tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Over the last decade the governance of primary and secondary schools in the Netherlands has by no means become simpler. This paper sketches recent policy developments and their consequences for the leadership of Boards of Multiple Schools (BMSs) and their school leaders. Thereof we describe the challenges BMSs in the Netherlands currently face to enhance educational quality. However, the existence of a wide variety of school board types and a lack of research into BMSs prevent a solid evidence base on how the leadership of school boards contributes to improving the quality of education in the schools they run. As the interaction between school leaders and boards is understudied we make a plea for a research agenda that… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The rise in the use of scientific evidence as a basis for educational policymaking has been a noticeable feature globally. In this study, we describe and discuss how educational research is used to make policy and governing evidence-based. To illustrate this, we use the Swedish Schools Inspectorate (SSI) as a case and focus on two of the processes it performs: regular supervision and quality audit. We present interviews with inspection personnel and researchers involved in these processes along with observations and documents. Our case description shows that despite the SSI’s efforts to base its work on knowledge (evidence) gained through educational research, it also had to use both embodied and enacted forms of knowledge. Research knowledge was chosen… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In science education, critical discussions on the engagement of industrial actors in STEM education are scarce. In this study, we take the perspective that industrial STEM education initiatives are an arena for governing STEM education. The aim is to contribute to a critical discussion on the involvement of industrial actors in STEM education by scrutinizing how they describe their engagement. More specifically, we look at the discursive repertoires industrial actors put forward as rationales for engaging in STEM education initiatives. The data consist of web materials wherein industrial actors describe and justify their engagements. We identify the following interpretative repertoires used by industrial actors when justifying their engagement in said initiatives: a) Securing competent labour, b) Securing economic… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores how the well-being of the Swedish population has become a joint responsibility in the mission to shape desirable and proper citizens. This is done by studying an organisation called Generation Pep (GEN-PEP), which was established as a measure to foster a well-functioning population both now and in the future. The article draws on a post-structural and discursive theorisation inspired by the work of Michel Foucault and his concept of governmentality, with the specific aims of studying how GEN-PEP functions as a biopolitical strategy aimed at fostering a desirable population and identifying governing techniques mobilised within and through the project. The population is described as having failed to function well and that this should be remedied… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Drawing on archival sources, interviews, and research literature, this article offers new insights into the making, structure and long-term effects of the International Educational Indicators (INES) programme of the Organisation for Economic Co-operation and Development (OECD). The article argues that INES was crucial in setting the OECD on the path to becoming a global education policy actor. Although science has informed policy making for centuries, the 1980s mark the start of a much closer imbrication of evidence-making for policy. By focusing on those renewed encounters of education science with policy-making, the article examines the INES indicators as a boundary infrastructure. It shows the ways that INES materialised many of the OECD ambitions at the time. In other words,… Continue Reading →
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