Endre søk
Begrens søket
1 - 3 of 3
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Löfgren, Håkan
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Löfgren, Ragnhild
    Department of Social and Welfare Studies, Linköping University, Sweden.
    Pérez Prieto, Héctor
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests2018Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 17, nr 5, s. 676-695Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

  • 2.
    von Brömssen, Kerstin
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Risenfors, Signild
    Högskolan Väst.
    The 'Immigrant Corner': a place for identification and resistance2014Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, nr 6, s. 632-645Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the 'immigrant corner'. This place offers subject positions determined by ethnicity, but the young people also legitimise various forms of intersections of gender, class and generation. However, the 'immigrant corner' is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school's official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. The theoretical components of this article concern spatial theories according to the concepts of place and space. With regard to place and space, the article outlines and applies the young people's identity formations, as well as their discussions about integration issues with help from the concept of power geometry - that is, networks of social/power relations.

  • 3.
    Ydesen, Christian
    et al.
    Aalborg university, Denmark.
    Ludvigsen, Kari
    Unievrsitet i Bergen.
    Lundahl, Christian
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Creating an Educational Testing Profession in Norway, Sweden, and Denmark, 1910-1960.2013Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 12, nr 1, s. 120-138Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Norway, Sweden and Denmark national testing communities advocating the introduction and expanded use of standardised educational tests in the national educational systems emerged around World War I. Using international research and cross-border networking activities, these coteries were able to gain power and thus establish and promote a new profession, the educational psychologist, along with instituting practices of alleged scientific tests in the following decades.

    This article presents a historical analysis of the central processes and developments constituting the Norwegian, Swedish, and Danish testing communities. The aim is to understand the workings of these professionalization movements rooted in the creation of an international fellowship of like-mindedness and a knowledge monopoly connected with standardised educational tests. Viewed from a contemporary perspective, this type of analysis is relevant, because specialised knowledge and experts with knowledge monopolies remain prevalent in the modern-day field of education policy and practice. Thus, the roots of this inherent tendency towards expert knowledge in modern welfare state educational settings can be more adequately grasped through a better understanding of the historical precursors.

    The article discusses the importance and actual impact of the Norwegian, Swedish, and Danish testing communities on national educational practices, the significance of the international interplay, and how and to what extent national political and educational climates were shaped by new experts and knowledge.

    It is argued that the testing communities were able to gain authority in the national educational fields through the creation and maintenance of organisations, knowledge, and practices, as well as in the forming of alliances with politicians, universities, and teachers’ unions in a joint endeavour that promoted educational psychology and testing in the three Scandinavian educational fields.

1 - 3 of 3
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf