Pub Date : 2023-12-04DOI: 10.1080/00313831.2023.2287439
Anke Piekut
This study adopts the methodological lens of narrative ethnography and the concept of key incidents as condensed narratives to examine how narratives of education and cultural normativity emerge in...
本研究采用叙事民族志的方法论视角和关键事件作为浓缩叙事的概念，考察教育叙事和文化规范如何在……
{"title":"Narratives of participation in diverse classrooms: behind the best intentions","authors":"Anke Piekut","doi":"10.1080/00313831.2023.2287439","DOIUrl":"https://doi.org/10.1080/00313831.2023.2287439","url":null,"abstract":"This study adopts the methodological lens of narrative ethnography and the concept of key incidents as condensed narratives to examine how narratives of education and cultural normativity emerge in...","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"08 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While immigrants and their children display bold educational aspirations, less is known about the relationship between their aspirations and educational outcomes. Using longitudinal survey data on ...
{"title":"Optimism trap? Educational aspirations and outcomes among students with immigrant backgrounds in Norway and Spain","authors":"Marianne Takvam Kindt, Thea Bertnes Strømme, Berit Lødding, Rafael Merino Pareja","doi":"10.1080/00313831.2023.2287441","DOIUrl":"https://doi.org/10.1080/00313831.2023.2287441","url":null,"abstract":"While immigrants and their children display bold educational aspirations, less is known about the relationship between their aspirations and educational outcomes. Using longitudinal survey data on ...","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"44 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1080/00313831.2023.2287458
Marjo Sirén, Sari Sulkunen
This study examined which aspects of critical literacy are focused on in the reading literacy assessment for the Programme for International Student Assessment (PISA) 2018 and what kinds of texts a...
{"title":"Critical literacy in the PISA 2018 reading literacy assessment","authors":"Marjo Sirén, Sari Sulkunen","doi":"10.1080/00313831.2023.2287458","DOIUrl":"https://doi.org/10.1080/00313831.2023.2287458","url":null,"abstract":"This study examined which aspects of critical literacy are focused on in the reading literacy assessment for the Programme for International Student Assessment (PISA) 2018 and what kinds of texts a...","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"61 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1080/00313831.2023.2287437
Lisa Fohlin, Mara Westling Allodi, Mina Sedem, Martin Karlberg
The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s...
{"title":"School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools","authors":"Lisa Fohlin, Mara Westling Allodi, Mina Sedem, Martin Karlberg","doi":"10.1080/00313831.2023.2287437","DOIUrl":"https://doi.org/10.1080/00313831.2023.2287437","url":null,"abstract":"The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s...","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"10 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1080/00313831.2023.2287451
Tea Dyred Pedersen
The political promotion of international student mobility in the Nordic countries is underpinned by claims about its contribution to quality enhancement in higher education. Yet, this link is scarc...
{"title":"Finding the right fit or fitting what is found? Contextualising connections between international student mobility and quality in teacher education","authors":"Tea Dyred Pedersen","doi":"10.1080/00313831.2023.2287451","DOIUrl":"https://doi.org/10.1080/00313831.2023.2287451","url":null,"abstract":"The political promotion of international student mobility in the Nordic countries is underpinned by claims about its contribution to quality enhancement in higher education. Yet, this link is scarc...","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the process of higher education choice, the prospective students compare and organise universities into a preference order, which indicates status hierarchies among institutions. In this study, the aim is to investigate how (and based on what) recent business graduates construct institutional hierarchies in the national higher education landscape in Finland. Moreover, we ask how the geographical location of universities contributes to such hierarchies. Based on 43 interviews with Master’s degree graduates from four universities and their satellite campuses, we argue that the long distances between universities in a geographically large country eventually contest the relevance of status comparisons between universities, when it actually comes to making a choice. This does not indicate, however, that institutional hierarchies would not exist nor be of relevance. Our findings reveal that hierarchy is produced through the perceived selectivity of admissions, future exchange value of education, and competitiveness/inclusiveness of student culture.
{"title":"University graduates’ perceptions of institutional hierarchies. The case of Finnish Master’s degree in business administration and economics","authors":"Ulpukka Isopahkala-Bouret, Sonja Kosunen, Nina Haltia","doi":"10.1080/00313831.2023.2266706","DOIUrl":"https://doi.org/10.1080/00313831.2023.2266706","url":null,"abstract":"In the process of higher education choice, the prospective students compare and organise universities into a preference order, which indicates status hierarchies among institutions. In this study, the aim is to investigate how (and based on what) recent business graduates construct institutional hierarchies in the national higher education landscape in Finland. Moreover, we ask how the geographical location of universities contributes to such hierarchies. Based on 43 interviews with Master’s degree graduates from four universities and their satellite campuses, we argue that the long distances between universities in a geographically large country eventually contest the relevance of status comparisons between universities, when it actually comes to making a choice. This does not indicate, however, that institutional hierarchies would not exist nor be of relevance. Our findings reveal that hierarchy is produced through the perceived selectivity of admissions, future exchange value of education, and competitiveness/inclusiveness of student culture.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"44 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135681656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/00313831.2023.2275803
Siw Graabræk Nielsen, Anne Jordhus-Lier, Sidsel Karlsen
This article explores musical parenting in Norwegian schools of music and arts. These schools aim to provide extra-curricular activities in music and other art forms to all children and adolescents regardless of their social and economic background, but the schools reveal traits of social and cultural exclusion, serving mainly the children of the middle classes. Taking this into account, we set out to understand the parents’ role in relation to music participation and explored different classed approaches to musical parenting in these schools, borrowing Lareau’s (Citation2011) notion of concerted cultivation and based on a Bourdieusian-inspired framework. Drawing on 14 qualitative interviews among parents of music students in schools of music and arts, we found that they invested time, energy, and money in their child(ren)’s musical activities in the schools, and as such, we also found traces of concerted cultivation, and some classed connections to different approaches to musical parenting.
