Pub Date : 2023-10-02DOI: 10.1080/00313831.2023.2263474
Simon Sjölund
This study examines how researchers and practitioners navigate between different discourses in a large-scale research-practice partnership (RPP). While argued to be challenging to conduct, RPPs are also argued to be promising for closing the research-practice gap in education. To contribute to our understanding of RPPs, 45 h of video recorded interactions between researchers and practitioners in a large scale RPP including 300 participants are analyzed. Through a discourse analysis, the presence of two discourses is identified: (1) an outcome-oriented discourse that aligns with traditional positions and division of labour, and (2) a process-oriented discourse that aligns with collaborative and less hierarchical positions. Explanations for the results are discussed in relation to didactic and curriculum traditions, as well as resource management and task distribution. Moreover, it is argued that, while the negotiation of discourses is necessary to avoid hegemony, the negotiation also produces ambiguous participant identities in the RPP.
{"title":"Discourses of collaboration and participant positioning in research-practice partnerships","authors":"Simon Sjölund","doi":"10.1080/00313831.2023.2263474","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263474","url":null,"abstract":"This study examines how researchers and practitioners navigate between different discourses in a large-scale research-practice partnership (RPP). While argued to be challenging to conduct, RPPs are also argued to be promising for closing the research-practice gap in education. To contribute to our understanding of RPPs, 45 h of video recorded interactions between researchers and practitioners in a large scale RPP including 300 participants are analyzed. Through a discourse analysis, the presence of two discourses is identified: (1) an outcome-oriented discourse that aligns with traditional positions and division of labour, and (2) a process-oriented discourse that aligns with collaborative and less hierarchical positions. Explanations for the results are discussed in relation to didactic and curriculum traditions, as well as resource management and task distribution. Moreover, it is argued that, while the negotiation of discourses is necessary to avoid hegemony, the negotiation also produces ambiguous participant identities in the RPP.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135835762","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 : 2023-10-02DOI: 10.1080/00313831.2023.2262505
Eveliina Niskala, Kati Sormunen, Tuire Palonen, Tiina Korhonen, Kai Hakkarainen
The study examined Finnish elementary school pupils’ academic peer assistance and its relation to their demographic backgrounds of gender and language, social networking with schoolmates, and orientation toward sociodigital participation. The participants (188 fifth graders) responded to a social networking questionnaire on schoolmate and academic peer assistance networks and a questionnaire probing pupils’ digital engagement. Our analysis indicated that pupils’ schoolmate networks were denser than the academic peer assistance networks and less homophilic concerning pupils’ language background than gender. There were no gender differences regarding academic peer assistance. We distinguished passive (n = 34), medium (n = 124), and active (n = 30) helpers, with no gender or language influence, other than homophily. The active helpers often participated in online social networking and were better connected with their peers than the passive helpers. We argue that spontaneously emerging academic peer assistance should be deliberately fostered by pedagogic support from teachers.
{"title":"Exploring Finnish fifth-grade pupils’ academic peer assistance networks","authors":"Eveliina Niskala, Kati Sormunen, Tuire Palonen, Tiina Korhonen, Kai Hakkarainen","doi":"10.1080/00313831.2023.2262505","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262505","url":null,"abstract":"The study examined Finnish elementary school pupils’ academic peer assistance and its relation to their demographic backgrounds of gender and language, social networking with schoolmates, and orientation toward sociodigital participation. The participants (188 fifth graders) responded to a social networking questionnaire on schoolmate and academic peer assistance networks and a questionnaire probing pupils’ digital engagement. Our analysis indicated that pupils’ schoolmate networks were denser than the academic peer assistance networks and less homophilic concerning pupils’ language background than gender. There were no gender differences regarding academic peer assistance. We distinguished passive (n = 34), medium (n = 124), and active (n = 30) helpers, with no gender or language influence, other than homophily. The active helpers often participated in online social networking and were better connected with their peers than the passive helpers. We argue that spontaneously emerging academic peer assistance should be deliberately fostered by pedagogic support from teachers.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135831106","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 : 2023-09-28DOI: 10.1080/00313831.2023.2262487
Jingwen Jiang, Moti Benita, Sarah Teresa Steffgen, Leen Haerens, Ka Wing Karen Lai
This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland. Qualitative data were obtained from semi-structured interviews with four teachers. The student ratings revealed considerable between-class variances in perceived teacher emotions. The teacher interviews confirmed that teachers experienced different emotions in different classes. No significant associations between negative emotions and need support were found based on student ratings, while negative emotions were found to be connected with need support based on teacher interviews. The overall results, which combined structural equation modeling of student ratings and thematic analysis of teacher interviews, suggested the existence of reciprocal relationships between need-supportive teaching and the emotions of students and teachers. Implications for intervention research on teaching practices and teacher education are also provided.
