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3. What's in a Name? That Which We Call a Crisis? A Commentary on Michael Young's Article 'Overcoming the Crisis in Curriculum Theory'

Author

Lundgren, Ulf P.

Abstract

Michael Young's article "Overcoming the crisis in curriculum theory: a knowledge-based approach" ("JCS, 45", 2) is discussed from the starting point that the claimed crisis is constructed from a decisive solution, that is the solution determines what is a crisis. But curriculum research and curriculum theory are in need of change. Curriculum research is discussed from an international and historical perspective. The focus is on how economic changes and changes in modes of production have created demands that have been met by an increasing trust in competition between schools and nations. Curriculum construction has been globalized. Curriculum research and curriculum theory ought to problematize and analyse these changes in the conditions for curriculum construction and the politics of education. It is insight into these changes that are needed as well as a serious discussion on the meaning and direction of formation ("Bildung") as a framework for research on the knowledge that has to be selected and organized for teaching.

Published
2015
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7. Lessons from a Comprehensive School System for Theory and Research on Curriculum.

Author

Kallos, Daniel and Lundgren, Ulf P.

Abstract

In this presentation, the authors attempt to approach the field of curriculum theory, development, innovation, and planning from the perspective of the basic principles of pedagogics. The authors use Sweden's development of a comprehensive school system as a case study of curriculum planning and development. This case study serves as an illustration of the basic issues discussed, but not as a normative model of curriculum planning and development. Through the use of this example, the relations between demands in the society, educational research, and curriculum on a concrete level are demonstrated. The first section deals with the development of the new school system and a new curriculum in Sweden, the second with pedagogical research and the Swedish curriculum reform, and the third with the foundations for curriculum theory and research. (Author/IRT)

Published
1976

8. Between Schooling and Education, Notes on Curriculum Changes within the Second Generation of School Reforms in Sweden.

Author

Lundgren, Ulf P.

Abstract

This paper examines educational reform and practices in Sweden from 1940 to the present. There are three major sections. The first section discusses the first generation of school reforms from 1940 up to the end of the sixties. Section two examines the second generation of school reforms which started in the late sixties and are still going on. The Swedish school reforms can be described in terms of two types of cycles: the reform cycle and the adjustment cycle. The first generation of reforms aimed at an integrated, comprehensive organization of the school system on all levels. This was the basis for the second generation of reforms, which aimed at integrating the school into the community and adjusting resources to local demands, thereby partly decentralizing the school system. The consequence of the reforms has been that their primary ideological motive has been built mainly into the outer organization of the school system and the overall goals but has not been absorbed in the detailed syllabus. The third section of the paper looks at the newest and most exciting ideas that have emerged in Sweden during the last decade. For example, in the new curricula there has been a shift from curriculum units to a concept or thematic approach. This means that for each subject the central concepts to be mastered must be defined and the teaching must center around these concepts. (Author/RM)

Published
1982

10. Pedagogical Frames and the Teaching Process. A Report From An Empirical Curriculum Project.

Author

Gothenburg Univ. (Sweden). Inst. of Education. and Lundgren, Ulf P.

Abstract

Teaching process data was collected on two levels for this long-range project. On one level it was collected as extensive data with the lesson as the analytical unit. On the other level, it was collected based on the single utterance within the lesson. The results indicate that the teaching pattern can be explained by the steering function of the pedagogical frames (objectives, class composition, time at disposition). The frames form the grammar of the classroom language as well as the pedagogical roles of the students. The theoretical explanation is formed in respect to curriculum theory and theory on teaching. (Author)

Published
1973

11. Macro and Micro Approaches Combined for Curriculum Process Analysis: A Swedish Educational Field Project.

Author

Gothenburg Univ. (Sweden). Inst. of Education., Dahllof, Urban S., and Lundgren, Ulf P.

Abstract

The purpose of this field study was to test a "macro-model" stemming from earlier research on ability grouping. Dependent process variables such as methods of instruction, and time for school and homework were studied as a function of grouping characteristics of the class. The main data are "macro" in the sense that they refer to an entire school year and are related to elementary and advanced curriculum areas and objectives. Data was collected from 46 classes in grade 11 (age 18) in five subjects. Each class was visited 4 times a year with pupils and teachers answering questionnaires about content, method, time, problems, plans and attitudes. Achievement was controlled by tests and marks. The detailed interaction pattern was subject to a parallel "micro-study" of tape-recorded lessons in mathematics from a sample of eight classes. Thus, the teachers' decisions and planning of lessons with respect to the students and the part of the curriculum under study were examined in detail. The data were analyzed by Bellack's and Flanders' systems and also by a system which included curriculum content and student reaction. All of the data collected during this field project will be analyzed with regard to theoretical considerations of frames, process, and results. The main report of the project is expected to be available in 1971. (Author/CK)

Published
1970

12. Steering by Goals and Evaluation in the Norwegian Education System: A Report from the EMIL Project.

Author

Granheim, Marit K. and Lundgren, Ulf P.

