Pub Date : 2023-11-22DOI: 10.1080/20004508.2023.2282792
Maarit Alasuutari, Ville Ruutiainen, Kirsti Karila
{"title":"Enrolling the child in private early childhood education and care in the context of universal service provision","authors":"Maarit Alasuutari, Ville Ruutiainen, Kirsti Karila","doi":"10.1080/20004508.2023.2282792","DOIUrl":"https://doi.org/10.1080/20004508.2023.2282792","url":null,"abstract":"","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"46 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139247832","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 : 2023-11-07DOI: 10.1080/20004508.2023.2280291
Anne Sigrid Haugset, Håkon Finne
This article sheds light on governance mechanisms at work when decentralised implementation of national educational and welfare policies encounters a heterogeneous sector of private service provider organisations. It illuminates how isomorphic pressure plays out at the interface between local governance and private providers’ organisational strategies for quality development in early childhood education and care (ECEC). Key informant interviews are employed to investigate the function of local non-mandatory quality and competence-developing networks (QCDNs) as a locus for these interactions. Findings indicate that QCDNs contribute to shaping private ECEC providers’ quality development efforts, and that coercive, normative, and mimetic isomorphic pressures become intertwined in this process. Most private provider organisations choose to participate in these non-mandatory networks. However, ECEC corporations and small private providers assign different meanings to their participation, and the networks thus appear to spur different organisational strategies. While small private providers harmoniously align their ECEC quality development strategies with institutionalised municipal practice, the provider corporations, while in formal compliance, exploit the resulting inter-municipal variation as one argument among many for more stringent national governmental standardisation. We demonstrate how isomorphic pressure may create and enable an impetus for endogenous and gradual institutional change agency.
{"title":"Governing early childhood education and care quality development among diverse private ECEC providers in Norway","authors":"Anne Sigrid Haugset, Håkon Finne","doi":"10.1080/20004508.2023.2280291","DOIUrl":"https://doi.org/10.1080/20004508.2023.2280291","url":null,"abstract":"This article sheds light on governance mechanisms at work when decentralised implementation of national educational and welfare policies encounters a heterogeneous sector of private service provider organisations. It illuminates how isomorphic pressure plays out at the interface between local governance and private providers’ organisational strategies for quality development in early childhood education and care (ECEC). Key informant interviews are employed to investigate the function of local non-mandatory quality and competence-developing networks (QCDNs) as a locus for these interactions. Findings indicate that QCDNs contribute to shaping private ECEC providers’ quality development efforts, and that coercive, normative, and mimetic isomorphic pressures become intertwined in this process. Most private provider organisations choose to participate in these non-mandatory networks. However, ECEC corporations and small private providers assign different meanings to their participation, and the networks thus appear to spur different organisational strategies. While small private providers harmoniously align their ECEC quality development strategies with institutionalised municipal practice, the provider corporations, while in formal compliance, exploit the resulting inter-municipal variation as one argument among many for more stringent national governmental standardisation. We demonstrate how isomorphic pressure may create and enable an impetus for endogenous and gradual institutional change agency.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539435","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}
Mentor education for practice teachers and mentors’ professional learning has been described as an underdeveloped area in research. Therefore, the aim of this study was to gain a deeper understanding and knowledge of teachers’ professional learning during and after completing mentor education in Norway. The research questions examine teachers’ experiences of learning through mentor education and the implementation of mentor education in practice. Using a longitudinal mixed-methods research design, quantitative and qualitative data were collected in different phases, providing an opportunity to explore teachers’ professional learning during and 1.5 years after completing a two-year university-based mentor education programme. Through its longitudinal mixed-methods design and collective and school-based participation in mentor education, this study offers new perspectives on teachers’ professional learning and mentor education. The results show that participants experience professional learning as mentors and as teachers because of the content focus, duration, and collective participation of the mentor education programme. Moreover, the results show that the knowledge and skills acquired through mentor education have been implemented into the participants’ own and collective mentoring, teaching, and collaborative practices.
