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  • 1.
    Broman, Anders
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Introduktion Nordidactica 2011:1: Ett aktivt men outvecklat forskningsfält2011In: Nordidactica - Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. i-ivArticle in journal (Other (popular science, discussion, etc.))
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    Introduktion 2011 1
  • 2.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Samuelsson, JohanKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 3.
    Larsson, Anna
    et al.
    Umeå universitet.
    Samuelsson, Johan
    Karlstad University.
    Editorial Nordidactica 2019:3: Komparativ ämnesdidaktik2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. i-viArticle in journal (Other academic)
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    fulltext
  • 4.
    Löfgren, Håkan
    et al.
    Linköpings universitet.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfgren, Ragnhild
    Linköpings universitet.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Lindberg, Viveca
    Stockholms universitet.
    Att ständigt bli bedömd2017In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 175-188Chapter in book (Other academic)
  • 5.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Odenstad, ChristinaKarlstad University, Faculty of Social and Life Sciences, Department of Politics and History.Johan, SamuelssonKarlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Betyg i teori och praktik: Ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium2012Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Betygsättning är en stor och omdiskuterad del av läraryrket. I den här boken ges en stabil teoretisk grund för blivande och verksamma lärare. Med hjälp av praktiska och ämnesspecifika exempel omsätts teorin i vardagsnära resonemang kring hur lärare sätter betyg.

  • 6.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Beckman, Jenny: Naturens palats2001In: Polhem, ISSN 0281-2142Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Bedömning och ämneskunskap: exemplet historia på mellanstadiet2011In: Ämnesdidaktik – dåtid, nutid och framtid: Bidrag från femte rikskonferensen iämnesdidaktik vidLinköpings universitet 26-27 maj 2010 / [ed] Bengt-Göran Martinsson & Suzanne Parmenius Swärd, Linköping: Linköpings universitet , 2011, p. 119-130Chapter in book (Refereed)
  • 8.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Betygshistorik2008In: Betyg i teori och praktik / [ed] Maria Jansdotter Samuelsson & Kenneth Nordgren, Lund: Gleerups Utbildning AB, 2008, 1Chapter in book (Refereed)
  • 9.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Censor Carlsson och inspektör Andersson: från akademisk betygsekvivalering till byråkratisk betygsnormering 1960-19822009Conference paper (Refereed)
  • 10.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Elevens ämne: Kontextuella perspektiv på bedömning och historia i mångkulturella klassrum2017In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 139-158Chapter in book (Other academic)
  • 11.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Folkskole- och läroverkslärares perspektiv på demokratisk undervisning 1930–19502019Conference paper (Refereed)
  • 12.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Grundskollärares ämnesdidaktiska bedömningspraxis: Exemplet historia2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 54-78Article in journal (Refereed)
  • 13.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    History as performance: Pupil perspectives on history in the age of ‘pressure to perform’2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 3, p. 333-347Article in journal (Refereed)
    Abstract [en]

    The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance.

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  • 14.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    History teacher's teaching practice around the 1940s2019Conference paper (Refereed)
  • 15.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    History Wars in Sweden?: A syllabus debate about nation, history, and identity2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 2, p. 30-47Article in journal (Refereed)
    Abstract [en]

    History teaching and learning in schools has been the subject of history culture wars in countries such as Sweden, Australia, the US, and Canada. In a Swedish-specific context, this and similar debates should be viewed in relation to the fact that throughout the twentieth century, governments in Sweden, as well as other countries, have regarded history teaching in schools as an important builder of national consciousness. At the same time, Sweden has undergone substantial demographic changes in recent decades. This article analyzes the different perspectives put forward in a debate on the school subject of history in Swedish education as a new syllabus was being introduced. Seixas' approaches to history are used in the analysis. The debate was initiated by historians who criticized the syllabus for the absence of the period of Antiquity. Leading politicians also participated. The collective memory approach was a central perspective on history in schools in the debate.

