4,769
Views
100
CrossRef citations to date
0
Altmetric
Articles

Reshaping the Nordic education model in an era of efficiency. Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium

, &
Pages 568-583 | Received 14 Jul 2015, Accepted 18 Feb 2016, Published online: 23 May 2016

References

  • Aasen, P. (2003). What happened to social-democratic progressivism in Scandinavia? Restructuring education in Sweden and Norway in the 1990’s. In M. W. Apple et al. (Eds.), The state and the politics of knowledge (pp. 109–147). N.Y.: Routledge Falmer.
  • Alexiadou, N. (2014). Policy learning and Europeanisation in education: The governance of a field and the transfer of knowledge. In A. Nordin & D. Sundberg (Eds.), Transnational policy flows in European education. The making and governing of knowledge in the education policy field (pp. 123–140). Oxford: Symposium Books.
  • Antikainen, A. (2006). In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50 (3), 229–243. doi:10.1080/00313830600743258
  • Apple, M. W. et al. (2003). The state and the politics of knowledge. N.Y.: Routledge Falmer.
  • Arnesen, A.-L., Lahelma, E., Lundahl, L., & Øhrn, E. (Eds.). (2014). Fair and competitive? Critical perspectives on contemporary Nordic schooling. London: Tufnell Press.
  • Arnesen, A.-L., & Lundahl, L. (2006). Still social and democtatic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research, 50(3), 285–300. doi: 10.1080/00313830600743316
  • Ball, S. J. (2013). The education debate (2nd ed). Bristol: The Polity Press.
  • Beach, D., Dovemark, M., Schwartz, A., & Öhrn, E. (2013). Complexities and contradictions of educational inclusion – A meta-ethnographic analysis. Nordic Studies in Education, 33(04), 254–268.
  • Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. London: Rowman & Littlefield.
  • Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21, 33–46. doi:10.1007/s11092-008-9064-9
  • Blossing, U. (2004). Skolors förbättringskulturer [Improvement cultures in schools.] Karlstad: Karlstads universitet, institutionen för utbildningsvetenskap.
  • Blossing, U., Imsen, G., & Moos, L. (Eds.). (2014a). The Nordic education model. ‘A school for all’ encounters neo-liberal policy. Dordrecht: Springer.
  • Blossing, U., Imsen, G., & Moos, L. (2014b). Progressive education and new governance in Denmark, Norway and Sweden. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model: ‘A school for all’ encounters neo-liberal policy (pp. 133–154). Dordrecht: Springer.
  • Buland, T., & Mathiesen, I. H. (2014). Dropout in a school for all: Individual or systemic solutions? In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model: ‘A school for all’ encounters neo-liberal politics (pp. 211–230). Dordrecht: Springer.
  • Bunar, N. (2010). The controlled school market and urban schools in Sweden. Journal of School Choice, 4 (1), 47–73. doi: 10.1080/15582151003626418
  • Carlgren, I., Klette, K., Mýrdal, S., Schnack, K. & Simola, H. (2006). Changes in Nordic teaching practices: From individualised teaching to the teaching of individuals. Scandinavian Journal of Educational Research, 50 (3), 301–326. doi:10.1080/00313830600743357
  • Dale, R. (2009). Studying globalisation and europeisation in education: Lisbon, the open method of coordination and beyond. In R. Dale & S. Robertson (Eds.), Globalisation & Europeisation in education (pp. 121–140). Oxford: Symposium Books.
  • Dale, R., & Robertson, S. (Eds.). (2009). Globalisation & Europeisation in education. Oxford: Symposium Books.
  • Dean, M. (1999). Governmentality: Power and rule in modern society. London: Sage.
  • DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorhpism and collective rationality in organizational fields. American Sociological Review, 48, 147–160. doi:10.2307/2095101
  • Fladmoe, A. (2012). Education in the news and in the mind: PISA, news media and public opinion in Norway, Sweden and Finland. Nordicom Review, 33(1), 99–116.
  • Foucault, M. (1985). The care for the self (The History of Sexuality, Vol. 3). London: Penguin.
  • Frímannsson, G. H. (2006) Introduction: Is there a Nordic model in education? Scandinavian Journal of Educational Research, 50(3), 223–228. doi: 10.1080/00313830600743233
  • Gewirtz, S. (2002). The managerial school. Post-welfarism and social justice in education. London: Routledge.
  • Giddens, A. (1998). The third way. The renewal of social democracy. London: Polity Press.
