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Journal articles on the topic 'Swedish secondary school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Norberg, Eva-Lena Lindster. "Entrepreneurship in Swedish upper secondary schools: governing active future citizens?" Journal of Enterprising Communities: People and Places in the Global Economy 11, no. 5 (2017): 547–63. http://dx.doi.org/10.1108/jec-06-2016-0020.

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Purpose The purpose of this paper is to provide an empirical contribution by exploring how secondary school students are governed and shaped when entrepreneurship is emphasised in school curricula, and if female and male students are governed in different ways through different techniques connected with entrepreneurship in school. Design/methodology/approach This study takes its departure in Michel Foucault’s concept of governmentality. In total, 90 students in gendered focus groups from three upper secondary schools were interviewed about how entrepreneurship in school was implemented and exp

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Andersson, Ingela, Gun-Britt Wärvik, and Per-Olof Thång. "Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives." International Journal for Research in Vocational Education and Training 2, no. 1 (2015): 1–24. http://dx.doi.org/10.13152/ijrvet.2.1.1.

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The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational educatio

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Dovemark, Marianne, and Inger Erixon Arreman. "The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education." Education, Citizenship and Social Justice 12, no. 1 (2017): 49–62. http://dx.doi.org/10.1177/1746197916683466.

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Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schoo

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Thorsen, Frida, Carl Antonson, Jan Sundquist, and Kristina Sundquist. "Perceived Stress and Psychiatric Symptoms in Swedish Upper Secondary School Students." Journal of Educational and Developmental Psychology 6, no. 2 (2016): 183. http://dx.doi.org/10.5539/jedp.v6n2p183.

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<p><strong>Background:</strong> Previous studies in adolescents have rarely used validated questionnaires to assess stress and psychiatric symptoms. The first aim of this study, which was conducted in 2011, was to examine the prevalence and potential sex differences of perceived stress and psychiatric symptoms among Swedish upper secondary school students for comparison with Swedish reference populations from 1996 and 1998. The second aim was to examine the correlation between perceived stress and psychiatric symptoms in 2011. <strong>Methods:</strong> Perceived s

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Granfeldt, Jonas, Susan Sayehli, and Malin Ågren. "The context of second foreign languages in Swedish secondary schools." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 27–48. http://dx.doi.org/10.17011/apples/urn.201903011688.

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This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which ca

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Gustafsson, Peter, Susanne Engström, and Anders Svenson. "Teachers’ View of Sustainable Development in Swedish Upper Secondary School." Procedia - Social and Behavioral Sciences 167 (January 2015): 7–14. http://dx.doi.org/10.1016/j.sbspro.2014.12.635.

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Gu, Limin, and Margaretha Kristoffersson. "Swedish Lower Secondary School Teachers' Perceptions and Experiences Regarding Homework." Universal Journal of Educational Research 3, no. 4 (2015): 296–305. http://dx.doi.org/10.13189/ujer.2015.030407.

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Holmqvist Olander, Mona, and Clas Olander. "Understandings of climate change articulated by Swedish secondary school students." Journal of Biological Education 51, no. 4 (2016): 349–57. http://dx.doi.org/10.1080/00219266.2016.1233130.

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9

Brehmer, Daniel, Andreas Ryve, and Hendrik Van Steenbrugge. "Problem solving in Swedish mathematics textbooks for upper secondary school." Scandinavian Journal of Educational Research 60, no. 6 (2015): 577–93. http://dx.doi.org/10.1080/00313831.2015.1066427.

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10

Kristiansen, Lisbeth, Mikaela Willmer, and Annika Karlström. "Strengthening Adolescent Wellbeing project—Qualitative outcomes from a pilot in a Swedish upper-secondary school." British Journal of School Nursing 14, no. 8 (2019): 390–97. http://dx.doi.org/10.12968/bjsn.2019.14.8.390.

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While a majority of Swedish school children enjoy a good health, mental health problems are increasing among young people in Sweden. According to Swedish law all school staff members (teachers and student health professionals) have mutual responsibility to provide a safe school environment and health. Since 2010, there is an emphasis on health promotion in schools. The aim of this study is to qualitatively describe the feasibility of a health-promoting intervention targeting healthy high school students (the Strengthening Adolescent Wellbeing [SAW] project). A descriptive design was used with

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Vlachos, Jonas, Edvin Hertegård, and Helena B. Svaleryd. "The effects of school closures on SARS-CoV-2 among parents and teachers." Proceedings of the National Academy of Sciences 118, no. 9 (2021): e2020834118. http://dx.doi.org/10.1073/pnas.2020834118.

