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  • 1.
    Bergh, Andreas
    et al.
    Örebro universitet, Örebro, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Skott, Pia
    Uppsala universitet, Uppsala, Sweden.
    Kunskapsmätningar2015In: Utbildning, makt och politik / [ed] Sverker Lindblad & Lisbeth Lundahl, Lund: Studentlitteratur, 2015, 1, 163-180 p.Chapter in book (Other academic)
  • 2.
    Elde Møldstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Prøitz, Tine S.
    University of Southeast Norway, Norway.
    The Making of Educational Policies: PISA and the Fabrication of Facts on Teaching and Teachers2017In: Education policies and the restructuring of the educational profession: Global and comparative perspectives / [ed] Carvalho, L. M., Min, L., Normand, R. & Andrade Oliver, D., Springer Publishing Company, 2017Chapter in book (Refereed)
  • 3.
    Elde Mølstad, Christina
    et al.
    Faculty of Education and Natural Sciences, Høgskolen i Hedmark, Norway.
    Lindblad, Sverker
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Comparative reasoning: curriculum making in the 'grey zone'2017Conference paper (Refereed)
    Abstract [en]

    Curriculum making concerns the possibility to decide and prescribe purposes, aims, and contents of schooling, but also how these purposes, aims and contents are legitimized. As such, we see curriculum making from the ‘wide’ interpretation of curriculum. We are in relation to curriculum making especially interested in investigating how some important international actors interact with educational purposes, aims, and contents on a world scale level affecting national level, as well as the very local of educational activities. Hence we are interested in investigating curriculum formulation based on comparative statistical reasoning. The actors we are most interested in are those that have been characterized as ‘grey zone’ actors (Lindblad, Pettersson & Popkewitz, 2015). The idea (and term) of the ‘grey zone’ emerged from a previous review of research and organizations using data from international largeVscale assessments (ILSA) (Lindblad et al., 2015) for comparing education systems. These ‘grey zone’ actors have only at best an indirect mandate in education systems, however they still make explicit statements on how to improve schooling and students’ performances; i.e. a form of curriculum making. It is the indirect mandate combined with relatively strong impact on the governing of education that place these actors in the ‘grey zone’.

    There are at least three important actors that stood out in terms of activities spread to a world scale level; the McKinsey, the OECD and the Pearson Company, which all have arisen as important nodes for knowledge on what education is perceived as and maybe more importantly, should be. Their position within education is further reinforced by the comparative and data driven aspects of the contemporary society (cf. Pettersson, Popkewitz & Lindblad, 2016). We examine, three,  what we call  ‘grey zone’ activities involved in curriculum formulation and how a specific reasoning (cf. Hacking, 1992) is used and evolves in these activities: i) the McKinsey producing international reports on educational improvements and developments. Within the terminology of McKinsey recommendations are produced for these purposes: ii) the OECD not only producing ILSA and recommendations, but also producing newsletters where the results of ILSA are mediated and communicated to policy, research and practice: iii) the Pearson Company not only the winner of the open tender to perform PISA 2018, but also the producer of a vast amount of websites for school development within the frameworks of The Learning Curve (TLC) and The Efficacy Framework as well as producing school textbooks. Hence we investigate how these activities frame education defining what content curriculum making should focus on and as such making prerequisites on what education is and should be perceived as.

    All three of these agencies can be discussed in terms of producing activities important for curriculum making in the ‘wider’ sense of the concept. By analyzing products by the agencies we are in a position to highlight them as important sites for curriculum making on an international level. In our study we especially highlight these products in terms of producing a specific reasoning about education, which creates narratives framing curriculum making on a national as well as on a local school level.

