Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Educational Sciences 7, School Development and Evaluation, 7.5 credits
Utbildningsvetenskaplig kärna 7, Skolutveckling och utvärdering, 7.5 hp
972A02
Main field of study
DidacticsCourse level
Second cycleCourse type
Programme courseExaminer
Linköping, Anja Thorsten, Norrköping, Linnéa StenlidenCourse coordinator
Linköping, Anja Thorsten, Norrköping, Linnéa StenlidenDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1GF3 | Primary School Teacher Programme with a specialisation in Teaching in Early Years Classes and Grades 1-3 of the Compulsory School (Campus Linköping) | 7 (Autumn 2020) | 202044-202048 | Swedish | Linköping, Valla | C |
| L1GF3 | Primary School Teacher Programme with a specialisation in Teaching in Early Years Classes and Grades 1-3 of the Compulsory School (Campus Norrköping) | 7 (Autumn 2020) | 202044-202048 | Swedish | Norrköping, Norrköping | C |
Main field of study
DidacticsCourse level
Second cycleAdvancement level
A1XCourse offered for
- Primary School Teacher Programme with a specialisation in Teaching in Early Years Classes and Grades 1-3 of the Compulsory 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 |
|---|---|---|---|
| SRE1 | Written presentation | 4.5 credits | U, G, VG |
| OBL1 | Mandatory part | 0 credits | D |
| MRE1 | Oral presentation: project work | 3 credits | U, G |
Obligatoriska referenser
Carlgren, I., Eriksson, I. & Runesson, U. (2017). Learning study. I: I. Carlgren (Red.), Undervisningsutvecklande forskning – exemplet Learning study (s. 17-30). Malmö: Gleerups. (Finns som pdf i kursrummet)
*Granström, Kjell (2011). Vad är värt att utveckla i skolan vem bestämmer? I Thornberg, Robert & Thelin Katina (Red) (2011). Med ansiktet vänt mot Europa - perspektiv på skolutveckling. Lärarförbundet, Skolverket, Sveriges skolledarförbund. (Finns i kursrummet)
*Håkansson, Jan (2017). Systematiskt kvalitetsarbete i förskola, skola och fritidshem – Strategier och metoder. Studentlitteratur, Lund.
*Kornhall, Per. (2014). Alla i mål, Skolutveckling på evidensbaserad grund, en handbok. Natur och kultur. Stockholm.
Nesta (2017). Andreas Schleicher analyses the PISA problem-solving results. Posted 5 december 2017. Hämtad den 19 september 2019. https://www.youtube.com/watch?v=IW1Matzs5B0
OECD (2018). PISA. Programme for International Student Assessment. Hämtad den 13 september 2018. http://www.oecd.org/pisa/
Carlgren, I., Eriksson, I. & Runesson, U. (2017). Learning study. I: I. Carlgren (Red.), Undervisningsutvecklande forskning – exemplet Learning study (s. 17-30). Malmö: Gleerups. (Finns som pdf I kursrummet)
*Sandberg, Bo & Faugert Sven (2016). Perspektiv på utvärdering. Lund: Studentlitteratur.
Kap. 1 och kap 2.
Schleicher, Andreas (2012). Använd data för att bygga bättre skolor. Filmad Jul 2012, Posted Feb 2013, TEDGlobal 2012.Hämtad den 19 september 2019 https://www.google.com/search?q=Anv%C3%A4nd+data+f%C3%B6r+att+bygga+b%C3%A4ttre+skolor.&rlz=1C1GCEB_enSE851SE851&oq=Anv%C3%A4nd+data+f%C3%B6r+att+bygga+b%C3%A4ttre+skolor.&aqs=chrome..69i57j33l2.338j0j4&sourceid=chrome&ie=UTF-8
Skolinspektionen (2013) Navet i skolornas utvecklingsarbete https://www.skolinspektionen.se/globalassets/0-si/08-om-oss/regeringsuppdrag/navet-i-skolornas-utvecklingsarbete-utdrag-arsrapporten-2012.pdf
*Skolverket (2015). Kvalitetsarbete i praktiken, Hämtad den 19 september 2019 https://www.skolverket.se/download/18.6bfaca41169863e6a65b50e/1553965962840/pdf3381.pdf
Skolverket (2019a), Forskningsbaserat arbetssätt några nyckelbegrepp. Hämtad den 10 september, 2019. https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskningsbaserat-arbetssatt/forskningsbaserat-arbetssatt-nagra-nyckelbegrepp
Skolverket (2019b), Kollegialt lärande – individutveckling eller skolutveckling. Hämtad den 25 september 2019. https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/forskning/kollegialt-larande---individutveckling-eller-skolutveckling
SOU 2018:19. Forska tillsammans. Samverkan för lärande och förbättring. Hämtad den 19 september 2019 https://www.regeringen.se/4933fc/contentassets/1e0e6381c554497ab51eeeb13d36b1ce/sou-2018_19.pdf (Läs sid 21-32)
Utvidgande referenser Blossing Ulf, Nyen Torgeir, Söderström Åsa & Hagen Tønder Anna (2012). Att kartlägga och förbättra skolor - sex typskolor. Lund: Studentlitteratur.
Hargreaves, Andy, & Shirley, Dennis. (2012). The Global Fourth Way: The Quest for Educational Excellence. Thousand Oaks, CA: Corwin. Reviewed by
Helen Janc Malone, Harvard University i Education Rewiew (open access journal).
Håkansson Jan & Sundberg Daniel (2012). Utmärkt undervisning: Framgångsfaktorer i svensk och internationell belysning. Stockholm, Natur och kultur.
Kornhall Per (2013). Barnexprimentet. Stockholm: Leopard Förlag.
Kroksmark Tomas (2013). Kollegialt lärande och kollektiv kompetensutveckling. Lärarförbundet webb-tv. Hämtad den 130905;http://www.lararforbundet.se/web/ws.nsf/documents/00355ACA?opendocument&re
Problembaserad skolutveckling (PBS). Karlstads universitet - Kau.se.
Skolinspektionen (2013). Skolans kvalitetsarbete ger möjlighet till förändring. Skolinspektionens erfarenheter och resultat från tillsyn och kvalitetsgranskning 2012. Skolinspektionens rapport, Diarienummer 40-2013:2853.
Skolverket (2014). Alla skolor ska bli bra skolor http://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FBlob%2Fpdf3170.pdf%3Fk%3D3170
Yohalem Nicole, Granger Robert C & Pittman Karen J (2009). The quest for quality: Recent developments and future directions for the out-of-school-time field. New Directions For Youth Development, 2009 (121), 129-140.
Österberg, Jonas. (2014). Resultatanalys i skolan. Lund: Studentlitteratur. Kap 1 – 3, 5 – 6.
Tillkommer gör relevanta referenser för kursen som studenten söker självständigt.
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