Nordic Journal of Studies in Educational Policy最新文献_第10页

Engineering learning outcomes:Translations of a policy instrument in a disciplinary context in Nordic higher education 工程学习成果:北欧高等教育学科背景下政策工具的翻译

Nordic Journal of Studies in Educational Policy Pub Date : 2020-05-03 DOI: 10.1080/20020317.2020.1779578

Hanne Kvilhaugsvik

{"title":"Engineering learning outcomes:Translations of a policy instrument in a disciplinary context in Nordic higher education","authors":"Hanne Kvilhaugsvik","doi":"10.1080/20020317.2020.1779578","DOIUrl":"https://doi.org/10.1080/20020317.2020.1779578","url":null,"abstract":"ABSTRACT Learning outcomes have become a central feature in European higher education and are intended to create a plethora of change concerning teaching, relevance, quality and transparency. However, there have been few studies on how learning outcomes have been introduced within disciplines. This article therefore studies the introduction of learning outcomes in Norwegian higher education, in a comparative case study of two engineering programmes. Engineering is often showcased as an example of highly relevant education and has traditions for co-operation with local businesses. Standards are also a common feature in the education and professional work, which suggests that learning outcomes might work well in this context. The article uses translation as theoretical perspective, emphasizing path-dependent change, and draws on the concepts of layering and drift. Empirically, the article is based on qualitative interviews and document material. The findings show learning outcomes as a circulating master idea which was introduced before it became a formal requirement. Learning outcomes were layered onto revisions of the education and adapted to the disciplinary traditions. While the introduction led to structural changes, the cases also show several challenges for the use of learning outcomes for teaching and information purposes.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"6 1","pages":"116 - 127"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20020317.2020.1779578","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44183598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus 当评估是永恒的伴侣：学生在强化评估关注时代的教学体验

Nordic Journal of Studies in Educational Policy Pub Date : 2020-04-23 DOI: 10.1080/20020317.2020.1756192

Åsa Hirsh

{"title":"When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus","authors":"Åsa Hirsh","doi":"10.1080/20020317.2020.1756192","DOIUrl":"https://doi.org/10.1080/20020317.2020.1756192","url":null,"abstract":"ABSTRACT The current study aims to deepen the knowledge of students’ experiences of teachers’ assessment related instructional actions, with particular focus on problematic consequences of an intensified assessment paradigm. Its empirical material consists of 20 focus-group interviews with a total of 102 sixteen- to eighteen-year-old students in ten Swedish municipalities. Through inductive qualitative content analysis on manifest data level, six categories of aspects emerge that together describe students’ experiences of assessment related instructional actions. Clearly, assessment, learning goals, knowledge requirements, tests, and grades are dominant elements in Swedish students’ classroom life. Consequently, they often feel strong pressure and great insecurity. For the students, it seems to make no difference whether assessment purposes are summative or formative. Rather, it appears to be the total amount of assessment related instructional actions that causes stress, and decreased desire to participate and learn in school. The results are problematized and discussed through the lens of the concepts of dilemmas and complementary attitudes. It is argued that the last decade’s intensified assessment paradigm, with its numerous macro-level reforms and decisions with bearing on summative as well as formative assessment, has led to teachers adjusting pedagogical and ethical positions in the classroom. Consequently, counterproductive practices seem to have evolved.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"6 1","pages":"102 - 89"},"PeriodicalIF":0.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20020317.2020.1756192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42638647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

From Inauguration to Commercialisation: Incremental yet Contested Transitions Redefining the National Interests of International Degree Programmes in Finland 从开办到商业化：渐进但有争议的转变——重新定义芬兰国际学位课程的国家利益

Nordic Journal of Studies in Educational Policy Pub Date : 2020-04-20 DOI: 10.1080/20020317.2020.1745016

Suvi Jokila

{"title":"From Inauguration to Commercialisation: Incremental yet Contested Transitions Redefining the National Interests of International Degree Programmes in Finland","authors":"Suvi Jokila","doi":"10.1080/20020317.2020.1745016","DOIUrl":"https://doi.org/10.1080/20020317.2020.1745016","url":null,"abstract":"ABSTRACT International degree programmes (IDPs) act as focal instruments for the internationalization of higher education in many non-English–speaking countries serving a variety of national objectives, with the commercial objective becoming increasingly common. This study analyses how IDPs have developed in one Nordic country, Finland, from a marginal activity into programmes that underpin commercially oriented definition of internationalization. The data consists of key policy texts and administrative documents analysed to trace policy changes. The findings suggest that IDPs have developed from the internationalisers of the universities and development aid to recruitment channels for bringing skilled labour to Finland and promoting education export. Having global similarities in their development, policy changes towards commercial understandings of IDPs has been contested, particularly regarding funding, which relates to equality principles in the Finnish higher education system. These shifts have had repercussions for the idea of IDPs, universities and students.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"6 1","pages":"143 - 156"},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20020317.2020.1745016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Power dynamics and policy actions in the changing landscape of local school governance 不断变化的地方学校治理格局中的权力动态和政策行动

Nordic Journal of Studies in Educational Policy Pub Date : 2020-04-16 DOI: 10.1080/20020317.2020.1745621

