Change search
Refine search result
1 - 21 of 21
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A tool for learning? An analysis of targets and strategies in Swedish Individual Education Plans2011In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, no 1, p. 14-29Article in journal (Refereed)
    Abstract [en]

    The issue of this study is how assessment in Individual Education Plans (IEPs) is expressed through targets and strategies for future learning, given to pupils in Swedish compulsory school. Drawing on socio-cultural perspectives and using qualitative content analysis as a method, the IEP is viewed as a tool for learning, and two models for analysing the textual aspects of this tool are developed.The results show that the being aspect – pupils’ personality and behaviour – is involved in target-strategy combinations in various ways. They also indicate difficulties in formulating targets and strategies that are concrete and individual. The content of the target-strategy types are discussed in relation to the tool-for-learning aspect. An increased focus on learning targets and concrete strategies, and a view of the individual as part of an adaptable learning environment, is suggested in the conclusion.

  • 2.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet.
    Bedömning i skolan – vad och varför?2017Other (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.

  • 3.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Formativ undervisning: Utveckla klassrumspraktiker med lärandet i fokus2017Book (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. 

  • 4.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    IDPs at Work2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 1, p. 77-94Article in journal (Refereed)
    Abstract [en]

    The present study concerns Swedish teachers' practices with regard to individual development plans (IDPs), which are mandatory for all students in compulsory school. The conceptual points of departure are taken from Wartofsky's distinctions between primary, secondary, and tertiary artifacts and the concepts of inscription and translation. A total of 15 interviews were carried out with teachers at various stages of Swedish compulsory school grade levels. A typology of three qualitatively different ways of perceiving and working with IDP emerged. The ways in which teachers implement the use of IDPs—that is, their IDP practices—vary depending on perceived purpose and local contextual conditions. In the discussion section, it is argued that the creation of a typology as a way of categorizing practices should be viewed as a way of conceptually generalizing the empirical material. Finally, the results are problematized in terms of the possible implications different practices may have for students.

  • 5.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    IUP – verktyg för lärande?2012In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 9, p. 33-41Article in journal (Other academic)
  • 6.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    IUP i praktiken: En skolreforms formande i skärningspunkten mellan yttre styrning och professionell autonomi2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 234-259Article in journal (Refereed)
    Abstract [en]

    The present study aims to deepen the knowledge about how teachers’ work with individual development plans (IDPs) is shaped at the intersection of national and local governance on the one hand and teachers’ professional autonomy on the other. The conceptual points of departure are mainly taken from Wartofsky’s distinction between primary, secondary and tertiary artifacts, Latour’s conceptual pair inscription - translation, and the activity theoretical understanding of contradictions and dilemmas. Methodologically, the study is based on qualitative content analysis of material based interviews with five teachers from each of the three school stages: primary, intermediate, and secondary stage (in total 15 teachers). Through the analysis of how IDPs are understood and used by teachers, a picture emerges of the complexity that is involved when a school reform takes shape in different local contexts. The results show that IDP work on the one hand is shaped by the aims that teachers perceive that they need to achieve by using the IDP tool, on the other hand by the contextual conditions framing their work, particularly in terms of external control vs. autonomy. Further in-depth analysis also indicates that teachers’ work with IDPs takes shape in relation to various dilemma management strategies related to time/workload, scope/complexity of document content, and the fact that IDPs are to fulfil summative as well as formative assessment purposes. Teachers’ emerging IDP work is discussed in the light of international studies that in similar ways point to the contextual/organizational conditions as contributing to creating concrete assessment and instructional practices.

  • 7.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Nationella prov i grundskolan: En studie av hur lärare och rektorer uppfattar och hanterar prov och provresultat2016Report (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.

  • 8.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Perspektiv på skolans pedagogiska dokumentation – den skriftliga individuella utvecklingsplanens roll och relation till annan dokumentation2017Report (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.

