A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs

References

• Andrews, P., and J. Sayers. 2015. “Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom analyses.” Early Childhood Education Journal 43 (4): 257–267. https://doi.org/10.1007/s10643-014-0653-6.
   Web of Science ®Google Scholar
• Avis, J. 2005. “Beyond Performativity: Reflections on Activist Professionalism and the Labour Process in Further Education.” Journal of Education Policy 20 (2): 209–222. https://doi.org/10.1080/0268093052000341403.
   Web of Science ®Google Scholar
• Ball, S. J., M. Maguire, and A. Braun. 2011. How Schools Do Policy: Policy Enactments in Secondary Schools. Routledge.
   Google Scholar
• Biesta, G., M. Priestley, and S. Robinson. 2015. “The Role of Beliefs in Teacher Agency.” Teachers & Teaching 21 (6): 624–640. https://doi.org/10.1080/13540602.2015.1044325.
   Web of Science ®Google Scholar
• Biesta, G., and M. Tedder. 2007. “Agency and Learning in the Lifecourse: Towards an Ecological Perspective.” Studies in the Education of Adults 39 (2): 132–149. https://doi.org/10.1080/02660830.2007.11661545.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa.
   Google Scholar
• Day, C., A. Harris, and M. Hadfield. 2000. Leading Schools in Times of Change. Philadelphia, PA: McGraw-Hill Education (UK).
   Google Scholar
• Day, C., A. Kington, G. Stobart, and P. Sammons. 2006. “The Personal and Professional Selves of Teachers: Stable and Unstable Identities.” British Educational Research Journal 32 (4): 601–616. https://doi.org/10.1080/01411920600775316.
   Web of Science ®Google Scholar
• Dovemark, M. 2010. “Teachers’ Collective Actions, Alliances and Resistance within Neo-Liberal Ideas of Education: The Example of the Individual Programme.” European Educational Research Journal 9 (2): 232–244. https://doi.org/10.2304/eerj.2010.9.2.232.
   Google Scholar
• Emirbayer, M., and A. Mische. 1998. “What is Agency?” American Journal of Sociology 103 (4): 962–1023. https://doi.org/10.1086/231294.
   Web of Science ®Google Scholar
• Flett, J. D., and J. Wallace. 2005. “Change Dilemmas for Curriculum Leaders: Dealing with Mandated Change in Schools.” Journal of Curriculum and Supervision 20 (3): 188–213.
   Google Scholar
• Fransson, G., and J. Grannäs. 2013. “Dilemmatic Spaces in Educational Contexts – Towards a Conceptual Framework for Dilemmas in Teachers Work.” Teachers & Teaching 19 (1): 4–17. https://doi.org/10.1080/13540602.2013.744195.
   Web of Science ®Google Scholar
• Göransson, K., C. Nilholm, and K. Karlsson. 2011. “Inclusive Education in Sweden? A Critical Analysis2.” International Journal of Inclusive Education 15 (5): 541–555. https://doi.org/10.1080/13603110903165141.
   Web of Science ®Google Scholar
• Hiller, H. H., and L. Diluzio. 2004. “The Interviewee and the Research Interview: Analysing a Neglected Dimension in Research.” Canadian Review of Sociology/Revue Canadienne de Sociologie 41 (1): 1–26. https://doi.org/10.1111/j.1755-618X.2004.tb02167.x.
   Google Scholar
• Jonasson, C., Å. Mäkitalo, and K. Nielsen. 2015. “Teachers’ Dilemmatic Decision-Making: Reconciling Coexisting Policies of Increased Pupil Retention and Performance.” Teachers & Teaching 21 (7): 831–842. https://doi.org/10.1080/13540602.2014.995484.
   Web of Science ®Google Scholar
• Kilpatrick, J., J. Swafford, and B. Findell. 2001. Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press.
   Google Scholar
• Kirsten, N. 2020. “Persuasion and Resistance. Large-Scale Collaborative Professional Development as a Policy Instrument.” Journal of Curriculum Studies 52 (3): 395–412. https://doi.org/10.1080/00220272.2019.1702721.
   Web of Science ®Google Scholar
• Kirsten, N., and W. Wermke. 2017. “Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden Since 1991.” Journal of Curriculum Studies 49 (3): 391–411. https://doi.org/10.1080/00220272.2016.1151082.
   Web of Science ®Google Scholar
• Larsson, S. 2009. “A Pluralist View of Generalization in Qualitative Research.” International Journal of Research & Method in Education 32 (1): 25–38. https://doi.org/10.1080/17437270902759931.
   Google Scholar
• Leijen, Ä., M. Pedaste, and L. Lepp. 2020. “Teacher Agency Following the Ecological Model: How It is Achieved and How It Could Be Strengthened by Different Types of Reflection.” British Journal of Educational Studies 68 (3): 295–310. https://doi.org/10.1080/00071005.2019.1672855.
   Web of Science ®Google Scholar
• Mirra, N., and E. Morrell. 2011. “Teachers as Civic Agents Toward a Critical Democratic Theory of Urban Teacher Development.” Journal of Teacher Education 62 (4): 408–420. https://doi.org/10.1177/0022487111409417.
   Web of Science ®Google Scholar
• Miškolci, J. G., G. Magnússon, and C. Nilholm. 2021. “Complexities of Preparing Teachers for Inclusive Education: Case-Study of a University in Sweden.” European Journal of Special Needs Education 36 (4): 562–576. https://doi.org/10.1080/08856257.2020.1776983.
