Health in school: stress,individual responsibility and democratic politics

Cultural Studies of Science Education - According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of...     

Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.     

The influence of sociocultural and structural contexts in academic change and development in higher education

Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.     

Using longitudinal data to evaluate publicly provided formal education for low skilled

Modern societies would potentially reap large benefits from upgrading low skilled's education. However, this is difficult to put into practice because employers are reluctant to train low skilled and because low skilled are unwilling to participate. To circumvent this potential market imperfection, a large supply of formal education in Sweden is complemented with the eligibility of enrollees for financial support. This study uses detailed data on Swedish siblings aged 24–43 in 1994 to evaluate the impact on annual earnings. The estimated average return was 4.4% in 2004. Calculations indicate that this is barely sufficient to cover society's total costs.     

Assessing teachers’ multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale

The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism.     

Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest

In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school.     

Scaffolding or simplifying: students’ perception of support in Swedish compulsory school

National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-achieving students in Swedish compulsory school. A questionnaire focusing on support in science studies was distributed to students in grade 9 (N = 1731), and data was analyzed with confirmatory factor analysis and structural equation modeling. Findings show that low-achieving students perceive that they primarily receive “simplifying support,” which involves the lowering of expectations and limiting of students’ opportunities to learn. “Scaffolding support,” which involves changes to practices and holding the same standards for all students, seems to be mainly provided to boys, regardless of achievement level.

     

Assessment to Increase Students’ Creativity: Two Case Studies

Changing the assessment method is a way to influence the students’ attitudes towards their studies; their ways of working to a large extent are determined by the assessment methods. One way to take advantage of this is to use the assessment to stimulate creativity and communication skills. This has been tried in full‐scale studies for students in engineering physics, computer science and mathematics at Uppsala University and Vdxjö University, both in Sweden. Undergraduate education in engineering, computer science and mathematics has by tradition emphasized training in skills. The examination often consists of problems that the students solve individually. It is difficult to give complex and/or loosely defined problems in such an examination. The students are not encouraged to analyze, judge, communicate or discuss these skills. In fact, in the authors’ experience, traditional examinations can actually inhibit the development of the students’ independence and creativity. Both projects have been supported by the Council for Renewal of Undergraduate Education, Sweden.     

Grading of Student's Attainment: Purposes and Functions

Abstract

Lysne, A. 1984. Grading of Students' Attainment: Purposes and Functions. Scandinavian Journal of Educational Research 28, 149‐165. The article discusses the complex problem of evaluation and grading of students' achievement. During the 1970's a strong movement against the traditional formal grading and use of marks came up in many countries in the western world. The basic problem under question has been what type of reference measures should be used in grading students' achievement — measures of individual potentials or comprehensive norms or standards for attainment of skills and knowledge? The answer to this question depends, of course, on the type of functions the grades are supposed to serve. For individual guidance, it might be sufficient to give information about progress in relation to personal potentials, but that type of evaluation and grading can certainly not be used for selective purposes. A number of factors and viewpoints have to be taken into consideration when new reforms of grading systems for our schools are under discussion and planning.