The ‘weak pupil’ as a social representation: (re)production in dialogue between compulsory school teachers in Sweden

Attributing negative categories such as ‘weak’ to pupils is a common practice in Sweden and a known phenomenon worldwide. While there has been a substantial amount of research on different expressions of ‘deviance’ in the educational arena, the research on how teachers communicate about pupils as ‘weak’ is scarce. In this study, teachers’ communication about pupils as ‘weak’ is examined in dialogues produced in focus group discussions by 29 teachers in six different Swedish compulsory schools. Through the lens of social representations theory and a dialogical perspective, this study suggests that ‘weak pupil’ as a social representation can be characterized by a range of different and sometimes contradicting themes and mainly two themata: normal/deviant and nature/nurture. The results show that ‘weak pupil’ is used as a multifaceted communicative resource to describe pupils who do not perform according to schools’ expectations. In contrast to several previous studies, the use of ‘weak pupil’ is partially challenged by participants who, to some extent, place perceived problems within the educational institution instead of the individual pupil. The study has implications for the understanding of how perceptions of normality might be perceived and collectively (re)produced in communication about pupils as well as for future research using social representations theory within the educational field.

Should I Stay or Should I Go? Associations between Occupational Factors, Signs of Exhaustion and the Intention to Change Workplace among Swedish Principals

A high turnover among principals may disrupt the continuity of leadership and negatively affect teachers and, by extension, the students. The aim was to investigate to what extent various work environment factors and signs of exhaustion were associated with reported intentions to change workplace among principals working in compulsory schools. A web-based questionnaire was administered twice, in 2018 and in 2019. Part I of the study involved cross-sectional analyses of the associations 2018 (n = 984) and 2019 (n = 884) between occupational factors, signs of exhaustion, and the intention to change workplace, using Generalized Estimating Equations models. Part II involved 631 principals who participated in both surveys. The patterns of intended and actual changes of workplace across two years were described, together with associated changes of occupational factors and signs of exhaustion. Supportive management was associated with an intention to stay, while demanding role conflicts and the feeling of being squeezed between management and co-workers (buffer-function) were associated with the intention to change workplace. The principals who intended to change their workplace reported more signs of exhaustion. To increase retention among principals, systematic efforts are probably needed at the national, municipal, and local level, in order to improve their working conditions.

Basic Life Support Knowledge among Compulsory Education Students in Thailand

Background: Basic life support (BLS) is pivotal for the survival of patients in cardiac arrest outside the hospital. Knowledge about BLS in compulsory schools’ students practically reflects the curriculum in teaching BLS. Objective: To investigate the level of basic knowledge on BLS among pre-university students as well as to determine the characteristics of prior BLS training received. Materials and Methods: A prospective cohort study was done in pre-university students attending the University orientation in 2017. An online-access questionnaire was distributed. One thousand fifty-one questionnaires were completed. Results: Most respondents had previous BLS training (90%), with 67% receiving BLS training in their basic core curricular education. A mean BLS knowledge score of 6.4 from 14 was revealed. Less than half (46.1%) passed the minimal passing level (MPL). Among BLS course characteristics, only one type of extracurricular training, One District One Doctor camp (ODOD), showed an association with passing the MPL of BLS assessments (odds ratio of pass MPL 10.06; 95% CI 1.18 to 85.53, p=0.035). Conclusion: Although most of the students had previous BLS training as a part of their basic core curricular education, it did not affect their success in passing the BLS assessments. Keywords: Cardiopulmonary resuscitation, Public health, Nonprofessional education

Prevalence of exhaustion symptoms and associations with school level, length of work experience and gender: a nationwide cross-sectional study of Swedish principals