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To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impa

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Erixon Arreman, Inger, and Ann-Sofie Holm. "School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market." Education Inquiry 2, no. 4 (2011): 637–57. http://dx.doi.org/10.3402/edui.v2i4.22004.

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Lundström, Ulf, and Karolina Parding. "Teachers' Experiences with School Choice: Clashing Logics in the Swedish Education System." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/869852.

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This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of

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Johansson, Monica. "Social inequalities in the allocation of learning support in a Swedish upper secondary school." Education, Citizenship and Social Justice 12, no. 1 (2017): 63–74. http://dx.doi.org/10.1177/1746197916683467.

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The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on stude

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Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.

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This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the

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Lagrosen, Yvonne, and Stefan Lagrosen. "Gender, quality and health – a study of Swedish secondary school teachers." International Journal of Workplace Health Management 13, no. 2 (2020): 223–38. http://dx.doi.org/10.1108/ijwhm-09-2018-0125.

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PurposeThe purpose of this paper is to examine gender differences regarding the experience of workplace health and quality management. In this context, we include some factors of work environment that have previously been shown to be related to health such as workplace learning, stress, flow and sense of coherence.Design/methodology/approachA questionnaire based on previous research was constructed. It was delivered to a population of Swedish upper secondary school teachers. Three hundred eleven responses were returned. They were analysed for gender differences with t-tests and chi-square test

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Tigerstedt, Christoffer, Markkula Jaana, Thomas Karlsson, Jokela Jukka, and Pietikäinen Minna. "Finlands svenskspråkiga ungdomars dryckesvanor i Österbotten och huvudstadsregionen: En jämförelse med finskspråkiga ungdomar." Nordic Studies on Alcohol and Drugs 25, no. 1 (2008): 5–21. http://dx.doi.org/10.1177/145507250802500102.

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There is some research evidence which suggests that drinking habits among Swedish-speaking Finns differ from those of Finnish-speaking Finns. The limited literature on this subject routinely lumps the minority of Swedish-speaking Finns into one single group. The assumption is that drinking habits in the Swedish-speaking population are less damaging to health than drinking habits in the Finnish-speaking majority. In this study we use data from the nationwide School Health Promotion Study, which in principle covers all pupils in the 8th and 9th grade of comprehensive school and the 1st and 2nd g

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Heinonen, Henna. "Begripligheten av finskspråkiga gymnasisters svenska uttal: lyssnarvärderingar." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 98–117. http://dx.doi.org/10.30660/afinla.73129.

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   The aim of this study is to investigate how comprehensible L1 Finnish speakers’ L2 Swedish is considered to be and whether any listener- or speaker-specific background factors relating to the comprehensibility judgements can be found. The research material consists of Swedish read-aloud texts by 21 Finnish-speaking upper secondary school students. Judgements are given by 64 native Swedish-speakers (Finland-Swedish n = 35, Sweden-Swedish n = 29) using a verbalized scale from 1 to 7. The study shows that L2 Swedish, pronounced by L1 Finnish speakers, is on average considered

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Mäkipää, Toni. "Feedback practices in language classes in Finnish general upper secondary schools." Apples - Journal of Applied Language Studies 14, no. 1 (2020): 103–23. http://dx.doi.org/10.17011/apples/urn.202006084002.

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As feedback and formative assessment have a substantial effect on learning, the aim with this paper is to report on a study of the perceptions of Finnish general upper secondary school students of feedback in Swedish and English classes, and to compare how the perceptions differ at language proficiency (CEFR) levels. The data were collected by using a survey and were analysed quantitatively. The results show that several differences occur in Swedish: students with higher proficiency levels find feedback more useful, feel that they receive feedback from teachers, and are more willing to correct

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20

Wikström, Christina, and Magnus Wikström. "Grade inflation and school competition: an empirical analysis based on the Swedish upper secondary schools." Economics of Education Review 24, no. 3 (2005): 309–22. http://dx.doi.org/10.1016/j.econedurev.2004.04.010.

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21

Sullivan Hellgren, Jenny. "Authentic science in the classroom—students’ perceptions of their experiences." Nordic Studies in Science Education 15, no. 3 (2019): 299–312. http://dx.doi.org/10.5617/nordina.5571.