  • 9.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Skolans dokumentation: ur ett pedagogiskt och juridiskt perspektiv2016 (ed. 1)Book (Other academic)
    Abstract [sv]

    Förlagets beskrivning:

    Boken ger kunskap om dokumentation i grundskolan och på gymnasiet utifrån två olika aspekter: den pedagogiska och den juridiska. Den grundläggande tanken är att dokument bör skapas så att de är både pedagogiskt användbara och juridiskt hållbara. Boken förtydligar och fördjupar dokumentationshanteringen i skolan, och kopplar ihop dokumentation, bedömning och betygssättning.

    Skolans dokumentation - ur ett pedagogisk och juridiskt perspektiv innehåller både teori och praktiska exempel, och behandlar följande teman:

    - Vilka dokument som används i skolan och varför.

    - Dokumentation i skolan förr och nu.

    - Juridiska aspekter av dokumentation.

    - Pedagogiska aspekter av dokumentation.

    - IUP och åtgärdsprogram som en del av det fortlöpande klassrumsarbetet.

    - Övrig pedagogisk dokumentation: t.ex. pedagogisk planering och portfolio som kan användas i såväl formativa som summativa bedömningssyften.

    Boken riktar sig till blivande och yrkesverksamma lärare i grundskolan och på gymnasiet.

  • 10.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The individual development plan as tool and practice in Swedish compulsory school2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan.

    This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP.

    In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view.

    In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented.

    Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis.

  • 11.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The Individual Development Plan: supportive tool or mission impossible?: Swedish teachers’ experiences of dilemmas in IDP practice2014In: Education Inquiry, ISSN 2000-4508, Vol. 5, no 3, p. 405-427Article in journal (Refereed)
    Abstract [en]

    The present study explores the dilemmas and related coping strategies teachers experience as part of their work with individual development plans (IDPs) in Sweden. Through qualitative content analysis of 15 interviews with Swedish elementary school teachers, the dilemmas and coping strategies were identified and analysed. From an activity theory point of view, dilemmas are seen as discursive manifestations of contradictions that exist within the activity system of instruction. The IDP dilemmas are interpreted as emerging from a central contradiction between trust in teachers’ professionalism vis-à-vis external steering and control. The three defined dilemmas are identified as involving time use (documentation vs. instruction), communication (officially correct language vs. pupil-friendly language) and type of assessment (summative vs. formative). Moreover, three qualitatively different dilemma management strategies were discerned.

  • 12.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The individual education plan: a gendered assessment practice?2012In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 19, no 4, p. 469-485Article in journal (Refereed)
    Abstract [en]

    The focus of this study is gendered differences and similarities in the distribution of individual education plan (IEP) targets given to pupils in Swedish schools. IEP writing is seen as part of teachers´ formal assessment practice. Through qualitative content analysis of data, two main target types emerged: learning targets, related to school subject learning; and being targets, related to personality, behaviour and attitude. Whilst the distribution of learning targets in the different sub-categories was similar for boys and girls, clear differences were found in the distribution of different types of being targets. Possible reasons for the gendered distribution of being targets are discussed from a doing-gender perspective. In addition, the paper discusses what is actually assessed in IEPs, whether there is a relation between the `ideal pupil´ and gender and whether the strong focus on being aspects detracts from focus on learning aspects.

  • 13.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Teachers leading teachers: understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour2018In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626Article in journal (Refereed)
    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.

  • 14.
    Hirsh, Åsa
    et al.
    Jönköping University.
    Lindberg, Viveca
    Jönköping University.
    Exploring Students’ Knowing by Pre and Post-tests in Learning Studies2016In: Social Justice, Equality and Solidarity in Education: NERA 2016 Book of Abstracts, 2016Conference paper (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

  • 15.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Lindberg, Viveca
    Institutionen för pedagogik och didaktik, Stockholms universitet.
    Formativ bedömning på 2000-talet – en översikt av svensk och internationell forskning2015Report (Other academic)
    Abstract [en]