Carl-Henrik Adolfsson, Daniel Alvunger

{"title":"Power dynamics and policy actions in the changing landscape of local school governance","authors":"Carl-Henrik Adolfsson, Daniel Alvunger","doi":"10.1080/20020317.2020.1745621","DOIUrl":"https://doi.org/10.1080/20020317.2020.1745621","url":null,"abstract":"ABSTRACT In this paper, we theorize on local school governance through a multi-method case study of a large-sized Swedish municipality by drawing on neo-institutional theory. In light of a changing governing landscape in Sweden in terms of a ‘re-centralization’, new conditions between the state, the local education authorities (LEA) and the schools have emerged. The aim of this study is to examine what policy actions the LEA employ for governing the school and in what ways that principals respond and handle these policy actions. The results point to the fact that the LEA uses a bench-marking strategy through its quality assurance system and intervene if results are poor. Principals seek support from the LEA, but are anxious that their autonomy will be diminished and therefore function as ‘gate-. The system for quality assurance is appreciated by principals, but standards aimed at framing discursive communication on quality are criticized. Principals turn to managers below the superintendent, which creates a tension between managers. The study shows that different levels and actors must be taken into account in order to achieve a comprehensive understanding of the multi-layered field of local policy enactment.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"6 1","pages":"128 - 142"},"PeriodicalIF":0.0,"publicationDate":"2020-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20020317.2020.1745621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41463283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Enhancing Finnish basic education schools’ safety culture through comprehensive safety and security management 通过全面的安全和安保管理加强芬兰基础教育学校的安全文化

Nordic Journal of Studies in Educational Policy Pub Date : 2020-01-29 DOI: 10.1080/20020317.2020.1720069

K. Vallinkoski, Pia-Maria Koirikivi

{"title":"Enhancing Finnish basic education schools’ safety culture through comprehensive safety and security management","authors":"K. Vallinkoski, Pia-Maria Koirikivi","doi":"10.1080/20020317.2020.1720069","DOIUrl":"https://doi.org/10.1080/20020317.2020.1720069","url":null,"abstract":"ABSTRACT School safety and security has become a topical issue internationally that concerns both educational research and policy. However, whereas several studies have focused on technical safety, less attention has been given to comprehensive safety and security management (SSM) and policies enhancing schools’ safety culture. In order to provide new knowledge on the topic, this study addresses the following research question: What kinds of safety and security management development needs are related to a) technical, b) human and c) pedagogical leadership areas for enhancing comprehensive safety culture in Finnish basic education schools? This study uses a multiple case study approach and a multidimensional auditing tool for evaluating the SSM development needs in four Finnish basic education schools. The main findings highlight several developmental needs in the planning, implementation and evaluation for safety and security work. On these bases, this study suggests that policies and guidelines need to be improved both on the school and national levels. Particularly, special attention needs to be focused on the staff training, competence and comprehensiveness of safety and security management. The findings of this study are topical for both Finnish and international school settings that address enhancing a comprehensive and inclusive safety culture.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"6 1","pages":"103 - 115"},"PeriodicalIF":0.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20020317.2020.1720069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Embodying education - a bildung theoretical approach to movement integration 体现教育——运动整合的建构理论途径

Nordic Journal of Studies in Educational Policy Pub Date : 2020-01-06 DOI: 10.1080/20020317.2019.1710949

Kasper Lasthein Madsen, K. Aggerholm

引用次数: 6

A didactic perspective on negotiations and collaborations between different actors within the Swedish support system: children with autism spectrum disorders included in community-based preschool settings 瑞典支持系统内不同行为者之间谈判和合作的教学视角：社区学前环境中的自闭症谱系障碍儿童

Nordic Journal of Studies in Educational Policy Pub Date : 2020-01-02 DOI: 10.1080/20020317.2020.1711561

Ingrid Olsson, Lise Roll-Pettersson

{"title":"A didactic perspective on negotiations and collaborations between different actors within the Swedish support system: children with autism spectrum disorders included in community-based preschool settings","authors":"Ingrid Olsson, Lise Roll-Pettersson","doi":"10.1080/20020317.2020.1711561","DOIUrl":"https://doi.org/10.1080/20020317.2020.1711561","url":null,"abstract":"ABSTRACT In the present study, a didactic perspective was used to examine collaborations and negotiations between preschools and habilitation centres concerning intensive behavioural interventions for children with autism spectrum disorders in inclusive settings in Swedish preschools. The didactic triangle was used as the theoretical tool to analyse information derived from a qualitative case-study in two preschools exemplifying ‘high quality practice’. Direct content analysis was used to analyse data with a focus on the child, the pedagogue, and the subject. Data were collected through multiple sources during a 12-month period, including observations and interviews. A model of aspects of the collaboration between preschools, habilitation centres, and families was conceptualized based on the didactic triangle: the ‘pedagogue cornerstone’ encompassed competence, attitudes, and collaborations; the ‘child cornerstone’ encompassed learning in relation to specific goals; the ‘subject cornerstone’ encompassed both subjects shared with typically developing peers and subjects related to the specific challenges. In addition, the preschool principals were described as important. Different factors in relation to tensions and collaborations between organizations concerning inclusive education were elaborated. Implications for preschools, inter-organizational collaboration, and future research are discussed.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"6 1","pages":"58 - 68"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/20020317.2020.1711561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Promoting inclusion and equity in education: lessons from international experiences 促进教育的包容和公平:国际经验的教训

Nordic Journal of Studies in Educational Policy Pub Date : 2020-01-02 DOI: 10.1080/20020317.2020.1729587

M. Ainscow

引用次数: 196

Stuck in failure: comparing special education needs assessment policies and practices in Sweden and Germany 陷入失败:比较瑞典和德国的特殊教育需求评估政策和实践

Nordic Journal of Studies in Educational Policy Pub Date : 2020-01-02 DOI: 10.1080/20020317.2020.1729521

Thomas Barow, Daniel Östlund

引用次数: 3

Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education: lessons from international experiences 利用证据促进包容性教育发展Mel Ainscow评论。促进教育包容和公平：国际经验教训

Nordic Journal of Studies in Educational Policy Pub Date : 2020-01-02 DOI: 10.1080/20020317.2020.1730093

Michel Knigge

引用次数: 1