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The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and understanding of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different classrooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were posi

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Arreman, Inger Erixon. "Student Perceptions of New Differentiation Policies in Swedish Post-16 Education." European Educational Research Journal 13, no. 6 (2014): 616–31. http://dx.doi.org/10.2304/eerj.2014.13.6.616.

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In Sweden, and in most other Organisation for Economic Co-operation and Development (OECD) countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publicly funded free schools, students' results in the Programme for International Student Assessment (PISA) had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students manoeuvre in their choice of upper secondary school study pa

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23

Wiberg, Marie, Per-Erik Lyrén, and Anna Lind Pantzare. "Schools, Universities and Large-Scale Assessment Responses to COVID-19: The Swedish Example." Education Sciences 11, no. 4 (2021): 175. http://dx.doi.org/10.3390/educsci11040175.

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The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further aim is to discuss the challenges in schools, universities and in the admissions test process in Sweden which are due to the COVID-19 situation. Contrary to many other countries, Swedish schools remained open, except for upper secondary school and universities where teaching went online. However, the spring administr

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24

Emanuelsson, Ingemar. "Differentiation, Special Education and Equality: A Longitudinal Study of Self-Concepts and School Careers of Students in Difficulties and with or without Special Education Support Experiences." European Educational Research Journal 2, no. 2 (2003): 245–61. http://dx.doi.org/10.2304/eerj.2003.2.2.4.

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The main aims of the article are to analyse how school and learning careers of students with special education support during their compulsory schooling differ from those judged not in need of such support. Choice of study programmes, success in upper secondary schooling, and schools' grading of learning in compulsory school are focused upon. Patterns of post-secondary school careers are of special interest. Determined needs of special support are related to individual student characteristics as well as teaching needs of differentiation and educational demands. The database used is from approx

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Ignell, Caroline, Peter Davies, and Cecilia Lundholm. "Swedish Upper Secondary School Students’ Conceptions of Negative Environmental Impact and Pricing." Sustainability 5, no. 3 (2013): 982–96. http://dx.doi.org/10.3390/su5030982.

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Stafström, Martin, Per-Olof Ostergren, and Stig Larsson. "Risk factors for frequent high alcohol consumption among Swedish secondary-school students." Journal of Studies on Alcohol 66, no. 6 (2005): 776–83. http://dx.doi.org/10.15288/jsa.2005.66.776.

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Samuelsson, Joakim. "ICT as a Change Agent of Mathematics Teaching in Swedish Secondary School." Education and Information Technologies 11, no. 1 (2006): 71–81. http://dx.doi.org/10.1007/s10639-005-5713-5.

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Dovemark, Marianne, and Ann-Sofie Holm. "Pedagogic identities for sale! Segregation and homogenization in Swedish upper secondary school." British Journal of Sociology of Education 38, no. 4 (2015): 518–32. http://dx.doi.org/10.1080/01425692.2015.1093405.

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Magnusson, Ulrika. "Grammatical metaphor in Swedish monolingual and multilingual upper secondary school students’ writing." Functions of Language 20, no. 2 (2013): 250–81. http://dx.doi.org/10.1075/fol.20.2.05mag.

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This partly longitudinal study applies the theoretical framework of Systemic Functional Linguistics to second language writing to investigate the use of grammatical metaphor (GM; non-congruent realizations of meaning, e.g. nominalizations) in 365 texts written by Swedish mono- and multilingual students in grades 9 and 11. According to the analysis, older students and monolingual students make greater use of GM than younger students and multilingual students. Multilingual students with early and late ages of onset use GM more than multilingual students with onset ages between these two extremes

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Poromaa Isling, Pär. "Tornedalian Teachers’ and Principals’ in the Swedish Education System: Exploring Decolonial Pockets in the Aftermaths of ‘Swedification’." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (2020): 84–101. http://dx.doi.org/10.7577/njcie.3535.

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This article explores decolonial pockets among Tornedalian teachers and principals by scrutinising the pre-requisites for school staff to integrate Tornedalen’s minority culture and practise the Meänkieli language in ordinary teaching and learning. It also investigates the challenges and opportunities aligned with such en-deavours. The data collection is based on qualitative focus-group and individual interviews with teachers, principals and pupils at upper secondary schools in two Tornedalian municipalities, in Northern Sweden. The findings reveal a practice in which teachers’ and principals’

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Fritz, Jesper, Marcus E. Cöster, Björn E. Rosengren, Caroline Karlsson, and Magnus K. Karlsson. "Daily School Physical Activity Improves Academic Performance." Sports 8, no. 6 (2020): 83. http://dx.doi.org/10.3390/sports8060083.

