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Wahlström, N. (Ed.). (2019). Classroom research: Methodology, categories and coding. Växjö: Linnaeus University Press
Open this publication in new window or tab >>Classroom research: Methodology, categories and coding
2019 (English)Collection (editor) (Other academic)
Abstract [en]

The purpose of this text is to frame the methodological considerations developed in two research projects focused on classroom research. The first project is titled Understanding curriculum reforms – A theory-oriented evaluation of the Swedish curriculum reform Lgr 11 (years 2014–2017), and the second project has the title Exploring the elusive teaching gap – Equity and knowledge segregation in teaching processes (years 2018–2020). Both projects are financed by the Swedish Research Council.

In the research projects, empirical data are collected from curriculum events in the classroom. The task is therefore about developing an analytical framework to investigate various organisational repertoires (frame factors) that are actualised with a curriculum; for example, factors such as content-orientation, teaching space and temporal organisation of the teaching. It is also about how a curriculum takes shape in the classroom and which different communicative repertoires  (teaching talk including listening and learning talk including listening) are activated in relation to different content focuses, as well as how such repertoires can be described based on comparative typologies/categories. The focus of the research is the coding of data relating to knowledge perceptions and forms of knowledge, which is a more challenging task. All the recorded lessons relate to teaching in a full class. The coding scheme can be found in the last chapter in this anthology

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2019. p. 43
Keywords
classroom research, didactics, methodology, video recording, coding
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-89690 (URN)978-91-89081-04-8 (ISBN)
Projects
Att utforska de svårfångade olikheterna – likvärdighet och kunskapssegregation i undervisningsprocesser
Funder
Swedish Research Council
Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-10-18Bibliographically approved
Wahlström, N., Alvunger, D., Schmidt, C., Sundberg, D. & Vogt, B. (2019). Coding scheme for analysing classroom discourse and conceptualisations of knowledge. In: Wahlström, Ninni (Ed.), Classroom research: Methodology, categories and coding (pp. 39-43). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Coding scheme for analysing classroom discourse and conceptualisations of knowledge
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2019 (English)In: Classroom research: Methodology, categories and coding / [ed] Wahlström, Ninni, Växjö: Linnaeus University Press, 2019, , p. 44p. 39-43Chapter in book (Other academic)
Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2019. p. 44
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-89729 (URN)978-91-89081-04-8 (ISBN)
Projects
Att utforska de svårfångade olikheterna – likvärdighet och kunskapssegregation i undervisningsprocesser
Funder
Swedish Research Council
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-10-18Bibliographically approved
Wahlström, N. (2019). Democracy and curriculum—the task still before us. European Educational Research Journal (online), 1-13
Open this publication in new window or tab >>Democracy and curriculum—the task still before us
2019 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, p. 1-13Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article explores how John Dewey’s concept of democracy can contribute to our understandingof what is required from education amid growing nationalism and populism, even in what are usuallyperceived as established democracies. The purpose of the study is to explore how standardsbasedcurricula for citizenship education can be problematised in relation to the broad concept ofdemocracy. The meaning of citizenship education in curricula is examined through two cases fromwestern countries (Sweden and the USA) with standards-based curricula. These social studiescurricula deal with democracy as something ‘to teach about’, rather than focusing on helpingstudents learn to understand and recreate democracy for their own generation. However, theconcept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculumlogic of standards and knowledge outcomes emphasising measurability. Now, when democracy ischallenged, also seems to be the right time to confront the logic of a standards-based curriculumand the selective traditions of subjects within the social studies, as well as to ask the questions‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Populism, democracy, social studies, standards-based curriculum, comparative studies
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-90346 (URN)10.1177/1474904119889795 (DOI)000499585600001 ()
Available from: 2019-12-01 Created: 2019-12-01 Last updated: 2020-03-11
Wahlström, N. (2019). Didaktik - ett professionsbegrepp. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Didaktik - ett professionsbegrepp
2019 (Swedish)Book (Other academic)
Abstract [sv]

Didaktik handlar om undervisning och lärande. Den intresserar sig för undervisningens och lärandets såväl teoretiska som praktiska aspekter. På så sätt förenar didaktiken undervisningens och lärandets båda perspektiv, som kan uppfattas som två sidor av samma mynt. I boken avgränsas didaktik till undervisning i institutionella sammanhang, som förskola, skola och högskola. En genomgående reflektion är didaktikens internationalisering, det vill säga undervisningsfrågornas allmängiltiga och överskridande karaktär.