  • Hægeland, T., & Kirkebøen, L. J. (2007). Skoleresultater 2006. En kartlegging av karakterer fra grunn- og videregående skoler i Norge. [School results 2006. A mapping of marks from lower and secondary schools in Norway.] Statistisk sentralbyrå, notater 2007/29.
  • Imsen, G. (2003). Skolemiljø, læringsmiljø og elevutbytte. En empirisk undersøkelse av grunnskolens 4., 7. og 10. trinn. [School culture, learning environment and students’ outcomes. An empirical investigation of grades 4, 7, and 10.]. Trondheim: Tapir akademisk forlag.
  • Imsen, G. (2012). Kompetansemål som læreplanlogikk. [Competence aims as the logic of curriculum plans.]. In A. G. Eikseth, C. F. Dons, & N. Garm (Eds.), Utdanning mellom styring og danning. Et nordisk panorama (pp. 97–113). Trondheim: Akademika forlag.
  • Imsen, G., & Ramberg, M. R. (2014). Fra progressivisme til tradisjonalisme i den norske grunnskolen? Endringer i norske læreres pedagogiske oppfatninger i perioden 2001–2012. [From progressivism to traditionalism in the Norwegian comprehensive school? Changes in Norwegian teachers’ pedagogical conceptions 2001–2012]. Sosiologi i dag, 44(4), 10–35.
  • Imsen, G., & Volckmar, N. (2014). The Norwegian school for all: Historical emergence and neoliberal confrontation. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model. ‘A school for all’ encounters neo-liberal policy (pp. 35–55). Dordrecht: Springer.
  • Klette, K. (2003). Lærernes klasseromsarbeid: Interaksjons- og arbeidsformer i norske klasserom etter Reform 97. [Teachers’ classroom work: Interaction and working methods in Norwegian classrooms after Reform 97.] In K. Klette (Ed.), Klasserommets praksisformer etter Reform 97. Evaluering av reform 97 (pp. 39–76). Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.
  • Korsgaard, O., & Wiborg, S. (2006). Grundvig – The key to Danish education? Scandinavian Journal of Educational Research, 50(3), 361–382. doi: 10.1080/00313830600743381
  • Lawn, M. (2013). The internationalization of education data: Exhibitions, tests, standards and associations. In Martin Lawn (Ed.), The rise of data in education systems (pp. 11–25). Oxford: Symposium.
  • Lysne, A. (2006). Assessment theory and practice of students’ outcomes in the Nordic countries. Scandinavian Journal of Educational Research, 50(3), 327–359. doi: 10.1080/00313830600743365
  • March, J. G., & Olsen, J. P. (1989). Rediscovering institutions: The organizational basis of politics. New York: Free Press.
  • Markussen, I. (2003). Dannelsessyn og drivkræfter bag enhedsskolens fremvækst. [Views on Bildung and motivating factors in the growth of the comprehensive school.]. In R. Slagstad, O. Korsgaard, & L. Løvlie (Eds.), Dannelsens forvandlinger (pp. 183–209). Oslo: Pax forlag.
  • Meyer, H.-D., & Benavot, A. (Eds.). (2013). PISA, power, and policy: The emergence of global educational governance. Oxford: Symposium Books.
  • Meyer, H.-D., & Rowan, B. (2006). Institutional analysis and the study of education. In H.-D. Meyer & B. Rowan (Eds.), The new institutionalism (pp. 1–13). New York: State University of New York Press.
  • Ministry of Education (1993). Act on Folkeschool. Nr. 509 (LBK nr 730 af 21072000).
  • Ministry of Education (2004). Danske PISA-resultater skaber behov for øget indsats. [Danish PISA-results create the need for increased initiatives]. Copenhagen: Press Release, 06/12/2004.
  • Ministry of Education (2006). Act on Folkeschool. Consolidation Act No. 170 of 02/06/2006.
  • Ministry of Education (2014). Act on Folkeschool. LBK nr. 665 of 20/06/2014.
  • Moos, L. (2009). Hard and soft governance: The journey from transnational agencies to school leadership. European Educational Research Journal, 8(3), 397–406. doi:10.2304/eerj.2009.8.3.397
  • Moos, L. (2013a). Postlude: Wrap up of the argument. In L. Moos (Ed.), Transnational influences on values and practices in Nordic educational leadership – Is there a Nordic model? (pp. 213–223). Dordrecht: Springer.
  • Moos, L. (2013b). Prelude: Tuning the instrument. In L. Moos (Ed.), Transnational influences on values and practices in Nordic educational leadership – Is there a Nordic model? (pp. 1–16). Dordrecht: Springer.
