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Olin-Scheller, ChristinaORCID iD iconorcid.org/0000-0002-2872-4102
Publications (10 of 130) Show all publications
Larsson, M. & Olin-Scheller, C. (2020). Adaptation and resistance: washback effects of the national test on upper secondary Swedish teaching. Curriculum Journal, 1-17
Open this publication in new window or tab >>Adaptation and resistance: washback effects of the national test on upper secondary Swedish teaching
2020 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, p. 1-17Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study examines the washback effects of a national test in Swedish at upper secondary schools. The test consists of three parts-reading, writing and speaking-and this study specifically focuses on the washback effects in relation to Stephen Ball's theory of policy enactment. The study draws on qualitative data from a total of 21 interviews conducted with five teachers of Swedish in upper secondary education in a series of four individual interviews and a concluding group interview. The results indicate that the reading comprehension test has had little washback effect on reading instruction whereas the writing and the oral tests seem to have had a substantial washback effect. The teachers also exhibit what Ball refers to as resistance and capitulation in relation to the national test, and to the reading comprehension test in particular.

Place, publisher, year, edition, pages
John Wiley & Sons, 2020
Keywords
Washback effects, policy, Swedish as a school subject, national tests, upper secondary school
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-77095 (URN)10.1002/curj.31 (DOI)000512155600001 ()
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-04-28Bibliographically approved
Liljekvist, Y., Randahl, A.-C., van Bommel, J. & Olin-Scheller, C. (2020). Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-77730 (URN)10.1080/00313831.2020.1754900 (DOI)
Funder
Swedish Research Council, 2015-01979
Available from: 2020-05-07 Created: 2020-05-07 Last updated: 2020-05-15Bibliographically approved
Olin-Scheller, C., Tanner, M., Asplund, S.-B., Kontio, J. & Wikström, P. (2020). Social Excursions During the In-between Spaces of Lessons.: Students’ Smartphone Use in the Upper Secondary School Classroom. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Social Excursions During the In-between Spaces of Lessons.: Students’ Smartphone Use in the Upper Secondary School Classroom
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2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the in-between spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one’s phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Smartphones, teaching, upper secondary school, in-between spaces
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-77255 (URN)10.1080/00313831.2020.1739132 (DOI)000519714900001 ()
Projects
Connected classrooms.
Funder
Swedish Research Council, 2015-01044
Available from: 2020-03-12 Created: 2020-03-12 Last updated: 2020-04-23Bibliographically approved
Juvonen, R., Tanner, M., Olin-Scheller, C., Tainio, L. & Slotte, A. (2019). ‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms. Learning, Culture and Social Interaction, 21, 196-213
Open this publication in new window or tab >>‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
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2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 196-213Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.