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    History Wars in Sweden
  • 16.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Industriarvets födelse (2002)2002In: Historiska tidskrift 2002:2Article in journal (Refereed)
  • 17.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Kommunen gör historia2005Doctoral thesis, monograph (Other academic)
  • 18.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Kunskapsdelning om undervisning i historia och SO-ämnena på sociala medier; en komparativ studie mellan USA och Sverige2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. 101-121Article in journal (Refereed)
    Abstract [en]

    This article reports on a study of how teachers share knowledge about teaching on social media, specifically in teacher groups on Facebook, which is a common channel for teachers sharing experience on teaching issues. Group discussion fora for teachers in the US and Sweden in History and Social Studies Subjects are compared. Most of the posts concern teaching content knowledge in various areas. There are very few examples of discussions on why a topic is being taught, however. The similarities between the US and Sweden in this context are significant, and can be understood as a result of a shared school system, which is characterized by a focus on performance, standards and tests. The group similarities can also be understood in relation to the special "Facebook culture” in which certain expected behaviours recur regardless of national context.

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    fulltext
  • 19.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Kunskapskontrollanter i norden under 1900-talet2009Conference paper (Refereed)
  • 20.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Läroverkets reformpedagoger: Historiedidaktiska perspektiv på lärare i gränslandet mellan läroverk och enhetsskola2019Conference paper (Refereed)
  • 21.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Nationella utvärderingar i historia: en statsreglerad reformpedagogisk historia?2012In: Ämnesdidaktisk komparation länder, ämnen, teorier, metoder, frågor och resultat , Karlstad: Karlstad University Press, 2012Chapter in book (Refereed)
  • 22.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Progressive knowledge crossing borders: Influences from America on Swedish teachers and schools, 1920-19502019Conference paper (Refereed)
  • 23.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Progressive tProgressive teachers and knowledge crossing borders: Swedish teachers and radical scientist traveling to America1920-1950eachers and knowledge crossing borders: Swedish teachers and radical scientist traveling to America1920-19502019Conference paper (Refereed)
  • 24.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Re-Thinking Industry? The city of Eskilstuna 1950-20002012In: Industrial Heritage Around the Baltic Sea / [ed] Isacson, M; et al, Uppsala: Acta Universitatis Upsaliensis, 2012Chapter in book (Other academic)
  • 25.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Sheehan, J Museums in the German art world from the end of the old regime to the rise of modernism,2002In: Historisk tidskrift 2002:1Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Skola inför rätta: Tolkning och användning av skolhistoria i samtidens debatt om framtidens samhälle och skola2019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 2, p. 23-44Article in journal (Refereed)
    Abstract [en]

    School on Trial: Interpretation and Use of School History in Contemporary Debate About the Future of Society and School. This article centres on how education and the Swedish School Commission as an historical phenomenon become resources in the discussion on how society and education should be developed. Three authors’ texts on the School Commission are analysed based on narrative history theory, which engages in how history is used to legitimise political change. Education and the School Commission are inscribed in a national narrative of decline. The 1946 Commission is blamed for the perceived problems in present society and education, allegedly having caused a lack of focus on nationalism, morals and knowledge in Sweden. To change society, the message is, education must learn from the historical mistake of the Commission and invest in knowledge and nationalism. The narrative plot is reminiscent of other historical narratives, for example, of heroes (teachers) and villains (Alva Myrdal), who personify structural changes. The historical narrative of education also fits in with contemporary trends of modernism criticism.

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    School on Trial
  • 27.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Staden gör historia2006In: Demokratiskt kulturarv? : nationella institutioner, universella värden, lokala praktiker, Linköping: Linköpings universitet , 2006Chapter in book (Refereed)
  • 28.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sweden and Dewey: Progressive Knowledge traveling between Nations and Institutions 1920-19502020Conference paper (Refereed)
  • 29.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Swedish teachers write about their teaching:   A discussion about the value of professional memories in historical research2018Conference paper (Refereed)
  • 30.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Ämnesdidaktik, kunskapskontroll och utvärdering2008Other (Other (popular science, discussion, etc.))
  • 31.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Ämnesintegrering och ämnesspecialisering: SO-undervisning i Sverige 1980-20142014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, p. 85-118Article in journal (Refereed)
    Abstract [en]

