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Hirsh, Å. & Segolsson, M. (2019). Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice. Educational Management Administration & Leadership, 47(3), 400-420
Open this publication in new window or tab >>Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice
2019 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 3, p. 400-420Article in journal (Refereed) Published
Abstract [en]

The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Activity theory, collaborative learning, contradictions, distributed leadership, expansive learning, lead teachers leadership as a stretched practice, middle leaders, school-development
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-37818 (URN)10.1177/1741143217739363 (DOI)000463631200006 ()2-s2.0-85057308580 (Scopus ID)
Available from: 2017-11-03 Created: 2017-11-03 Last updated: 2019-05-08Bibliographically approved
Hirsh, Å. & Bergmo-Prvulovic, I. (2019). Teachers leading teachers: understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour. School Leadership and Management, 39(3-4), 352-371
Open this publication in new window or tab >>Teachers leading teachers: understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour
2019 (English)In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 39, no 3-4, p. 352-371Article in journal (Refereed) Published
Abstract [en]

This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middle-leaders’ career thinking clearly emerges, and implications for practice are discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Middle-leadership, teacher leadership, career, division of labour, social and professional representations
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-42067 (URN)10.1080/13632434.2018.1536977 (DOI)000476931500007 ()2-s2.0-85056140561 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Note

Special issue: Understanding Middle Leadership: Practices and Policies. Guest Editors: Peter Grootenboer, Christine Edwards-Groves and Karin Rönnerman

Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2019-08-14Bibliographically approved
Lindberg, V., Hirsh, Å. & Binde, A. (2018). Exploring students’ knowing by pre- and post-test in lesson and learning studies. In: Inger Eriksson & Kalafunja Mlang'a Osaki (Ed.), School development through teacher research: Lesson and learning studies in Sweden and Tanzania (pp. 23-40). Dar es Salaam: Mkuki na Nyota Publishers Ltd.
Open this publication in new window or tab >>Exploring students’ knowing by pre- and post-test in lesson and learning studies
2018 (English)In: School development through teacher research: Lesson and learning studies in Sweden and Tanzania / [ed] Inger Eriksson & Kalafunja Mlang'a Osaki, Dar es Salaam: Mkuki na Nyota Publishers Ltd. , 2018, p. 23-40Chapter in book (Refereed)
Place, publisher, year, edition, pages
Dar es Salaam: Mkuki na Nyota Publishers Ltd., 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-41362 (URN)9789987083411 (ISBN)
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2018-09-06
Hirsh, Å. (2017). Bedömning i skolan – vad och varför?. Stockholm: Skolverket
Open this publication in new window or tab >>Bedömning i skolan – vad och varför?
2017 (Swedish)Other (Other academic)
Abstract [sv]

Alla lärare ägnar sig åt bedömning, oavsett årskurs eller skolform man arbetar i. Denna artikel syftar till att reflektera över innebörden i begreppet som sådant, problematisera varför man gör bedömningar i skolan, samt diskutera olika syften med bedömning för olika målgrupper.

Place, publisher, year, pages
Stockholm: Skolverket, 2017. p. 11
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-37821 (URN)
Note

Artikeln ingår i Skolverkets webbutbildning Betygssättning i årskurs 4–6.

Available from: 2017-11-03 Created: 2017-11-03 Last updated: 2017-11-03Bibliographically approved
Hirsh, Å. (2017). Formativ undervisning: Utveckla klassrumspraktiker med lärandet i fokus. Stockholm: Natur och kultur
Open this publication in new window or tab >>Formativ undervisning: Utveckla klassrumspraktiker med lärandet i fokus
2017 (Swedish)Book (Other academic)
Abstract [sv]

Formativ undervisning handlar om att utforska och forma undervisning utifrån elevers lärande och upplevelser i klassrummet. Boken handlar om nyfikenhet, ett forskande och analytiskt förhållningssätt, samt om att lyssna på vad eleven har att säga. Boken diskuterar hur lärare – med hjälp av eleverna – systematiskt och kontinuerligt kan analysera hur lärande möjliggörs i klassrummet, finna det som utgör möjligheter och svårigheter, och utifrån detta hitta alternativa vägar att forma sin undervisning. I en komplex och föränderlig skola behöver lärare vara kunskapsproducenter snarare än konsumenter av färdiga metoder, vilket möjliggörs genom professionsdriven och elevdatabaserad kollegial undervisningsanalys.

Boken Formativ undervisning vänder sig till lärarstudenter, verksamma lärare och skolledare. 