I bokens första kapitel presenteras didaktik, läran om undervisning, utifrån tre kulturellt och språkligt skilda traditioner: en tysk-nordisk och en fransk didaktiktradition samt en anglosaxisk läroplanstradition. I närmast efterföljande kapitel introduceras den didaktiska analysen, didaktikens relation till läroplanen och lärandets didaktiska aspekter. Bokens inledande del om grundläggande didaktiska perspektiv avslutas med ett kapitel om hur  pragmatism och bildning utgör sammanbindande teoretiska utgångspunkter för olika didaktiska inriktningar.

Därefter ges i två på varandra följande kapitel exempel från matematik- och svenskämnenas didaktiska forskning. Kapitlen belyser både vad som skiljer ämnesdidaktiken åt, utifrån ämnenas respektive traditioner och globaliseringens olika konsekvenser, men också vad som förenar dem i användandet av liknande teoribildningar. Ett särskilt kapitel ägnas åt klassrumsforskning som ett sätt att utforska undervisningssituationernas meningsinnehåll, kunskapssyn och kommunikationsmönster. Sist, men inte minst, behandlas frågan om vad det innebär att vara lärare – vad det innebär att uppfostra morgondagens demokratiska medborgare, att utveckla sitt yrke till artisteri och att värna om undervisningens krav på pluralism.     

Syftet med boken är att ge dig som blivande lärare tankar och begrepp som kan bidra till dina egna val och ställningstaganden i din undervisning.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019. p. 180
Keywords
didaktik, undervisning, didaktiska teorier, ämnesdidaktik
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-89004 (URN)978-91-511-0157-6 (ISBN)
Available from: 2019-09-07 Created: 2019-09-07 Last updated: 2019-11-12Bibliographically approved
Sundberg, D. & Wahlström, N. (2019). Exploring the elusive teaching gap: Equity and knowldege segregation in teaching processes. In: : . Paper presented at The Nordic Curriculum Theory Conference, Vasa, Åbo university 7-8 november 2019.
Open this publication in new window or tab >>Exploring the elusive teaching gap: Equity and knowldege segregation in teaching processes
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89994 (URN)
Conference
The Nordic Curriculum Theory Conference, Vasa, Åbo university 7-8 november 2019
Note

Ej belagd 20191121

Available from: 2019-11-10 Created: 2019-11-10 Last updated: 2019-11-21Bibliographically approved
Wahlström, N., Vogt, B. & Adolfsson, C.-H. (2019). How to express knowledge: Knowledge concepts for measurement in Swedish curriculum. 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..
Open this publication in new window or tab >>How to express knowledge: Knowledge concepts for measurement in Swedish curriculum
2019 (English)In: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06, 2019Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this debate, school reforms, including new grading systems, have been continuous but the knowledge base in curriculum has remained the same. In Sweden, there is currently a major debate on the status of "facts" in the school's knowledge concept. One line of argument claims that the students do not get the opportunity to learn enough factual knowledge. Instead, the abilities have been dominating. However, factual knowledge is embedded in the abilities, because without factual knowledge the abilities become empty, the other argument goes. This debate, as well as a debate of the failure of the current “knowledge requirements” in curriculum to provide tools for equivalent grading, has led to an initiative from the Swedish National Agency for Education (NAE). The NAE has initiated a curriculum reform aiming at strengthen the clarity and equivalence in the content as well as in the knowledge requirements in the syllabi.

Aim

The purpose of this paper is to reintroduce a theoretically based dialogue on the relevance of current knowledge concepts in curricula in general, and the expressions of knowledge progression in particular. In this explorative study, we investigate the following research questions: How can factual knowledge be emphasized without being instrumental? How can the school's overarching goals and values be reflected in the syllabi? With what knowledge expressions can an equivalent assessment be promoted?

Theoretical framework and method

In the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical to place the Swedish curricula Lgr 11 and Lgy 11 in a broader typology. Following Deng & Luke (2008), we specifically discuss the knowledge concepts in the syllabi of civics for compulsory school and upper secondary school. To discuss the knowledge expressions in the knowledge requirements in terms of increased clarity and equivalence, we distinguish between knowledge in relation to content and achieved competences in relation to different levels of grading (Carlgren et al. 2009). In the result section, we present a revised version of syllabi in civics for Year 6 and 9 in compulsory school and Year 1 in upper secondary school.

Expected conclusions

We suggest that achieved competences need to be related to content in the knowledge requirements for increased clarity of what different forms of knowing that should be achieved.  Moreover, we introduce alternative terms for how different levels of competences could be expressed in the grading system to increase equivalence.