Abstract

Describes the public education system in Norway. Discusses steering and decentralization, political and professional responsibility, and proposals for governing by goals. Identifies the EMIL plan, which calls for establishing goals and evaluating results from the view of the government and teachers. Lists political and professional responsibilities of a legislative program to develop a model for steering. (DK)

Published
1991

16. Förord

Author

Liberg, Caroline, Lundgren, Ulf P., Säljö, Roger, Liberg, Caroline, Lundgren, Ulf P., and Säljö, Roger

Published
2020

19. A Contribution to the Analysis of Arithmetic Teaching and Learning.

Author

Gothenburg Univ. (Sweden). Inst. of Education., Kilborn, Wiggo, and Lundgren, Ulf P.

Abstract

This paper reports the development of an instrument for monitoring teaching strategies in the teaching of mathematics. The main purpose of research into this area was to determine the aspects of mathematics teaching which result in differential learning within a class. A second purpose was the development of a theoretical model for the teaching process. This model is based on the assumption that the teaching process is a system of transformations which operate according to a set of rules which are derived from organizational and time considerations. Developed in Sweden, the instrument was designed to be used in deciding on teaching strategies to be used with the new Swedish national mathematics curricula. (SD)

Published
1975

20. Educational Research and Educational Change: The Case of Sweden.

Author

Lundgren, Ulf P.

Abstract

In the history of the scientific approach to educational issues in Sweden, educational research has been viewed as a scientific activity either because it is based in scientific institutions, because it uses scientific procedures, or because it is seen as a process of mapping reality. Initially, the creation of a specific discipline of education was legitimated by the need for a scientific basis for teacher education. The use of educational research in the comprehensive reorganization of Swedish schools demonstrated its value in the public sphere and secured increased funding for an institutional structure for educational research. The tradition of large-scale, empirical, statistical psychological studies for which Sweden is internationally known was thus established. Research activity extended further, however, to include evaluation and development, the implementation of organizational reforms, and the creation of new teaching materials on an individualized learning model. More recently, the positivist assumptions in the traditional Swedish model of research have been challenged by social and pedagogical problems, new perspectives from sociology, and financial cutbacks. The thread of continuity throughout recent changes is the legitimation of educational research as a rational basis for decision-making in education. (PGD)

Published
1985

21. Educational Evaluation: A Basis for, or a Legitimation of, Educational Policy.

Author

Lundgren, Ulf P.

Abstract

This article discusses the function and purpose of educational evaluation. The main standpoint is that different evaluation approaches are presented as scientific improvements but mirror mainly the objective functions of education in the society and the need within the state apparatus for a scientific legitimation of various political decisions. (Editor)

Published
1979

22. Social Production and Reproduction as a Context for Curriculum Theorizing.

Author

Lundgren, Ulf P.

Abstract

Discusses how education is linked with social production (i.e., manual and mental work) and reproduction (i.e., processes such as knowledge, skills, values, and labor power by which the existing material base and culture are reproduced). The "frame factor theory" is used to interpret how the classroom pedagogic process is formed. (RM)

Published
1983

26. PISA como instrumento político : la historia detrás de la creación del programa PISA

Author

Lundgren, Ulf P.

Subjects
test de rendimiento, política de la educación, evaluación normativa, rendimiento comparado, Informe PISA, calidad de la enseñanza
Abstract

Resumen tomado de la publicación Monográfico con el título: "PISA a examen : cambiando el conocimiento, cambiando las pruebas y cambiando las escuelas" Título, resumen y palabras clave también en inglés El objetivo principal de este artículo es el análisis histórico que se halla en el desarrollo de las evaluaciones internacionales como mecanismo de gobernación. Así, el autor analiza el contexto económico y político que ha servido de base para las evaluaciones internacionales en general y PISA en particular. Se describe la génesis de la evaluación educativa desde el siglo XIX hasta las primeras décadas del siglo XX como un primer hito en el desarrollo de la evaluación educativa, una vez establecida la idea de la evaluación como base para las reformas educativas y cada vez más ligada a las posiciones sociales y salarios. ESP

Published
2013

28. Editorial

Author

Lundgren, Ulf P.

Abstract

No abstract available.

Published
2007

29. Editorial

Author

Lundgren, Ulf P.

Abstract

No abstract available.

Published
2006

31. Editorial

Author

Lundgren, Ulf P.

Abstract

No abstract available.

Published
2005

33. Ledare

Author

Lundgren, Ulf P.

Abstract

No abstract available.

Published
2004

41. PISA

Author

Lundgren, Ulf P. and Lundgren, Ulf P.

Published
2010

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