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  • 1.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Finnset, Torgunn
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Höstfält, Gabriella
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Formativt bedömningsarbete i grundsärskolan2015Other (Other academic)
  • 2.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Höstfält, Gabriella
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Kollegialt lärande och professionell kunskapsutveckling2015Other (Other academic)
  • 3.
    Höstfält, Gabriella
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Resultatinriktad individualisering i skolans inre arbete: En grundad teori om utvecklingssamtal, skriftliga omdömen och individuella utvecklingsplaner på grundskolans högstadium2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to generate a grounded theory that explains the content of teachers' and students' work with personal development dialogues and individual development plans using written assessments, all regulated in the national result-oriented curriculum for the Swedish compulsory school. Two secondary schools participated and data was collected on two occasions. Data consists of recorded personal development dialogues, which are informed by written assessments, and copies of the individual development plans written as a conclusion stating agreements between the teacher and student. All data was continuously compared and analyzed by using a grounded theory method. Underpinning the study are the premises of pragmatic philosophy and transactional theory that are assumed to shape the focus of the grounded theory approach and hence of teacher and student transactional strategies. It is argued that teachers' and students' primary concern is to establish result-oriented individualization. This is a means for cooperation in a mutual endeavor to establish improved results, guided by the phases of visible accountability and responsible awareness. By using strategies for planning, guiding, auditing and reflecting, new ways of managing individualization are developed. It is also suggested that a new professional approach has been developed, where teachers and students work in collaborative teams, continuously focusing on improving student results.

  • 4.
    Wermke, Wieland
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Gävle University, Sweden.
    Höstfält, Gabriella
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Contextualizing Teacher Autonomy in time and space: a model for comparing various forms of governing the teaching profession2014In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 46, no 1, p. 58-80Article in journal (Refereed)
    Abstract [en]

    This study aims to develop a model for comparing different forms of teacher autonomy in various national contexts and at different times. Understanding and explaining local differences and global similarities in the teaching profession in a globalized world require conceptions that contribute to further theorization of comparative and international education. Drawing on a governance perspective and building on considerations of curriculum evaluation, the study argues that teacher autonomy is a crucial factor that has to be conceptualized in its national and historical contexts. It presents an examination of the teaching profession from both an institutional and service perspective. In both perspectives, teacher autonomy, framed by curriculum evaluation, can be regarded as both extended and restricted, but not necessarily at the same time. This point of view enables us to discuss different forms of autonomy in relation to each other. To support this idea, the study discusses cases of teachers in various contexts of time and space.

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