    A major issue in Swedish and international research has, indeed, been the overriding purpose of social studies, along with the recurring discussion on whether the teaching of social studies should be organised in the individual subjects or be subject-integrated. The main aim of this article is to analyse how social studies as a specific field of study is featured in government commissions of inquiry and steering documents in the period 1980-2014. The analysis is primarily based on American and Nordic history and social studies education theory, which has identified a number of concepts regarding the purpose and organization of the social studies subject; the humanistic approach; the progressively approach; the disciplinary oriented approach and the postmodern and interpretive approach. The article is based on an analysis of national evaluations and reviews of social studies as well as curricula and government commissioned inquiries. The analysis shows that social studies as a knowledge domain is characterized by progressivism in the national evaluations in the whole period. Although curricula nowadays have a disciplinary perspective on the purpose and organization of social studies, progressivism is still prevalent in evaluations. It is clear that the public authorities responsible for the most recent inspections embrace progressivism. Concurrent with the predominance of certain education philosophies–progressivism in 1980-2011 and the disciplinary perspective from 2011– there are also traces of other approaches in the curricula, for example, the humanistic as well as the postmodern perspectives.

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  • 32.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Ämnesprofessionalitet under omförhandling: exemplet historielärarna kring 1940-19652008In: Didaktikens forum, ISSN 1652-2583, Vol. 5, no 3Article in journal (Refereed)
  • 33.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Brismark, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Löfgren, Håkan
    Linköpings universitet.
    "Nu har vi Dexter": Lärares förändrade arbete med administration i reformernas och digitaliseringens tidevarv2016In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 12, no 1, p. 38-59Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to study the impact of the government reform to reduce the requirement for written assessments in primary school, grade six and whose aim, among other things, was to reduce teachers' administrative work. The study is based on interviews with primary school teachers. One of the theoretical starting points of the article is that teachers and schools interpret and implement reforms based on their local contexts and their own school practice, teachers "do" reforms (Ball, Maguire & Braun 2012). This is also confirmed in this study which, proves that several of the schools retained written assessments despite the reform, while others have taken them away.

    In summary, we see that teachers do not believe that the administrative burden has decreased significantly as a result of the reform. Several instead emphasizes that the last ten years has meant an increase in administration. The revised rules are not the factor that most teachers highlight in the talk about what affects their work with administration. Functionality of digital tools, an established formative practice and assessment expectations from external operators, such as parents and local authorities, are rather underlined as factors that affect their work.

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  • 34.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Brismark Östlin, Anna
    Mittuniversitet.
    Löfgren, Håkan
    Linköpings universitet.
    Papperspedagoger – lärares arbete med administration i digitaliseringens tidevarv2018Report (Refereed)
    Abstract [sv]

    Syftet med studien har varit att undersöka hur lärare uppfattar att reformer för att minska deras administrativa uppgifter har slagit igenom i praktiken. Fokus har främst legat på förändringar som rör åtgärdsprogram och skriftliga individuella utvecklingsplaner. I samband med detta har också relationen mellan illegitima och legitima administrativa uppgifter studerats. Undersökningen bygger på intervjuer och do kumentstudier. Kraven på skriftliga individuella utvecklingsplaner i årskurser med betyg försvann 2013, men data indikerar att ett omfattande arbete med att doku-mentera och informera om elevernas kunskapsutveckling kvarstår på de skolor som tagit bort dessa. Lärare anger också att vissa skolor behållit skriftliga omdömen även när kravet inte längre finns. Extra anpassning är en åtgärd som nu skrivs fram när det gäller arbetet med elever som behöver hjälp att nå kunskapskraven, åtgärden är tänkt som en insats som kräver mindre arbete med dokumentation än ett åtgärdsprogram. Det är rimligt att anta att arbetet med åtgärdsprogram har minskat. Men denna minskning beror troligen på att lärarna nu istället arbetar med den mindre reglerade stödinsatsen ”extra anpassning”.  Reformernas inverkan påverkas av kontextuella faktorer som tillgång till tekniska hjälpmedel och förväntningar från vårdnadshavare.Flera delar av det administrativa arbetet ses av lärarna som en legitim del av deras professionella kärna.

