Auswahl der wissenschaftlichen Literatur zum Thema „Swedish school’s inspectorate“

The purpose of this study is to increase knowledge about how technology teachers in grades 1-3 perceive their own teaching in the subject technology linked to conditions such as education, time frame, teaching materials, materials and equipment. The study was conducted with the help of qualitative interviews in which eight active and educated technology teachers in grades 1-3 participated. The interviews examined the teachers' individual views on the technology subjectaround the deficits that the Swedish Schools Inspectorate report from 2014 highlights. Furthermore, it was investigated how the teachers' attitudes are affected by the mentioned conditions and whether there were more factors that they considered influenced their teaching in the subject of technology. The analysis of the interviews was inspired by a phenomenography inspired model where the teachers' statements were analyzed and linked to previous research. The results of the survey show that the teacher's competence in the subject of technology is not decisive for whether the teacher feels safe and competent in teaching. The security and competence are rather clarified in how much education the teacher has in technology. It emerged that the conditions of the technology subject are affected by the economy, parts such as materials, equipment and further education are given lower priority financially by both teachers and school management. Conclusions drawn in this study are that technology teaching and teachers' attitudes are largely influenced by how the subject is prioritized by the schoolmanagement. If the subject is not prioritized more by teachers and school leaders, the subject will not be more visible than it already is.

This paper examines and evaluates one of the entry barriers in the Swedish upper secondary school market,the governmental imposed restriction which states that the establishment of an independent school can notresult in substantial negative eects for municipal schools. Identication of what variables are consideredwhen ruling the establishment of an independent school inappropriate due to the risk of causing substantialnegative eects is carried out through quantitative analysis by gathering data from a stratied sample ofapplications sent in to the Swedish School Inspectorate 2011 and 2012 to start or expand independentschools. The probability of getting an application to start or expand independent school is regressed on thepredicted number of remaining students at municipal schools, on the predicted student population changeand on the municipality recommendation. The models developed show that the predicted number ofstudents left in municipal schools has a big impact on the probability of getting an application approvedwith distinct kinks in the explanatory power. The result also show that the predicted student populationschange is taken into account but that the municipal recommendation is not.

The purpose of the essay is to examine and discuss the attitudes presented from different players involved in the development of religious education (RE) for upper secondary school in Sweden, and see if and what solutions are presented for solving these problems. A qualitative content analysis was used in order to investigate the different players, the Swedish schools inspectorate and the different researchers involved in the development of RE,attitudes and criticism towards religious education in Sweden.This study has shown that there are many fundamental issues with religious education in Sweden in such areas as different attitudes from both teachers and students towards RE, teachers competence in RE and towards the goal and criteria in the curriculum “outlooks onlife” (Swedish: Livsåskådningar). However, this essay has also proven that there have been no clear solutions presented by any of the players as to solving the issues of RE in Sweden, leaving a gap between schools, teachers and the other players involved in the development of religious education in Sweden.

Skolinspektionens roll som granskande myndighet och granskningarnas effekter på skola, lärare och undervisning kan studeras från flera olika perspektiv. I denna studie ligger fokus på Skolinspektionens tematiska kvalitetsgranskningar. Med utgångspunkt i en Foucault-inspirerad diskursanalys undersöks vilka diskurser om lärare som konstrueras av Skolinspektionens tematiska kvalitetsgranskningar gällande undervisning i grundskolan mellan år 2014 - 2018? Dessutom diskuteras hur de framträdande diskurserna kan förstås utifrån dess kontext som en del av ett växande granskningssamhälle. Studiens resultat visar att det går att uppfatta tre framträdande diskurser – diskursen om lärarens förmåga, diskursen om lärarens kunskap och kompetens och diskursen om lärarens kollegiala samarbete. Samtliga dessa tre konstrueras som en konsekvens av den mer övergripande diskursen om den framgångsrika undervisningen. I studiens resultatdiskussion problematiseras dessa diskurser när de sätts i relation till det växande granskningssamhället, den marknadsstyrda skolan (genom New Public Management) och skollagens skrivning om utbildning på vetenskaplig grund. I studien argumenteras för att de diskurser som konstrueras i Skolinspektionens skrivningar samtliga bär spår av just dessa tre perspektiv som i studien kallas för diskursiva formationer.
The role of the Swedish Schools Inspectorate as an auditing authority and the effect of the audits on teachers, schools and teaching could be studied from various perspectives. In this study, the thematical quality audits from the Swedish Schools Inspectorate are in focus. Based on a Foucault-inspired discourse analysis, the discourses constructed in the thematical quality audits a regarding compulsory school during the years 2014-2018 are examined. Furthermore, the understanding of the constructed discourses is discussed relative to the audit community being their context. The result of the study shows that three main discourses could be seen as being constructed through the studied material. The discourse about the teacher skills, the discourse about the teacher knowledge and qualifications and the discourse about the teacher cooperativeness. All three are constructed as a consequence of the discourse about the successful teaching. In the study, the three discourses are also discussed relative to the growing audit community, the market-driven school (through New Public Management) and the scientific basis on which all education should be based according to the education act. The study argues that there are traces of these three perspectives in the discourses that are possible to view as constructed in the audits.

The following essay examines if five Swedish textbooks aimed for religious studies in upper secondary school might show similar flaws to those presented by the Swedish Schools Inspectorate in their review of religious studies conducted in 2012. The method used in this essay is a qualitative study of Swedish textbooks influenced by Lantz definition of wide and thin ethics. This in practice means that I have analysed the five Swedish textbooks using thin and broad ethics while conducting the analysis of the five. The purpose of the essay was to see if the flaws presented in “Mer än vad du kan tro” regarding ethics and moral education might be present in Swedish textbooks as well. My essay shows that four out of the five Swedish textbooks included in the study show signs of the flaws presented in “Mer än vad du kan tro” and that the books apply thin and broad ethics to a varying degree.