Functional coordination between present teaching and policy reform in Swedish science education

Figures & data

Table 1. Details of teachers and schools involved in the study

Teacher	Gender	Teaching experience	Employment	School size and environment
Andrew^a	M	35 years	Subject teacher (Y6-9)	medium, rural
Bahar	F	13 years	Subject teacher (Y6-9)	large, suburb
Celina	F	15 years	Subject teacher (Y6-9)	large, small town
Dagmar	F	6 years	Subject teacher (Y6-9)	large, small town
Edith	F	18 years	Subject teacher (Y3-9)	large, inner city
Farida	F	13 years	Class teacher (Y4-6)	medium, suburb
Gisela	F	14 years	Class teacher (Y4-6)	small, suburb
Helena	F	12 years	Subject teacher (Y6-9)	large, inner city
Inger	F	30 years	Class teacher (Y4-6)	small, rural
Jonathan	M	33 years	Class teacher (Y4-6)	small, small town

^aAll names are pseudonyms.

Table 2. Sequencing in the study

School year	2011/2012	2012/2013	2013/2014	2014/2015	2015/2016
Reforms	New curriculum and subject plans	National science tests mandatory (first year)	Tests mandatory	Tests voluntary	National testing ended, used as assessment support
	Grades introduced	Grades	Grades	Grades	Grades
Data collection		Interview 1(I1)	Interview 2 (I2)	Interview 3 (I3)	Interview 4 (I4)
Interview focus		Views on science education and reforms	Content of the tests	Effect on teaching and assessment	Effect on teaching and assessment, Views on science education and reforms