{"title":"Teachers’ professional learning through mentor education: a longitudinal mixed-methods study","authors":"Elise Sivertsen Arnsby, Jessica Aspfors, Katharina Jacobsson","doi":"10.1080/20004508.2023.2273019","DOIUrl":"https://doi.org/10.1080/20004508.2023.2273019","url":null,"abstract":"Mentor education for practice teachers and mentors’ professional learning has been described as an underdeveloped area in research. Therefore, the aim of this study was to gain a deeper understanding and knowledge of teachers’ professional learning during and after completing mentor education in Norway. The research questions examine teachers’ experiences of learning through mentor education and the implementation of mentor education in practice. Using a longitudinal mixed-methods research design, quantitative and qualitative data were collected in different phases, providing an opportunity to explore teachers’ professional learning during and 1.5 years after completing a two-year university-based mentor education programme. Through its longitudinal mixed-methods design and collective and school-based participation in mentor education, this study offers new perspectives on teachers’ professional learning and mentor education. The results show that participants experience professional learning as mentors and as teachers because of the content focus, duration, and collective participation of the mentor education programme. Moreover, the results show that the knowledge and skills acquired through mentor education have been implemented into the participants’ own and collective mentoring, teaching, and collaborative practices.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"505 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366787","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 : 2023-10-19DOI: 10.1080/20004508.2023.2271685
Sara Carlbaum, Linda Rönnberg
This study targets hitherto largely understudied empirical processes and activities through which certain ideas and imaginaries are being commercialised and used by corporate actors in the global Early Childhood Education and Care (ECEC) industry. The aim is to analyse and critically discuss representations of the Scandinavian ECEC regime in the context of ECEC export. This is achieved empirically through a case study of a Swedish education company and its expansion in Germany, as well as by devoting analytical attention to the social, political and fantasmatic logics in the processes that constitute and characterise the “Scandinavian ECEC offer” as it is being exported. The analysis draws on corporate documents, websites and interviews with top-level company representatives. The analysis highlights how the Scandinavian ECEC regime is made up of four interlinked elements; equality, the autonomous child, integration of care and learning and outdoor pedagogy, aligned and sustained by “gripping” and “sticking” forces in fantasmatic logics that hide contingencies. In summary, the powerful imaginary of the Scandinavian ECEC regime, bringing accessibility, social justice, gender equality, nature, democracy, children’s rights and autonomy, serves to conceal the political and ideological dimension of the economic logic of capitalism.
{"title":"“We help Germany create greater equality.” Logics and rationales in exporting ‘Scandinavian’ early childhood education and care","authors":"Sara Carlbaum, Linda Rönnberg","doi":"10.1080/20004508.2023.2271685","DOIUrl":"https://doi.org/10.1080/20004508.2023.2271685","url":null,"abstract":"This study targets hitherto largely understudied empirical processes and activities through which certain ideas and imaginaries are being commercialised and used by corporate actors in the global Early Childhood Education and Care (ECEC) industry. The aim is to analyse and critically discuss representations of the Scandinavian ECEC regime in the context of ECEC export. This is achieved empirically through a case study of a Swedish education company and its expansion in Germany, as well as by devoting analytical attention to the social, political and fantasmatic logics in the processes that constitute and characterise the “Scandinavian ECEC offer” as it is being exported. The analysis draws on corporate documents, websites and interviews with top-level company representatives. The analysis highlights how the Scandinavian ECEC regime is made up of four interlinked elements; equality, the autonomous child, integration of care and learning and outdoor pedagogy, aligned and sustained by “gripping” and “sticking” forces in fantasmatic logics that hide contingencies. In summary, the powerful imaginary of the Scandinavian ECEC regime, bringing accessibility, social justice, gender equality, nature, democracy, children’s rights and autonomy, serves to conceal the political and ideological dimension of the economic logic of capitalism.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778735","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 : 2023-10-08DOI: 10.1080/20004508.2023.2267266
Jorge Roldán Muñoz
This paper is a proposal to develop inquiry-based learning (IBL) as a methodological approach to learn science. I outline the characteristics of this methodology, which is based on an initial challenge that has not a unique answer. Here we have a complete experience to carry out IBL in a geological case study. Starting with the question presented by the teacher (the mysterious sliding rocks phenomenon in Death Valley), a) students must individually produce hypotheses about the cause of the movement, b) interpret data, previously prepared by the teacher, c) discuss in small group and, finally, d) give an answer. This experience can be extended with modelling and scientific communication activities, as proposed by the author. The experience was performed with 17-year-old students. During the performance, data analysed were collected, showing that IBL allows the development of some scientific skills that discursive methods obstruct or difficult, such as the formulation of multiple hypotheses, the selection of required data and group discussion.