  • 4.
    Elde Mølstad, Christina
    et al.
    Inland Norway University, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Soft infusion: Constructing 'Teachers' in the PISA sphere2017Conference paper (Refereed)
  • 5.
    Elde Mølstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS-research2017In: Numbers, Education and the Making of Society: International Assessments and Its Expertise / [ed] Lindblad, S., Pettersson, D. & Popkewitz, T. S., Routledge, 2017Chapter in book (Refereed)
  • 6.
    Elde Mølstad, Christina
    et al.
    Inland Norway University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Forsberg, Eva
    Uppsala universitet, Sweden.
    A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research2017In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed)
    Abstract [en]

    This study investigates knowledge structures and scientific communication using bibliometric methodsto explore scientific knowledge production and dissemination. The aim is to develop knowledgeabout this growing field by investigating studies using international large-scale assessment (ILSA) data,with a specific focus on those using Programme for International Student Assessment (PISA) data.As international organisations use ILSA to measure, assess and compare the success of nationaleducation systems, it is important to study this specific knowledge to understand how it is organisedand legitimised within research. The findings show an interchange of legitimisation, where majoractors from the USA and other English-speaking and westernised countries determine the academicdiscourse. Important epistemic cultures for PISA research are identified: the most important of whichare situated within psychology and education. These two research environments are epicentrescreated by patterns of the referrals to and referencing of articles framing the formulation of PISAknowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising,which raises questions about whether research accountability leads to ‘a game of thrones’, whererivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ areconstructed, as a continuing process with no obvious winner.

  • 7.
    Elde Mølstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Forsberg, Eva
    Uppsala universitet.
    Framing of Curriculum Research: Experts or Algorithms?2017Conference paper (Refereed)
  • 8.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabet
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Stockholms universitet.
    Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space2017Conference paper (Refereed)
  • 9.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabet
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Uppsala universitet.
    Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space2017In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Michael Uljens and Rose M. Ylimaki, Cham: Springer Open , 2017, 363-393 p.Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to explore the relationship between curriculum and leadership research with examples of three recently completed mixed methods studies of assessment cultures and leadership as interlinked activities of governance and school management. We employ curriculum theoretical concepts like e.g. codes and arenas to illustrate their usefulness as a point of departure to further theorize a changing educational landscape. In our study, we illustrate how curriculum and leadership research are historically linked. We put forward some concepts to address the increased complexity of the governance system, and we stress the need to strengthen how different ways of forming the steering system interplay with key curriculum questions. Leadership researchers have, to a large extent, studied school development on a municipality- and organizational level asking questions on how to manage and guide school development. In contrast, curriculum researchers have studied school development from a reform- and governmental perspective more asking questions on how to steer educational development through law, curricula and evaluation. We suggest that these research traditions ought to be further united in order to develop both traditions in less normative, and more, critical ways, and to answer crucial educational questions in glocal times (Marginson and Rhoades. Conceptualising global relations at the glonacal levels. Paper presented at the annual international forum of the Conference of the Association for the Study of Higher Education, Richmond, VA, November 15–18, 2001). This chapter concludes with an argument for a new comparative curriculum code due to major shifts including curriculum practices, message systems, levels, arenas and number of curriculum-makers engaged.

  • 10.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Nihlfors, Elisabet
    Uppsala University, Uppsala, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Uppsala University, Uppsala, Sweden.
    Commodification of Present Swedish Processes: Linking Educational Experiences Over Time and Space2017Conference paper (Refereed)
  • 11.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala university, Uppsala, Sweden.
    Nihlfors, Elisabet
    Uppsala university, Uppsala, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Uppsala university, Uppsala, Sweden.
    Curriculum, Code and Context: the case of Sweden2017In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Uljens, Michael & Ylimaki, Rose M., Springer, 2017Chapter in book (Refereed)
  • 12.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Nihlfors, Elisabet
    Department of Education, Uppsala University, Uppsala, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science. Department of Education, Uppsala University, Uppsala, Sweden.
    Skott, Pia
    Department of Education, Stockholm University, Stockholm, Sweden.
    Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden2017In: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043, Vol. 16, no 2, 357-382 p.Article in journal (Refereed)
    Abstract [en]

    This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.

