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 Grades 7-9 of the Compulsory School
- Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School
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.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
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 |
|---|---|---|---|
| OBL1 | Mandatory part | 0 credits | D |
| MRE2 | Oral presentation | 2 credits | U, G |
| SRE3 | Written presentation | 5 credits | U, G, VG |
| SRE4 | Written presentation | 2 credits | U, G |
Observera att flera av referenserna finns som pdf-filer på Lisam.
Grundläggande obligatoriska referenser
Böcker
David, Matthew & Sutton, Carole D. (2016). Samhällsvetenskaplig metod. 1. uppl. Lund: Studentlitteratur. Valda delar i relation till den egna undersökningen.
Håkansson, Jan & Sundberg, Daniel (2016). Utmärkt skolutveckling. Forskning om skolförbättring och måluppfyllelse. Stockholm Natur och Kultur.
Kornhall, Per. (2014). Alla i mål: Skolutveckling på evidensbaserad grund. Stockholm: Natur och Kultur.
Sandberg, Bo & Faugert, Sven (2012). Perspektiv på utvärdering. Lund Studentlitteratur. Kap 1, 2, 3
Österberg, Jonas (2014). Resultatanalys i skolan. Lund: Studentlitteratur. Kap 1, 3
Artiklar
Ball, Stephen (2012). How schools do policy: Policy enactments in secondary schools, London: Routledge. Sid. 1-18 (Lisam, pdf)
Ball Stephen (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy 18(2). Sid. 215–228. (Lisam, pdf)
Blossing, Ulf (2013). Förändringsagenter för skolutveckling: Roller och implementeringsprocess. I Pedagogiskforskning i Sverige nr 3–4. Sid 153–174 (Lisam, pdf)
Heuts, Frank & Mol, Annemarie (2013). What Is a Good Tomato? A Case of Valuing in Practice, Valuation Studies 1(2). Sid 125–146 http://valuationstudies.liu.se/Issues/articles/default.asp?DOI=10.3384/vs.2001-5992.1312125
Ideland, M., & Malmberg, C. (2015). Governing ‘eco-certified children’through pastoral
on education for sustainable development. Environmental Education Research, 21(2). Sid
173-182. Alt Ideland, M. (2016). Den KRAV-märkta människan. Celanders förlag.
Jarl, Maria (2013). Om rektors pedagogiska ledarskap i ljuset av skolans managementreformer. Pedagogisk forskning i Sverige nr 3–4. Sid 197–215. (Lisam, pdf)
Lindgren, Joakim (2014). Grund för bedömning? Dilemman i ”inspektionsträsket”. Utbildning och demokrati, volym 23, nummer 1. Sid 57–83. (Lisam, pdf)
Sjøberg, Svein (2019). The PISA-syndrome – How the OECD has hijacked the way we perceive pupils, schools and education. Confero: Essays on Education, Philosophy and Politics. ISSN 2001-4562. 7(1). Sid 12- 65, doi: 10.3384/confero.2001-4562.190125 (Lisam, pdf)
Skolverket (2014). Grundskolan i internationella kunskapsmätningar. Stockholm: Fritzes. (Lisam, pdf)
Skolverket Lärportalen – Hållbar utveckling https://larportalen.skolverket.se/#/modul/8-amnesovergripande/Grundskola/901-Hallbar-utveckling Hämtad 20190326
Skolverket Internationella studier https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/internationella-jamforande-studier-pa-utbildningsomradet Hämtad 20190326
Skolverket (2018). Kunskapsöversikt över arbetet med lärande för hållbar utveckling i skolväsendet (Lisam, pdf)
Skolverket (2015). Kvalitetsarbete i praktiken. Stockholm: Fritzes (Lisam, pdf)
Skolverket (2015). Systematiskt kvalitetsarbete - för skolväsendet (Lisam, pdf)
United Nations Economic Commission for Europe (2011). The Competences in Education for Sustainable Development https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf Hämtad 20190326
WWF Vår stad 2030 https://www.wwf.se/utbildning/larare/hallbara-stader/var-stad-2030/
Kompletterande litteratur på Lisam
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There are no files available for this course.