{"title":"Geology and inquiry-based learning. The case of sliding rocks","authors":"Jorge Roldán Muñoz","doi":"10.1080/20004508.2023.2267266","DOIUrl":"https://doi.org/10.1080/20004508.2023.2267266","url":null,"abstract":"This paper is a proposal to develop inquiry-based learning (IBL) as a methodological approach to learn science. I outline the characteristics of this methodology, which is based on an initial challenge that has not a unique answer. Here we have a complete experience to carry out IBL in a geological case study. Starting with the question presented by the teacher (the mysterious sliding rocks phenomenon in Death Valley), a) students must individually produce hypotheses about the cause of the movement, b) interpret data, previously prepared by the teacher, c) discuss in small group and, finally, d) give an answer. This experience can be extended with modelling and scientific communication activities, as proposed by the author. The experience was performed with 17-year-old students. During the performance, data analysed were collected, showing that IBL allows the development of some scientific skills that discursive methods obstruct or difficult, such as the formulation of multiple hypotheses, the selection of required data and group discussion.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198086","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 : 2023-10-06DOI: 10.1080/20004508.2023.2260105
Pina Tarricone, Kemran Mestan, Ian Teo
The COVID-19 pandemic has highlighted how widespread emergencies can disrupt national education systems and schooling. To assist policy decision-making and monitoring, a rapid review of over 200 documents relating to education in emergencies (EiE) was conducted, with a specific focus on the COVID-19 pandemic. The purpose of the review is to support policymakers, largely in developing countries, to develop policies that promote education system resiliency with a focus on monitoring those policies. From the analysis and synthesis of evidence a new framework has been produced, which assists policymakers by organising the complexity of relevant concerns. This Policy Monitoring Framework (PMF) identifies three key factors – System, Teaching and learning, and Agents – and corresponding sub-factors, which collectively can be used to inform policy decisions. These factors are superimposed upon an emergency in education Preparedness-Response-Recovery cycle. The Policy Monitoring Framework provides a basis for a Policy Monitoring Tool, which in turn supports the planning of educational reforms and monitoring the status of the education system to build resilience.
{"title":"A policy monitoring framework to prepare for, respond to, and recover from education in emergencies","authors":"Pina Tarricone, Kemran Mestan, Ian Teo","doi":"10.1080/20004508.2023.2260105","DOIUrl":"https://doi.org/10.1080/20004508.2023.2260105","url":null,"abstract":"The COVID-19 pandemic has highlighted how widespread emergencies can disrupt national education systems and schooling. To assist policy decision-making and monitoring, a rapid review of over 200 documents relating to education in emergencies (EiE) was conducted, with a specific focus on the COVID-19 pandemic. The purpose of the review is to support policymakers, largely in developing countries, to develop policies that promote education system resiliency with a focus on monitoring those policies. From the analysis and synthesis of evidence a new framework has been produced, which assists policymakers by organising the complexity of relevant concerns. This Policy Monitoring Framework (PMF) identifies three key factors – System, Teaching and learning, and Agents – and corresponding sub-factors, which collectively can be used to inform policy decisions. These factors are superimposed upon an emergency in education Preparedness-Response-Recovery cycle. The Policy Monitoring Framework provides a basis for a Policy Monitoring Tool, which in turn supports the planning of educational reforms and monitoring the status of the education system to build resilience.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351630","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 : 2023-10-05DOI: 10.1080/20004508.2023.2265634
Annika Manni
This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visited, as well as different approaches to education for sustainable development within SAEC. The cases show activities related to traditional outdoor environmental education, to social justice and global issues, and also as meaning making through play-based activities. The results were further analysed in relation to core concepts within extended education as well as ESD, exploring the “missing link”, but also new possibilities of ESD when part of an extended educational practice. The main conclusion of the analyses is that SAEC activities related to ESD offers education through sustainable development by active participation in various forms and contexts, as also currently suggested in policy and by scholars. By explicitly focusing ESD in the educational context of Swedish school-age educare, a missing link in this area of research was pinpointed paving the way for further research, and increased awareness in practice.
