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Löfgren, H., Löfgren, R. & Samuelsson, J. (2018). “Ni blir inte betygsatta… det är lärarna som blir det”: En liten berättelse om press och eget ansvar som en del av den stora framgångsberättelsen. In: Annica Löfdahl Hultman, Marie Tanner och Christina Olin-Scheller (Ed.), Berättelser: Vänbok till Héctor Pérez PrietoAnnica (pp. 105-115). Karlstad: Karlstads universitet
Open this publication in new window or tab >>“Ni blir inte betygsatta… det är lärarna som blir det”: En liten berättelse om press och eget ansvar som en del av den stora framgångsberättelsen
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez PrietoAnnica / [ed] Annica Löfdahl Hultman, Marie Tanner och Christina Olin-Scheller, Karlstad: Karlstads universitet , 2018, p. 105-115Chapter in book (Other academic)
Abstract [sv]

I det här kapitlet kommer vi att återberätta en berättelse som de tre eleverna Björn, Erik och Cissi1 berättade för oss våren efter att de hade fått sina första betyg. Denna vår år 2014 var också den första på många år som svenska elever i årskurs 6 fick betyg över huvud taget. Berättelsen handlar om just dessa elevers erfarenheter av att få betyg, men den kan också förstås som ett bidrag till en större berättelse om betydelsen av att forma framgångsrika och konkurrenskraftiga elever. Den berättelsen berättas idag av många olika aktörer både i och utanför skolan. Såväl elever, lärare och rektorer på enskilda skolor som nationella och globala aktörer är idag upptagna av att mäta och visa upp framgångsrika resultat (Lingard, 2011; Lingard, Martino & Rezai-Rashti, 2013). Vår ambition med kapitlet är att försöka illustrera hur man genom att lyssna väldigt noga på enskilda människors berättelser och sedan kontextualisera dem – det vill säga sätta dem i ett sammanhang som framstår som relevant för såväl oss som forskare som för dem som berättar – kan bidra med nya nyanser till stora eller dominerande berättelser om vad skola och utbildning är till för. Därmed ansluter vi oss till en forskningstradition som ”är ute efter människornas berättelser om vad de gör när de lever sina sociala omständigheter, och de erfarenheter som detta innebär för deras liv och för det samhälle de lever i” (Pérez Prieto, 2007, s. 289; se även Plummer, 2001; Freeman, 2010).

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-145870 (URN)9789170638299 (ISBN)9789170639241 (ISBN)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-21Bibliographically approved
Löfgren, H., Löfgren, R. & Pérez Prieto, H. (2018). Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests. European Educational Research Journal (online)
Open this publication in new window or tab >>Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests
2018 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

Place, publisher, year, edition, pages
London, United Kingdom: Symposium Journals, 2018
Keywords
Equivalence, enactment, policy actors, pupils, national tests
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-145318 (URN)10.1177/1474904118757238 (DOI)
Funder
Swedish Research Council, 721-2013-1668
Available from: 2018-02-22 Created: 2018-02-22 Last updated: 2018-03-21Bibliographically approved
Löfgren, H. (2017). Learning in preschool: Teachers’ talk about their work with documentation in Swedish preschools. Journal of Early Childhood Research, 15(2), 130-143
Open this publication in new window or tab >>Learning in preschool: Teachers’ talk about their work with documentation in Swedish preschools
2017 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 15, no 2, p. 130-143Article in journal (Refereed) Published
Abstract [en]

This article investigates preschool teachers’ professionalism and professional strategies in relation to narratives about learning in preschool. These are expressed through the teachers’ talk about documentation. A policy on increased systematic documentation in preschools has been introduced in Sweden. Preschool teachers were interviewed about their work with documentation in different preschool settings. The analysis departs from theories considering education policy as interpreted and enacted in local contexts and from theories that stress the actor’s perspective on preschool teaching professionalism. Furthermore, the teachers’ references to an institutional narrative about learning are the focus. Institutional narratives that construct breaks and continuities within the institution’s past are referred to in texts and talk within institutions. They are used as a means to govern the institution and by the teachers to position themselves. Results show that the teachers frequently refer to a ‘preschool-kind of learning’ that departs from the children’s interests in their talk about documentation. This, I argue, stands out as a professional strategy that allows teachers to deal with contradictory policies about what should be documented. In their talk about how to conduct documentation, the teachers position themselves as learners. This is a way of ‘doing professionalism’ that allows teachers to deal with demands for accountability in a way that also allows for professional agency.                  

