‘You know, nothing changes’. Students’ experiences in influencing pedagogic practices in various upper secondary schools in Iceland

Bjarnadóttir, Valgerður S.; Geirsdóttir, Guðrún

doi:10.1080/14681366.2018.1439995

Cited by 13 publications

(15 citation statements)

References 16 publications

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“…These results also indicate a strong classification between mathematics and other subjects. These findings are in tune with previous studies; that is, the framing of the pedagogic discourse seems to be stronger within natural science subjects and mathematics (Bjarnadóttir & Geirsdóttir, 2018;Cause, 2010). According to Bleazby (2015), there are examples of weaker framing in geology and chemistry, because the natural science subjects have a lower status in the subject hierarchy than mathematics, as ref lected in a more direct link with the material world.…”

Section: Room For Influencesupporting

confidence: 87%

“…However, previous research has shown that students frequently seek private tutoring (Bray, 2007). Students in some selective Icelandic grammar schools have reported that it seems to be a matter of course to seek supplementary tutoring to be able to complete strongly framed NSP mathematics courses (Bjarnadóttir & Geirsdóttir, 2018;Bjarnadóttir, Öhrn, & Johansson, 2018).…”

Section: Mathematics As a Dividing Forcementioning

confidence: 99%

“…Recent studies in the field have shown that students' opportunities to inf luence their learning vary between subjects or programmes (see e.g. Bjarnadóttir & Geirsdóttir, 2018;Hjelmér & Rosvall, 2016). According to Lundahl (2014), one reason for the difficulties students experience in inf luencing their education is that student inf luence might be perceived as an obstacle to performance of both schools and students.…”

Section: Introductionmentioning

confidence: 99%

“…Inter alia, scholars have argued that this is because strong framing of pace requires students to have resources and support from outside the school to maintain the pace (Arnot & Reay, 2004;Bernstein, 2000), such as private tutors. Furthermore, research has indicated that rather than asking for a slower pace, students drop subjects or programmes if they cannot keep up (Arnot & Reay, 2004) or their requests for a slower pace are met with indifference (Bjarnadóttir & Geirsdóttir, 2018;Hjelmér, 2011). Blöndal, Jónasson, and Tannhäuser (2011) have argued, in the context of high drop-out rates in Icelandic upper secondary schools, that prestigious schools in Iceland do not see it as a problem when students quit academic programmes if they fail to meet the required standards.…”

Section: Introductionmentioning

confidence: 99%

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Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence

Bjarnadóttir¹

2020

Netla

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Það er gömul saga og ný að framtíðarmöguleikar og tækifæri ungs fólks byggist gjarnan á námsvali þess. Í því samhengi hefur stigveldi starfs- og bóknáms verið til umræðu (sjá t.d. Niemi og Rosvall, 2013; Nylund o.fl., 2018; Sych, 2016) en jafnframt hefur komið í ljós að ekki nýtur allt bóknám sömu virðingar í samfélaginu. Þannig hafa rannsóknir gefið til kynna að náttúrufræðibraut sé sú braut sem laðar að sér námslega sterka nemendur úr efri lögum samfélagsins (Beach, 2008; Bleazby, 2015; Weis, Cipollone og Jenkins, 2014) og að árangur í stærðfræði greiði götu ungs fólks að vel launuðum störfum í framtíðinni (Arnot og Reay, 2004; Lynch og McGarr, 2016; Straehler-Pohl og Gellert, 2013). Á sama tíma hefur bæði alþjóðleg og íslensk menntaorðræða og skilgreind pólitísk stefna í meiri mæli einkennst af áherslu á nemendamiðað nám og tækifæri nemenda til að hafa áhrif á nám sitt (Arnesen, Lahelma, Lundahl og Öhrn, 2014; Ministry of Education, Science and Culture, 2012).Því er fróðlegt að skoða hvort og hvernig virðingarröð bóknámsgreina endurspeglast í viðhorfum framhaldsskólakennara til nemendaáhrifa. Sérstök áhersla er lögð á að draga fram viðhorf og sýn kennara úr mismunandi námsgreinum og af ólíkum brautum. Byggt er á viðtölum við 16 framhaldsskólakennara úr ólíkum framhaldsskólum sem allir eiga það sameiginlegt að kenna bóknámsgreinar á stúdentsprófsbrautum. Kenningalegur bakgrunnur greinarinnar byggist á kenningu Basil Bernsteins (2000) um félagsfræði menntunar.Niðurstöðurnar sýna hvernig hugmyndir kennara um áhrif nemenda í ólíkum námsgreinum styðja við og viðhalda hefðbundinni stöðu greina. Svigrúm virðist til að fækka efnisþáttum og fara hægar yfir í stærðfræði á öðrum brautum meðan mikil festa er í hraða yfirferðar og inntaki í stærðfræði á náttúrufræðibrautum. Það sem virðist ekki síst ráða þessu eru fyrir fram mótaðar hugmyndir um skort á getu og áhuga nemenda af öðrum brautum á að læra stærðfræði. Kennarar í öðrum námgreinum en stærðfræði lýsa jafnframt kennsluaðferðum og skipulagi sem felur að einhverju leyti í sér tækifæri fyrir nemendur til að hafa áhrif á það hvað og hvernig þeir læra. Þau áhrif eru mismikil og fela jafnvel í sér ógn við sett námsmarkmið. Sterk og óbreytanleg staða stærðfræðinnar er jafnframt enn greinilegri í ljósi þess hvernig brýr hafa verið byggðar og samfagleg vinna aukin í tungumálum, félagsgreinum og raungreinum.Þessar niðurstöður endurspegla íslenskan framhaldsskóla þar sem væntingar til námsgetu nemenda ráðast af vali þeirra á brautum. Þar sem skipulag stærðfræðiáfanga á náttúrufræðibraut einkennist af hraðri yfirferð, sem ekki allir ráða við, má segja að greinin þjóni hlutverki hliðvarðar, meðal annars fyrir þá nemendur sem hafa hug á raunvísindanámi. Greinin getur þannig verið umtalsverð hindrun á leið nemenda til brautskráningar af náttúrufræðibraut og jafnframt til frekari menntunar, bæði þar sem formlegar kröfur eru um undirbúning í raungreinum en jafnframt þar sem undirbúningur í raungreinum og stærðfræði er mikilvægur. Einnig er hætta á því að nemendur annarra brauta fari á mis við almenna menntun ef svigrúm til áhrifa er of mikið og ákvarðanir um inntak náms byggjast á fyrir fram gefnum hugmyndum um skort á námsgetu.