  • Moos, L. (2014). Educational governance in Denmark. Leadership and Policy in Schools, 13 (4), 424–443. doi:10.1080/15700763.2014.945655
  • Nordin, A., & Sundberg, D. (Eds.). (2014). Transnational policy flows in European education. The making and governing of knowledge in the education policy field. Oxford: Symposium Books.
  • NOU (2014:7). Elevenes læring i fremtidens skole. Et kunnskapsgrunnlag. [Students’ learning in the school of future. A knowledge base.] Official Norwegian Report. Oslo: Ministry of Education and Research.
  • NOU (2015:8). Fremtidens skole. Fornyelse av fag og kompetanser. [The future school. Renewal of subjects and competencies.] Official Norwegian Report. Oslo: Ministry of Education and Research.
  • Nóvoa, A. (2013). Numbers do not replace thinking. European Educational Research Journal, 12(1), 139–148. doi:10.2304/eerj.2013.12.1.139
  • OECD (1995). Governance in transition. Public management reforms in OECD countries. Paris: OECD.
  • Olsen, R. V. (2013). Et likeverdig skoletilbud. [An equal school offer]. In M. Kjærnsli & R. V. Olsen (Eds.), Fortsatt en veg å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012 (pp. 277–295). Oslo: Universitetsforlaget.
  • Pedersen, O. K. (2011). Konkurrencestaten [The Competitive State]. Copenhagen: Hans Reitzels Forlag.
  • Powell, W. W., & DiMaggio, P. J. (1991). The new institutionalism in organizational analysis. Chicago: University of Chicago Press.
  • Ravitch, D. (2010). The death and life of the great American school system. How testing and choice are undermining education. N.Y.: Basic Books.
  • Rønning, W. (2002). Likeverdig skole i praksis. Presentasjon av ei kartlegging. [An equal school in practice. Presentation of a survey study.] Nordlandsforskning, rapport nr. 18.
  • Rønning, W. (2013). Kunnskapsløftet i klasserommet – lærernes praksis, tenkning og utfordringer for videre læringsarbeid. [The Knowledge promotion reform in the classroom – teachers’ practice, thinking and challenges for students’ learning.] In B. Karseth, J. Møller, & P. Aasen (Eds.), Reformtakter. Om fornyelse og stabilitet i grunnopplæringen (pp. 101–117). Oslo: Universitetsforlaget.
  • Sahlberg, P. (2011). Finnish lessons. What can the world learn from educational change in Finland? N.Y.: Teachers College Press.
  • Scott, W. R. (2014). Institutions and organisations. Ideas, interests, and identities. Los Angeles: Sage publications.
  • Sjøberg, S. (2014). “PISAfiseringen” av norsk skole. [The PISAfication of the Norwegian school.] Utdanning, (10), 2014, 48–51.
  • Skolinspektionen (2014a). Kommunernas resursfördelning och arbete mot segregationens negativa effekter i skolväsendet. [Resource distribution and work towards negative effects of segregation in education.] Stockholm: Skolinspektionen.
  • Skolinspektionen (2014b). Resultatredovisning för Skolenkäten till pedagogisk personal, 2014. [Results from the survey to teachers 2014.]. Stockholm: Skolinspektionen.
  • Skolverket (2011). Allmänna råd för planering och genomförande av undervisningen - för grundskolan, grundsärskolan, specialskolan och sameskolan. [General advise for planning and implementation of teaching.] Retrieved from http://www.skolverket.se/publikationer?id=2698
  • Skolverket (2012). Likvärdig utbildning i svensk grundskola? En kvantitativ analys av likvärdighet över tid. [Equal education in Swedish comprehensive school? A quantitative analysis of equality over time.] Stockholm: Fritzes.
  • SOU 2015:82. Ökad insyn i fristående skolor. Betänkande av Utredningen om offentlighetsprincipen i fristående skolor. [Increased transparency in private schools. Report on the principle of public information in private schools.] Stockholm: Ministry of Education.
  • St.meld. nr. 37 (1990–91). Om organisering og styring i utdanningssektoren. [On organisation and management in the education sector.] White Paper. Oslo: Ministry of Education and Research.
  • Telhaug, A. O., Mediås, O. A., & Aasen, P. (2006). The Nordic model in education: Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50(3), 245–283. doi:10.1080/00313830600743274
  • Wiborg, S. (2009). Education and social integration. Comprehensive schooling in Europe. N.Y.: Palgrave MacMillan.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.