The extent of ability grouping in Swedish upper secondary schools: a national survey

Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity.     

Varying access to professional,special educational support: a total population comparison of special educators in Swedish independent and municipal schools

Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of – and work with – special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years’ experience as special educators, are more often employed part‐time than full‐time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.     

我国高中阶段教育资源配置现状及优化策略

当前我国正在加快普及高中阶段教育,探讨教育资源在高中阶段的资源配置,即教育资源在普通高中和中等职业教育之间的配置,对于优化资源配置,保证普及高中阶段教育的质量都有着重要的意义。鉴于两类教育在经费、师资数量和质量等教育资源配置方面存在的差异,政府应该加大对普通高中教育的投入,保持预算内经费的持续稳定增长,加强师资队伍建设,中等职业教育也要走多渠道筹措资金的发展道路。     

Students with special educational needs: transitions from primary to secondary school

This article looks at the experiences of young people with Statements of special educational needs prior to and following moves from primary to secondary school. Pam Maras and Emma-Louise Aveling of the University of Greenwich, London, used interviews to develop six qualitative case studies focusing on the transition process. Findings from these case studies reveal that the young people varied in their expectations and needs during the transition to secondary school, and that schools differed in the quality and efficacy of the support systems they provide. Parents' and carers' responses suggest that additional support services were not necessarily the most beneficial way to provide for all of the young people. What did appear to be beneficial was continuity of support throughout the transition to a new school, and the provision of a dedicated space within the school, such as a special needs unit. Several of the young people adapted easily alongside their peers without special educational needs, while others required more structured support. Pam Maras and Emma-Louise Aveling suggest that effective communication between support services, the young person, and their parents can facilitate successful transitions by allowing support to be tailored to individual students' needs.     

Pedagogic identities for sale! Segregation and homogenization in Swedish upper secondary school

The aim of this article is to illustrate how Swedish schools construct different pedagogic identities in the way they marketize themselves. We examine through a Bernsteinian lens how upper secondary schools promote themselves; what identities are being called for by the schools and how these identities are expressed. Moreover, the article intends to study how these identities are reflected in studied school actors and how they can be understood in relation to the labour market. We have analysed texts from various kinds of marketing materials, including websites and prospectuses of the schools. The empirical data also include interviews with various school actors. In addition, we attended and recorded observations at open houses and school fairs. Our findings indicate a strong differentiated market-oriented education system, mediated not only through distinctions in courses and programmes, but also through schools creating highly specific niches and targeting specific students as valuable commodities.     

Problem solving in Swedish mathematics textbooks for upper secondary school

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.     

芬兰普通高中的课程评价和课程管理

本文着重探讨了 1994年普通高中课程改革以后 ,芬兰普通高中课程评价的基本举措和特点 ,分析了国家级行政管理、省级行政管理、地方行政管理、校级行政管理的权限和方式、方法。     

Inclusion,exclusion and the queering of spaces in two Icelandic upper secondary schools

The concept of space is gaining increased attention in studies of sexuality and gender, not least those focusing on heterosexism and heteronormativity. Such studies have demonstrated that space is sexualised, gendered and actively produced. In this article, we present the findings from an ethnographic study of two Icelandic upper secondary schools. One is a traditional academic school in Reykjavík (the capital city) and the other is a mixture of a vocational and an academic school, located in a small urban community in the northern part of the country. In addition to the ethnographic component of the research, five former and current lesbian, gay, bisexual and transgender (LGBT) students from the two schools were interviewed. We describe how different spaces are constructed through the discourse of heterosexuality and hegemonic gender performances. In doing so, we focus on the processes of inclusion, exclusion and queering of different spaces, and the interplay of these processes in constructing sexuality and gender. The findings indicate that the spaces observed, which are depicted in this article as three stories, included and excluded both LGBT students and other students who did not conform to the dominant norms. These same spaces were also a platform for various queering activities, where alternative discourses could be established and even disturb the dominant discourse of heterosexuality and normativity, whether in terms of gender performances or bodily appearances.     