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Section: Room For Influencesupporting

confidence: 87%

Section: Mathematics As a Dividing Forcementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence

Bjarnadóttir¹

2020

Netla

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“…Research also point to substantial variations in student influence across educational contexts, related to for instance local school discourses (Lanå, 2015), the interest and efforts of individual teachers, or the subject studied (Beach et al, 2011). Also, several studies suggest that there are significant differences between programmes regarding student influence (e.g., Bjarnadóttir and Geirsdóttir, 2018; Hjelmér and Rosvall, 2017; Nylund et al, 2018). Key subjects within the natural science programmes, such as mathematics, are usually strongly framed and less open to innovation and influence (Bernstein, 2000; Bjarnadóttir, 2018; Cause, 2010; Hjelmér, 2011), whereas there are some indications that students from programmes other than the natural sciences are able to exert more influence over their learning (Bjarnadóttir and Geirsdóttir, 2018; Hjelmér and Rosvall, 2017).…”

Section: Previous Research On Student Influencementioning

confidence: 99%

Pedagogic practices in a deregulated upper secondary school: Students’ attempts to influence their teaching

Bjarnadóttir

Öhrn²,

Johansson

2019

European Educational Research Journal

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This article explores strategies, targets, and responses to young people’s attempts to influence pedagogic practices, and the variations between different programmes in a deregulated upper secondary school system. Using Basil Bernstein’s code theory, the study draws on ethnographic data from two of the most popular academic programmes in one upper secondary school in Iceland, the natural science programme and the social science programme. Students tried to a greater extent to influence the ‘how’ of their everyday education rather than the ‘what’. That is, neither of the student groups tried to influence the content of their lessons or courses. There was a strong framing of the selection of knowledge but variations in the framing of pacing and teaching methods, which presented students with various options as to what they tried to influence. The findings imply that mathematics within the natural science programme was a gatekeeper to students’ further studies as it was strongly framed and classified, and students’ attempts to slow down the pacing were unsuccessful. The students in the social science programme targeted monotonous teaching methods, without success. Some of the students responded to the failed attempts by interrupting classes and reducing lesson time for the whole group. The findings indicate that the deregulation of the upper secondary school curriculum needs to be considered, as it leads to stronger classification between schools, subjects, and programmes.

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The Intricacies of Educational Development in Iceland: Stability or Disruption?

Jónasson

Ragnarsdóttir

Bjarnadóttir

2021

What Works in Nordic School Policies?

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‘You know, nothing changes’. Students’ experiences in influencing pedagogic practices in various upper secondary schools in Iceland

Cited by 13 publications

References 16 publications

Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence

Building bridges and constructing walls: Subject hierarchies as reflected in teachers’ perspectives towards student influence

Pedagogic practices in a deregulated upper secondary school: Students’ attempts to influence their teaching

The Intricacies of Educational Development in Iceland: Stability or Disruption?

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