{"title":"Education “through” sustainable development in Swedish school-age educare – exploring how SAEC is responding to ESD in daily practices","authors":"Annika Manni","doi":"10.1080/20004508.2023.2265634","DOIUrl":"https://doi.org/10.1080/20004508.2023.2265634","url":null,"abstract":"This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visited, as well as different approaches to education for sustainable development within SAEC. The cases show activities related to traditional outdoor environmental education, to social justice and global issues, and also as meaning making through play-based activities. The results were further analysed in relation to core concepts within extended education as well as ESD, exploring the “missing link”, but also new possibilities of ESD when part of an extended educational practice. The main conclusion of the analyses is that SAEC activities related to ESD offers education through sustainable development by active participation in various forms and contexts, as also currently suggested in policy and by scholars. By explicitly focusing ESD in the educational context of Swedish school-age educare, a missing link in this area of research was pinpointed paving the way for further research, and increased awareness in practice.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"455 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482574","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 : 2023-10-05DOI: 10.1080/20004508.2023.2264059
Julie Allan
The question of whether inclusion has gone too far is being raised by a growing number of people. In Sweden, this has been formalised in a governmental declaration that also recommends that children with special needs should have access to specialist segregated provision. In this paper, the question of how far we have come towards inclusive education is considered and the barriers to progress, that come from the system, attitudes and outcomes, are identified. In reflecting on how far we can go, the case will be made for recognising the diversity and creativity among two key groups: teachers and school leaders and researchers. Teachers’ and school leaders’ capabilities in finding inclusive possibilities for their students, particularly during the pandemic, will be illustrated with the findings of an international research project, DIGITAL (Diversifying Inclusion and Growth: Inclusive Technologies for Accessible Learning) in the time of Coronavirus. The capacities of researchers at a Swedish University, seeking to examine inclusion from cross-cultural, intersectional and interdisciplinary perspectives and to model inclusive practice, will also be highlighted. The hope is to provoke discussion of how to ensure teachers and researchers can fully contribute to inclusion and to consider how far we can go.
{"title":"Inclusion: how far have we come and how far can we go?","authors":"Julie Allan","doi":"10.1080/20004508.2023.2264059","DOIUrl":"https://doi.org/10.1080/20004508.2023.2264059","url":null,"abstract":"The question of whether inclusion has gone too far is being raised by a growing number of people. In Sweden, this has been formalised in a governmental declaration that also recommends that children with special needs should have access to specialist segregated provision. In this paper, the question of how far we have come towards inclusive education is considered and the barriers to progress, that come from the system, attitudes and outcomes, are identified. In reflecting on how far we can go, the case will be made for recognising the diversity and creativity among two key groups: teachers and school leaders and researchers. Teachers’ and school leaders’ capabilities in finding inclusive possibilities for their students, particularly during the pandemic, will be illustrated with the findings of an international research project, DIGITAL (Diversifying Inclusion and Growth: Inclusive Technologies for Accessible Learning) in the time of Coronavirus. The capacities of researchers at a Swedish University, seeking to examine inclusion from cross-cultural, intersectional and interdisciplinary perspectives and to model inclusive practice, will also be highlighted. The hope is to provoke discussion of how to ensure teachers and researchers can fully contribute to inclusion and to consider how far we can go.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973947","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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