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
documentation, learning, policies for early education, preschool, professionalization
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-118589 (URN)10.1177/1476718X15579745 (DOI)2-s2.0-85020619201 (Scopus ID)
Available from: 2015-06-01 Created: 2015-06-01 Last updated: 2019-01-09Bibliographically approved
Löfgren, H. (2016). A noisy silence about care: Swedish preschool teachers’ talk about documentation. Early years, 36(1), 4-16
Open this publication in new window or tab >>A noisy silence about care: Swedish preschool teachers’ talk about documentation
2016 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 36, no 1, p. 4-16Article in journal (Refereed) Published
Abstract [en]

This article investigates what happens to institutional narratives of care in Swedish preschool when a policy on increased documentation is introduced. Questions deal with preschool teachers’ professionalism as expressed through the teachers’ talk about documentation. The analysis is based on theories in education policy, teacher professionalism and institutional narratives. The findings show that the few references made by the teachers to narratives of care are subordinated to narratives of learning. A major conclusion is that narratives of care are in a process of becoming a ‘noisy silence’, which influences teachers’ professionalism as well as shaping our common society.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
preschool, documentation, profession, policy, Sweden
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-120816 (URN)10.1080/09575146.2015.1062744 (DOI)000382990800002 ()2-s2.0-84956733048 (Scopus ID)
Available from: 2015-08-26 Created: 2015-08-26 Last updated: 2017-12-04Bibliographically approved
Löfgren, H. & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education: An International Journal of Research and Studies, 60, 270-280
Open this publication in new window or tab >>Emotional aspects of teacher collegiality: A narrative approach
2016 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 60, p. 270-280Article in journal (Refereed) Published
Abstract [en]

This paper studies emotions as an important aspect of teacher collegiality. It aims to investigate emotionally charged aspects of teacher collegiality in teachers' stories about colleagues in order to problematize a polarized understanding within this field of research into collegiality as either good or bad. The positioning of teachers in the stories draws on culturally available narratives of teacher's responsibility to: foster and care for students and to engage in the subject they teach. Findings argue for an understanding of teacher collegiality as processes of conflict and consensus that impact on teachers' professional work and development.

Place, publisher, year, edition, pages
Elsevier, 2016
Keywords
Collegiality, Emotion, Teacher
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-131131 (URN)10.1016/j.tate.2016.08.022 (DOI)000386408500025 ()
Available from: 2016-09-12 Created: 2016-09-12 Last updated: 2017-11-21Bibliographically approved
Löfgren, H. & Löfgren, R. (2016). Explosion positions given to parents and claims of agency in student’s stories about grades. In: Book of Abstracts: . Paper presented at NERA/NFPF 2016, Helsinki, Finland, 9-11 March 2016 (pp. 140-140).
Open this publication in new window or tab >>Explosion positions given to parents and claims of agency in student’s stories about grades
2016 (English)In: Book of Abstracts, 2016, p. 140-140Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper draws on data collected in a wider study of national testing and grading policies for school year six that were introduced in Sweden 2012. The research project focuses specifically on elementar y students’ experiences of receiving grades and taking the national tests. In this paper we direct the interest towards the positions given to parents in the student’s stories about talking about grades with their parents. The purpose of the paper is to ex plore how ‘territories of agency’ take shape in student’s stories in relation to discursive narratives of performative pressure within global and national education systems. The now stronger focus on grades in Sweden is considered a part of the delivery chain -stressing learning outcomes as the main issue for everyone involved in education – reaching from global actors such as the Organisation for Economic Cooperation and Development (OECD) to the individual students (Ball, et al. 2012). The performativ e pressure on schools, teachers, and students aiming to improve results and schools’ ranking positions affects the local actor’s actions and identities. As subjects to policy their agency is limited but in their stories student’s make claims of having some degree of freedom to act. These ‘claims of territories of agency’ are understood as expressed through narrative performances of individual and collective identities in student’s stories about experiences of talking about grades with parents. This narrativ e approach lets us focus on the links between how students position themselves relation to their parents and vis - a - vis discourses of performativity (Ball, 1997) in their stories and through their storytelling (Bamberg, 1997). Students from eleven differen t schools in five different municipalities were interviewed with the purpose of obtaining a great variety of student experiences. In total we have conducted 80 interviews with 195 students and some of them have been interviewed twice. Students were intervi ewed in groups (n= 2 - 5). The analysis in this paper is based on what students told us about their experiences of talking to parents about grades. In a thematic analysis we found three different themes regarding how the students described their parent’s att itudes towards grades and the student’s efforts related to grades. The first theme is about parents that do not talk about grades with their children. The second is about parents that put pressure on their children to get good grades often without engagin g -or knowing how to engage -in how this is done. The third theme is about parents that focus on their children’s wellbeing by putting the grades in different perspectives – e.g. by downplay the importance of grades or emphasize the importance of having one’s own agenda. In this paper we further investigate how the positions are given to parents in the “story - world” (Bamberg, 1997) and how the students position themselves as students when telling the stories. Preliminary results suggest that students ‘cla im territories of agency’ for themselves by positioning their parents in different ways in the story - worlds.

