Scandinavian Journal of Educational Research最新文献

{"title":"Organising for collaboration with schools: experiences from six Swedish universities","authors":"Malin Benerdal, Anna-Karin Westman","doi":"10.1080/00313831.2023.2263476","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263476","url":null,"abstract":"Collaboration between universities and schools has been emphasised by both governments and within educational development research in the Nordic countries. However, educational research has tended to focus on the practitioners’ perspectives and experiences, i.e., researchers and teachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative, the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis","authors":"Lena Gleisner Villasmil, Jannika Lindvall, Louise Sund, Olcay Sert","doi":"10.1080/00313831.2023.2262495","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262495","url":null,"abstract":"The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136213281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Political bias in evidence for policymaking and the knowledge work of civil servants: the case of the ongoing digitalization of the Norwegian school","authors":"Øyunn Syrstad Høydal","doi":"10.1080/00313831.2023.2264862","DOIUrl":"https://doi.org/10.1080/00313831.2023.2264862","url":null,"abstract":"This article engages in evidence-based policymaking by addressing (a) how civil servants endeavor to link evidence and policy and (b) examining how political bias influences this knowledge work in the ongoing digitalization of the Norwegian school. More specifically, it looks at the uncertainties civil servants encounter in their ambition to use evidence in policymaking relating to different definitions of knowledge, a lack of the desired knowledge, or incomplete or conflicting scientific findings. The study finds that evidence must meet high academic standards and be useful within a national context to be considered relevant. However, the political decision to digitalize the school, despite limited or conflicting evidence in support of this process, influences the definition of relevant evidence and hinders alternative perspectives and critical research from being heard.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How can early childhood education and care support families and prevent parental burnout during the COVID-19 crisis in Finland?","authors":"Matilda Sorkkila, Maarit Alasuutari, Lotta Saranko, Kaisa Aunola","doi":"10.1080/00313831.2023.2266756","DOIUrl":"https://doi.org/10.1080/00313831.2023.2266756","url":null,"abstract":"We examined how early childhood education and care (ECEC) centers supported families during the Covid-19 lockdown and whether the extent and type of support were associated with parental burnout. An online survey was filled out by 521 Finnish parents (88% mothers), and the data were analyzed using the Mann–Whitney U-test and analysis of covariance (ANCOVA). A total of 81% of the parents were contacted by ECEC personnel during lockdown, and 19% were not contacted at all, although 9% would have wished for contact. The support consisted mainly of guidance for the child’s daily activities and communication via letters and greetings. Out of the parents, 33% found the support helpful, 36% sometimes helpful, and 31% nonhelpful. The more support the parents received, the less burned out they were. Particularly, food aid and advice to contact the ECEC centers, if needed, were negatively connected to parental burnout.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does the home learning environment contribute to private tutoring attendance? A study among Grade 8 students in Germany","authors":"Anna Hawrot, Lena Nusser","doi":"10.1080/00313831.2023.2266707","DOIUrl":"https://doi.org/10.1080/00313831.2023.2266707","url":null,"abstract":"ABSTRACTThis study investigated whether various aspects of the home learning environment – that is, learning-related processes, parental perceptions of their child, and structural characteristics – predicted private tutoring attendance in Grade 8. We used the data of 7393 students from the German National Educational Panel Study. Seventeen percent of eighth-graders took private tutoring. Logistic regression analyses revealed that parental perceptions of their children’s learning enjoyment and independence in Grade 7, and socio-economic status, a structural characteristic of the home learning environment, were positively associated with private tutoring attendance in Grade 8. However, neither the quantity (homework assistance) nor the quality of learning-related parent–child interactions in Grade 7 played a role. Besides replicating previous results on the role of socio-economic background, the study indicates that the decision to take private tutoring is not a simple reaction to poor achievement, but is adjusted to the child’s learning experience and parent-perceived need for support.KEYWORDS: Private tutoringshadow educationhomelearning environmenthomework assistance AcknowledgementsThis paper uses data from the National Educational Panel Study (NEPS): Starting Cohort Grade 5, http://dx.doi.org/10.5157/NEPS:SC3:11.0.1. From 2008 to 2013, NEPS data was collected as part of the Framework Program for the Promotion of Empirical Educational Research funded by the German Federal Ministry of Education and Research (BMBF). As of 2014, NEPS is carried out by the Leibniz Institute for Educational Trajectories (LIfBi) at the University of Bamberg in cooperation with a nationwide network.Disclosure statementNo potential conflict of interest was reported by the author(s).Authors’ contributionsConceptualisation: Anna Hawrot, Lena Nusser; Data curation: Anna Hawrot; Formal analysis: Anna Hawrot; Methodology: Anna Hawrot, Lena Nusser; Writing – original draft: Anna Hawrot, Lena Nusser; Writing – review & editing: Anna Hawrot, Lena Nusser.Availability of data and materialThe data that supports the findings of this study is available from the Leibniz Institute for Educational Trajectories (https://www.neps-data.de/Data-Center/Data-Access). Restrictions apply to the availability of this data, which is the reason why it cannot be provided by the authors of the study. Survey questionnaires are available on the NEPS study website (https://www.neps-data.de/Data-Center/Data-and-Documentation).Ethics approvalWritten informed consent was obtained from all participants of age and from legal guardians of underage participants prior to study enrolment. All participants could withdraw from the study at any time. The NEPS study is conducted under the supervision of the German Federal Commissioner for Data Protection and Freedom of Information (BfDI) and in coordination with the German Standing Conference of the Ministers of Education and Cultural Affairs (KMK) and – in the ca","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grammar coming alive: Swedish L1 teachers’ reflections on using authentic texts when teaching grammar","authors":"Agnes Strandberg","doi":"10.1080/00313831.2023.2263530","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263530","url":null,"abstract":"As teachers’ experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they adopted contextualized grammar teaching in their classrooms. The results show that, according to the teachers, using authentic texts can create connections between grammar and language in use, which motivates the students to learn grammar. However, due to the complexity that characterizes authentic texts they also seem to complicate the instruction of a grammatical phenomenon. The conclusion of the study is that if the teachers have something to connect the grammatical content to, both manipulated and non-manipulated linguistic materials remain relevant in making a grammatical phenomenon comprehensible to the students.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of inclusion among lower secondary level students in Finland","authors":"Minna Kyttälä, Hanna-Maija Sinkkonen, Raisa Harju-Autti","doi":"10.1080/00313831.2023.2266728","DOIUrl":"https://doi.org/10.1080/00313831.2023.2266728","url":null,"abstract":"This study aims at investigating Finnish lower secondary grade students’ (N = 469) emotional school well-being, social inclusion, and academic self-concept with regard to grade level, linguistic background, and needs for support. For collecting the data, a Finnish translation of the Perceptions of Inclusion Questionnaire for students was used. The results suggest that, considering the students’ own perceptions, Finnish schools are quite inclusive with regard to students’ linguistic backgrounds. Although the results showed a decrease in emotional well-being, social inclusion, and academic self-concept during the lower secondary level, this decrease was not related to any specific background factors. The results indicate that students receiving support showed lower levels of social inclusion and academic self-concept, suggesting that not all students feel equally included. These findings underline the importance of assessing students’ own perceptions of inclusion. Additionally, educational implications are discussed.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Someday it will be better again”: upper-secondary student athletes’ experiences of schoolwork and sport 7 and 14 months after the COVID-19 outbreak","authors":"Krister Hertting, Urban Johnson, Eva-Carin Lindgren, Andreas Ivarsson","doi":"10.1080/00313831.2023.2263475","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263475","url":null,"abstract":"Globally, educational systems were thoroughly affected by the COVID-19 pandemic. Upper-secondary students were faced with school closures and distance education. For student-athletes, the COVID-19 pandemic, besides academic stress, also contributed to sports-related stress. In this paper, we explore upper-secondary school student athletes’ experiences of schoolwork and sport during two phases of the pandemic. A qualitative research design was used, and 53 student-athletes participated in focus group interviews. Three themes appeared: Struggling to cope with the new life situation, Reevaluating and longing for social life, and Speeding up the transition to adulthood. The themes were elucidated from temporal perspectives. The students experienced challenges in handling school, sports, and social life, but they also experienced opportunities for personal development. Student-athletes are a common responsibility between schools and sports, and, based on the results, schools and sports in collaboration need to increase readiness for action when major societal challenges, such as pandemics, occur.