  • 13.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabeth
    Uppsala universitet.
    Skott, Pia
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Codification of present Swedish curriculum processes: linking educational activities over time and space2015Conference paper (Refereed)
  • 14.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    European Educational Transfer and Curriculum Displacement: the Swedish case2014In: Transnational Policy Flows in European Education: the making and governing of knowledge in the education policy field / [ed] Andreas Nordin & Daniel Sundberg, Oxford: Symposium Books, 2014Chapter in book (Other academic)
  • 15.
    Jansson, Joel
    et al.
    Uppsala universitet.
    Forsberg, Eva
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Román, Henrik
    Uppsala universitet.
    Socialisation in Correctional System and Doctoral Education: analyses of contemporary policy formation in Sweden2015Conference paper (Refereed)
  • 16.
    Jansson, Joel
    et al.
    Uppsala universitet.
    Forsberg, Eva
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Román, Henrik
    Uppsala universitet.
    Targeted (re)-socialization in universities and prisons: a policy study concerning tutor and tutee2015In: Abstract book NERA 2015, 2015, 1-1 p.Conference paper (Refereed)
    Abstract [en]

    The paper present a sub-study included in a curriculum theory project on targeted socialization within two institutions of major importance for the Nordic welfare states enculturation, universities and prisons. We compare the relationship between supervisor/doctoral student and correctional contact persons/inmates. There are some apparent differences between these two contexts. Universities are mostly discussed in terms of socialization and learning, prisons more often as institutions where inmates are in need of re-socialization whether they approve or not. Students enter doctoral education as a result of a qualified meritocratic selection process, and success will produce holders of the highest exam possible. Inmates qualify for prison by being convicted for a crime in a court of law, and are deprived of their liberty as they are incarcerated. In addition, prison has a mixed purpose of being about retribution and deterrence, as well as rehabilitation. In this substudy we compare aspects of targeted (re)-socialization processes, from a curriculum theory perspective, regarding the two relationships mentioned above. In other words, the tutoring relationship between tutors and tutees in the contexts of doctoral education and inmate rehabilitation. We pay special attention to the transactions of knowledge, norms, values and identities offered in both cases. The empirical material consists of policy-texts on a national (laws for prisons/ probation, higher education and policy-texts concerning the correctional contact persons)-and a local level (enforcement plans, individual study planes and policy-texts concerning PhD supervision). Preliminary results of this sub-study is that the targeted (re)-socialization process of these two activities have both similarities and difference. This opens up for further research questions on how similarities are played out through the differences between the two institutions in objectives and contents (curriculum), educational forms (pedagogy) and assessment activities (evaluation).

  • 17.
    Lillejord, Solvi
    et al.
    Knowledge Centre for Education, Norway.
    Lindblad, Sverker
    Göteborgs universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Popkewitz, Thomas S.
    University of Wisconsin-Madison.
    Levinsson, Magnus
    Göteborgs universitet.
    Proitz, Tine
    University College of Buskerud and Vestfold, Norway.
    On Systemic Research Reviews’ and the Politics of Knowledge in Education2015Conference paper (Refereed)
  • 18.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    "Slående hur PISA-forskningen missbrukas"2016In: Dagens samhälleArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vi kommer nu att få läsa tvärsäkra uttalanden om vad Pisa-resultaten står för och vad som behöver göras med svensk skola. Olika aktörer – partipolitiska såväl som kommersiella - kommer att se resultaten som tekniska mått på skolans kvalitet. Det är problematiskt av flera skäl, skriver två skolforskare.

  • 19.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Popkewitz, Thomas
    University of Wisconsin-Madison.
    A review of the field of international comparisons of school performances and their educational and political impact over time2015Conference paper (Refereed)
  • 20.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Popkewitz, Thomas
    University of Wisconsin-Madison.
    International Comparisons of School Results: A Systematic Review of Research on Large Scale Assessments in Education2015Report (Refereed)
  • 21.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Popkewitz, Thomas S
    University of Wisconsin-Madison.
    Systemic Review of Research on International Comparisons of School Results2015Conference paper (Refereed)
  • 22.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, DanielUniversity of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.Popkewitz, Thomas StanleyUniversity of Wisconsin-Madison, USA.
    Numbers, Education and the Making of Society: International Assessments and Its Expertise2017Collection (editor) (Refereed)
  • 23.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    International Comparisons and the Re-modelling of Walfare State Education2017Conference paper (Refereed)
  • 24.
    Molstad, Christina
    et al.
    Hedmark University College, Elverum, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Forsberg, Eva
    Uppsala University, Uppsala, Sweden.
    Legitimization of knowledge: policy versus research by PISA and TIMSS2016In: NERA 2016, Social Justice, Equality and Solidarity in Education: Book of Abstracts, 2016, 148-149 p.Conference paper (Refereed)
    Abstract [en]

    In society, different testsof educational performance have been given importance in policy initiatives, curriculum change, as well as in media. Throughout the last 15 years, the educational assessment programs PISA and TIMSS have been reference points for general economic and social policies and influential for national educational policy (Pettersson 2014). Research using PISA-and TIMSS-data and results are recurrently referred to in media debates (Forsberg & Román 2014) and in arguments for policy reforms and curriculum development. Given the importance of this discourse as a social practice it is crucial to take into account how International Large-Scale Assessment (ILSA) research is institutionalized.

