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Changes in individualized teaching practices in municipal and independent schools 2003, 2008 and 2014: Student achievement, family background and school choice in Sweden
University of Gothenburg.ORCID-id: 0000-0002-7385-845X
Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för forskning om barns och ungdomars psykiska hälsa (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för sociala och psykologiska studier (from 2013).ORCID-id: 0000-0001-9541-3673
University of Gothenburg.
2019 (engelsk)Inngår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, s. 78-91Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The study investigated student experiences of teaching practices in grade 9 at 2003, 2008 and 2014 after the Swedish education reforms of the 1990s. Teaching practices in both municipal and independent schools were related to student achievement and family background. Data from three nationally representative cohorts within the ongoing Swedish longitudinal ETF-project have been used. The results show changes from more conventional to more individualistic teaching practices. Independent schools emphasize more self-regulated learning. Child-centred forms of work are though found to be equally beneficial for student achievement as more conventional teaching methods. In spite of education reforms, family background is equally important for student achievement as earlier. Obtained results are discussed in relation to increased school competition in Sweden.

sted, utgiver, år, opplag, sider
Taylor & Francis Group, 2019. s. 78-91
Emneord [en]
Individualization, teaching practices, student achievement, school choice, education reforms
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
URN: urn:nbn:se:kau:diva-71627DOI: 10.1080/20020317.2019.1586513OAI: oai:DiVA.org:kau-71627DiVA, id: diva2:1299623
Prosjekter
Consequences of individualized teaching practices for students’ motivation to learn and achievement over 50 years – educational reforms and societal changes
Forskningsfinansiär
Swedish Research Council, 2014-47450-112501-64Tilgjengelig fra: 2019-03-27 Laget: 2019-03-27 Sist oppdatert: 2019-09-12bibliografisk kontrollert

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