Ulf Blossing
Biographic Data
| ID | 6006497 |
|---|---|
| NAME | Ulf Blossing |
| GIVEN NAMES | Ulf |
| FAMILY NAME | Blossing |
| SIGNATURE | BLOSSING U |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-5033-9289 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
Reshaping the Nordic education model in an era of efficiency. Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium
The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief account…
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…
The Nordic Education Model
Nordic Education Model
An individual learning belief and its impact on schools’ improvement work – An Individual versus a Social Learning Perspective
Why do some schools fail to improve even after taking knowledge-based improvement initiatives? In this article, we argue that some schools do not improve because their staff members have an individual learning belief. An individual learning approach to school improvement will disrupt development processes. Whereas, as we argue, a social learning understanding of school improvement based on the theory of Community of Practice and its application m…
A Central School Reform Program in Sweden and the Local Response
This article reports the results of a longitudinal study of 35 Swedish comprehensive schools involving interviews with teachers, school leaders, students, and parents carried out in 1980, 1982, 1985, and 2001. During the 35-year period covered by the study, the schools experienced significant reforms. The most important of these reforms involved a shift from a system of highly centralized control of school activities to a system where a large deg…
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
A Central School Reform Program in Sweden and the Local Response
This article reports the results of a longitudinal study of 35 Swedish comprehensive schools involving interviews with teachers, school leaders, students, and parents carried out in 1980, 1982, 1985, and 2001. During the 35-year period covered by the study, the schools experienced significant reforms. The most important of these reforms involved a shift from a system of highly centralized control of school activities to a system where a large deg…
An individual learning belief and its impact on schools’ improvement work – An Individual versus a Social Learning Perspective
Why do some schools fail to improve even after taking knowledge-based improvement initiatives? In this article, we argue that some schools do not improve because their staff members have an individual learning belief. An individual learning approach to school improvement will disrupt development processes. Whereas, as we argue, a social learning understanding of school improvement based on the theory of Community of Practice and its application m…
Nordic Education Model
The Nordic Education Model
Reshaping the Nordic education model in an era of efficiency. Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium
The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief account…
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…
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Computer Science (4 works) · Educational Assessment and Improvement (4 works) · Mathematics education (4 works) · Political science (4 works) · Sociology (4 works) · Economics (3 works) · Decentralization (2 works) · Democracy (2 works)