{"title":"Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation","authors":"Jingwen Jiang, Moti Benita, Sarah Teresa Steffgen, Leen Haerens, Ka Wing Karen Lai","doi":"10.1080/00313831.2023.2262487","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262487","url":null,"abstract":"This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland. Qualitative data were obtained from semi-structured interviews with four teachers. The student ratings revealed considerable between-class variances in perceived teacher emotions. The teacher interviews confirmed that teachers experienced different emotions in different classes. No significant associations between negative emotions and need support were found based on student ratings, while negative emotions were found to be connected with need support based on teacher interviews. The overall results, which combined structural equation modeling of student ratings and thematic analysis of teacher interviews, suggested the existence of reciprocal relationships between need-supportive teaching and the emotions of students and teachers. Implications for intervention research on teaching practices and teacher education are also provided.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344806","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 : 2023-09-28DOI: 10.1080/00313831.2023.2263481
Wieland Wermke, Inken Beck
This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities. Drawing on our interview analyses, we suggest an analytical device for examining and comparing the provision of SEN support in school organizations from a comparative perspective. The device is a 9-dimensional matrix, understanding the phenomenon in terms of three levels (individual, group, organizational) related to three domains (educational, social, administrative). Employing this matrix, we explain national differences in operationalizing inclusive schools. Compared with Germany, in Sweden, special educators have much more power in the inclusive school, and significantly more important decisions regarding SEN are made at an organizational level, and not only regarding individual students in need of special support.
{"title":"Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools","authors":"Wieland Wermke, Inken Beck","doi":"10.1080/00313831.2023.2263481","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263481","url":null,"abstract":"This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities. Drawing on our interview analyses, we suggest an analytical device for examining and comparing the provision of SEN support in school organizations from a comparative perspective. The device is a 9-dimensional matrix, understanding the phenomenon in terms of three levels (individual, group, organizational) related to three domains (educational, social, administrative). Employing this matrix, we explain national differences in operationalizing inclusive schools. Compared with Germany, in Sweden, special educators have much more power in the inclusive school, and significantly more important decisions regarding SEN are made at an organizational level, and not only regarding individual students in need of special support.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425097","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 : 2023-09-28DOI: 10.1080/00313831.2023.2263469
Camilla Nilvius, Linda Fälth, Heidi Selenius, Idor Svensson
Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.
{"title":"Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden","authors":"Camilla Nilvius, Linda Fälth, Heidi Selenius, Idor Svensson","doi":"10.1080/00313831.2023.2263469","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263469","url":null,"abstract":"Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425211","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 : 2023-09-27DOI: 10.1080/00313831.2023.2262494
Elisabeth Josefine Lackner
Quality work is a growing area of interest in higher education research, reflecting a broader political and scientific concern with how universities and colleges work with educational quality. However, the characteristics and theoretical underpinnings of the concept are understudied, and we have scarce knowledge about how different groups of staff in higher education work with quality. To address these gaps, this study explores how academic, administrative, and leadership staff at Norwegian higher education institutions approach and reason about quality work. This article draws on concepts of discretion and legitimacy to study how these staff groups engage in quality work, and the different ways in which they legitimise this work. The findings reveal commonalities and tensions in their approaches to and reasoning for quality work. The study contributes to the conceptual development of quality work, and the findings have notable implications for future policies and practices on quality work in higher education.
{"title":"Legitimising quality work in higher education","authors":"Elisabeth Josefine Lackner","doi":"10.1080/00313831.2023.2262494","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262494","url":null,"abstract":"Quality work is a growing area of interest in higher education research, reflecting a broader political and scientific concern with how universities and colleges work with educational quality. However, the characteristics and theoretical underpinnings of the concept are understudied, and we have scarce knowledge about how different groups of staff in higher education work with quality. To address these gaps, this study explores how academic, administrative, and leadership staff at Norwegian higher education institutions approach and reason about quality work. This article draws on concepts of discretion and legitimacy to study how these staff groups engage in quality work, and the different ways in which they legitimise this work. The findings reveal commonalities and tensions in their approaches to and reasoning for quality work. The study contributes to the conceptual development of quality work, and the findings have notable implications for future policies and practices on quality work in higher education.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537323","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 : 2023-09-25DOI: 10.1080/00313831.2023.2259930
Eva Silfver, Malin Ekesryd Nordström
The purpose of this article is to explore how public discussions on giftedness and gifted students are framed in two of Sweden’s leading newspapers over a 25-year period (1995-2019). We explored discourse within 72 articles, using a time-sensitive analysis combined with a ‘What’s the problem represented to be?’ approach. The results show that the concept of giftedness became established during the period, although there were also counter-discourses questioning what ‘giftedness’ means and how schools should be organised. There is a lack of more in-depth discussions about how social class, ethnicity, or gender can affect how students are regarded in school, or how teaching can affect intellectual development. Instead, there is a strong stance in favour of individualised teaching.