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    fulltext
  • 35.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s2019Conference paper (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

  • 36.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Storm, Anna
    Uppsalas universitet.
    Inspektörens besök: Ett fältarbete om skolarbete?2008In: Arbete pågår: I tankens mönster och kroppens miljöer. / [ed] Magnusson, L, Morell, M et al, Uppsala: Uppsala University Library , 2008, 1, p. 173-186Chapter in book (Refereed)
  • 37.
    Samuelsson, Johan
    et al.
    Skolforskningsinstitutet.
    Wallin, Johan
    Skolforskningsinstitutet.
    Holmberg, Per
    Göteborgs universitet.
    Hirsh, Åsa
    Jönköping University.
    Feedback i skrivundervisningen2018Report (Refereed)
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    fulltext
  • 38.
    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).
    A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 45, no 4, p. 477-489Article in journal (Refereed)
    Abstract [en]

    The topic of this article is how primary school students express ideas about

    the ‘origins of the nation’. The study is based on texts written by Swedish

    students aged 12–13 about a historical event well embedded in Swedish

    national mythology, the rise to power of Swedish ‘founding father’

    Gustav Vasa. The analysis is inspired by James V. Wertsch’s concept of

    schematic narrative templates. The main finding of the study is that the

    students mainly structure their answers along one of two different

    narrative templates; either a kind of historical master narrative with

    strong foundations in traditional Swedish history culture, or a more

    generic story about the founding father as a ruthless or corrupt

    politician, which is arguably influenced by presentism.

  • 39.
    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).
    ‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation2016In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The topic of this article is how Swedish primary school students aged 12–13 use causal reasoning when they explain a historical event that is usually considered the ‘origin of the nation’. The study is based on student texts about the rise to power of Gustav Vasa, who is traditionally portrayed as the ‘founding father’ of Sweden. The analysis of the students’ causal reasoning takes into account how many, and what kinds of, causal factors the students use. The main finding of the study is that one category of students give causal explanations that adhere very close to the traditional image of the event, with Vasa as an important and heroic agent pitted against an antagonist, king Kristian II. Another category of students instead give generic explanations with very little historical context. Of these, the former category shows greater causal complexity than the latter. In both categories, there are instances of students failing to causally connect agents to the event, suggesting that teaching practices may need to address this issue.

  • 40.
    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.

  • 41.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Schüllerqvist, Bengt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Berg, Mikael
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Is a scientific basis for subject specific teaching possible?: The example of history education2015In: Education: Opole university Annual, ISSN 2450-7121, Vol. 1, p. 135-151Article in journal (Other academic)
  • 42.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Skolan, marknaden och ämnet.: Kommersiella aktörer på internet i undervisningen2017In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 3-26Article in journal (Other academic)
    Abstract [sv]

    I den här artikeln uppmärksammar vi förekomsten av olika privata och kommersiella webbsajter som specifikt riktar sig mot undervisning och lärande i skolan. Syftet är att beskriva och diskutera hur några olika kommersiella aktörer på internet tar plats som policyaktörer i ett utbildningssammanhang, och vad det kan betyda i relation till undervisningens ämnesinnehåll. Med ett särskilt fokus på historieämnet, analyserar vi med inspiration från metoden network ethnograpy två olika exempel på sådana webbsajter, SO-rummet samt studi.se. Vi undersöker det nätverk av aktörer som ligger bakom webbsajten, hur syftet med sajten framställs samt hur historieämnet konstrueras på dessa sajter. Resultatet visar hur den politiska styrningen av skolan har fått konkurrens av nya aktörer, vilket leder till att de förstnämndas inflytande minskar till förmån för det komplexa nätverk av aktörer som istället tar plats. På så vis skapas ett marknadens ämne, som visserligen i de två studerade exemplen visar sig ligga nära det konventionella skolämnet historia, men som också visar på ett starkt behov av ytterligare forskning som kan synliggöra hur olika och vitt skilda ideologiska intressen tar plats och skapar politiska kluster som kommer att påverka undervisningens innehåll.

    Download full text (pdf)
    Skolan, marknaden och ämnet
1 - 42 of 42
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