Scandinavian Journal of Educational Research 

About: Scandinavian Journal of Educational Research is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Educational research & Academic achievement. It has an ISSN identifier of 0031-3831. Over the lifetime, 1611 publications have been published receiving 32749 citations.

Informed grounded theory

Abstract: There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

The Playing Learning Child: Towards a pedagogy of early childhood

Abstract: From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.

Models of self-regulated learning: a review

Abstract: Questions connected with the regulation of one's own cognitive processes attract increasing numbers of researchers in psychology, as evidenced by the several different models of self-regulation that have been developed over the past two decades. The aim of this article was to present and compare the latest models of self-regulated learning (SRL), including those by Boekaerts, Borkowski, Pintrich, Winne and Zimmerman. The models were compared on four criteria (i.e. background theories, definitions of SRL, components included in the models and empirical work). The results show that theoretical background is an important differentiating feature. The two models that resembled each other more than any other two models (i.e. Pintrich and Zimmerman) were inspired by the same background theory (i.e. social cognitive theory). On the other hand, the models that differed most from the other models (i.e. Borkowski and Winne) were also theoretically the farthest removed ones.

The Nordic Model in Education: Education as part of the political system in the last 50 years

Abstract: This article describes, analyses and discusses the development of the Nordic school model in three phases of the post‐war period, viewed in the light of the development of the political system throughout the period and in comparison with the development of the school system in the western world in this period. The “classical period” from 1945 until about 1970 is often referred to as the golden era of social democracy, during which a number of special characteristics were attributed to the model. First, the reforms were introduced on the basis of national policies drawn up by a strong and innovative state in association with business organisations and industry. The main objective was to involve the school in the realisation of social goals such as equal opportunity and community fellowship. School development is very largely determined by state‐managed conditions—“input management”. The Nordic model was regarded as an ideal for school development in western countries. The Nordic countries generally followe...

Two Faces of Variation: On continuity in the phenomenographic movement

Abstract: Recent developments in phenomenography have created some confusion because their links with the research tradition is not immediately obvious. This paper argues that an interest in variation is the thread that runs through the phenomenographic movement. To understand how the 'new phenomenography' emerged, we must recognise the different senses of variation that have drawn attention at different times. Phenomenography set out to reveal the different ways in which people experience the same phenomena. This 'first face of variation' refers to the variation in ways of seeing something, as experienced and described by the researchers. New phenomenography shifts the primary focus from methodological to theoretical questions, and characterises a way of experiencing something in terms of the critical aspects of the phenomenon as discerned by the learners. However, learners can only discern a particular aspect when they experience variation in that aspect. This is the 'second face of variation', which is experienc...