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Open Access
Article
Publication date: 9 June 2020

Birgitta Lundbäck and Helen Egerhag

Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for…

1976

Abstract

Purpose

Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.

Design/methodology/approach

Data were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.

Findings

Teachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.

Research limitations/implications

An important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.

Originality/value

The originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 17 June 2020

Mona Holmqvist

Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities…

3968

Abstract

Purpose

Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is to contribute to the knowledge of how the use of lesson study can develop teachers’ capabilities to offer high-quality education for students with SEND.

Design/methodology/approach

The guest editor presents each of the papers and introduces key themes and concepts.

Findings

The collection of papers is divided into two themes; the first has a focus on lesson study used by teacher educators during SEND in-service training. In this theme, the teachers are the students who are studying different fields of SEND, supported by teacher educators. The second theme studies different forms of lesson studies carried out by researchers and teachers in the collaboration focused aspects of content that are of importance for students in SEND.

Research limitations/implications

The papers focus on areas of education with a limited research tradition, and as a result, the studies may be seen as starting points for further research. The results so far lack generalisability. Therefore, the researchers have to test the findings further under different conditions and with wider groups of teachers and students.

Practical implications

The results of the papers can be used to develop both SEND teacher education, and collaborative professional development for in-service SEND teachers. This issue will, therefore, be of interest to school and system leaders.

Originality/value

The papers contribute initial findings from an under-researched area and also combine lesson study with methods and designs not previously explored.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 13 February 2023

Mette Liljenberg, Helene Ärlestig and Daniel Nordholm

The purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article…

Abstract

Purpose

The purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article analyzes how superintendents understand and organize PD for principals.

Design/methodology/approach

Empirical data are derived from a strategic sample of ten (n = 10) superintendents. Transcribed interviews were analyzed in two steps. The first step was carried out inductively to identify prominent aspects of PD for principals. In the second step, the detected themes and categories were analyzed more deductively through the theoretical lens of learning in organizations.

Findings

The analysis revealed that the purpose of PD for principals and the principal leadership that must be nurtured from the perspective of superintendents spans a scale, from knowing what is already required to critically examining and exploring the unknown. In addition, the understanding of learning stretches from an individual enterprise to a collective activity. However, noteworthy differences between the superintendents were detected and organized into three ideal types.

Research limitations/implications

Despite a profound research design and a careful selection of superintendents, the sample sets some limits because of the plurality within the decentralized Swedish school system.

Practical implications

The results can support strategies from superintendents, principals and educational authorities to build infrastructures that foster PD at different levels of school systems.

Originality/value

This article offers a novel perspective by analyzing principals' PD from the perspectives of superintendents.

Details

Journal of Educational Administration, vol. 61 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 14 November 2022

Robert Thornberg

Constructivist grounded theory method (GTM) as outlined by Kathy Charmaz has its explicit roots in the American pragmatism and symbolic interactionism primarily developed at the…

Abstract

Constructivist grounded theory method (GTM) as outlined by Kathy Charmaz has its explicit roots in the American pragmatism and symbolic interactionism primarily developed at the University of Chicago during the early and mid-twentieth century. Symbolic interactionism considers people as active and interpretative agents who co-construct selves, identities, meanings, social actions, social worlds, and societies through interactions. Charmaz argues that symbolic interactionism is an open-ended theoretical perspective that fosters studying action, process, and meanings, with a focus on how people co-construct and negotiate meanings, orders, and actions in their everyday lives. In this chapter, I argue that constructivist GTM, including its theory-method package built upon symbolic interactionism and the Chicago School tradition, can be further combined with the new sociology of childhood to study children's social worlds and negotiated meanings, orders, and actions.

Open Access
Article
Publication date: 10 December 2021

Johanna Lüddeckens, Lotta Anderson and Daniel Östlund

The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the…

5282

Abstract

Purpose

The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?

Design/methodology/approach

As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.

Findings

(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

Practical implications

It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

Originality/value

Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Details

Journal of Educational Administration, vol. 60 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 4 August 2022

Balli Lelinge

This study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners'…

1682

Abstract

Purpose

This study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners' perspective. In a learning study, the intended, enacted, and lived object of learning are considered. This study focuses on the learning material used by teachers while designing a lesson.

Design/methodology/approach

In many learning studies, variation theory is used to design lessons, which predicts difficulties in and possibilities for student learning. The data consisted of a lesson part – instruction through a video-recorded dance choreography – employed to enhance primary school (in a Swedish context, grade 4) students' dancing skills in the subject of Physical Education and Health. The choreography comprised five different sequences, where a variation occurred when the subsequent (new) sequence was applied to the previous movement pattern. The sequences acted as building blocks, where the students' transitions from one movement pattern to another were logical and distinguishable.

Findings

The results of this study show in what way an analysis of learning material, based on variation theory, can help teachers take into account the level of complexity of the object of learning. The results also identify which parts of a lesson design can be predicted to present a higher degree of challenge and by that more difficult to grasp, especially for students with different educational needs.

Originality/value

Lessons may be designed based on theoretical assumptions to ensure effective classroom learning and provide guidance to teachers based on student needs.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 7 October 2019

Ingrid Engdahl and Mariela Losso

This article presents a description of Early Childhood Care and Education (ECCE) as a basis for guaranteeing fundamental human rights from birth. ECCE is the first stage and a…

Abstract

This article presents a description of Early Childhood Care and Education (ECCE) as a basis for guaranteeing fundamental human rights from birth. ECCE is the first stage and a solid base – considering the relevance of development processes from birth to six years. Active early education, committed to the reality of a community, facilitates the training of young citizens as rights’ agents. In this sense, the education and care in early childhood is indispensable. This article communicates a descriptive synthesis of the current state of the ECCE in various regions and countries, especially in Latin America – Argentina – and in Europe – Sweden.

In the analysis, theoretical sustenance about childhood and new perspectives that discuss classical conceptions are presented. The educational process is fundamental and is described as Early Education (EE), presenting a synthesis of the ECCE from its normative conformation that arises from the statements of Jomtien (1990). The concept of Educare is presented, as a holistic approach to education and care within early childhood. This aspect is linked to highlight the inequality gaps for children, describing ‘fragmented territories’, in terms of guaranteeing rights. The final reflection summarizes the importance of Early Education, recovering the current studies on Educare, which project the guarantee of rights from birth.

Details

Human Rights for Children and Youth
Type: Book
ISBN: 978-1-78973-047-0

Keywords

Article
Publication date: 25 September 2023

Alma Harris, Michelle Jones, Cecilia Azorín, Alex Southern, Jeremy Griffiths and Ingileif Ástvaldsdóttir

This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single…

Abstract

Purpose

This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.

Design/methodology/approach

The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?

Findings

Within and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.

Originality/value

Contemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.

Details

Journal of Educational Administration, vol. 62 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 13 November 2019

Susanne Sahlin

The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s…

Abstract

Purpose

The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university.

Design/methodology/approach

The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.

Findings

The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools.

Research limitations/implications

This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes.

Originality/value

The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.

Details

Journal of Professional Capital and Community, vol. 5 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

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