Advanced

Skola utan timplan - om lärares tolkning av uppdraget i en mål- och resultatstyrd skola

Eriksson, Inger and Jedemark, Marie LU (2004) In Studies in Educational Policy and Educational Philosophy 2004(1). p.1-15
Abstract
The issue of this article is the direction of the Swedish compulsory school. The article is based upon the results of a longitudinal study of four schools participating in a probation, initiated by the Swedish government, where they are allowed to work without the timetable. What regulates school activity when there is no timetable that prescribes the amount of time for each subject? What are the consequences of the abolition of a regulation like this? To what extent can the abolition of the timetable contribute to new ways of interpreting the object for the school? The consequences for the task of the school, to offer an equal education for all, is also discussed. The results show that what directs how the activities in school are planned... (More)
The issue of this article is the direction of the Swedish compulsory school. The article is based upon the results of a longitudinal study of four schools participating in a probation, initiated by the Swedish government, where they are allowed to work without the timetable. What regulates school activity when there is no timetable that prescribes the amount of time for each subject? What are the consequences of the abolition of a regulation like this? To what extent can the abolition of the timetable contribute to new ways of interpreting the object for the school? The consequences for the task of the school, to offer an equal education for all, is also discussed. The results show that what directs how the activities in school are planned and carried through is the teachers' striving for all students to achieve the grade "passed". According to the teachers, the abolition of the timetable improves the opportunities for this. An equal education is interpreted as all students achieving the grade "passed". (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Studies in Educational Policy and Educational Philosophy
volume
2004
issue
1
pages
1 - 15
publisher
Uppsala universitet
ISSN
1652-2729
language
Swedish
LU publication?
yes
id
51224206-36d0-4db7-8c7b-37aefc0a73f6 (old id 716293)
alternative location
http://forskning.edu.uu.se/upi/SITE_Docs/Doc203.pdf
date added to LUP
2007-12-17 13:30:46
date last changed
2016-04-16 03:01:04
@article{51224206-36d0-4db7-8c7b-37aefc0a73f6,
  abstract     = {The issue of this article is the direction of the Swedish compulsory school. The article is based upon the results of a longitudinal study of four schools participating in a probation, initiated by the Swedish government, where they are allowed to work without the timetable. What regulates school activity when there is no timetable that prescribes the amount of time for each subject? What are the consequences of the abolition of a regulation like this? To what extent can the abolition of the timetable contribute to new ways of interpreting the object for the school? The consequences for the task of the school, to offer an equal education for all, is also discussed. The results show that what directs how the activities in school are planned and carried through is the teachers' striving for all students to achieve the grade "passed". According to the teachers, the abolition of the timetable improves the opportunities for this. An equal education is interpreted as all students achieving the grade "passed".},
  author       = {Eriksson, Inger and Jedemark, Marie},
  issn         = {1652-2729},
  language     = {swe},
  number       = {1},
  pages        = {1--15},
  publisher    = {Uppsala universitet},
  series       = {Studies in Educational Policy and Educational Philosophy},
  title        = {Skola utan timplan - om lärares tolkning av uppdraget i en mål- och resultatstyrd skola},
  volume       = {2004},
  year         = {2004},
}