Keywords
bedömning, elevperspektiv
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-126170 (URN)
Conference
NERA/NFPF 2016, Helsinki, Finland, 9-11 March 2016
Available from: 2016-03-17 Created: 2016-03-17 Last updated: 2016-04-05Bibliographically approved
Löfgren, R., Elvstrand, H., Jansson, M. & Löfgren, H. (2016). Hur reformer styr verksamhet på fritidshem. Venue, 1-6
Open this publication in new window or tab >>Hur reformer styr verksamhet på fritidshem
2016 (Swedish)In: Venue, ISSN 2001-788X, p. 1-6Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

De senaste åren har fritidshemmen präglats av en ”reformträngsel”. Hur påverkar det den dagliga verksamheten? Genom att ta del av lärares och rektorers egna berättelser om fritidshem har vi undersökt hur reformerna förändrar fritidshemmens verksamhet idag och hur det påverkar det systematiska kvalitetsarbetet.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2016
Keywords
fritidshem, reformer
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-129331 (URN)
Available from: 2016-06-16 Created: 2016-06-16 Last updated: 2016-06-29Bibliographically approved
Gyberg, P. & Löfgren, H. (2016). Knowledge outside the box: Sustainable development education in Swedish schools. Educational research (Windsor. Print), 58(3), 283-299
Open this publication in new window or tab >>Knowledge outside the box: Sustainable development education in Swedish schools
2016 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 58, no 3, p. 283-299Article in journal (Refereed) Published
Abstract [en]

Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context.

Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools.

Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12–15) and 27 were upper secondary school teachers (pupil age 15–18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden.

Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called ‘policy and sustainable development’. Data were transcribed and analysed thematically.

Findings: The analysis suggests that, according to the teachers’ experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development – metaphorically termed ‘the Accountant’ and ‘the Adventurer’ – and their different effects on knowledge.

Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by ‘knowledge instrumentalism’, which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2016
Keywords
Curriculum; multidisciplinary;sustainable development; knowledge instrumentalism; teaching
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-130497 (URN)10.1080/00131881.2016.1207871 (DOI)000382584500005 ()
Note

Funding agencies: Swedish Energy Agency

Available from: 2016-08-11 Created: 2016-08-11 Last updated: 2017-11-28
Löfgren, R., Löfgren, H. & Lindberg, V. (2016). Students stories about their feelings of getting grades in school year 6 – a matter of high stake?. In: Book of Abstracts: . Paper presented at NERA/NFPF 2016, Helsinki, Finland, 9-11 March 2016 (pp. 140-141).
Open this publication in new window or tab >>Students stories about their feelings of getting grades in school year 6 – a matter of high stake?
2016 (English)In: Book of Abstracts, 2016, p. 140-141Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper investigates students ́experiences of getting grades and explores the identities as students that take shape in their stories. Recently, grades from school - year 6 instead of year 8 were introduced in Swedish schools. However, granting their importance in students´ life, little is known abo ut the personal meaning of grades to students, especially the feelings and understandings that students hold about grades both in a present tense as well as in a future tense. One main function of grades is to select students into higher levels in the educ ational system but they are also expected to motivate students to learn more and provide information about learning outcomes. Previous studies have shown that grades in early years contribute to stable perceptions of student selves over time and to pessimi sm in terms of possible change (Kasanen & Räty, 2002; Kärkkäinen, 2008). Often, issues of “high stake” deal with questions of tests and grades as objective gatekeepers for students ́ future possibilities to education. However, in this paper, we consider “hi gh stake” as a subjective matter linked to students ́ feelings and future dreams. The overall aim of the paper is to problematize “high stake” as a matter of objectivity by stressing students ́ subjective feelings in their stories about grades and grading. O ur research questions are: How do the students talk about the possibilities to influence their grades now and in future? What feelings take shape in the students’ stories about their experiences of grades? Students from eleven different schools in five di fferent municipalities were interviewed with the purpose of obtaining a great variety of student experiences. In total we have conducted 80 interviews with 195 students. The students were interviewed in a group of students (n=2 - 5) and asked to refer to the ir experiences and feelings of grades. We listened to the interviews and read the transcripts and conducted a narrative analysis of the students’ stories. Some students express feelings of pressure and say that the grades are deemed important for their po ssibilities to get a job in the future. This we regard as an expression of grades as “high stake”. Other students express more relaxed feelings and talk about a limited value of grades in school - year 6 for their future plans. To them the grades do not stan d out as “high stake”. Several studies indicate that younger students seem to see grades as labels that are hard to change. From this perspective all grades are “high stake” in a kind of objective sense. However, this study indicates that the grades are no t “high stake” to all students when considering their feelings and future dreams. Many of the students in this study talk about future in terms of possibilities to change their grades or find grades and grading not an important issue yet. To them the grade s might be “high stake” later on – or not.

Keywords
bedömning, elevperspektiv
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-125998 (URN)
Conference
NERA/NFPF 2016, Helsinki, Finland, 9-11 March 2016
Available from: 2016-03-17 Created: 2016-03-11 Last updated: 2016-04-05Bibliographically approved
Löfgren, H. & Löfgren, R. (2015). Alone with the test - students´perspectives on an enacted policy of national testing in Swedish schools. Utbildning och Lärande / Education and Learning, 9(2), 34-49
Open this publication in new window or tab >>Alone with the test - students´perspectives on an enacted policy of national testing in Swedish schools
2015 (English)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 34-49Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Skövde: , 2015
Keywords
national tests, student perspective, policy
National Category
Didactics Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-122959 (URN)
Projects
Pupils’ stories about grades: A study of pupils’ experiences of getting grades and of conducting national tests in grade six
Available from: 2015-11-30 Created: 2015-11-30 Last updated: 2017-12-01
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7420-0801

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