   Web of Science ®Google Scholar
• Molla, T., and A. Nolan. 2020. “Teacher Agency and Professional Practice.” Teachers & Teaching 26 (1): 67–87. https://doi.org/10.1080/13540602.2020.1740196.
   Web of Science ®Google Scholar
• National Agency for Education. 2021. “Uppföljning av obligatoriska kartläggningsmaterial i förskoleklass och bedömningsstöd i årskurs 1 [Evaluation of the mandatory identification material in pre-school class and assessment support in grade 1].” https://www.skolverket.se/publikationsserier/rapporter/2021/uppfoljning-av-obligatoriska-kartlaggningsmaterial-i-forskoleklass-och-bedomningsstod-i-arskurs-1.
   Google Scholar
• National Agency for Education. 2022a. Kommentarer Till Allmänna Råd För Arbete Med Extra Anpassningar, Särskilt Stöd Och åtgärdsprogram. [Commentary to the General Advice for Work with Extra Adaptions, Special Support and Individual Educational Plan]. https://www.skolverket.se/publikationsserier/allmanna-rad/2022/kommentarer-till-allmanna-rad-for-arbete-med-extra-anpassningar-sarskilt-stod-och-atgardsprogram.
   Google Scholar
• National Agency for Education. 2022b. Läsa, Skriva, Räkna – En Garanti För Tidiga stödinsatser. [Reading, Writing, Counting- a Guarantee of Early Support Efforts]. https://www.skolverket.se/skolutveckling/leda-och-organisera-skolan/organisera-tidigt-stod-och-extra-anpassningar/lasa-skriva-rakna—garanti-for-tidiga-insatser.
   Google Scholar
• Norwich, B. 1993. “Ideological Dilemmas in Special Needs Education: Practitioners’ Views.” Oxford Review of Education 19 (4): 527–546. https://doi.org/10.1080/0305498930190408.
   Web of Science ®Google Scholar
• Poulton, P. 2020. “Teacher Agency in Curriculum Reform: The Role of Assessment in Enabling and Constraining Primary teachers’ Agency.” Curriculum Perspectives 40 (1): 35–48. https://doi.org/10.1007/s41297-020-00100-w.
   Google Scholar
• Priestley, M., G. J. J. Biesta, S. Philippou, and S. Robinson. 2015. The Teacher and the Curriculum: Exploring Teacher Agency. Vol. 27. London: SAGE Publications Ltd.
   Google Scholar
• Priestley, M., G. Biesta, and S. Robinson. 2016. Teacher Agency: An Ecological Approach. Reprint ed. London: Bloomsbury Academic.
   Google Scholar
• Priestley, M., R. Edwards, A. Priestley, and K. Miller. 2012. “Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre.” Curriculum Inquiry 42 (2): 191–214. https://doi.org/10.1111/j.1467-873X.2012.00588.x.
   Web of Science ®Google Scholar
• Priestley, M., S. Minty, and M. Eager. 2014. “School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment.” Pedagogy Culture & Society 22 (2): 189–211. https://doi.org/10.1080/14681366.2013.812137.
   Google Scholar
• Prop. 2017 18:195. Läsa, skriva, räkna - en garanti för tidiga stödinsatser [Reading, writing, counting- a guarantee of early support efforts]. https://www.riksdagen.se/sv/dokument-lagar/dokument/proposition/lasa-skriva-rakna—en-garanti-for-tidiga_H503195.
   Google Scholar
• Sundqvist, C., C. Björk-Åman, and K. Ström. 2021. “Special Teachers and the Use of Co-Teaching in Swedish-Speaking Schools in Finland.” Education Inquiry 12 (2): 111–126. https://doi.org/10.1080/20004508.2020.1793490.
   Google Scholar
• Swedish Education Act. 2010. Skollag [School Law]. Stockholm: Utbildningsdepartementet. 800.
   Google Scholar
• Swedish Research Council. 2017. God Forskningssed [Good Research Practice]. https://www.vr.se/analys/rapporter/vara-rapporter/2017-08-29-god-forskningssed.html.
   Google Scholar
• Swedish School inspectorate. 2016. Skolans Arbete Med Extra Anpassningar [Schools’ Work with Extra Adaptions]. Stockholm: Kvalitetsgranskningsrapport. Dnr 2015:2217.
   Google Scholar
• Takala, M., K. Wickman, L. Uusitalo-Malmivaara, and A. Lundström. 2015. “Becoming a Special Educator–Finnish and Swedish Students’ Views on Their Future Professions.” Education Inquiry 6 (1): 25–51. https://doi.org/10.3402/edui.v6.24329.
   Google Scholar
• Tan, A.-L., C.-H. Chang, and P. Teng. 2015. “Tensions and Dilemmas in Teacher Professional Development.” Procedia - Social & Behavioral Sciences 174:1583–1591. https://doi.org/10.1016/j.sbspro.2015.01.808.
   Google Scholar
• Tickle, L. 2001. “Professional Qualities and Teacher Induction.” Journal of In-Service Education 27 (1): 51–64. https://doi.org/10.1080/13674580100200170.
   Google Scholar
• Toom, A., K. Pyhältö, and F. O. Rust. 2015. “Teachers’ Professional Agency in Contradictory Times.” Teachers & Teaching 21 (6): 615–623. https://doi.org/10.1080/13540602.2015.1044334.
   Web of Science ®Google Scholar
• Valli, L., and D. Buese. 2007. “The Changing Roles of Teachers in an Era of High-Stakes Accountability.” American Educational Research Journal 44 (3): 519–558. https://doi.org/10.3102/0002831207306859.
   Web of Science ®Google Scholar