    The main objective of this study is to enlarge our understanding about key actors and the legitimation and dissemination of different kinds of knowledge within the ILSA-research field. We analyse research articles reporting and discussing PISA and TIMSS data, respectively. Our corpus consists of articles published in international peer-reviewed journals and represents a selection of “high-impact” articles present in Web of Sciences. We focus on the disciplinary belonging of the journals and the affiliation of the authors of the articles as well as the publications referred in the articles. In addition, we pay attention to other articles referencing the PISA and TIMSS articles in our corpus.

    Our specific research questions are: what is the difference between actors and knowledge legitimized by the selected PISA and TIMSS articles? This is investigated by exploring which authors, fields and countries that are connected to the corpus through the method of scientometrics, which has demonstrated a potential in using research-databases for studying patterns of research activity.

    Our findings illuminate that there is a substantial difference in actors defining the discourse within PISA and TIMSS. TIMSS research is more internationally spread. In PISA research there was a large bias towards English speaking westernized nations in dissemination. For TIMSS research, USA and Germany are the most evident countries for author affiliation, and Egypt is the third most common country, followed by countries like People’s Republic of China and Turkey. Additionally within PISA research it was possible to observe two substantial key nodes of research environments. Notes of research are also evident in TIMSS research, but in comparison to PISA they are not that dominant. This also holds true concerning journals for publishing -TIMSS articles are more spreadin terms of different journals. Finally, connected to the PISA articles there is a connection between the research fields of education and psychology in framing the context of the phenomenon in focus as a new mode of global educational governance as well as reformulation of the relationship between curriculum, pedagogy and evaluation. This is not identified in the TIMSS articles, where education research is dominant. Based on our findings the PISA research field seems more aligned with an external political discourse while the TIMSS research field appears to be constituted primarily by an internal research discourse.