Background While poor mental health and psychiatric disorders attributed to stressful work conditions are a public health concern in many countries, the health consequences of the occupational stress experienced by school principals is an understudied issue. Although current data is lacking, some research suggests that principals have a stressful work situation that eventually may lead to burnout and exhaustion disorder, thus negatively affecting the ability of principals to function as leaders. To gauge the situation in Sweden, and as a basis for future preventive actions, we examined to what extent principals displayed signs of exhaustion and whether the prevalence rates of exhaustion differed across school levels, length of work experience as a principal, and gender. Methods Principals (N = 2219; mean age 49 years [SD 7 years]; 78% women) working at least 50% in pre-schools, compulsory schools, upper secondary schools or adult education completed a cross-sectional web survey entailing two validated inventories: The Karolinska Exhaustion Disorder Scale (KEDS) and the Lund University Checklist for Incipient Exhaustion (LUCIE). Data was analysed using traditional non-parametric methods. Gender stratification achieved covariate balance when analysing school level and length of work experience. Results Altogether, 29.0% of the principals met the exhaustion criteria in KEDS. The prevalence rates for the four LUCIE-steps of increasing signs of exhaustion were: no signs of stress, 48.8%; weak signs of stress, 25.6%; clear signs of stress but no exhaustion, 15.4%; possible exhaustion disorder, 10.2%. Compared with male principals, female principals reported more signs of possible exhaustion disorder in both LUCIE and KEDS. School level was not associated with reports of exhaustion symptoms in neither LUCIE nor KEDS. Among male principals, length of work experience was associated with exhaustion symptoms in KEDS. Conclusions A large group of Swedish principals working in pre-schools, compulsory schools, upper secondary schools or adult education displayed a symptomatology of signs of exhaustion that if sustained might lead to poor health. This observation suggests that education authorities, or other relevant stakeholders, ought to take some form of preventive action. However, effective combinations of individual, group, organisational, and/or societal preventive activities remain to be identified and tested.

From subjects of knowledge to subjects of integration? Newly arrived students with limited schooling in Swedish education policy

The education of newly arrived students is a debated global policy issue. Less attention has been paid to the sub-group of students with limited experience of schooling, referred to here as ‘newly arrived students with limited schooling’ (NALS). This article explores Swedish policy frameworks that inform the education of newly arrived students, comparing policy approaches from two time periods (1983–1996 and 2013–2016) during which the numbers of NALS were said to be increasing in Swedish compulsory schools. Framed within a poststructural approach to policy analysis and Foucault’s theorisation of heterotopian spaces, the analysis explores policies’ representation of separate teaching groups for newly arrived students, with a particular focus on what these spaces have to offer NALS. The findings indicate a shift between the two periods: from a focus on knowledge acquisition in policies of the 1980s and 1990s towards an emphasis on integration in those of the 2010s. This shift is particularly evident in relation to NALS, whose educational needs are discussed only to a limited extent in relation to subject knowledge in the 2010s policies. It is argued that this serves to homogenise the educational needs of the category newly arrived, thereby potentially obscuring the conception of NALS.

Hva settes i spill når ledere i kulturskolen planlegger elevenes timeplaner? Om en rhizomatisk forståelse av organisasjonen kulturskole og hvordan en slik forståelse kan berike kulturskolens samarbeid med andre aktører

This article presents a study that has examined the factors that come into play when “kulturskolen” sets its timetable for teaching. The findings indicate that kulturskolen must relate to internal considerations such as aspects concerning cooperation on pupils, teachers, localities and locations, but also external considerations such as political documents and interpretation of the Norwegian Education Act. To discuss the complexity that emerges in the analyzes, we look at the data material in the light of the philosophers Deleuze and Guattari (1988) and Rosi Braidotti (2013). We argue that the complexity taken into account when scheduling timetables is describing a certain understanding of kulturskolen as an organization. Kulturskolen is understood as a rhizome, and the complexity propels the school forward in constant evolution. This complexity is also important when kulturskolen is to collaborate with others. If kulturskolen is to collaborate well with compulsory schools, the complexity presents some challenges. Where kulturskolen can be described as a web of various influencial factors, we find compulsory schools better regulated and perhaps more linear, with clear requirements for learning goals and skills in the curriculum for basic education (Kunnskapsdepartementet, 2017). We believe there is a missed opportunity for collaboration when seeing kulturskolen in a rhizomatic context.

The Craftsmanship that Disappeared? Investigating the Role of the Principal Instrument in Music Teacher Education Programs

This chapter investigates the role of the principal instrument in music teacher education programs that qualify people to teach music in Norwegian compulsory schools. The data material for the study is the mapping of 12 music teacher education institutions and the reflection notes from six music teacher educators. The theoretical premises for the paper are Aristotle’s concept of techné and Fullan’s description of deep learning. Techné concerns both technical skills and artistic sensitivity, and this combination provides a framework in which to discuss the educators’ reflections about the principal instrument in music teacher education in relation to deep learning, which entails commitment, perseverance, and the learner as a whole human being. This chapter leans on previous studies on music teacher education and the new curriculum for Norwegian compulsory schools, and the concluding remarks point to new perspectives that are needed to evolve music teacher education, concerning both the subject of music and what skills and types of knowledge music teachers should ideally have.