{"title":"Shifting discourses on giftedness in Swedish newspaper media – what’s the problem represented to be?","authors":"Eva Silfver, Malin Ekesryd Nordström","doi":"10.1080/00313831.2023.2259930","DOIUrl":"https://doi.org/10.1080/00313831.2023.2259930","url":null,"abstract":"The purpose of this article is to explore how public discussions on giftedness and gifted students are framed in two of Sweden’s leading newspapers over a 25-year period (1995-2019). We explored discourse within 72 articles, using a time-sensitive analysis combined with a ‘What’s the problem represented to be?’ approach. The results show that the concept of giftedness became established during the period, although there were also counter-discourses questioning what ‘giftedness’ means and how schools should be organised. There is a lack of more in-depth discussions about how social class, ethnicity, or gender can affect how students are regarded in school, or how teaching can affect intellectual development. Instead, there is a strong stance in favour of individualised teaching.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816644","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 : 2023-09-12DOI: 10.1080/00313831.2023.2250380
Marit Skarbø Solem, Anne Marie Dalby Landmark, Elizabeth Stokoe, Karianne Skovholt
How do examiners reach joint decisions when they grade oral examinations? While government and policymakers provide general frameworks about grading decisions, we know little about how they are actually accomplished in interaction, particularly when examiners initially disagree. We scrutinized 29 video-recorded grading conversations between secondary school examiners using conversation analysis. Results showed that proposing and deciding grades involved a stepwise calibration through which examiners adjusted their individual positions. While in most cases examiners expressed and sought agreement, we also investigate cases where examiners initially disagreed but eventually reached a joint decision. The paper contributes insights into decision-making in institutional interaction, as well as to our understanding of whether and how guidance is implemented in ‘live’ assessment situations. Our findings suggest adjustments are needed both to practice and assessment policy. Data are in Norwegian with English translation.
{"title":"Assessment in practice: achieving joint decisions in oral examination grading conversations","authors":"Marit Skarbø Solem, Anne Marie Dalby Landmark, Elizabeth Stokoe, Karianne Skovholt","doi":"10.1080/00313831.2023.2250380","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250380","url":null,"abstract":"How do examiners reach joint decisions when they grade oral examinations? While government and policymakers provide general frameworks about grading decisions, we know little about how they are actually accomplished in interaction, particularly when examiners initially disagree. We scrutinized 29 video-recorded grading conversations between secondary school examiners using conversation analysis. Results showed that proposing and deciding grades involved a stepwise calibration through which examiners adjusted their individual positions. While in most cases examiners expressed and sought agreement, we also investigate cases where examiners initially disagreed but eventually reached a joint decision. The paper contributes insights into decision-making in institutional interaction, as well as to our understanding of whether and how guidance is implemented in ‘live’ assessment situations. Our findings suggest adjustments are needed both to practice and assessment policy. Data are in Norwegian with English translation.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886377","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 : 2023-09-10DOI: 10.1080/00313831.2023.2250376
Heini Ahonen, Niilo Franska, Tuire Palonen, Hanna Reinius, Netta Tiippana, Kai Hakkarainen
{"title":"From autonomous actors to collaborative professionals: perceptions of co-teaching in a Finnish school community","authors":"Heini Ahonen, Niilo Franska, Tuire Palonen, Hanna Reinius, Netta Tiippana, Kai Hakkarainen","doi":"10.1080/00313831.2023.2250376","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250376","url":null,"abstract":"","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072997","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 : 2023-09-04DOI: 10.1080/00313831.2023.2250352
Görel Sterner, Caroline Nagy, Peter Nyström
{"title":"A scaled-up mathematics intervention in preschool classes","authors":"Görel Sterner, Caroline Nagy, Peter Nyström","doi":"10.1080/00313831.2023.2250352","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250352","url":null,"abstract":"","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49142009","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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