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Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6–8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily). The intervention continued in all nine compulsory school years until the students graduated between 2007–2012. All other 689,881 Swedish children who graduated the same years were included as a control group. We registered at graduation eligibility rate for upper secondary school and th

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Erixon, Per-Olof. "School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media." Computers & Education 54, no. 4 (2010): 1212–21. http://dx.doi.org/10.1016/j.compedu.2009.11.007.

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Almén, Lars, Sangeeta Bagga-Gupta, and Cecilia Bjursell. "Access to and Accounts of Using Digital Tools in Swedish Secondary Grades. An Exploratory Study." Journal of Information Technology Education: Research 19 (2020): 287–314. http://dx.doi.org/10.28945/4550.

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Aim/Purpose: The aim of the study is to explore students’ encounters with digital tools and how they account for their experiences of using digital tools within formal education. Background: While computers have a long history in educational settings, research indicates that digital tools function both as affordances and constraints, and that the role of digital tools in schools continues to be debated. Taking into consideration student perspectives can broaden the understanding of knowledge formation practices. Methodology: The study is part of a larger ethnographic project, focusing on agenc

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Bagga-Gupta, Sangeeta, Giulia Messina Dahlberg, and Sylvi Vigmo. "Equity and social justice for whom and by whom in contemporary Swedish higher and adult education." Learning and Teaching 13, no. 3 (2020): 82–110. http://dx.doi.org/10.3167/latiss.2020.130306.

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This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of inter

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Nimmermark, Anders, Lars Öhrström, Jerker Mårtensson, and Bette Davidowitz. "Teaching of chemical bonding: a study of Swedish and South African students' conceptions of bonding." Chemistry Education Research and Practice 17, no. 4 (2016): 985–1005. http://dx.doi.org/10.1039/c6rp00106h.

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Almost 700 Swedish and South African students from the upper secondary school and first-term chemistry university level responded to our survey on concepts of chemical bonding. The national secondary school curricula and most common textbooks for both countries were also surveyed and compared for their content on chemical bonding. Notable differences between the countries were found in textbooks and in the curriculum regarding the topics of ionic bonding, bond energetics and use of the VSEPR model, the latter being absent in the Swedish curriculum and ionic bonding not explicitly mentioned in

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Gottvall, Maria, Margareta Larsson, Anna T. Höglund, and Tanja Tydén. "High HPV vaccine acceptance despite low awareness among Swedish upper secondary school students." European Journal of Contraception & Reproductive Health Care 14, no. 6 (2009): 399–405. http://dx.doi.org/10.3109/13625180903229605.

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Öhrn, Elisabet. "Class and ethnicity at work. Segregation and conflict in a Swedish secondary school." Education Inquiry 2, no. 2 (2011): 345–57. http://dx.doi.org/10.3402/edui.v2i2.21985.

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LUNDAHL, LISBETH, INGER ERIXON ARREMAN, ULF LUNDSTRÖM, and LINDA RÖNNBERG. "Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective." European Journal of Education 45, no. 1 (2010): 46–59. http://dx.doi.org/10.1111/j.1465-3435.2009.01414.x.

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Fischbein, Siv, and Mona E. Folkander. "Reading and writing ability and drop out in the Swedish upper secondary school." European Journal of Special Needs Education 15, no. 3 (2000): 264–74. http://dx.doi.org/10.1080/088562500750017871.

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Fjellman, Anna-Maria, Kajsa Yang Hansen, and Dennis Beach. "School choice and implications for equity: the new political geography of the Swedish upper secondary school market." Educational Review 71, no. 4 (2018): 518–39. http://dx.doi.org/10.1080/00131911.2018.1457009.

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Carmen Gómez, Maria del, and Anders Jakobsson. "Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools." Journal of Education and Training 2, no. 2 (2015): 1. http://dx.doi.org/10.5296/jet.v2i2.7107.

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<p class="2M-body">This study examines science teachers’ assessment and grading practices as well as student participation in the assessment process in the upper secondary school. The teachers were asked about how and when they assess students and what was crucial when grading students. We asked when they considered students to have developed the following knowledge criteria: aptitude for critical thinking, analytical and practical skills and how they assessed students regarding these skills. We report overall evidence-based assessment practices from the teachers’ comments in face-to-fac

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Jidesjö, Anders, Magnus Oscarsson, Karl-Göran Karlsson, and Helge Strömdahl. "Science for all or science for some: What Swedish students want to learn about in secondary science and technology and their opinions on science lessons." Nordic Studies in Science Education 5, no. 2 (2012): 213–29. http://dx.doi.org/10.5617/nordina.352.