Place, publisher, year, edition, pages
Elsevier Ltd, 2019
Keywords
Conversation analysis, interaction, conversation analytic
National Category
Pedagogy
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-72484 (URN)10.1016/j.lcsi.2019.03.006 (DOI)000471363600016 ()2-s2.0-85063668636 (Scopus ID)
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-07-04Bibliographically approved
Hermansson, C. & Olin-Scheller, C. (2019). Digi-läsning: Om läsning, kropp och rum i en digitaliserad förskola. In: Kjällander, S. & Riddersporre, B. (Ed.), Digitalisering i förskolan på vetenskaplig grund: (pp. 74-93). Stockholm: Natur och kultur
Open this publication in new window or tab >>Digi-läsning: Om läsning, kropp och rum i en digitaliserad förskola
2019 (Swedish)In: Digitalisering i förskolan på vetenskaplig grund / [ed] Kjällander, S. & Riddersporre, B., Stockholm: Natur och kultur, 2019, p. 74-93Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2019
National Category
Languages and Literature
Identifiers
urn:nbn:se:kau:diva-71691 (URN)9789127824331 (ISBN)
Available from: 2019-04-02 Created: 2019-04-02 Last updated: 2019-04-04Bibliographically approved
Nordenstam, A. & Olin-Scheller, C. (2019). Läsning utan motstånd: Lättläst är en kontraproduktiv genväg till läsning. Svenskläraren, 63(1), 17-18
Open this publication in new window or tab >>Läsning utan motstånd: Lättläst är en kontraproduktiv genväg till läsning
2019 (Swedish)In: Svenskläraren, ISSN 0346-2412, Vol. 63, no 1, p. 17-18Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svensklärarföreningen, 2019
National Category
General Literature Studies Pedagogy
Research subject
Comparative Literature; Education
Identifiers
urn:nbn:se:kau:diva-71135 (URN)
Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-02-25Bibliographically approved
Olin-Scheller, C. (2019). Maktordningar och literacy i ett uppkopplat klassrum. In: Ljung Egeland, B., Roberts, T., Sandlund, E., & Sundqvist, P. (Ed.), Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018 (pp. 325-331). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Maktordningar och literacy i ett uppkopplat klassrum
2019 (Swedish)In: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018 / [ed] Ljung Egeland, B., Roberts, T., Sandlund, E., & Sundqvist, P., Karlstad: Karlstads universitet , 2019, p. 325-331Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Series
ASLA:skriftserie ; 27
National Category
Languages and Literature
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-74361 (URN)978-91-87884-27-6 (ISBN)
Available from: 2019-08-16 Created: 2019-08-16 Last updated: 2019-08-28Bibliographically approved
Samuelsson, J., Gericke, N. & Olin-Scheller, C. (2019). Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s. In: : . Paper presented at Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Hamburg, Germany 2-6th of September..
Open this publication in new window or tab >>Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The first half of the 20th century saw the breakthrough of the idea of democratic education with an emphasis on accessibility of education for all citizens. Also John Dewey's ideas that the content and form of instruction should be based on democratic principles influenced many school systems. In Sweden, these ideas had an impact not least on the school reform initiated in Sweden during the 1940s, as manifested in the School Commission report (SOU 1948:27)

Research into this period has primarily focused on two educational levels. The first level deals to a large extent with policy and the character of curricula (Labaree, 2005; Popkewitz, 2006), while the second level concerns teaching in general with a special focus on how reform pedagogy has been implemented, for example, in studies of student influence and interaction (Cuban, 1993). In Sweden only the curricular level has been studied (Englund, 1996) leaving a knowledge gap regarding the reform pedagogics on the enacted curricula. In this study we fill this gap by investigating previously unexplored historical documents of teachers reports on their practice collected by the Swedish school commission from 1930s to the 1940s.  

In addition, in this study we also focus on how different subject teachers handled the expectations of student-centred teaching in their subjects. Admittedly, we are inspired by the approaches above, but apply a comparative subject-specific perspective on reform pedagogical teaching by using the perspective of didactic transposition (Chevallard, 2007).

The general approach of this study (and the project) is based on the education research tradition in which the voices and experiences of the members of the profession serve as a basis for generating new knowledge of specific professional issues (Schön, 1983; Lortie, 1992; Ball & Goodson, 1985)

The overarching aim of this paper is to study how secondary education teachers in mother tongue(MT), history (HI) and biology (BI) conducted their teaching inspired by reform pedagogy. The following questions guide our study:

What similarities and differences are there between the three subjects regarding

-          Students' opportunities to study on their own (StudentPart)

-          Student interaction (StundInter)

-          Using the surrounding community as a resource (SCPR)

A comparative perspective allows for more nuanced knowledge of the facets of reform pedagogy. It also adds to the field of history of education as it enables a better understanding of how different subject traditions influence how reforms are interpreted. The results presented here are part of a major project recently launched and are so far tentative. 

 The study particularly highlight the importance of professional practitioners’ own reflections on their work. Such reflections are assumed to generate new concepts and theories. Ball & Goodson, (1985), Goodson & Hargreaves (1996) and Ball et al (2012) are central regarding teachers’ work in general and the changes made in a reform context. They work on the assumption that teachers’ accounts and experiences contribute to understanding key aspects of the profession. This also applies to the historical development and current challenges.