Keywords
curriculum making, social studies, typology, competences
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87037 (URN)
Conference
Nordic Education Research Conference, Uppsala, March 6-8.
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-10-18Bibliographically approved
Wahlström, N. (2019). “International standards” and the implications for educational equality in national school reforms. In: : . Paper presented at American Educational Research Association Congress,AERA, Toronto, April 5-9..
Open this publication in new window or tab >>“International standards” and the implications for educational equality in national school reforms
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The evidence-based policy movement emerged from a desire to remove ideology from the policy process in order to increase the credibility of policy proposals; an approach that was also incorporated in the Organisation for Economic Co-Operation and Development (OECD). The focus of this study is to explore international policy discourses and “international standards” underpinning school reforms, with the current school reform in Sweden used as an example. The purpose is (i) to examine what arguments and actors in the international education arena are relevant to the national reform priorities, and (ii) to explore how comparative research perspectives can contribute to unravel aspects of (in)equalities in national school reforms against a backdrop of international educational policy discourses.

Keywords
education policy, reform, international policy
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87034 (URN)
Conference
American Educational Research Association Congress,AERA, Toronto, April 5-9.
Note

Ej belagd 20191018

Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-10-18Bibliographically approved
Wahlström, N. (2019). Introduction: Understanding classroom and knowledge discourses from a curriculum theory and didactic perspective. In: Wahlström, Ninni (Ed.), Classroom research: Methodology, categories and coding (pp. 3-8). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Introduction: Understanding classroom and knowledge discourses from a curriculum theory and didactic perspective
2019 (English)In: Classroom research: Methodology, categories and coding / [ed] Wahlström, Ninni, Växjö: Linnaeus University Press, 2019, , p. 44p. 3-8Chapter in book (Other academic)
Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2019. p. 44
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-89726 (URN)978-91-89081-04-8 (ISBN)
Projects
Att utforska de svårfångade olikheterna – likvärdighet och kunskapssegregation i undervisningsprocesser
Funder
Swedish Research Council
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-11-21Bibliographically approved
Wahlström, N., Vogt, B. & Adolfsson, C.-H. (2019). Making Social Studies in Standards-Based Curricula. In: Presented at ECER 2019: . Paper presented at ECER 2019, 'Education in an Era of Risk – the Role of Educational Research for the Future', september 2-6, Hamburg, Germany..
Open this publication in new window or tab >>Making Social Studies in Standards-Based Curricula
2019 (English)In: Presented at ECER 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this official investigation in the early 1990s, a new grading system and a standards-based and subject-based model of curriculum with prescribed ‘knowledge requirements’, have been implemented, but the knowledge base in the first part of the curriculum has remained the same. Two overarching issues are addressed in this paper: i) The transnational influence on educational knowledge concepts and ii) the transnational influence on curriculum structure resulting in standards-based curriculum. Both aspects are explored in relation to the implications for the subject of social science (civics). Thus, we especially examine what education is for (Biesta 2011) in social science, as it is expressed within the Swedish framework of curriculum. The purpose of this paper is to analyse the Swedish ‘hybrid’ curriculum, composed of a content- and subject based idea on the one hand and an idea of a result-focused, ability-centered curriculum on the other hand, in relation to social science. In the study, the following research questions, focused on curriculum making, are explored: How is knowledge in civics expressed in the Swedish curricula for compulsory and upper secondary school? What are the implications of transnational influences of the concepts of standards and competences for the subject of civics? Theoretical framework and method In the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical knowledge in order to relate the Swedish curricula Lgr 11 (compulsory school) and Lgy 11 (upper secondary school) to a theoretical model of curriculum. Following Deng & Luke (2008), we explore the character of the knowledge concept in the school subject of civics. The dominating knowledge discourse is related to a typology of civics (Barr; Barth & Shermis 1977; Englund 1997; Wahlström 2014). We specifically discuss the assessment practice and its consequences for how the knowledge in the subject is understood (Adolfsson 2018, Vogt 2017). In the analysis, we illustrate the subject tradition of social sciences in Sweden, as representative for the Nordic countries, as well as the subject’s current dilemmas in a standards-based curriculum.

Keywords
Curriculum, Civics subject, Standard based curriculum, Competences, Assessment
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89875 (URN)
Conference
ECER 2019, 'Education in an Era of Risk – the Role of Educational Research for the Future', september 2-6, Hamburg, Germany.
Available from: 2019-10-31 Created: 2019-10-31 Last updated: 2019-11-12Bibliographically approved
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).
Open this publication in new window or tab >>Reform of 2015/2018 in Sweden: A gathering for school - national strategy for knowledge and equivalence
2019 (English)In: NERA 2019, Education in a Global World, 6-8 March, Uppsala, Sweden: Abstract book, 2019-03-06, 2019, p. 813-814Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81206 (URN)
Conference
NERA 2019, 6-8 March, 2019, Uppsala Sweden
Projects
Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison
Funder
The Research Council of Norway, 283 467
Available from: 2019-03-21 Created: 2019-03-21 Last updated: 2019-05-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5554-6041

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