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Publications (10 of 44) Show all publications
Gäreskog, P. & Lindqvist, G. (2020). Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools. Nordic Studies in Education, 40(1), 55-77
Open this publication in new window or tab >>Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools
2020 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 40, no 1, p. 55-77Article in journal (Refereed) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:du-31758 (URN)10.23865/nse.v40.2128 (DOI)
Available from: 2020-01-30 Created: 2020-01-30 Last updated: 2020-01-30Bibliographically approved
Jortveit, M., Tveit, A. D., Cameron, D. L. & Lindqvist, G. (2019). A Comparative Study of Norwegian and Swedish Special Educators’ Beliefs and Practices. European Journal of Special Needs Education
Open this publication in new window or tab >>A Comparative Study of Norwegian and Swedish Special Educators’ Beliefs and Practices
2019 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed) Epub ahead of print
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31130 (URN)10.1080/08856257.2019.1689716 (DOI)
Available from: 2019-11-24 Created: 2019-11-24 Last updated: 2019-11-25Bibliographically approved
Sandström, M., Klang, N. & Lindqvist, G. (2019). Bureaucracies in schools - approaches to support measures in Swedish schools seen in the light of Skrtic’s theories. Scandinavian Journal of Educational Research, 63(1), 89-104
Open this publication in new window or tab >>Bureaucracies in schools - approaches to support measures in Swedish schools seen in the light of Skrtic’s theories
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 89-104Article in journal (Refereed) Published
Abstract [en]

In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Focus group dialogues, ideal type, approaches to support, inclusion, Swedish school staff
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-25183 (URN)10.1080/00313831.2017.1324905 (DOI)
Available from: 2017-06-04 Created: 2017-06-14 Last updated: 2019-03-05Bibliographically approved
Magnússon, G., Göransson, K. & Lindqvist, G. (2019). Contextualising inclusive education in education policy: the case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67-77
Open this publication in new window or tab >>Contextualising inclusive education in education policy: the case of Sweden
2019 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 5, no 2, p. 67-77Article in journal (Refereed) Published
Abstract [en]

In this article, we regard inclusive education as a policy phenomenon that contains a range of ideas about the purpose of education, the content of education and the organization of education. As a political ideal expressed in policy, inclusive education competes with other political ideals regarding education, for instance economic discourses that prioritize effectivity and attainment as educational goals. Thus, inclusive education has to be realized in contexts where available options for action are restricted by several and often contradictory educational policies on different levels of the education system. We argue that while research and debate about inclusive education are important, both are insufficient without analyses of the context of national educational policy. Any interpretation of inclusive education is necessarily situated in a general education policy, and measures of what ‘inclusive schools’ are dependent upon for instance, political interpretation(s) of inclusive education, resource allocation and political discourse on both local and national educational level. Here, we will provide support for this argument through presentation of both research on inclusive education, an alignment of prior analyses of Swedish national education policies and our own analyses of government statements.

Keywords
Education policy, politics of education, inclusive education, special education, policy analysis
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-29746 (URN)10.1080/20020317.2019.1586512 (DOI)
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-11-25Bibliographically approved
Lindqvist, G. (2019). God inkluderande lärmiljö: Rapport från en forskningscirkel genomförd mars 2017 – mars 2019. Uppsala: Uppsala universitet
Open this publication in new window or tab >>God inkluderande lärmiljö: Rapport från en forskningscirkel genomförd mars 2017 – mars 2019
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2019. p. 27
Series
FoSam Rapport ; 2019:01
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30094 (URN)978-91-506-2747-3 (ISBN)
Note

Forum för samverkan, Uppsala universitet i samverkan med Sigtuna kommun FoSam Rapport 2019:1

Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-24Bibliographically approved
Klang, N., Göransson, K., Lindqvist, G., Nilholm, C., Hansson, S. & Bengtsson, K. (2019). Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings. International journal of disability, development and education, 1-16
Open this publication in new window or tab >>Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
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2019 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, p. 1-16Article in journal (Refereed) Epub ahead of print
Abstract [en]

The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N = 254) and special educational settings (N = 392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Inclusion, instruction, intellectual disability, mainstream educational settings, special educational settings
National Category
Pedagogy
Identifiers
urn:nbn:se:du-31042 (URN)10.1080/1034912X.2019.1679724 (DOI)
Available from: 2019-10-29 Created: 2019-10-29 Last updated: 2019-10-29Bibliographically approved
Maryam, B., Sören, H. & Lindqvist, G. (2019). Putting Scaffolding Into Action: Preschool Teachers’ Actions Using Interactive Whiteboard. Early Childhood Education Journal
Open this publication in new window or tab >>Putting Scaffolding Into Action: Preschool Teachers’ Actions Using Interactive Whiteboard
2019 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study aimed to explore preschool teachers’ actions in order to support children’s learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4–6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers’ actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.

National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31061 (URN)10.1007/s10643-019-00971-3 (DOI)2-s2.0-85073984905 (Scopus ID)
Available from: 2019-10-30 Created: 2019-10-30 Last updated: 2019-11-07
Enoksson, H., Lidar, M., Ungewitter, A., Lindqvist, G. & Almqvist, J. (2019). Studier i en främmande skolkultur. In: Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 49-65). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Studier i en främmande skolkultur
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2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza, Lund: Studentlitteratur AB, 2019, p. 49-65Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30633 (URN)978-91-44-12574-9 (ISBN)
Available from: 2019-08-25 Created: 2019-08-25 Last updated: 2019-08-26Bibliographically approved
Lindqvist, G. & Vinterek, M. (2019). The world moves in to the Everyday school. In: : . Paper presented at Den fjärde nationella konferensen i pedagogiskt arbete, 19-20 augusti, 2019, Umeå universitet, Umeå..
Open this publication in new window or tab >>The world moves in to the Everyday school
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30634 (URN)
Conference
Den fjärde nationella konferensen i pedagogiskt arbete, 19-20 augusti, 2019, Umeå universitet, Umeå.
Available from: 2019-08-25 Created: 2019-08-25 Last updated: 2019-08-26Bibliographically approved
Cameron, D. L., Tveit, A. D., Jortveit, M., Lindqvist, G., Göransson, K. & Nilholm, C. (2018). A comparative study of special educator preparation in Norway and Sweden. British Journal of Special Education, 45(3), 256-276
Open this publication in new window or tab >>A comparative study of special educator preparation in Norway and Sweden
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2018 (English)In: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 45, no 3, p. 256-276Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.

Keywords
special educator, teacher education, Norway, Sweden
National Category
Pedagogy
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-28823 (URN)DOI:10.1111/1467-8578.12231 (DOI)
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2018-10-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4793-871X

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