  • 25.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Bakgrunden till PISA: Programme for International Student Assessment2003In: Skolan och tusenårsskiftet: En vänbok till Ulf P Lundgren / [ed] Eva Forsberg, Uppsala: Uppsala universitet , 2003Chapter in book (Other academic)
  • 26.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Barnets århundrade: Radikalism på konservativ grund2003In: Studies in Educational Policy and Educational Philosophy, ISSN 1652-2729, Vol. 1Article in journal (Other (popular science, discussion, etc.))
  • 27.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    En tankestil och dess gränser: exemplifierat genom en räknande häst, en talande papegoja och en teckenspråkstalande schimpans2016In: Att ta utbildningens komplexitet på allvar: en vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke, Uppsala: Acta Universitatis Upsaliensis, 2016, 106-120 p.Chapter in book (Other academic)
  • 28.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    I skuggan av PISA2009In: Pedagogiska Magasinet, ISSN 1401-3320, no 09/09Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Internationell kunskapsbedömning som inslag i nationell styrning av skolan2008Doctoral thesis, monograph (Other academic)
  • 30.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Internationell kunskapsbedömning som inslag i nationell styrning av skolan2010In: Vuxenutbildning i samverkan, 2010Conference paper (Other (popular science, discussion, etc.))
  • 31.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Internationella jämförande kunskapsmätningar2006In: Skolans kontrollregim - ett kontraproduktivt system för styrning?: en antologi / [ed] Eva Forsberg & Erik Wallin, Stockholm: HLS Förlag , 2006Chapter in book (Other (popular science, discussion, etc.))
  • 32.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Internationella jämförande kunskapsmätningar i ett utbildningspolitiskt perspektiv2009In: PISA, pedagogik och politik i Finland / [ed] Mikael Uljens, Åbo Akademi: Pedagogiska fakulteten , 2009Chapter in book (Other academic)
  • 33.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Internationella kunskapsmätningar: När, Hur och Varför?2013Conference paper (Other (popular science, discussion, etc.))
  • 34.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Internationella kunskapsmätningar och deras funktioner2010In: Bedömning i och av skolan: Praktik, principer, politik / [ed] Christian Lundahl & Maria Folke-Fichtelius, Lund: Studentlitteratur , 2010, 259-274 p.Chapter in book (Other academic)
  • 35. Pettersson, Daniel
    Internationella kunskapsmätningars rationalitet och funktion2016In: Bedömning i och av skolan: praktik, principer, politik / [ed] Christian Lundahl & Maria Folke-Fichtelius, Lund: Studentlitteratur AB, 2016Chapter in book (Other academic)
  • 36.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Kris i skolan eller i skolpolitiken?2009In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 36, no 3Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Kunskapsbedömning: ett komparativt paradigm2008Report (Other academic)
  • 38.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Läxor: en oreglerad bedömningspraktik2005In: Studies in Educational Policy and Educational Philosophy, ISSN 1652-2729, Vol. 1Article in journal (Other academic)
  • 39.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    National interpretations of OECD:s PISA studies2012Conference paper (Refereed)
  • 40.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Om internationella kunskapsmätningar, jämförande pedagogik och nationella resultatkulturer2013In: Läsning! / [ed] Gustaf Skar & Michael Tengberg, Stockholm: Svensklärarföreningen , 2013, 169-187 p.Chapter in book (Other academic)
  • 41.
    Pettersson, Daniel
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Politics of Assessments: International organizations and globalization of educational steering2003In: Studies in Educational Policy and Educational Philosophy, ISSN 1652-2729, Vol. 3Article in journal (Other academic)
  • 42.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Revisiting Narratives of Large Scale Assessments: Comparative Education Review (1974 & 1987), and European Educational Research Journal (2012) compared2013Conference paper (Refereed)
  • 43.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences. Uppsala universitet.
    Skolkris och internationella jämförande kunskapsmätningar: siffran och jämförelsens hegemoni2016In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other academic)
  • 44.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Snäv mätning styr skolpolitiken2013In: Svenska Dagbladet, no 3 decemberArticle, book review (Other (popular science, discussion, etc.))
  • 45.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
    Sveriges och Tysklands deltagande i internationella kunskapsmätningar2016In: Bedömningskulturer i omvandling / [ed] Eva Forsberg & Henrik Roman, Uppsala: Uppsala universitet , 2016Chapter in book (Other academic)
  • 46.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    The Development of the IEA: the rise of large-scale testing2014In: Transnational Policy Flows in European Education: the making and governing of knowledge in the education policy field / [ed] Andreas Nordin & Daniel Sundberg, Oxford: Symposium Books, 2014Chapter in book (Other academic)
  • 47.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    The Impact of International Knowledge Assessments (OECD & IEA) in Terms of National Reports2012Conference paper (Refereed)
  • 48.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    The Narratives of Large Scale Assessments Revisited: Thru the Lenses of Comparative Education Review, 1974 and 19872013Conference paper (Refereed)
  • 49.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Three narratives: national interpretations of PISA2014In: Knowledge Cultures, ISSN 2327-5731, Vol. 2, no 4, 172-191 p.Article in journal (Refereed)
    Abstract [en]

    The Programme for International Student Assessment (PISA) has become a major and influential component of the Organisation for Economic Cooperation and Development's (OECD) educational work. This paper examines national reports relating to PISA 2000, 2003, 2006 and 2009 published on the OECD website in order to identify examples that illustrate the construction of education narratives. These examples are taken from reports from English, German and Nordic speaking countries. When the narratives are analysed, it becomes evident that PISA enables and leads to the production of a variety of different narratives. In this paper ontological, epistemological and reform narratives are examined to demonstrate how the various narratives are constructed through the reporting and discussion of national results. The paper concludes that by means of international and national reports, PISA has created a variety of explicit and implicit narratives for steering national educational policy processes.

  • 50.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Vad kan skolarkiven berätta om den ideologiska styrningen, uppfyllelse av kunskapsmålen och situationen för elever och personal?2011Conference paper (Other (popular science, discussion, etc.))
12 1 - 50 of 83
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