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Nordin, Andreas, DocentORCID iD iconorcid.org/0000-0002-8503-2655
Publikationer (10 of 79) Visa alla publikationer
Steiner-Khamsi, G., Karseth, B., Nordin, A. & Baek, C. (2020). How Much Policy Advice is Changed and Lost in Political Translation?. In: Presented at NERA 2020: . Paper presented at NERA 2020, 4-6 March 2020, Turku, Finland.
Öppna denna publikation i ny flik eller fönster >>How Much Policy Advice is Changed and Lost in Political Translation?
2020 (Engelska)Ingår i: Presented at NERA 2020, 2020Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-92662 (URN)
Konferens
NERA 2020, 4-6 March 2020, Turku, Finland
Projekt
Policy Knowledge and Lesson Drawing in School Reform
Tillgänglig från: 2020-03-04 Skapad: 2020-03-04 Senast uppdaterad: 2020-03-20Bibliografiskt granskad
Hallsén, S. & Nordin, A. (2020). Variations on Modernisation: Technological Development and Internationalisation in Local Swedish School Policy From 1950 to 2000. Scandinavian Journal of Educational Research, 64(2), 151-166
Öppna denna publikation i ny flik eller fönster >>Variations on Modernisation: Technological Development and Internationalisation in Local Swedish School Policy From 1950 to 2000
2020 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, nr 2, s. 151-166Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Since WWII, Sweden has had an international reputation for being modernand progressive, with schooling that provides equal opportunities for allchildren. Analysing local enactment of the national pursuit ofmodernisation in two contrasting municipalities, this paper offers newperspectives on Swedish education history beyond the image ofschooling as a uniform national project. The concepts of technologicaldevelopment and internationalisation are applied to capture the ideasand visions inherent in this modernisation. The study demonstrates,through the example of the rural municipality of Tierp and themunicipality of Stockholm, the complexity of the modernisation processand the interplay between divergent interpretations of national reformsand local enactment of modernisation.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2020
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-78285 (URN)10.1080/00313831.2018.1524396 (DOI)000509308400001 ()
Forskningsfinansiär
Vetenskapsrådet, 2013-2219
Tillgänglig från: 2018-10-11 Skapad: 2018-10-11 Senast uppdaterad: 2020-02-21Bibliografiskt granskad
Nordin, A. (2019). A data-driven school crisis. In: Christina Eldestad Mølstad & Daniel Pettersson (Ed.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research (pp. 127-144). London: Routledge
Öppna denna publikation i ny flik eller fönster >>A data-driven school crisis
2019 (Engelska)Ingår i: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Christina Eldestad Mølstad & Daniel Pettersson, London: Routledge, 2019, s. 127-144Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
London: Routledge, 2019
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-81768 (URN)2-s2.0-85067813267 (Scopus ID)9781138612853 (ISBN)
Tillgänglig från: 2019-04-09 Skapad: 2019-04-09 Senast uppdaterad: 2020-05-12Bibliografiskt granskad
Sundberg, D. & Nordin, A. (2019). Hybrid competences in Swedish curriculum policy making. In: Presented at CIES 2019: . Paper presented at CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019..
Öppna denna publikation i ny flik eller fönster >>Hybrid competences in Swedish curriculum policy making
2019 (Engelska)Ingår i: Presented at CIES 2019, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-82238 (URN)
Konferens
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Tillgänglig från: 2019-04-26 Skapad: 2019-04-26 Senast uppdaterad: 2019-05-07Bibliografiskt granskad
Prøitz, T. & Nordin, A. (2019). Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner. Scandinavian Journal of Educational Research
Öppna denna publikation i ny flik eller fönster >>Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
2019 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as is criticised as scientific management. Calls have been made to reconsider alternative interpretations of learningoutcomes and a renewal of older perspectives on learning outcomes such as in Eisner's works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner's framing of teaching and learning. Analysing policy developments and the introduction oflearning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2019
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-81712 (URN)10.1080/00313831.2019.1595717 (DOI)000464592100001 ()
Tillgänglig från: 2019-04-05 Skapad: 2019-04-05 Senast uppdaterad: 2020-05-07
Nordin, A. (2019). On the normativity of data-driven curriculum work: a discursive and non-affirmative approach. In: : . Paper presented at Åttonde Nordiska läroplansteorikonferensen.
Öppna denna publikation i ny flik eller fönster >>On the normativity of data-driven curriculum work: a discursive and non-affirmative approach
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

This paper raises a critical argument on the normativity of data-driven curriculum work shaping and reshaping education at all levels along an evaluative rationale. The critique evolves in two steps, the first step is deconstructive in character and draws on the work of Porter (1995) and research on data-driven curriculum work. The second step is reconstructive in character making use of the non-affirmative theory in education (Uljens & Ylimaki, 2015, 2017; Uljens, 2016, 2018) to elaborate on a more reflexive position. The critical examination shows how competitiveness, objectivity and distance operate as educational ideals within the discourse of data-driven curriculum work, narrowing the educational imagination to what can be expressed in league tables and ranking lists and promoting easy answers to complex questions of what works. These ideals are challenged by non-affirmative theory proposing a more reflexive approach to curriculum work emphasising process rather than outcome, and questions rather than answers as drivers of these processes.

Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-89985 (URN)
Konferens
Åttonde Nordiska läroplansteorikonferensen
Anmärkning

Ej belagd 20191121

Tillgänglig från: 2019-11-08 Skapad: 2019-11-08 Senast uppdaterad: 2019-11-21Bibliografiskt granskad
Nordin, A. & Wahlström, N. (2019). Reform of 2015/2018 in Sweden: A gathering for school - national strategy for knowledge and equivalence. In: NERA 2019, Education in a Global World, 6-8 March, Uppsala, Sweden: Abstract book, 2019-03-06. Paper presented at NERA 2019, 6-8 March, 2019, Uppsala Sweden (pp. 813-814).
Öppna denna publikation i ny flik eller fönster >>Reform of 2015/2018 in Sweden: A gathering for school - national strategy for knowledge and equivalence
2019 (Engelska)Ingår i: NERA 2019, Education in a Global World, 6-8 March, Uppsala, Sweden: Abstract book, 2019-03-06, 2019, s. 813-814Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-81206 (URN)
Konferens
NERA 2019, 6-8 March, 2019, Uppsala Sweden
Projekt
Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison
Forskningsfinansiär
Norges forskningsråd, 283 467
Tillgänglig från: 2019-03-21 Skapad: 2019-03-21 Senast uppdaterad: 2019-05-07Bibliografiskt granskad
Nordin, A. & Wahlström, N. (2019). Reform of 2015/2018 in Sweden, the renewal entitled: A gathering for school – National strategy for knowledge and equivalence. In: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06. Paper presented at Nordic Education Research Conference, Uppsala, March 6-8..
Öppna denna publikation i ny flik eller fönster >>Reform of 2015/2018 in Sweden, the renewal entitled: A gathering for school – National strategy for knowledge and equivalence
2019 (Engelska)Ingår i: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

In times of global competition there has been a growing demand for reliable evidence among national policy makers to raise educational performances. The challenge they face has to do with gathering and evaluating the relevant sources to include, often produced by different actors operating at different policy levels. In this paper we examine what official policy knowledge was selected and used as the evidence base for the latest Swedish compulsory school reform and how they were used to legitimate national reforms. The three research questions are: How do Swedish policy-makers draw on national and regional/international knowledge in formulating a Swedish education policy reform? What knowledge sources count as evidence in the 2015/2018 educational reform? What sort of reform does the Swedish 2015/2018 reform represent?

The empirical data consists of one white paper and eight green papers, together making up the official evidence base for the reform and the nine source documents of the study. Using text-based network analysis, the citations and references in the source documents have been examined in order to find the social structures of policy coalitions, and interpret the various epistemic discourse coalitions they make up. The preliminary result shows that every document draws heavily on evidence, and that although the OECD plays a special (and unusual) role in this school reform since the Swedish government themselves turned to the OECD asking for guidance in setting the goals for the national educational reform agenda, domestic policy still plays an important role at the national levels. Looking at the Swedish case

Nyckelord
education policy, bibliographic analysis, policy knowledge
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-87038 (URN)
Konferens
Nordic Education Research Conference, Uppsala, March 6-8.
Tillgänglig från: 2019-07-30 Skapad: 2019-07-30 Senast uppdaterad: 2019-10-18Bibliografiskt granskad
Nordin, A. & Wahlström, N. (2019). Reform of 2015/2018, the renewal entitled: A gathering for school - national strategy for knowledge and equivalence. In: Presented at CIES 2019: . Paper presented at CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Öppna denna publikation i ny flik eller fönster >>Reform of 2015/2018, the renewal entitled: A gathering for school - national strategy for knowledge and equivalence
2019 (Engelska)Ingår i: Presented at CIES 2019, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-82236 (URN)
Konferens
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019
Tillgänglig från: 2019-04-26 Skapad: 2019-04-26 Senast uppdaterad: 2019-05-07Bibliografiskt granskad
Nordin, A. (2019). The idea of ‘distance’ in data-driven education: a productive critique. In: Presented at CIES 2019: . Paper presented at CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019..
Öppna denna publikation i ny flik eller fönster >>The idea of ‘distance’ in data-driven education: a productive critique
2019 (Engelska)Ingår i: Presented at CIES 2019, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-82235 (URN)
Konferens
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Tillgänglig från: 2019-04-26 Skapad: 2019-04-26 Senast uppdaterad: 2019-05-07Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8503-2655

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