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-34605 (URN)9789127818309 (ISBN)
Available from: 2017-01-03 Created: 2017-01-03 Last updated: 2017-01-03
Hirsh, Å. (2017). Perspektiv på skolans pedagogiska dokumentation – den skriftliga individuella utvecklingsplanens roll och relation till annan dokumentation. Stockholm: Skolverket
Open this publication in new window or tab >>Perspektiv på skolans pedagogiska dokumentation – den skriftliga individuella utvecklingsplanens roll och relation till annan dokumentation
2017 (Swedish)Report (Other academic)
Abstract [sv]

Denna artikel handlar om dokumentation, främst i termer av skriftlig individuell utvecklingsplan, men det görs också kopplingar till sådan dokumentation som är knuten till arbetet med stöd i form av extra anpassningar inom ramen för undervisningen och särskilt stöd. Den avser att tydliggöra och problematisera ett antal frågor som sådan dokumentation aktualiserar. Till artikeln finns diskussionsfrågor som ger läsaren möjlighet att förhålla sig till innehållet och relatera det till sin egen kontext.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2017. p. 13
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-36008 (URN)
Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2017-06-12
Segolsson, M., Hirsh, Å. & Bäcklund, J. (2017). The Flipped Classroom and Student Learning at Compulsory School in Sweden: A Longitudinal, Qualitative Study. Journal of Education and Practice, 8(18), 77-86
Open this publication in new window or tab >>The Flipped Classroom and Student Learning at Compulsory School in Sweden: A Longitudinal, Qualitative Study
2017 (English)In: Journal of Education and Practice, ISSN 2222-1735, E-ISSN 2222-288X, Vol. 8, no 18, p. 77-86Article in journal (Refereed) Published
Abstract [en]

This article presents the results of a longitudinal study at an elementary school where teachers and students used the Flipped Classroom teaching methodology. Longitudinal studies of how the Flipped Classroom can support student learning are of importance because this methodology has become quite popular of late. Notwithstanding this, there is currently lack of broad and deep knowledge of its effects at the elementary school level. The research object is therefore important to study and longitudinal studies can provide us with important results, which can be used in teaching practices. Data was continually collected via observations and interviews with teachers and students over a period of three terms. The theoretical framework used in the study is ‘life-world phenomenology’, which entails that the point of departure for the study is the students and teachers’ living experiences of how the Flipped Classroom shows itself in the context of their school-life. A central issue with respect to the data collection was that the researchers were as unobtrusive as possible during their observations, so as to not affect normal school activities. This was done so as to understand the abilities that the students developed and how their way of working at school changed. The results show that the Flipped Classroom had a positive influence on the majority of students since they developed a sense of agency in their learning which was demonstrated by their taking the initiative as they progressed with their learning. Furthermore, they developed problem-solving skills and came to believe in their own potential for success. However, this teaching methodology did not suit every student, because it entailed change that was difficult for some of them to deal with. This was the case with students who needed a traditional structure to their teaching and who were more comfortable when the teacher was the central figure in the teaching process.

Place, publisher, year, edition, pages
International Institute for Science, Technology & Education, 2017
Keywords
Flipped Classroom, Life-world Phenomenology, Abilities, Compulsory school, Longitudinal, qualitative research
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:hj:diva-36819 (URN)
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2017-08-10Bibliographically approved
Lindberg, V. & Hirsh, Å. (2016). Exploring Students’ Knowing by Pre and Post-tests in Learning Studies. In: : . Paper presented at WALS2016 3-5 Sept 2016-05-19, Exeter, United Kingdom.
Open this publication in new window or tab >>Exploring Students’ Knowing by Pre and Post-tests in Learning Studies
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Learning studies (LS) and Lesson studies have a common interest regarding development of teaching. Lesson study is basis also for LS, combined with ideas from design experiements (Marton 2014). Oneof the difference between the two is that in LS pre- and posttests are often used to get an input value of students’ knowing, as well as a learning outcome value after a certain intervention is performed. According to Pang and Marton (2003), one of the five steps of a LS is ascertaining students’ actual knowing, by an analysis of students’ conceptions or a pre-lesson test.Since these tests are emphasised as an essential ingredient in LS, the purpose of this paper is firstly to describe findings from a review of Swedish and Tanzanian LS (theses) in relation to the kinds of tests used and their purposes, and secondly to problematize such tests as method for exploring students learning.

Comparative analyses of the information about the pre- and post-tests in relation to the  learning object(s) in focus as well as of the purposes or functions of these tests were made in order to find patterns used for categorisation of types of pre and post-tests on the one hand, and functions of these on the other. Initial findings indicate that the pre and post-tests used vary from traditional paper and pen tests to semi/structured interviews, observations and video recorded lessons. Also the purposes for which they are used seem to vary. Furthermore, the language and praxis of testing seems to have been adopted in several studies without the necessary basis of test-construction. However, the idea of mapping students’ actual knowing as a of departure for specifying the object of learning, and for identifying possible critical aspects for learning and instruction is clearly motivated.  While some studies used learning studies in order to measure their effects,others have an interest in changing teaching in order to enhance learning. While the former types of LSneed to elaborate the relation between the learning object(s) andthe test(s) constructed (validity issues),as well as consider the statistical basis for their analyses, the latter types of LS could benefit from using a language better fit to these kinds of purposes.If the purposeis to become aware of students’ various ways of understanding the learning object and thereby the challenges for teaching then the issue is how to explore students’ knowing. In these cases LS can give substantial contributions to issues of formative assessment.