    This systematic review maps and reports on 21st century Swedish and international research into the field of formative assessment in compulsory school. Our analysis shows that theoretical studies are increasingly positioning formative assessment as a context-bound social practice, rather than a set of general methods. Meanwhile a few large meta-studies, featuring remarkable effect sizes of increased learning on behalf of students, have contributed to policy decisions advocating large-scale implementation of formative assessment practices in many countries around the world. Researchers seem to agree that classroom implementation of formative assessment practices needs to be supported by processes in which professional learning is given space, but in reality such processes are often lacking. It has been seen that the lack of peer learning among teachers and school leaders often means that pseudo-formative practices evolve, where the understanding of formative assessment tends to be instrumental and linked to ritual work with a general method package. We have also seen that ICT-related tools for formative assessment are gaining ground. When formative assessment is regarded as time consuming from the teacher point of view, ICT tools are seen as one way to streamline instructional processes. It is evident in some of these studies that computers/mobile devices tend to be understood as independent actors, who in themselves are regarded as formative, i. e. as being the ones analysing students’ "learning" (answers to questions) and providing feedback. As a result, we predict that important issues for future research will concern, for instance, which type of feedback that can be provided by computers, and with what quality it can be provided. The consequence of digital tests and digital feedback for teachers’ professionalism is of course another important issue, since formative assessment serves to develop not only the students but also the teachers’ understanding of how learning processes can be customized to meet students’ needs. A third interesting question, linked to the former, concerns who develops the software used for this purpose.

    Generally, it can be concluded that empirical studies conducted at compulsory school level are few, and that we often rely on studies conducted in higher education when commenting on beneficial effects of formative assessment on student learning. Meta studies dealing with general effects of formative assessment are problematized, in part because the umbrella term formative assessment involves so many and disparate phenomena that it is problematic to speak of one overall effect.

    Swedish research into formative assessment is rather scarce, especially considering how large impact formative assessment as a set of methods/approaches seems to have in Swedish schools. Nevertheless, the results from the various Swedish studies point to a certain coherence. Studies of documentation, mainly through individual development plans, dominate the research field, along with a few classroom studies of teachers’ formative assessment work. There are also studies that focus on national - and to some extent local/municipal - governance of the school, and the consequences of various types of control for teachers’ assessment work. The need for different types of studies that include the perspectives of multiple levels of actors, is evident: a collaboration between research based on qualitative and quantitative data are needed. Intervention studies that measure the impact of different aspects of formative assessment need to be complemented by studies of how teachers, principals and local/municipal policy levels analyse and use assessment information to shape the instructional processes that will ultimately lead to increased learning/higher goal attainment among students. In addition, surveys and studies of Swedish teacher training would be desirable, given that international research shows that too few educators within teacher education programs have the in-depth knowledge required for adequately making teacher students assessment literate. Our review also shows that a very small percentage of studies take the students' perspective, wherefore we know very little about how they perceive and are affected by various methods which are classified as formative assessment.

  • 16.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice2019In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 3, p. 400-420Article in journal (Refereed)
    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.

  • 17.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Wiberg, Mikael
    Det kan bli skillnader, det kan det, men vi kan inte göra något åt det. Eller?: En studie om likvärdig bedömning kring elevtexter2007In: Forskande lärare i praktiken: Vol. 1, Jönköping: Högskolan för lärande och kommunikation , 2007, p. 9-71Chapter in book (Other academic)
  • 18.
    Lindberg, Viveca
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Exploring Students’ Knowing by Pre and Post-tests in Learning Studies2016Conference paper (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

  • 19.
    Lindberg, Viveca
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Binde, Andrew
    Exploring students’ knowing by pre- and post-test in lesson and learning studies2018In: 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)
  • 20.
    Lindberg, Viveca
    et al.
    Stockholms universitet.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Wallander, Agneta
    Stockholms universitet.
    Udin, Agneta
    Information Tools Scandinavia.
    Garay, Juan
    Information Tools Scandinavia.
    Att ge röst åt de yngre barnen: En kartläggning i nio kommuner läsåret 2014-20152015Report (Other academic)
  • 21.
    Segolsson, Mikael
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Bäcklund, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The Flipped Classroom and Student Learning at Compulsory School in Sweden: A Longitudinal, Qualitative Study2017In: Journal of Education and Practice, ISSN 2222-1735, E-ISSN 2222-288X, Vol. 8, no 18, p. 77-86Article in journal (Refereed)
    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.

1 - 21 of 21
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf