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Ehrlin, A. & Jepson Wigg, U. (2019). Being Moved to the Outer Edge: Experiences of Working with Newly Arrived Students in a Newly Diverse School. International Journal of Learning, Teaching and Educational Research, 18(7), 84-98
Open this publication in new window or tab >>Being Moved to the Outer Edge: Experiences of Working with Newly Arrived Students in a Newly Diverse School
2019 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, Vol. 18, no 7, p. 84-98Article in journal (Refereed) Published
Abstract [en]

The purpose of the study is to examine and analyse teachers’ and their principal’s experiences of receiving a group of newly arrived students at a newly diverse school, in order to highlight how this impacts professional practice and what is important to take into account when receiving and teaching newly arrived students. The study is based on experiences from a research-and development program, with additional data gathered from semi-structured interviews with eight teachers and a principal at a rural school. The theoretical point of departure is Wenger’s (1998) theory on communities of practice and legitimate peripheral participation. The results show that the teachers were not prepared for the sudden change in the practice, and that the teachers’ were frustrated with being limited as professionals. The change wasn’t merely a change in student demographics but a significant change in the community or practice. Analytically, we understand this as being moved to the outer edge, from being central participants in the practice. The result shows that such a change requires focus on preparations and structures for reflection and support, so that teachers are able to again become competent actors and develop their teaching, in relation to newly arrived students.

Keywords
Newly arrived students; communities of practice; legitimate peripheral participation; diverse schools; compulsory school.
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45485 (URN)10.26803/ijlter.18.7.6 (DOI)2-s2.0-85070891673 (Scopus ID)
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-11Bibliographically approved
Catucci, E. & Ehrlin, A. (2018). A case study on the impact of preschool teachers' habits on children's opportunities for outdoor learning. International Journal of Learning, Teaching and Educational Research, 17(3), 65-81
Open this publication in new window or tab >>A case study on the impact of preschool teachers' habits on children's opportunities for outdoor learning
2018 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 3, p. 65-81Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to explore, through John Dewey's concept of habit, the potentialities and limitations of outdoor activities for children's learning. Previous research has shown that being outdoors is beneficial for children's wellbeing and learning. It has also stressed teachers' attitudes and believes to be important for how beneficial outdoor activity can be. The study was designed as a case study and was conducted with a toddler group of 12 children and three preschool teachers. Data were collected through video filming and field notes. Episodes involving preschool teachers and children during sand play were chosen for in-depth analysis. The main finding shows that the preschool teachers express similar habits among children during sand play, approaching it mainly as baking. This result has implications for preschool teacher students and educators of young children, who are invited to reflect on how shared habits at the local preschool might affect children's learning outdoors, and thus the realisation of the curriculum. 

Place, publisher, year, edition, pages
Society for Research and Knowledge Management, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-42761 (URN)10.26803/ijlter.17.3.6 (DOI)2-s2.0-85061251377 (Scopus ID)
Note

Export Date: 22 February 2019; Article; Correspondence Address: Catucci, E.; Mälardalen UniversitySweden

Available from: 2019-02-22 Created: 2019-02-22 Last updated: 2019-10-01Bibliographically approved
Ehrlin, A. & Gustavsson, H.-O. (2018). El Sistema as an opportunity for collaboration between school and home - parents´perspective on El Sistema-inspired activity. International Journal of Learning, Teaching and Educational Research, 17(8), 36-55
Open this publication in new window or tab >>El Sistema as an opportunity for collaboration between school and home - parents´perspective on El Sistema-inspired activity
2018 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 8, p. 36-55Article in journal (Refereed) Published
Keywords
El Sistema, parents, music, home- learning- invironment
National Category
Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40996 (URN)10.26803/ijlter.178.3 (DOI)
Available from: 2018-09-25 Created: 2018-09-25 Last updated: 2018-10-01Bibliographically approved
Ehrlin, A. & Gustafsson, H.-O. (2018). El sistema as an opportunity for collaboration between school and home: Parents' perspectives on an el sistema-inspired activity. International Journal of Learning, Teaching and Educational Research, 17(8), 36-55
Open this publication in new window or tab >>El sistema as an opportunity for collaboration between school and home: Parents' perspectives on an el sistema-inspired activity
2018 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 8, p. 36-55Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to gain an insight into how the parents perceived their own and their children's participation in an El Sistema-inspired programme, and how the parents' participation and commitment should be understood in relation to their importance for their children's schooling. The study is a case study and is based on semi-structured, qualitative research interviews with three parents. The results show the parents do not promote the idea that El Sistema is a programme that creates opportunities for their children to develop their musicality or paves the way for a career as a musician. Instead, the parents are happy that their children have discovered an interest that engages the children and support their personal development. The programme also provide an opportunity for both children and parents to build a social network. In the light of our theoretical point of departure in communities of practice, the result shows that it is possible to understand the El Sistema-inspired programme as helping to reinforce the parents' involvement in school practice. The findings of the study suggest that El Sistema-inspired programmes do not simply promote the interest and commitment of parents in relation to their children's schooling but go further, in that they also promote the children's development and the well-being of the parents themselves. The results show that the El Sistema-inspired programme helps to bring children, parents and school together.

Place, publisher, year, edition, pages
Society for Research and Knowledge Management, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-42760 (URN)10.26803/ijlter.17.8.3 (DOI)2-s2.0-85061282483 (Scopus ID)
Available from: 2019-02-22 Created: 2019-02-22 Last updated: 2019-08-13Bibliographically approved
Ehrlin, A. & Tivenius, O. (2018). Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes. International Journal of Music Education, 36(1), 17-33
Open this publication in new window or tab >>Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes
2018 (English)In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, ISSN 0255-7614, Vol. 36, no 1, p. 17-33Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to highlight what opportunities a six year old in preschool class in Sweden might have for participating in and being inspired by music. We ask the following question: What factors determine how music teaching is conceived and carried out in preschool class? The present study is quantitative in character, and data were collected by means of a survey sent out to all teachers working with preschool classes in a Swedish city. We have brought a hermeneutic approach to bear on our comprehensive interpretations. Our conclusion, and the answer to the research question, is that the fundamental view of music education determines to what extent music teaching occurs, and how it is carried out, in preschool class.

Keywords
music, education, preschool class
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35321 (URN)10.1177/0255761417689920 (DOI)000424749000003 ()
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2018-02-22Bibliographically approved
Gustavsson, H.-O. & Ehrlin, A. (2018). Musicpedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools.. Early Child Development and Care, 188(2), 183-194
Open this publication in new window or tab >>Musicpedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools.
2018 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 188, no 2, p. 183-194Article in journal (Refereed) Published
Keywords
music, preschool, integration
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-33016 (URN)10.1080/03004430.2016.1209197 (DOI)000428513700009 ()2-s2.0-84979529895 (Scopus ID)
Available from: 2016-08-31 Created: 2016-08-31 Last updated: 2019-08-13Bibliographically approved
Jepson Wigg, U. & Ehrlin, A. (2018). Systematic quality assurance: A demand at odds with the everyday complexity of teachers’ work?. In: : . Paper presented at Nordic Educational Research Association, 2018.
Open this publication in new window or tab >>Systematic quality assurance: A demand at odds with the everyday complexity of teachers’ work?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

1. Research topic

In this paper, we present findings from an ongoing research and development program (FoU-program) concerning schools’ work with newly arrived students. The core of the project are three groups from two schools, made up mostly of teachers but also school counselors, study guides and principals, who work with us as researchers to identify areas in need of development. According to the Swedish national curriculum (Skolverket, 2011), it is the responsibility of all school staff to participate in systematic quality assurance as a means of school development. Projects like the one described above are one way of doing that. The topic of this paper is to examine and analyze the conditions for working with development within the everyday complexity of teachers’ work.

2. Theoretical framework

The theoretical framework consists of the concept communities of practice (Wenger, 1998). In everyday life, we take part in communities of practice, and within these communities we in turn affect the practice to a varying degree. Within a community of practice, an individual's participation can be understood as a shift from being a peripheral actor in the outer edge of a community to, over time, becoming an increasingly central actor who increasingly masters the community of practice. In the process, there is a dimension of being able to identify with and considering yourself as part of the community (Wenger, 1998).

3. Methodological design

The method consists of observations by us, discussions with teachers and other school staff during visits to their schools, as well as documentation by the participating staff themselves.

