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  • 1.
    Asplund Carlsson, Maj
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Andreasson, Ingela
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Utbildningsvetenskapliga fakulteten.
    Dovemark, Marianne
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Utbildningsvetenskapliga fakulteten.
    Bedömnings-, dokumentationspraktiker och pedagogiska identiteter2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2015, no 2, p. 206-233Article in journal (Refereed)
    Abstract [en]

    When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.

  • 2.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Multimodala bedömningspraktiker och lärares lärande2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 43-68Article in journal (Refereed)
    Abstract [en]

    The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-­making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-­work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-­language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.

  • 3.
    Rendahl, Jenny
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Peter
    Göteborgs universitet, Göteborg, Sverige.
    Pipping Ekström, Marianne
    Göteborgs universitet, Göteborg, Sverige.
    Berg, Christina
    Göteborgs Universitet, Göteborg, Sverige.
    Forskarinitierat rollspel med efterföljande fokusgruppintervju: en metod för att främja delaktighet och reflektion2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 31-55Article in journal (Refereed)
  • 4.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The construction of mathematical knowledge and learning in and through individual education plans2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-29Article in journal (Refereed)
    Abstract [en]

    This study, which is grounded in Bernstein's theories of symbolic power and control in the context of pedagogy, explores how pupils' learning in mathematicsis constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematic sand how mathematics should be taught.

  • 5.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Om lässtrategier och textrörlighet: En studie av elevers textsamtal kring skönlitteratur i årskurs 92017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 103-129Article in journal (Refereed)
    Abstract [en]

    This article presents findings from a school project of which the focus has been to help pupils develop their reading abilities through text-talks about fiction. The article is the last in a study of four. The three preceding articles have fo- cused on how the teachers involved in the project have supported their pupils in order to help them improve their reading skills. The purpose of the study is to analyse and describe the abilities the pupils have developed in relation to the support they have been given during their education. The empirical findings referred to in the study are from text-talks in grade 9. The reading skills have been measured through analysis of video recordings of text talks among pupils discussing in small groups without a teacher present. The analytical tool used is the concept of text movability. The study displays to what extent the pupils have acquired strategies to read the lines, between the lines and beyond them. Also, how a metalanguage can be applied to talk about texts and the processes of interpretation. The results give evidence of the connection between the teaching offered to the students and the abilities they have developed.

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