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Nordin, Andreas, DocentORCID iD iconorcid.org/0000-0002-8503-2655
Publications (10 of 77) Show all publications
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
Open this publication in new window or tab >>A data-driven school crisis
2019 (English)In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Christina Eldestad Mølstad & Daniel Pettersson, London: Routledge, 2019, p. 127-144Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81768 (URN)9781138612853 (ISBN)
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-10Bibliographically approved
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..
Open this publication in new window or tab >>Hybrid competences in Swedish curriculum policy making
2019 (English)In: Presented at CIES 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82238 (URN)
Conference
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
Prøitz, T. & Nordin, A. (2019). Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81712 (URN)10.1080/00313831.2019.1595717 (DOI)000464592100001 ()
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-05-03
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
Wahlström, N. & Nordin, A. (2019). Reform of 2015/2018 in Sweden, the renewal entitled: A gathering for school – National strategy for knowledge and equivalence. In: : . Paper presented at Nordic Education Research Conference, Uppsala, March 6-8..
Open this publication in new window or tab >>Reform of 2015/2018 in Sweden, the renewal entitled: A gathering for school – National strategy for knowledge and equivalence
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
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

Keywords
education policy, bibliographic analysis, policy knowledge
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87038 (URN)
Conference
Nordic Education Research Conference, Uppsala, March 6-8.
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-07-30
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.
Open this publication in new window or tab >>Reform of 2015/2018, the renewal entitled: A gathering for school - national strategy for knowledge and equivalence
2019 (English)In: Presented at CIES 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82236 (URN)
Conference
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
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..
Open this publication in new window or tab >>The idea of ‘distance’ in data-driven education: a productive critique
2019 (English)In: Presented at CIES 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82235 (URN)
Conference
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
Nordin, A. & Wahlström, N. (2019). Transnational policy discourses on ‘teacher quality’: an educational connoisseurship and criticism approach. Policy Futures in Education, 17(3), 438-454
Open this publication in new window or tab >>Transnational policy discourses on ‘teacher quality’: an educational connoisseurship and criticism approach
2019 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, no 3, p. 438-454Article in journal (Refereed) Published
Abstract [en]

In this article, we analyse key policy documents on teacher quality produced by the OECD andthe EU during the period 2005 to 2017 using an educational connoisseurship and criticismapproach. The purpose of this article is to explore how Eisner’s concepts of educational connoisseurshipand educational criticism can be understood and used to analyse educational policy,especially how teacher quality is discursively constructed in transnational authoritative texts oneducation policy. Eisner’s three aspects of criticism, description, interpretation and evaluation canbe utilised in a differentiated critical approach to the analysis of transnational policy documentson education. While the critical descriptive discourse can be viewed as ‘identifying a simplerelationship’ between social development and educational needs, the interpretative critical discoursecan be regarded as ‘recognising the complexity’ of teachers’ tasks in changing societies andthe critical evaluative discourse as ‘recognising and problematising contradictory interests’ thataffect teachers’ work. We argue that the philosophical concepts of connoisseurship and criticismcontribute to policy research by demonstrating that a multifaceted concept of teacher quality isneeded to capture the complex nature of education.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Education policy, Teacher quality, Elliot Eisner
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79719 (URN)10.1177/1478210318819200 (DOI)000464276900009 ()
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-05-03Bibliographically approved
Nordin, A., Uljens, M., Hardy, I., Sivesind, K., Wahlström, N., Smeds-Nylund, A.-S., . . . Alexiadou, N. (2018). Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism. In: : . Paper presented at EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September,Bolzano, Italy.
Open this publication in new window or tab >>Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism
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2018 (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-77613 (URN)
Conference
EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September,Bolzano, Italy
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2019-02-12Bibliographically approved
Nordin, A. & Sundberg, D. (2018). Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework. Journal of Curriculum Studies, 50(6), 820-835
Open this publication in new window or tab >>Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework
2018 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 50, no 6, p. 820-835Article in journal (Refereed) Published
Abstract [en]

The article aims to explore to what extent and in what ways discourseinstitutionalism can contribute to the understanding and analysis ofcurriculum change in a globalized context. By focusing specifically oncurriculum change, this article proposes how discourse institutionalismcan contribute to the so-called ‘crisis of curriculum theory’ by addressing(i) the non-linearity of change, (ii) the process of the translation of ideasand (iii) actor agency. The text is structured in three sections. In the firstsection, we elaborate on the notion of curriculum change as a vitalconcept for the field of curriculum theory in a globalized context, focusingon processes of recontextualization and the translation of curriculumcontent. In the second, we elaborate on discourse institutionalism as acontributing approach to the analysis of such processes of curriculumchange, constructing a conceptual framework. In the third and finalsection, we give some examples of how the conceptual framework canbe used in analysing curriculum change, using the 2011 Swedish curriculumreform (Lgr 11) as an empirical reference, and the result showsthat the conceptual framework offers a wide repertoire of possibleapproaches to analysing curriculum change, both vertically andhorizontally.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Curriculum theory, educational policy, change, discourse institutionalism
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-76184 (URN)10.1080/00220272.2018.1482961 (DOI)000452858200012 ()
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2019-05-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8503-2655

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