Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Educational Sciences 7: School Development and Evaluation, 9 credits
Utbildningsvetenskaplig kärna 7: Skolutveckling och utvärdering, 9 hp
9AUK71
Main field of study
Pedagogical Work EducationCourse level
Second cycleCourse type
Programme courseExaminer
Camilla Sandström PrytzCourse coordinator
Camilla Sandström PrytzDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
Main field of study
Pedagogical Work, EducationCourse level
Second cycleAdvancement level
A1XCourse offered for
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Biology
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject English
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject History
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Mathematics
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Social Studies
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Swedish
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SRE1 | Written presentation | 5 credits | U, G, VG |
| OBL1 | Mandatory part | 0 credits | D |
| MRE1 | Oral presentation | 4 credits | U, G |
Ball, Stepen (2012). How shools do policy: Policy enactments in secondary schools, London: Routledge.
Blossing, Ulf (2013). Förändringsagenter för skolutveckling: Roller och implementeringsprocess. I Pedagogiskforskning i Sverige nr 3-4.
Bryman, Alan (2001). Samhällsvetenskapliga metoder, Malmö: Liber.
Jarl, Maria (2013). Om rektors pedagogiska ledarskap i ljuset av skolans managementreformer. Pedagogisk forskning i Sverige nr 3-4, sid 197-215.
Kornhall, Per. (2014). Alla i mål: Skolutveckling på evidensbaserad grund. Stockholm: Natur och Kultur.
Lindgren, Joakim (2014). Grund grund för bedömning? Dilemman i ”inspektionsträsket”. Utbildning och demokrati volym 23, nummer 1, sid 57-83.
Patton, Michael Quinn (2008). Utilization-Focused Evaluation, Thousand Oaks, CA: Sage Publications.
Sandberg, Bo & Faugert, Sven(2012). Perspektiv på utvärdering. Lund Studentlitteratur.
Skolverket (2014). Grundskolan i internationella kunskapsmätningar. Stockholm: Fritzes.
Österberg, Jonas (2014). Resultatanalys i skolan. Lund: Studentlitteratur.
Ett antal vetenskapliga artiklar om evidensbaserad forskning och kritik av aktuella företeelser inom området
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