{"title":"Classed approaches to musical parenting in Norwegian schools of music and arts: findings from interviews with parents of music students","authors":"Siw Graabræk Nielsen, Anne Jordhus-Lier, Sidsel Karlsen","doi":"10.1080/00313831.2023.2275803","DOIUrl":"https://doi.org/10.1080/00313831.2023.2275803","url":null,"abstract":"This article explores musical parenting in Norwegian schools of music and arts. These schools aim to provide extra-curricular activities in music and other art forms to all children and adolescents regardless of their social and economic background, but the schools reveal traits of social and cultural exclusion, serving mainly the children of the middle classes. Taking this into account, we set out to understand the parents’ role in relation to music participation and explored different classed approaches to musical parenting in these schools, borrowing Lareau’s (Citation2011) notion of concerted cultivation and based on a Bourdieusian-inspired framework. Drawing on 14 qualitative interviews among parents of music students in schools of music and arts, we found that they invested time, energy, and money in their child(ren)’s musical activities in the schools, and as such, we also found traces of concerted cultivation, and some classed connections to different approaches to musical parenting.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"177 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/00313831.2023.2275805
Dimitrios Papadopoulos, Karin Lumsden Wass, Gun-Britt Wärvik
This article examines individualising processes in the context of Municipal Adult Education in Swedish for Immigrants (SFI). Demands to adapt education to individual students’ needs are increasingly evident in adult education policies, requiring accountable authorities’ active engagement in enacting effective organisational frameworks while accommodating the labour market’s needs. Such endeavours are often sources of tensions. Conceptual tools from cultural-historical activity theory are employed to address the complexity and multiplicity of individualising processes. An analysis of policy documents and interviews with municipal actors shows that individualising processes are played out through tensions found in three areas of object formation: making of an individual student; making of an effective education; and making of a coherent society. Hence, the study unpacks how individualising processes elicit transformations of SFI education through destabilisation/restabilisation cycles in the involved actors’ activities, concluding by highlighting the concept’s dynamic and potentiality for development in contemporary adult education settings.
{"title":"Individualising processes in the making: policy complexities and tensions of municipal adult education in Swedish for immigrants","authors":"Dimitrios Papadopoulos, Karin Lumsden Wass, Gun-Britt Wärvik","doi":"10.1080/00313831.2023.2275805","DOIUrl":"https://doi.org/10.1080/00313831.2023.2275805","url":null,"abstract":"This article examines individualising processes in the context of Municipal Adult Education in Swedish for Immigrants (SFI). Demands to adapt education to individual students’ needs are increasingly evident in adult education policies, requiring accountable authorities’ active engagement in enacting effective organisational frameworks while accommodating the labour market’s needs. Such endeavours are often sources of tensions. Conceptual tools from cultural-historical activity theory are employed to address the complexity and multiplicity of individualising processes. An analysis of policy documents and interviews with municipal actors shows that individualising processes are played out through tensions found in three areas of object formation: making of an individual student; making of an effective education; and making of a coherent society. Hence, the study unpacks how individualising processes elicit transformations of SFI education through destabilisation/restabilisation cycles in the involved actors’ activities, concluding by highlighting the concept’s dynamic and potentiality for development in contemporary adult education settings.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"18 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/00313831.2023.2263476
Malin Benerdal, Anna-Karin Westman
Collaboration between universities and schools has been emphasised by both governments and within educational development research in the Nordic countries. However, educational research has tended to focus on the practitioners’ perspectives and experiences, i.e., researchers and teachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative, the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.
{"title":"Organising for collaboration with schools: experiences from six Swedish universities","authors":"Malin Benerdal, Anna-Karin Westman","doi":"10.1080/00313831.2023.2263476","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263476","url":null,"abstract":"Collaboration between universities and schools has been emphasised by both governments and within educational development research in the Nordic countries. However, educational research has tended to focus on the practitioners’ perspectives and experiences, i.e., researchers and teachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative, the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/00313831.2023.2262495
Lena Gleisner Villasmil, Jannika Lindvall, Louise Sund, Olcay Sert
The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.
{"title":"Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis","authors":"Lena Gleisner Villasmil, Jannika Lindvall, Louise Sund, Olcay Sert","doi":"10.1080/00313831.2023.2262495","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262495","url":null,"abstract":"The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136213281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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