Klas Andersson
Biographic Data
| ID | 5747713 |
|---|---|
| NAME | Klas Andersson |
| GIVEN NAMES | Klas |
| FAMILY NAME | Andersson |
| SIGNATURE | ANDERSSON K |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-7448-3306 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Testing the use of variation theory in teaching critical thinking—a field experimental study
Research review articles over the years have established that studies on teaching critical thinking suffer from methodological and theoretical deficiencies, making results unreliable. The methods have been criticized for not handling threats to internal validity (designs without control groups or proper randomization) and the theories have been criticized for conceptual vagueness. To address this, the study reported on here developed an experimen…
Powerful Knowledge and the 2017 Swedish National Test in Religious Education
In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. B…
‘Tell us what, but not how’ – understanding intra-organisational trust among principals and LEA officials in a decentralised school system
During the last two decades, researchers and practitioners have shown great interest in research concerning how to implement change in local schools. The research repeatedly stresses the importance of trust among colleagues, yet few studies have examined intra-organisational trust, or the absence of such, during a change process within a decentralised school system that includes local education authorities (LEAs) and local schools. This qualitati…
Relations between an improving Swedish LEA and school principals with joint quality and improvement responsibilities
This study addresses a fundamental but neglected aspect of efforts to ensure quality and improvement in a decentralised school system: the relationship between the local education authority (LEA) and local school principals. Empirically, it is based on analysis of relevant documents and interviews with key actors in a Swedish LEA (a municipality), selected as a deviant and successful case. The data analysis is rooted in the theoretical concepts o…
Does Deliberative Education Increase Civic Competence? Results from a Field Experiment
How should education be structured to most effectively increase civic outcomes such as political knowledge and democratic values? We present results from a field experiment in which we compare the effects of deliberative education and traditional teacher-centered education. The study is the largest field experiment on deliberative education to date and involved more than 1,200 students in 59 classrooms. We test the effects on four forms of civic …
Success or failure? Presenting a case selection strategy for studies of school improvement
In this article we propose a case selection strategy for comparative studies of school improvement. The strategy is based on two assumptions. First, we emphasize the importance of a strategic selection of cases (schools), which allows systematic comparisons between successful and failing schools. We claim that cases should be selected on the dependent variable, and, more specifically, on the variation in the dependent variable (i.e. school succes…
Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a cours…
Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a cours…
Does Deliberative Education Increase Civic Competence? Results from a Field Experiment
How should education be structured to most effectively increase civic outcomes such as political knowledge and democratic values? We present results from a field experiment in which we compare the effects of deliberative education and traditional teacher-centered education. The study is the largest field experiment on deliberative education to date and involved more than 1,200 students in 59 classrooms. We test the effects on four forms of civic …
Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a cours…
Success or failure? Presenting a case selection strategy for studies of school improvement
In this article we propose a case selection strategy for comparative studies of school improvement. The strategy is based on two assumptions. First, we emphasize the importance of a strategic selection of cases (schools), which allows systematic comparisons between successful and failing schools. We claim that cases should be selected on the dependent variable, and, more specifically, on the variation in the dependent variable (i.e. school succes…
Does Deliberative Education Increase Civic Competence? Results from a Field Experiment
How should education be structured to most effectively increase civic outcomes such as political knowledge and democratic values? We present results from a field experiment in which we compare the effects of deliberative education and traditional teacher-centered education. The study is the largest field experiment on deliberative education to date and involved more than 1,200 students in 59 classrooms. We test the effects on four forms of civic …
‘Tell us what, but not how’ – understanding intra-organisational trust among principals and LEA officials in a decentralised school system
During the last two decades, researchers and practitioners have shown great interest in research concerning how to implement change in local schools. The research repeatedly stresses the importance of trust among colleagues, yet few studies have examined intra-organisational trust, or the absence of such, during a change process within a decentralised school system that includes local education authorities (LEAs) and local schools. This qualitati…
Relations between an improving Swedish LEA and school principals with joint quality and improvement responsibilities
This study addresses a fundamental but neglected aspect of efforts to ensure quality and improvement in a decentralised school system: the relationship between the local education authority (LEA) and local school principals. Empirically, it is based on analysis of relevant documents and interviews with key actors in a Swedish LEA (a municipality), selected as a deviant and successful case. The data analysis is rooted in the theoretical concepts o…
Powerful Knowledge and the 2017 Swedish National Test in Religious Education
In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. B…
Testing the use of variation theory in teaching critical thinking—a field experimental study
Research review articles over the years have established that studies on teaching critical thinking suffer from methodological and theoretical deficiencies, making results unreliable. The methods have been criticized for not handling threats to internal validity (designs without control groups or proper randomization) and the theories have been criticized for conceptual vagueness. To address this, the study reported on here developed an experimen…
Psychology (5 works) · Sociology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Political science (4 works) · Educational Assessment and Improvement (3 works) · Educator Training and Historical Pedagogy (2 works) · Epistemology (2 works) · Law (2 works) · Law (2 works)