4. Expected findings/conclusions

Systematic quality assurance takes place in the midst of a virtual maelstrom of activities, conflicts and unforeseen events that pull on the attention of the staff. So far within this project, 5 teachers have left the schools, with new ones being employed. Three out four participating principals have been replaced. At every visit, at least one teacher or principal is called away to welcome an unexpected new student – or several. Several of the staff have had to leave meetings to deal with student related matters. It seems to us that working with systematic quality assurance presents a difficulty for teachers and other school staff. On one hand, it can be difficult to become a central actor in such ever-shifting communities of practice. On the other hand, working with such complex communities of practice leads to developing other skills – but those skills are not always recognized and are difficult to convert into strategies and plans.

5. Relevance for Nordic educational research

This paper is relevant to Nordic educational research in that it makes a contribution to the research field of newly arrived students, as well as contributes to analysis of conditions for teachers’ work.

6. References

Skolverket (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Stockholm: Skolverket.

Wenger, Etienne (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.

Keywords
Research and development, school development
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-44774 (URN)
Conference
Nordic Educational Research Association, 2018
Projects
Nyanlända elevers lärande, samarbete med Ifous
Funder
Ifocus - innovation, forskning och utveckling i skola och förskola
Available from: 2019-07-03 Created: 2019-07-03 Last updated: 2019-08-13Bibliographically approved
Jepson Wigg, U. & Ehrlin, A. (2018). Systematic quality development: A demand at odds with the everyday complexity of teachers' work?. International Journal of Learning, Teaching and Educational Research, 17(11), 194-206
Open this publication in new window or tab >>Systematic quality development: A demand at odds with the everyday complexity of teachers' work?
2018 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 11, p. 194-206Article in journal (Refereed) Published
Abstract [en]

This article aims to analyse the conditions experienced by teachers and other school staff members in their work with systematic quality development within the everyday complexity of work at school. The method consists of research circles, a form of researcher-led discussion, together with teachers, principals and other school staff, held at the schools. The research circles are part of a research- and development programme concerning newly arrived pupils, in collaboration with an institute and a municipality in Sweden. The focus of the research circles is to identify areas in need of development, make tacit knowledge visible and promote knowledge development. During the course of the programme, a number of obstacles to development work arose, which led us to an analysis of the recurring problems and demands of systematic quality development. The analysis points to the different rhythms of fast-paced everyday work on the one hand, and slow-paced development work on the other. In conclusion, we emphasise the need for time for reflection, organisational structures that support development, and finally the need to develop competence in reflective practices regarding development, an addition to the competence in reflective practice on teaching, in which the staff are already skilled.

Place, publisher, year, edition, pages
Society for Research and Knowledge Management, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-42759 (URN)10.26803/ijlter.17.11.12 (DOI)2-s2.0-85061236749 (Scopus ID)
Available from: 2019-02-22 Created: 2019-02-22 Last updated: 2019-08-13Bibliographically approved
Eva, I., Ehrlin, A. & Stranne, S. (2017). Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy. International Journal of Pedagogies and Learning, 12(1), 63-74
Open this publication in new window or tab >>Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy
2017 (English)In: International Journal of Pedagogies and Learning, E-ISSN 1833-4105, E-ISSN 1833-4105, Vol. 12, no 1, p. 63-74Article in journal (Refereed) Published
Keywords
assessment, education, music, history
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35323 (URN)
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2017-12-28Bibliographically approved
Ehrlin, A. & Gustafsson, H.-O. (2017). El Sistema i två svenska förskolor - Musikpedagogik (1ed.). In: Anders Garpelin och Anette Sandberg (Ed.), Barn och unga i Skola och Samhälle: (pp. 158-177). Västerås: MSES Mälardalen Studies in Educational Sciences nr 31
Open this publication in new window or tab >>El Sistema i två svenska förskolor - Musikpedagogik
2017 (Swedish)In: Barn och unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: MSES Mälardalen Studies in Educational Sciences nr 31 , 2017, 1, p. 158-177Chapter in book (Refereed)
Place, publisher, year, edition, pages
Västerås: MSES Mälardalen Studies in Educational Sciences nr 31, 2017 Edition: 1
Series
Mälardalen Studies in Educational Sciences ; 31
Keywords
El Sistema, förskola, musik, glädje, inkludering
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36181 (URN)978-91-7485-326-1 (ISBN)
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2017-09-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9318-1151

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