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Eva Myrberg Stefan Johansson Monica Rosén 《Scandinavian Journal of Educational Research》2019,63(5):744-758
This study investigates the relationship between teacher specialization and the reading achievement of fourth-grade students in Sweden. The empirical base is data from PIRLS 2011. The main method of analysis is a two-level regression. Results revealed a positive relationship between reading achievement and teacher education relevant for subject and grade level while there was no relationship between reading achievement and teaching experience. The relation between reading achievement and teacher specialization remained significant when the influence of parents’ educational levels and students’ early reading abilities were controlled for. A tendency of compensatory effects could be observed, with teacher specialization having a stronger effect in low-performing classrooms. The findings support the conclusion that relevant teacher education is of importance for teacher effectiveness. 相似文献
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Kristina Johansson Helene Hård af Segerstad Håkan Hult Madeleine Abrandt Dahlgren Lars Owe Dahlgren 《Higher Education》2008,55(6):623-636
The article reports on an empirical small scaled interview study among junior and senior students in the political science
programme in a Swedish University. The aim is to describe how students at various stages of their studies conceive of their
education as well as their future professional life. Questions about their identity as students have also been posed. The
results indicate that a programme with a major emphasis on political science appears to have two different faces as experienced
by the students. The first half of the programme is experienced as traditional liberal arts studies, i.e., the students enrol
in a ‘personal bildung project’ and conceive of political scientists as a kind of watchdog for democracy. Students in the latter part of their studies
report an emerging identity as investigators and civil servants and an appreciation of the parts of the studies that enhance
their generic skills. 相似文献
85.
Johannes Lunneblad Thomas Johansson Ylva Odenbring 《International Studies in Sociology of Education》2019,28(1):63-80
The present study explores how officials in Swedish secondary schools define and categorize situations in which students have been exposed to violence in the school. The study is designed as a case study of two secondary schools, situated in two demographically different urban neighbourhoods. The results indicate that different socio-economic conditions influence how professionals categorize and explain violence, but also what strategies are used to deal with different incidents. In the socially disadvantaged area, there is closer collaboration with the police, and filing police reports is more common. In the school located in a middle-class area, professionals handle similar situations by collaborating with parents and using diagnoses as the main explanation for students’ problematic behaviour. 相似文献
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Patrik Johansson 《Educational Action Research》2017,25(1):167-181
There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realisation that teacher professionalism is one of the most influential factors in determining student achievement. One question is whether the primary purpose of practitioner research should be to improve teaching practices, or to contribute to theoretical knowledge. Some argue that the primary concern should be contributions to changing practices, whereas others suggest that contributions to theory are equally important. The purpose of the article is to discuss how Learning study, regarded as a clinical research practice, can contribute to developing teaching practices and theory of history didactics in conjunction. Learning study is commonly described as an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning, which in this case was the learning of primary source analysis in history. Examples of how the Learning study contributed to practice and theory are presented. Contributions include the suggestion that knowing primary source analysis involves the ability to distinguish and separate three critical aspects in a temporal, human and contextual dimension, and that the students’ personal perspectives are vital and should be regarded in the design of tasks and teaching. Based on the findings it is argued that practitioner research could aim at developing educational practices in conjunction with contributions to theory, and that practice and theory are necessarily entwined in the research process. 相似文献
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Anna Johansson Nina Klang Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2021,21(4):355-367
Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988). 相似文献
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Viktor Johansson 《Educational theory》2010,60(4):469-486
Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations. 相似文献
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Lennart Svensson Elsie Anderberg Christer Alveg?rd Thorsten Johansson 《Instructional Science》2009,37(3):205-225
Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject
matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected
to learn. There is also often a lack of identity of meaning between the same students’ use of the same expression from one
use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation
in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need
to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and
meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language
is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion
of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings
and concepts within the field of learning and teaching. 相似文献