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This article presents Swedish results from ‘the Relevance of Science Education’ (ROSE) study, which is a large world wide comparative research project based at the University of Oslo. The Swedish sample consisted of 751 students, most of whom were 15 years old, from 29 schools and data were collected inspring 2003. Student opinions about science lessons are presented in relation to enrolment intentions for upper secondary school together with what they want to learn about in science and technology.The findings indicate that secondary science instruction seems to address only a minority of the

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Michelsen, William. "Erica Simon." Grundtvig-Studier 44, no. 1 (1993): 141–44. http://dx.doi.org/10.7146/grs.v44i1.16107.

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Erica Simon26/2 1910 - 11/2 1993William Michelsen writes a personal obituary about the French Grundtvig scholar Erica Simon. He first met Erica Simon in the middle of the fifties, when she was studying the Swedish folk high schools and wanted to meet all the Grundtvig scholars and people who put Grundtvig’s ideas into practice. Erica Simon was a university professor in Scandinavian languages and literature, but she also founded her own folk high scholl west of Lyons. Erica Simon’s interest in Grundtvig and her commitment to the Grundtvig’s ideal of .the school for life. was aroused in the mid-

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Allan, Julie, and Elisabeth Persson. "Social capital and trust for inclusion in school and society." Education, Citizenship and Social Justice 15, no. 2 (2018): 151–61. http://dx.doi.org/10.1177/1746197918801001.

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This article reports on the outcomes for students who experienced a strongly inclusive learning environment as a means for all to succeed. This Swedish lower secondary school dramatically improved its results, and the article reports the outcomes from the students’ perspectives. Social capital, with its emphasis on relationships, was used to structure interviews with students who had since moved on to high schools across Sweden and was also used to analyse the interview data. Two elements of social capital that appeared to be strongly associated with the students’ success – trust and confidenc

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Diehl, Monika. "From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device." Journal of Educational Issues 2, no. 1 (2016): 36. http://dx.doi.org/10.5296/jei.v2i1.8748.

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<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entr

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Lindster Norberg, Eva-Lena. "John Dewey and Entrepreneurship in School-A Swedish Case." Journal of Education and Training 3, no. 1 (2015): 139. http://dx.doi.org/10.5296/jet.v3i1.8809.

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<p>Progressive education, with its purpose of educating young people to become democratic citizens, has influenced the Swedish educational system for many years. Critical voices have been raised, claiming that progressive education has diminished Swedish pupils’ results. Since 2011, when entrepreneurship as a concept and as a pedagogical approach was instituted in Swedish curricula, the debate has emerged again. In this case, however, the problem was with the pedagogical ideas of the entrepreneurship in school. Critical voices claim that entrepreneurship is a part of the neoliberal agend

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Wyszynska Johansson, Martina. "Expanding learner readiness of young Swedish security officers-to-be in upper secondary school." Journal of Vocational Education & Training 72, no. 4 (2019): 555–74. http://dx.doi.org/10.1080/13636820.2019.1680570.

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Jonsson, Anna-Carin, and Dennis Beach. "Institutional discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school." Social Psychology of Education 18, no. 4 (2015): 703–17. http://dx.doi.org/10.1007/s11218-014-9279-1.

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Svensson, Jonas. "Religious education and teaching young people about humanity: Suggesting a new role for RE and for the academic study of religions in Sweden." Temenos - Nordic Journal of Comparative Religion 51, no. 2 (2015): 177–99. http://dx.doi.org/10.33356/temenos.53567.

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This article is a suggestion for the rethinking of the role and purpose of religious education (RE) in Swedish public schools, in relation to two major recent reforms: of teachers training (2012) and of syllabi for RE (2011). Based on a notion of the ‘humanistic’ study of religions as he study of religion as a human cultural product, the article argues that a RE – mainly in lower and upper secondary school – informed by contemporary theoretical development, better than any other school subject can cater for the important task of educating young people about who they, as human beings, are and w

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Toth, Jeanette. "Stakeholder beliefs in English-medium instruction for young learners in Sweden." Apples - Journal of Applied Language Studies 12, no. 2 (2018): 37–54. http://dx.doi.org/10.17011/apples/urn.201809214208.

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While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as f

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