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Anne Sigrid Haugset. (2022) Negotiating the value of “corporations’ capital” in Norwegian Early Childhood Education and Care provision. Nordic Journal of Studies in Educational Policy 8:1, pages 30-41.
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Malin Ideland. (2021) Google and the end of the teacher? How a figuration of the teacher is produced through an ed-tech discourse. Learning, Media and Technology 46:1, pages 33-46.
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Jonathan Lilliedahl. (2020) Specialised music classes in comprehensive education: a case study of the Swedish shift from social-democratic uniformity to neoliberal diversity. Journal of Educational Administration and History 52:2, pages 228-240.
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Beatrice Oi-yeung Lam, Soo-yong Byun & Moosung Lee. (2019) Understanding educational inequality in Hong Kong: secondary school segregation in changing institutional contexts. British Journal of Sociology of Education 40:8, pages 1170-1187.
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Andrew Wilkins. (2019) The processual life of neoliberalisation: permutations of value systems and normative commitments in a co-operative trust setting. International Journal of Inclusive Education 23:11, pages 1180-1195.
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Eva Myrberg, Stefan Johansson & Monica Rosén. (2019) The Relation between Teacher Specialization and Student Reading Achievement. Scandinavian Journal of Educational Research 63:5, pages 744-758.
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Hans Englund, Magnus Frostenson & Kristina S. Beime. (2019) Performative Technology Intensity and Teacher Subjectivities. Scandinavian Journal of Educational Research 63:5, pages 725-743.
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Anna-Maria Fjellman, Kajsa Yang Hansen & Dennis Beach. (2019) School choice and implications for equity: the new political geography of the Swedish upper secondary school market. Educational Review 71:4, pages 518-539.
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Ingrid Helgøy, Anne Homme, Lisbeth Lundahl & Linda Rönnberg. (2019) Combating low completion rates in Nordic welfare states: policy design in Norway and Sweden. Comparative Education 55:3, pages 308-325.
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Nafsika Alexiadou, Ingrid Helgøy & Anne Homme. (2019) Lost in transition – policies to reduce early school leaving and encourage further studying in Europe. Comparative Education 55:3, pages 297-307.
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Gunnlaugur Magnússon, Kerstin Göransson & Gunilla Lindqvist. (2019) Contextualizing inclusive education in educational policy: the case of Sweden. Nordic Journal of Studies in Educational Policy 5:2, pages 67-77.
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Tuuli From & Gunilla Holm. (2019) Language crashes and shifting orientations: the construction and negotiation of linguistic value in bilingual school spaces in Finland and Sweden. Language and Education 33:3, pages 195-210.
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Susanne Dodillet. (2019) Inclusive Elite Education in Sweden: Insights from Implementing Excellence Programs into an Egalitarian School Culture. Scandinavian Journal of Educational Research 63:2, pages 258-271.
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Jonathan Lilliedahl & Stephan Rapp. (2019) The status of aesthetic education in a revised centralized curriculum: a theory-based and content-oriented evaluation of the Swedish curriculum reform Gy11. Nordic Journal of Studies in Educational Policy 5:1, pages 43-53.
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Lisbeth Lundahl, Anne-Lise Arnesen & Jón Torfi Jónasson. (2018) Justice and marketization of education in three Nordic countries: can existing large-scale datasets support comparisons?. Nordic Journal of Studies in Educational Policy 4:3, pages 120-132.
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Joanna Giota & Ingemar Emanuelsson. (2018) Individualized teaching practices in the Swedish comprehensive school from 1980 to 2014 in relation to education reforms and curricula goals. Nordic Journal of Studies in Educational Policy 4:3, pages 144-155.
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Mattias Nylund, Per-Åke Rosvall, Elsa Eiríksdóttir, Ann-Sofie Holm, Ulpukka Isopahkala-Bouret, Anna-Maija Niemi & Guðrún Ragnarsdóttir. (2018) The academic–vocational divide in three Nordic countries: implications for social class and gender. Education Inquiry 9:1, pages 97-121.
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Eleonor Bredlöv. (2017) Constructing a professional: gendered knowledge in the (self-)positioning of skin and spa therapy students. Gender and Education 29:7, pages 890-906.
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Linda Rönnberg. (2017) From national policy-making to global edu-business: Swedish edu-preneurs on the move. Journal of Education Policy 32:2, pages 234-249.
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Christian Lundahl, Magnus Hultén & Sverre Tveit. (2017) The power of teacher-assigned grades in outcome-based education. Nordic Journal of Studies in Educational Policy 3:1, pages 56-66.
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Lisbeth Lundahl, Michael Lindblad, Anders Lovén, Gunilla Mårald & Gudrun Svedberg. (2017) No particular way to go. Journal of Education and Work 30:1, pages 39-52.
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Nafsika Alexiadou & Anders Norberg. (2017) Sweden’s Double Decade for Roma Inclusion: An Examination of Education Policy in Context. European Education 49:1, pages 36-55.
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Göran Fransson & Anneli Frelin. (2016) Highly committed teachers: what makes them tick? A study of sustained commitment. Teachers and Teaching 22:8, pages 896-912.
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Andreas Fejes, Caroline Runesdotter & Gun-Britt Wärvik. (2016) Marketisation of adult education: principals as business leaders, standardised teachers and responsibilised students. International Journal of Lifelong Education 35:6, pages 664-681.
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Ann Hodgson & Ken Spours. (2016) Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK. Journal of Education Policy 31:5, pages 511-525.
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Sara Irisdotter Aldenmyr & Maria Olson. (2016) The inward turn in therapeutic education – an individual enterprise promoted in the name of the common good. Pedagogy, Culture & Society 24:3, pages 387-400.
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Kajsa Yang Hansen & Jan-Eric Gustafsson. (2016) Causes of educational segregation in Sweden – school choice or residential segregation. Educational Research and Evaluation 22:1-2, pages 23-44.
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Sara Carlbaum. (2016) Equivalence and performance gaps in Swedish school inspection: context and the politics of blame. Discourse: Studies in the Cultural Politics of Education 37:1, pages 133-148.
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Margareta Nilsson Lindström & Dennis Beach. (2015) Changes in teacher education in Sweden in the neo-liberal education age: Toward an occupation in itself or a profession for itself?. Education Inquiry 6:3.
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Charlotta Edström. (2014) Pedagogues’ Constructions of Gender Equality in Selected Swedish Preschools: A qualitative study. Education Inquiry 5:4.
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Eva Silfver & Malin Ekesryd Nordström. Shifting discourses on giftedness in Swedish newspaper media – what’s the problem represented to be?. Scandinavian Journal of Educational Research 0:0, pages 1-13.
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