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  • 1.
    Larsson, Maria
    et al.
    Högskolan Dalarna.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Adaptation and resistance: washback effects of the national test on upper secondary Swedish teaching2020In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, p. 1-17Article in journal (Refereed)
    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.

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  • 2.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historical thinking about sources in the context of a standards-based curriculum: A Swedish case2016In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 27, no 4, p. 479-499Article in journal (Refereed)
    Abstract [en]

    The increased interest in basing teaching on disciplinary thinking

    has had a profound impact on the syllabus for history in Sweden.

    Within this context, we examine how students demonstrate one

    aspect of disciplinary thinking in history, namely reasoning about

    historical sources. The material used is written answers to an

    assignment about historical sources in the national test in history

    for year 6. The analysis shows that many students are able to show

    at least some aspects of disciplinary thinking about sources, though

    the vast majority has problems with contextualising the source in

    the assignment. One explanation put forth is that the syllabus is not

    yet fully enacted in teaching practices.

  • 3.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Explaining the Third Reich: Swedish students' causal reasoning about the Nazi seizure of power in Germany2018In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 1, p. 60-76Article in journal (Refereed)
    Abstract [en]

    The topic of this study is how Swedish students aged 15-16 use causal reasoning in history when given a high-stakes task about explaining a historically significant event, the rise of the Nazi regime in Germany. The study is based on student texts from the Swedish national test in history. The student texts are mainly analysed with regards to how many, and what kinds of, causal factors are used by the students. The study finds that while most students are able to combine agents and situational factors in their explanations, the explanations show a recurring theme of combining a generic sense of economic crisis with Hitler and the German people as the important agents, to the detriment of other causes that could open up for different interpretations of why the Nazi regime came to power. To counteract this, the study suggests increased emphasis on some contextual factors in teaching practices.

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