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Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0002-0127-0999
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0002-5163-7939
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0002-7751-3942
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-16Article in journal (Refereed) Epub ahead of print
Abstract [en]

In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

Place, publisher, year, edition, pages
London: Taylor & Francis, 2017. p. 1-16
Keywords [en]
Individual development plans, formative assessment, equity, social reproduction
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
URN: urn:nbn:se:hv:diva-11255DOI: 10.1080/00313831.2017.1336478Scopus ID: 2-s2.0-85021155132OAI: oai:DiVA.org:hv-11255DiVA, id: diva2:1129218
Note

Published online: 21 Jun 2017

Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2017-12-05Bibliographically approved

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Korp, HelenaSjöberg, LenaThorsen, Cecilia

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