachers’ responses: institutional and organisational perspectives","authors":"G. Ragnarsdottir","doi":"10.1080/20004508.2021.1950272","DOIUrl":"https://doi.org/10.1080/20004508.2021.1950272","url":null,"abstract":"ABSTRACT In 2008, Iceland launched policy reform in upper secondary education. This paper elucidates how upper secondary school leaders acted when leading reform and confronting teacher responses. The study is based on interviews with 21 leaders from nine upper secondary schools. The data were analysed usingfive response categories to macro-level demands for change,institutional and organisational leadership, and theories on subject hierarchies. The findings show how the school leaders from the nine participating schools experienced differently the policy enactment in their schools. Seven of the nine schools matched three out of Coburn’s five response categories. Adding the category of pioneering would enable appropriate categorisation of new schools. Polarisation appeared in the data both between and within the evaluated schools. Within some of the schools, many self-contained subunits were seen to be operating. The school leaders usually responded either as institutional or organisational leaders or they gave examples of hybrid interactions between both types, particularly when polarisation was operating within the schools. The most explicit resistance to change was reported to arise from faculty members of traditional academic subjects. The apparent isomorphism among education systems worldwide suggests that lessons from Iceland may be valuable for the global education community.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"40 - 65"},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20004508.2021.1950272","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42605447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-06DOI: 10.1080/20004508.2021.1950275
Judy Sayers, Jöran Petersson, E. Rosenqvist, Paul Andrews
ABSTRACT Motivated by earlier research highlighting Swedish teachers’ beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents’ perspectives on homework in their year-one children’s learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focused on how parents support their children’s learning and including questions about homework in general and mathematics homework in particular, were transcribed and data subjected to a constant comparison analytical process. This yielded four broad themes, highlighting considerable variation in how parents perceive the relationship between homework and educational equity. First, all parents spoke appreciatively of their children receiving reading homework and, in so doing, indicated a collective construal that reading homework is neither homework nor a threat to equity. Second, four parents, despite their enthusiasm for reading homework, opposed the setting of any homework due to its potential compromise of family life. Third, seven parents indicated that they would appreciate mathematics homework where it were not a threat to equity. Finally, fourteen parents, despite acknowledging homework’s potential compromise to equity, were unequivocally in favour of mathematics homework being set to their children.
{"title":"Swedish parents’ perspectives on homework: manifestations of principled pragmatism","authors":"Judy Sayers, Jöran Petersson, E. Rosenqvist, Paul Andrews","doi":"10.1080/20004508.2021.1950275","DOIUrl":"https://doi.org/10.1080/20004508.2021.1950275","url":null,"abstract":"ABSTRACT Motivated by earlier research highlighting Swedish teachers’ beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents’ perspectives on homework in their year-one children’s learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focused on how parents support their children’s learning and including questions about homework in general and mathematics homework in particular, were transcribed and data subjected to a constant comparison analytical process. This yielded four broad themes, highlighting considerable variation in how parents perceive the relationship between homework and educational equity. First, all parents spoke appreciatively of their children receiving reading homework and, in so doing, indicated a collective construal that reading homework is neither homework nor a threat to equity. Second, four parents, despite their enthusiasm for reading homework, opposed the setting of any homework due to its potential compromise of family life. Third, seven parents indicated that they would appreciate mathematics homework where it were not a threat to equity. Finally, fourteen parents, despite acknowledging homework’s potential compromise to equity, were unequivocally in favour of mathematics homework being set to their children.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"66 - 84"},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20004508.2021.1950275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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