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University rankings in Nordic higher education: a scoping review","authors":"Seyedeh Golafrooz Ramezani, Jani Ursin","doi":"10.1080/00313831.2023.2263770","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263770","url":null,"abstract":"In response to global competition in higher education, university rankings have been developed. These have been interpreted as indicating the regions and countries with the most prestigious and competitive higher education institutions. The rankings are viewed as important in many countries, but their role is ambiguous and contested in the Nordic region. This study aimed to analyse how rankings were addressed in research literature in the Nordic countries between 2003 and 2022. Both peer-reviewed studies and ‘grey’ (unpublished) literature were analysed via a scoping review methodology, encompassing 86 studies in total. The review identified five research themes pertaining to university rankings, touching on universities’ structural and governance reforms, educational affairs, funding and finances, research policies, and internationalization. The study also investigated the changes over time in the themes addressed in rankings-related discourse in the Nordic countries. Most of the studies were conceptual in nature and were conducted via qualitative methods.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Long-run results of mainstreaming students with special educational needs in lower secondary school","authors":"Beatrice Schindler Rangvid","doi":"10.1080/00313831.2023.2263466","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263466","url":null,"abstract":"ABSTRACTPolicies aiming to promote the mainstreaming of students with special educational needs in regular classrooms have become a focal point of political discussions in many countries. However, there is a scarcity of quantitative evidence with robust empirical designs that can shed light on the long-term educational outcomes associated with mainstream education. This study utilizes extensive longitudinal register data and employs a propensity score matching framework to investigate the disparities in upper secondary education completion between students educated in regular and segregated learning environments. The findings reveal that the likelihood of attaining an upper secondary certificate is significantly higher (by 18 percentage points) among students in regular classrooms. Furthermore, tentative results indicate that higher passing rates at the lower secondary school leaving exam may play a mediating role.KEYWORDS: Mainstreamingspecial educationpropensity score matchingeducational attainmentSEN Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Downloaded on January 18 2023 at https://www.udir.no/tall-og-forskning/statistikk/statistikk-grunnskole/tall-om-elever-og-skoler/2 Data on SEN students in regular classes in only available for the schoolyear 2011/12. The analysis focusses on the year 9 cohort of 2011/12 (rather than on years below year 9), because this cohort can be followed for the longest period in their post-school career. This is important as SEN students are often slower to complete upper secondary education than regular students because they often take one or several preparatory years before enrolling in youth education programs.3 Until 2018/19, the last year of data by the time of analysis.4 Children and their parents are linked using the variables named MOR_ID and FAR_ID in the Population register (BEF).5 Yet, matching methods typically estimate the propensity score between treatment and covariates using parametric methods.6 The matching estimations were conducted using the KMATCH procedure in STATA 15. 95% confidence bands are obtained by bootstrapping the entire estimation process. Note that only regular class students on the “common support” are included in the calculations of the estimate, meaning that regular class students whose propensity scores are outside the range of propensity scores among special class/school students are excluded from the analysis.7 In a related study by Hienonen et al. (Citation2021), students in special classes demonstrated higher GPAs in year 9 compared to SEN students in regular classes. Although these results may initially appear contradictory to the findings of the present study, it is important to consider the differences in country contexts and outcome measures. Hienonen et al. assessed GPA based on teacher evaluations, while the present study focused on the outcome measure of passing the national standardized school leaving examination.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135895605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}