Dreifing efnahags- og menntunarauðs meðal foreldra í skólahverfum höfuðborgarsvæðisins 1997–2016

It is well established that parental income, wealth, and education substantially affects school districts. In this article, we examine differences between school districts in the capital region of Iceland among parents having children in compulsory schools. The article is based on tailored statistics provided by Statistics Iceland covering the period from 1997–2016. We focus on distributions of parents that have Icelandic origin and have the highest levels of education, income, and wealth. This group of parents has access to neighbourhood choice and the symbolic capital to shape the grapevine on schools and neighbourhood qualities. Even though educational qualification and wealth grew during the period under study, the gains have been geographically uneven throughout the capital city region. Five of 42 school districts stand out in terms of economic and educational capitals. Three stand out in terms of income and wealth and two in terms of high levels of educational capital that are most valued by the cultural elite. These geographical boundaries visibly divide the upper class into two fractions depending on which kind of capital is dominant. Three neighbourhoods stand out in terms of low levels on capital on all dimensions.

Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts

This study sheds light on music teachers’ perspectives on their chances to disrupt cultural and social reproduction in music education in the Swedish Community Schools of Music and Arts (kulturskolor, sing. kulturskola). Focus group conversations were carried out involving 18 teachers at five such schools. As a point of departure, the analysis of the conversations applied the theoretical perspective of Bourdieu with an emphasis on the concepts explicit versus implicit pedagogy and Bernstein’s corresponding concepts visible and invisible pedagogy. The analysis discusses explicit versus implicit assumptions interwoven in the teachers’ accounts of their efforts. The teachers describe it as difficult to challenge social structures. Based on marketing efforts vis-á-vis families from immigrant backgrounds, the teachers point to differing understandings of the significance of participation in the programmes. The teachers’ descriptions point to opportunities that stem from efforts to facilitate children taking part in music education in cooperation with compulsory schools, teaching practice habits and more general behaviours, and initiatives to reach parents and children from immigrant backgrounds with information. The descriptions show explicit as well as implicit components, often in terms of implicit assumptions embedded in an explicit framing. Reflection upon implicit assumptions is suggested as a means to develop more radical strategies to disrupt cultural and social reproduction in the Swedish kulturskolor.

The Total Literacy Campaign in Compulsory Schools of Ryazan during the Great Patriotic War (1941–1945) (Commemorating the 75th Anniversary of the Great Victory)

Изучение деятельности общеобразовательной школы в период Великой Отечественной войны является актуальным, так как каждый последующий этап в развитии отечественной школы вбирает в себя все лучшее, что было накоплено в предыдущие. Однако в научной литературе нет обобщающих исследований о деятельности городских школ Рязани, в частности по осуществлению всеобуча в годы Великой Отечественной войны. В ходе исследования применялись теоретические (анализ педагогических источников, архивных материалов) и статистические методы (количественный и качественный анализ). В статье обобщен архивный материал, сделаны выводы, в оборот введена новая историко-педагогическая информация, что свидетельствует о теоретической значимости и элементах научной новизны проведенного исследования. В данной статье показаны способы осуществления всеобуча, его сложности и достижения; вклад местных органов образования, педагогических коллективов и комсомольских организаций школ, родительской общественности, трудовых коллективов в решение этой проблемы. Выявлены причины отсева учащихся. Приведены качественные и количественные результаты. Исследование показало, что, несмотря на сложности военного времени, наблюдалась положительная динамика охвата всех детей школьного возраста обучением. Результаты исследования расширяют знание об особенностях осуществления всеобуча в городских школах Рязани в годы Великой Отечественной войны. Материал статьи может быть использован научными работниками, преподавателями, студентами при изучении истории педагогики и образования. The investigation of compulsory schooling during the Great Patriotic War is a relevant issue, for every stage of Russian School development incorporates all the best aspects of the previous stages. However, there is no generalizing research devoted to the investigation of Ryazan schools and their work during the Great Patriotic War, namely to the investigation of the total literacy campaign conducted by Ryazan schools during the period. The research employed theoretical (analysis of academic and archival sources) and statistical (quantity analysis and quality analysis) methods. The theoretical significance and the scientific novelty of the research are accounted for by the fact that the article summarizes and generalizes archival materials, makes conclusions, analyzes previously unanalyzed historical and pedagogical information. The article focuses on the total literacy campaign, treats some challenges associated with it and some achievements, assesses the way local educational institutions, pedagogical teams, Komsomol organizations, parents, and working teams contributed to the solution of the problems associated with the campaign. It analyzes the causes of academic failures, performs quantitative and qualitative assessments. The research shows that despite the complications inflicted by the wartime, the campaign managed to involve all school-age children. The results of the research enrich our knowledge of the total literacy campaign in Ryazan schools during the Great Patriotic War. The material of the article can be used by researchers, teachers and students interested in the history of pedagogy and education.