Marton, F. (2014). Necessary conditions of learning. London: Routledge

Keywords
learning study, pre-/post test, comparison
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-32280 (URN)
Conference
WALS2016 3-5 Sept 2016-05-19, Exeter, United Kingdom
Projects
School development through teacher research- a comparative study on Lesson and Learning Study in Sweden and Tanzania
Funder
Swedish Research Council, 2012-6147
Available from: 2016-11-16 Created: 2016-11-16 Last updated: 2016-11-17Bibliographically approved
Hirsh, Å. & Lindberg, V. (2016). Exploring Students’ Knowing by Pre and Post-tests in Learning Studies. In: Social Justice, Equality and Solidarity in Education: NERA 2016 Book of Abstracts. Paper presented at NERA 2016, 9-11 March, Helsinki, Finland.
Open this publication in new window or tab >>Exploring Students’ Knowing by Pre and Post-tests in Learning Studies
2016 (English)In: Social Justice, Equality and Solidarity in Education: NERA 2016 Book of Abstracts, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim: In learning studies, as well as in other types of intervention studies, pre and posttests are often used to get an input value of students’ knowledge, as well as a learning outcome value after a certain intervention is performed. Carlgren (2012) identifies the use of pre and posttests in learning studies as an aspect that indicates “comparing effects in terms of pre and post-test differences” (p. 11). According to Pang and Marton (2003), one of the five steps of a learning study is ascertaining students’ pre-understandings, by an analysis of students’ conceptions or a pre-lesson test on their capability. Since pre and post-tests often are emphasised as an essential ingredient in learning studies, the purpose of this study is to deepen the knowledge of such tests as method for exploring students learning, and as point of departure for specifying the object of learning and identifying possible critical aspects for analysing instruction. Readings of Nordic learning studies indicate that the pre and post-tests used vary from traditional paper and pen tests to, for instance, structured or semi-structured interviews, observations and video recorded lessons. Also the purposes for which they are used seem to vary. This calls for a more systematic review, in order to explore • What kinds of pre- and post-tests have been used in Nordic learning studies? • What has been the function of the pre- and post-tests in the studies? • Depending on the types and functions of tests – is there a need for issues of validity to be raised?

Methodology framework: Nordic databases have been searched to identify studies published during the last decade (2005-2015). Each study is read in relation to (i) the learning object(s) in focus; (ii) the information about pre and post-tests or corresponding concepts; and (iii) the purposes or functions of these. As a next step, these descriptions are read comparatively, in order to find similarities and differences, which are used for categorisation of types of pre and post-tests on the one hand, and functions of these on the other. (Expected) conclusions/findings: Some preliminary findings point to challenges, for instance that the relation between the object of learning and the tests used is often unclear, and that the validity of tests in relation to objects of learning and critical aspects can sometimes be questioned. If the purpose is to show effects of a learning study, such issues must be elaborated on much further. Also, the statistical basis for such analysis must be considered. If the purpose, on the other hand, is to become aware of students’ various ways of understanding the learning object and thereby the challenges for teaching, then the issue is how to explore students’ knowing. The preliminary finding show that the current study is important in order to further advance the learning study field of research

Keywords
Learning Study, Pre- and post tests, comparative education
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-29811 (URN)
Conference
NERA 2016, 9-11 March, Helsinki, Finland
Projects
School development through teacher research – a comparative study on Lesson and Learning Studies in Sweden and Tanzania.
Funder
Swedish Research Council, 2012-6147
Available from: 2016-11-16 Created: 2016-04-21 Last updated: 2016-11-17Bibliographically approved
Hirsh, Å. (2016). Nationella prov i grundskolan: En studie av hur lärare och rektorer uppfattar och hanterar prov och provresultat. Stockholm: Skolverket
Open this publication in new window or tab >>Nationella prov i grundskolan: En studie av hur lärare och rektorer uppfattar och hanterar prov och provresultat
2016 (Swedish)Report (Other academic)
Abstract [sv]

Förord:

Den här studien är initierad och genomförd av författaren Åsa Hirsh, Högskolan i Jönköping. Resultaten i rapporten är en del av den enkät som författaren genomförde i 10 kommuner under våren 2014. Skolverkets gav författaren i uppdrag att analysera ett antal frågeområden kring nationella prov som inte ingick i Skolverkets uppföljning av de nationella proven.

Syftet med författarens studie var att fördjupa kunskaperna om de nationella provens formativa användningar i grundskolan men även att undersöka provens funktion som stöd för likvärdig och summativ bedömning. Därtill belyser författaren lärares uppfattningar av hur elever påverkas av proven.

Rapporten är, på uppdrag av Skolverket, skriven av Åsa Hirsh som också svarar för de perspektiv, tolkningar och värderingar som framförs.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2016. p. 74
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-34604 (URN)
Note

Utgör underlag till Skolverkets rapport nummer 447, Nationella proven i grundskolans årskurs 6 och 9 (SKOLV-R-447-SE).

Available from: 2017-01-03 Created: 2017-01-03 Last updated: 2017-01-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4136-6757

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