In 1946, the School Commission started collecting teachers' experiences of teaching. The Swedish schools received a circular requesting teachers to submit their accounts, and this request was also made in teaching magazines. A total of 850 accounts written by teachers were submitted to the commission (SOU 1948:27). The material consists of written accounts by elementary school teachers and grammar school teachers. These reports are now stored in the The Swedish National Archives (RA). The texts are divided into all the school subject blocks. In a pilot study, we went through all the reports that all have a narrative or story character in which the teachers describe how they enact the reform pedagogy in the classrooms. The “stories” can be categorised as related to history (N=83 stories), mother tongue (N=130 stories) and biology (N=38 stories) in grammar schools. Altogether, there are over 251 stories available in these categories in the archive. Note that this number represents about 10 per cent of the entire teaching staff in 1946, i.e. making up a substantial representation of the teachers at that time. The stories mostly includes detailed accounts of the teaching practised and its relation to the pedagogical approach of the reform. Recurring elements are perspectives on the role of the pupil, the organisation of instruction etc. The stories cover between one page to 100 pages and often include lesson plans, and student responses. There are descriptions of their own teaching, often in a historical perspective. In this proposal, we present our first initial comparison of the teaching reported in the stories of history, mother tongue and biology reports. The comparative aspects are developed in a forthcoming in-depth analysis. The basis of a comparison is that the “cases” should be different but at the same time similar enough to be interesting to compare in terms of similarities and variations. Using more than one case (e.g. only history teachers) increases the chances to theorise and generalise. In this case the variable was the context of reform, as all teachers and subjects were under pressure to make changes in preparation of reform implementation. In identifying subject-specific teaching perspectives in relation to democratisation of instruction, the analytical frames from Cuban (1993) to describe reform pedagogy were used. In this particular study we analyse three specific criteria of reform pedagogy as defined by Cuban: student participation, student interaction and surrounding community as pedagogical resource.

Below, we present some general descriptive results based on the first quantitative analyses of the material, which focused on how teachers in different subjects relate to Cuban’s teaching criteria as mentioned in the method section. We present the results as frequencies as well as their relative distribution in per cent (%) of the three subjects of the three group of school subject reports of history, mother tongue and biology, see Table 1. If an instance of the specific criteria could be identified in a teacher story of their teaching it was included. Tabel 1 Distribution of reform pedagogical activities in the different school subjects. Frequency (per cent) StudPart Studinter SCPR Total HI 27 (33) 28 (34) 29 (35) 84 (34) MT 65 (50) 61 (47) 14 (11) 140 (36) BI 20 (53) 14 (37) 29 (76) 63 (55) T 112 (45) 103 (41) 72 (29) (Source Swedish National Archives) As can be seen in Table 1 the total results including all the three criteria of progressive teaching shows that the Biology teachers in average report far more reform pedagogic activities (55%) than Mother Tongue teachers (36%) and history teachers (34%). All in all, the first analysis shows that progressively oriented teaching occurred in upper secondary schools early in Sweden. It is also clear that there were variations between subjects. The differences should be understood as a result of various subject traditions that are enacted differently, which should be studied further by using qualitative in depth studies of the various didactic transpositions taking place in the different subjects. Further, studies will reveal whether these activities are an expression of a more close connection to the academic discipline, or a true influence of reform pedagogics

National Category
Social Sciences
Identifiers
urn:nbn:se:kau:diva-75280 (URN)
Conference
Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Hamburg, Germany 2-6th of September.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-11-19Bibliographically approved
Sahlström, F., Tanner, M. & Olin-Scheller, C. (2019). Smartphones in Classrooms: Reading, Writing and Talking in Rapidly Changing Educational Spaces. Learning, Culture and Social Interaction, 22, Article ID 100319.
Open this publication in new window or tab >>Smartphones in Classrooms: Reading, Writing and Talking in Rapidly Changing Educational Spaces
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 22, article id 100319Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Elsevier, 2019
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-72365 (URN)10.1016/j.lcsi.2019.100319 (DOI)000482872800008 ()
Projects
Uppkopplade klassrum
Funder
Swedish Research Council, 2015-01044
Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-10-02Bibliographically approved
Olin-Scheller, C. (2019). Svenskämnet och uppkopplade klassrum. In: Caroline Liberg & Jon Smidt (Ed.), Att bli lärare i svenska: (pp. 133-141). Stockholm: Liber
Open this publication in new window or tab >>Svenskämnet och uppkopplade klassrum
2019 (Swedish)In: Att bli lärare i svenska / [ed] Caroline Liberg & Jon Smidt, Stockholm: Liber, 2019, p. 133-141Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019
National Category
Languages and Literature
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75571 (URN)978-91-47-12973-7 (ISBN)
Funder
Swedish Research Council, 2015-01044
Available from: 2019-11-11 Created: 2019-11-11 Last updated: 2019-11-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2872-4102

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