On the Production of Educational Computer Software for the Swedish School System

Preschool children's preferential selection and recall of words presented in a computer microworld was assessed as a function of action and sound. Forty preschoolers, equally distributed by sex, were randomly assigned to one of four versions of a microworld. Within each version, twenty-four sprite objects were randomly assigned properties of action and sound. The design was counterbalanced so that across the four versions, each sprite assumed all possible factorial combinations of action and sound. As expected, children preferentially selected and later recalled more words presented with action than words presented without action. Although children selected sounds, sounds interfered with children's recall of linguistic information. Results support an action superiority hypothesis and an auditory interference hypothesis. The practical application is to use action as an integral component of educational computer software designed for young children.

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Societal support for the educational provisions of Finnish in the Swedish school system in theory and practice

Language Policy ◽

10.1007/s10993-018-9491-5 ◽

2018 ◽

Vol 18 (3) ◽

pp. 363-385

Author(s):

Lasse Vuorsola

Keyword(s):

School System ◽

Theory And Practice ◽

Swedish School

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Governance of Swedish school mathematics — where and how did it happen? A study of different modes of governance in Swedish school mathematics, 1910-1980

Espacio Tiempo y Educación ◽

10.14516/ete.180 ◽

2017 ◽

Vol 4 (2) ◽

pp. 43

Author(s):

Johan Prytz

Keyword(s):

School System ◽

School Mathematics ◽

Drivers Of Change ◽

Teaching Literature ◽

Short Period ◽

History Of ◽

Research Questions ◽

The 1960S ◽

Modes Of Governance ◽

Swedish School

The aim of this paper is to revise a standard narrative about governance of the Swedish school system in the period of 1910-1908. According to this narrative, the Swedish school system was centralized during this period. However, this narrative does not fit the history of Swedish mathematics education (years 7-9). The research questions are: where in the school system was change initiated and how was change enforced? On the basis of studies of syllabi, textbooks, teaching literature, teacher journals and reports from investigations and development projects, different modes of governance of school mathematics are identified. The main results are that textbook producers rather than national syllabi and exams were drivers of change in the period 1910-1960. Moreover, the centralized attempts to change school mathematics, prepared in the 1960s, were soon abandoned in the early 1970s. Thus, centralized governance of Swedish school mathematics, with the ambition to achieve change, was something that took effect relatively late and during a very short period of time.

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How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions ◽

10.4018/978-1-7998-5360-2.ch036 ◽

2021 ◽

pp. 743-762

Author(s):

Giuseppina Wright

Keyword(s):

Public Schools ◽

Public School ◽

School System ◽

Public School Systems ◽

School Settings ◽

Governmental Organizations ◽

Quantitative Results ◽

Swedish School ◽

And Training

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

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