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  • 1.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Magnússon, Gunnlaugur
    Mälardalens högskola.
    Nilholm, Claes
    Högskolan i Jönköping.
    Challenging Traditions?: Pupils in Need of Special Support in Swedish Independent Schools2012In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 4, p. 262-280Article in journal (Refereed)
    Abstract [sv]

    This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to be common regarding explanations of school problems. There is, however, great diversity among the schools. Conclusions are that the challenge of independent schools to the traditional way of conceiving education, regarding school choice, seems to be more effective less for some other groups of pupils than for PNSS and that there are few signs that independent schools challenge traditions in work with PNSS in municipal schools.

  • 2.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Roos, Carin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Barn och barndom i Nätskugga2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 1, p. 37-50Article in journal (Refereed)
  • 3.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Roe, A.
    Oslo universitet.
    Skar, G. B.
    Norwegian University of Science and Technology.
    Interrater reliability of constructed response items in standardized tests of reading2018In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 2, p. 118-137Article in journal (Refereed)
    Abstract [en]

    This article reports from a study of interrater reliability of constructed response items in standardized tests of reading. Two panels of raters (lower secondary teachers and test developers) were asked to rate student responses on 11 different items taken from the Norwegian national reading test in eighth grade. Consensus estimates and measurement estimates were combined with a qualitative analysis of difficult-to-score student responses. Based on findings about rater agreement, distribution of severity, and troublesome response characteristics, the article provides knowledge about both actual and possible levels of interrater reliability and discusses the use and development of open-ended reading test items.

  • 4.
    Tjernberg, Catharina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Heimdahl Mattson, Eva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Stockholms universitet.
    From methods and concepts to triple learning processes in school, teacher education and research2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 1, p. 36-45Article in journal (Refereed)
    Abstract [en]

    This article examines and discusses how successful teachers develop professionally and relate this process to theory and practice. It elucidates some further aspects of an earlier longitudinal, praxis-oriented study in excellence that was carried out over a period of seven years in a nine-year Swedish compulsory school (Tjernberg, 2013). That case study was based on classroom observations and follow-up discussions to create consciousness of learning processes among the teachers and the researcher. According to the teachers in this study, the focus of pedagogical research is seldom on pedagogical practices, which means that they are not felt to be important. In contrast, the research is seen to be important if it has an inside perspective, using mutual and continuous communication between the pupils, themselves, and the researcher. One main finding is that a researcher can contribute to theorising and putting into words the teachers' pedagogical practices. At the same time, the researcher is able to deepen her or his research into issues that arise from the teachers' practices and knowledge. These two conditions are in turn necessary for the individual pupil to develop her or his proximal learning, which leads to further research questions. In this article, the term 'triple learning process' is used to describe this interaction.

1 - 4 of 4
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