Special educational needs support and consultancy in European schools

ABSTRACT

This article outlines the current state of development of special needs support and consultancy in four European countries: Holland, the Czech Republic, England and Wales, and Germany. Models of consultancy particular to the individual countries are also described. An attempt is made by the authors to determine the key features which allow for a common development in special needs support and consultancy work. They suggest that this might provide the basis for further critical     

Planning a competence-based curriculum: the case of four secondary schools in England

Despite the belief that schools tend to be resistant to change, it is possible to find secondary schools in the UK which are investing in the design of an innovative curriculum for their Year 7 (11-year-old students). This article focuses on four of these schools and discusses some of the challenges they face in planning and implementing their competence-based curricula (CBC). Such curricula tend to be based on the rationale that they better prepare all students for the constant changes of human knowledge and understanding. They develop transferable skills rather than subject-specific content, which are considered necessary requirements for learners as future productive members of society in the twenty-first century. Advocates of CBC argue that such curricula are more inclusive and emancipatory than traditional curricula, although this view is contested. Employing Bernstein's concepts of framing and classification of the curriculum, this article describes the challenges and constraints encountered by four schools which have endeavoured to develop a competence-based curriculum.     

Behaviour support in secondary schools

Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts.     

Departmental differences in attitudes to special educational needs in the secondary school

As trends in favour of inclusion continue, questions arise concerning the extent to which teachers in mainstream schools feel prepared for the task of meeting pupils' special educational needs. Little previous research has considered how the subject taught impacts upon the attitudes of mainstream teachers towards pupils with special educational needs. In this article, Jean Ellins, research fellow at the University of Birmingham, and Jill Porter, senior lecturer at the University of Bath, report on their research into the attitudes of teachers in one mainstream secondary school. Building a detailed case study using documents, records of pupil progress, an interview and a questionnaire using a Likert-type attitude scale and open-ended questions, these researchers set out to explore distinctions between the attitudes of teachers working in different departments. Their findings suggest that the teachers of the core subjects, English, mathematics and science, had less positive attitudes than their colleagues. Further, pupils with special educational needs made least progress in science where teacher attitudes were the least positive. Jean Ellins and Jill Porter review the implications of these findings and make recommendations for future practice and further enquiry.     

Personalised learning as repressive tolerance: a comparative ethnographic analysis from research in three Swedish schools

The idea of personalised learning is built upon a liberal tradition that values tolerance in enabling the process of human autonomy. In this article, we elaborate on this notion, its theoretical base and effects on the learning conditions of upper secondary school students. We draw upon data from three different studies of the Swedish upper secondary school. The aim of the article is to elaborate on values that are implemented and how these values affect how the notion of tolerance can be used as a tool to explore and explain the idea of personalised learning. For the purpose of analysis, we use parts of Kyle Moore and Walker's [2011. “Tolerance. A Concept Analysis.” The Journal of Theory Constructing & Testing 5 (2): 48–52] work. Our analysis shows that personalised learning was legitimised in our studied settings, but in its extension it did not benefit and challenge the ongoing learning and development of the students. In fact, tolerance appeared repressive and confirmed status quo.     

Schooling sexualities and gendered bodies. Experiences of LGBT students in Icelandic upper secondary schools

