lnu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Gadler, Ulla
Publications (3 of 3) Show all publications
Roos, H. & Gadler, U. (2018). Kompetensens betydelse i det didaktiska mötet: en modell för analys av möjligheter att erbjuda varje elev likvärdig utbildning enlig skolans uppdrag. Pedagogisk forskning i Sverige, 23(3-4), 290-307
Open this publication in new window or tab >>Kompetensens betydelse i det didaktiska mötet: en modell för analys av möjligheter att erbjuda varje elev likvärdig utbildning enlig skolans uppdrag
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 3-4, p. 290-307Article in journal (Refereed) Published
Abstract [sv]

Skolans uppdrag är att erbjuda likvärdig utbildning till varje elev med utgångspunkt från deras varierande förutsättningar. Uppdraget, kan benämnas som det dubbla uppdraget, omfattar såväl kunskapsuppdrag som socialisationsuppdrag. I ett flertal rapporter från bl.a. Skolverket och Skolinspektionen (Skolverket, 2011, 2015; Skolinspektionen, 2014, 2016) framgår det att det finns en diskrepans mellan formuleringar i statliga styrdokument och det som sker i skolan med avseende på varje elevs möjlighet till likvärdig utbildning. Villkor för att genomföra skolans dubbla uppdrag belyses i denna artikel genom att fokusera på betydelsen av kvalitén på det didaktiska mötet i relation till varje elevs rätt till likvärdig utbildning och livslång lust att lära. Syftet med artikeln är att skapa en modell för att kunna analysera kvaliteten på det didaktiska mötet. Denna modell innehåller tre komponenter; elevers varierande förutsättningar i relation till likvärdig utbildning, professionell kompetens att genomföra innehålls-, dynamisk och deltagande inkludering samt tolkning och genomförande av skolans dubbla uppdrag. Kvaliteten på det didaktiska mötet påverkas av hur dessa tre komponenter samvarierar med varandra.

Place, publisher, year, edition, pages
Växjö: Linnéuniversitetet, 2018
Keywords
kompetens didaktiskt möte
National Category
Didactics
Research subject
Pedagogics and Educational Sciences, Education; Education, General Didactics
Identifiers
urn:nbn:se:lnu:diva-77716 (URN)
Available from: 2018-09-13 Created: 2018-09-13 Last updated: 2019-07-09Bibliographically approved
Roos, H., Frithiof, E., Gadler, U., Lundbäck, B. & Sandberg, I. (2015). If a Sprawling Teacher Education of Special Education Needs (SEN) is the Answer, What is the Question?. In: C. A. Shoniregun, G.A. Akmayeva (Ed.), WSNE 2015 Proceedings: . Paper presented at WCSNE, World Congress of Special Needs Education, August 17-20, 2015, Philadelphia (pp. 71-75). Philadephia, USA: Infonomics Society
Open this publication in new window or tab >>If a Sprawling Teacher Education of Special Education Needs (SEN) is the Answer, What is the Question?
Show others...
2015 (English)In: WSNE 2015 Proceedings / [ed] C. A. Shoniregun, G.A. Akmayeva, Philadephia, USA: Infonomics Society, 2015, p. 71-75Conference paper, Published paper (Refereed)
Abstract [en]

 Teacher education of SEN looks different over the globe. This paper discusses the notion of SEN in the light of Swedish teacher education of SEN at Linnaeus University. An analysis of institutional documents governing the education has been made. The results show that SEN is expressed in different ways in the documents and is very much connected to needs in the education. It also shows, even though the directions has different target groups, that the notion of SEN has a common basis in facing the needs of all children and students. The differences can be seen in what kind of mission the teacher of SEN has. The results show that the mission of the special pedagogue is more on an overall level and the mission of special teachers is more connected to the learning of the individual child, even though both of the SEN teachers have much the same mission.

Place, publisher, year, edition, pages
Philadephia, USA: Infonomics Society, 2015
Keywords
Teacher education special needs
National Category
Social Sciences Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-42382 (URN)978-1-908320-56-8 (ISBN)
Conference
WCSNE, World Congress of Special Needs Education, August 17-20, 2015, Philadelphia
Available from: 2015-04-15 Created: 2015-04-15 Last updated: 2017-12-29Bibliographically approved
Gadler, U. (2011). En skola för alla - gäller det alla?: Statliga styrdokuments betydelse i skolans verksamhet. (Doctoral dissertation). Växjö, Kalmar: Linnaeus University Press
Open this publication in new window or tab >>En skola för alla - gäller det alla?: Statliga styrdokuments betydelse i skolans verksamhet
2011 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
A School for Everyone. Does it Apply to Everyone? : The Importance of National Steering Documents for Schools.
Abstract [en]

The thesis aim is to visualize and understand what happens to intentions formulated in national steering documents to be interpreted and implemented in schools to give every pupil without exception access to an equivalent education.

 

The principal starting point is that the individual official, or “street bureaucrat”, working inside school is the key person in interpreting steering document content.  A theory-based analysis model was constructed from the different levels of national school steering systems, including knowledge appropriation and knowledge transfer as theoretical concepts.  In the model, state, municipality, school and pupil constitute separate institutional concepts forming four frames, with three levels, macro, meso and micro, with school and pupil on the latter level. Following the process involving national steering documents, the actual steering of schools and the interpretation and implementation of the mission at different system levels highlights these documents’ importance.

 

The empirical material comprises five studies: Study 1, a literature study focusing on the expression A school for everyone; Study 2, a document study on the steering of schools in two systems; Studies 3 and 4, two mutually independent questionnaire studies about national steering documents involving school leaders undergoing school leadership education and special needs teachers-to-be during their education and Study 5,  a document study of pupil assistants’ role as officials in the two steering systems.

 

The conclusion of the thesis may be that the pedagogical significance of the steering documents depends on how administrative and school officials, individually and collectively, interpret and implement the mission among the pupils. Claiming that A school for everyone applies to everyone requires routines in whichever system which ensure that all steering process officials absorb the steering document content and agree on a common pedagogical foundation about who are all pupils, which ones need special support and what measures will give all pupils access to an equivalent education.

 

Place, publisher, year, edition, pages
Växjö, Kalmar: Linnaeus University Press, 2011. p. 178
Series
Linnaeus University Dissertations ; 51/2011
Keywords
A school for everyone, steering documents, equivalent education, steering process, official, school leaders, special needs teachers, pupil assistants, knowledge appropriation, knowledge transfer
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-11464 (URN)978-91-86491-81-9 (ISBN)
Public defence
2011-05-27, Homeros, Linnéuniversitetet, Växjö, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2011-04-26 Created: 2011-04-26 Last updated: 2012-05-14Bibliographically approved
Organisations

Search in DiVA

Show all publications