In this paper, we study how Lesbian, Gay, Bisexual and Transgender people (LGBT) students in Icelandic upper secondary schools interpret their experience of heteronormative environment and how they respond to it. The aim is to explore how sexualities and gendered bodies are constructed through ‘schooling’. The article draws on interview data with seven LGBT students who attended five different upper secondary schools. We also use visual data collected during fieldwork at one upper secondary school and exemplify the results with a poster and a digitalised short-film, produced by the students, to substantiate what participants told us in the interviews. All of the students experienced heteronormative discourse and lack of respect and indicated that they did not feel fully accepted in school. Upon entering the classroom, the visibility of LGBTs and discussion about different performances of gender and sexuality seem to disappear, whether in terms of textbooks, course content, teaching practices and school environment. Furthermore, LGBTs and those who do not conform to the hegemonic performances of gender are often constructed as deviations from the norm, strange, and even depicted as the abjected other. This applies in particular to the informal school, which embraces the traditions, culture and social interactions among students and teachers. This othering occurs, despite relatively positive attitudes towards LGBT people in Icelandic society in general. The results signify a gap between policy and practice as regards the positioning of LBGT students, which affects their schooling and well-being.     

Secondary schools included: a literature review

For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000–2012), current interests represent inclusive culture, policy and practices, although the balance between each of these dimensions is unequal. A large number of studies report on attitudes towards inclusion, followed by inclusive practice. A lower number of studies deal with policy issues. Staff attitudes towards inclusion, access to the general curriculum, peer support, self-determination strategies and collaborative practices in specific subject areas were identified as major topics of investigation. Considerable attention has also been paid to peer attitudes, self-advocacy and student grouping. While the adolescent perspective is emphasised, little room is left for parental involvement. Also, the central role of administrators and professional development of staff has been underexposed in current research on secondary inclusion.     

综合中学制与中等师范教育改革

20世纪20年代，在我国曾实施综合中学制，在高级中学中实施包括师范在内的职业教育，师范成为中学的一科。虽然综合中学制实施才几年便宣告失败，但这一制度仍具有现代价值。在进入21世纪的今天，对中等教育学校进行“关、停、并、转”的改革，综合中学制似乎又有了回归的必要。     

大中学校写作教学一体化改革探讨

写作教改实行多年,“伪文体”、“伪议论文”写作教学顽症至今仍难根治,原因大体在于认识不够、衔接不力。写作教学应实行大中学校一体化改革,中学语文写作教学应立足于学生基础文体素养与理性思维的培养,大学中文写作教学应进一步强化专业性文体写作教学,以巩固提高中学阶段所培育的文体素养和理性素养。     

Meaningful education for returning-to-school students in a comprehensive upper secondary school in Iceland

Dropout from upper secondary education in Iceland is higher than in the neighboring countries, but varied options to re-enter school have also been on offer. This article focuses on how students, who had returned to a selected upper secondary school after having quit in one or more other schools, benefited from an innovative pedagogical approach used in the school. The article draws upon interviews, in which the interviewees expressed their pleasure with the school, reporting three main assets of its pedagogy: firstly, a supportive school ethos and student–teacher relationships expressed by the ways in which teachers worked, and also in teachers’ views towards students; secondly, an online learning platform, used by all teachers, which the students could use to structure their studies; and thirdly, the use of formative assessment and no final end-of-term examinations. This pedagogy comprises a whole school approach, and the article concludes that such a school culture and practice enables teenagers and young adults to exercise their right to re-enter academic upper secondary education, which prepares for college, rather than directing them to an industry vocational or practical study program they take little or no interest in.     

More like real life-Motivational methods of teaching in upper secondary school

Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture.     

中等职业学校心理健康教育实施途径研究

以某中等卫校学生为研究对象,通过准实验法比较心理健康知识讲座和个别咨询相结合的心理健康教育模式1以及心理健康知识讲座与班级心理辅导和个别咨询相结合的心理健康教育模式2的效果。实验前后SCL-90评定多重比较结果显示:模式1与对照组相比,只有恐怖因子变化差异具有显著性,而模式2与对照组相比,除躯体化、偏执和精神病性因子外,其他各个因子和总分变化差异均具有显著性。学生自评及班主任和任课教师评价均表明:实验2班学生在自我认识、人际关系、情绪调控能力、挫折承受能力、学习效率等方面均有显著变化。心理健康知识讲座与班级心理辅导相结合是现阶段中等职业学校心理健康教育有效而可行的途径。