Projektet videreført på ny blog

 En af formålene med projektet er løbende at dokumentere projektets udvikling. Grundet begrebslige problemstillinger er jeg gået væk fra at basere mine registreringer af uddannelsesforsknings artikler ud fra en distinktion mellem analytiske generaliseringer og statistiske generaliseringer. For mange af eksemplerne i mit datasæt er ikke, først og fremmest, problematiske fordi de er statistiske generaliseringer på et kvalitativt grundlag, men fordi de ganske enkelt er dårlige slutninger.

Derfor dropper jeg typerne af generaliseringer og går over til at registrere "problematiske slutninger". Det betydet at posts på denne side nu er forældede, selvom flere af pointerne stadig står, hvorfor jeg lader den leve som en slags museum. Den nye side/blog er her: https://uforskning.blogspot.com/.

Claim check Møller Gregersen, A. F., & Holmegaard, H. T. (2022)

Claim check af Møller Gregersen, A. F., & Holmegaard, H. T. (2022)

Source: 

Møller Gregersen, A. F., & Holmegaard, H. T. (2022). The ideal philosophy student: A qualitative study of the transition into first year higher education. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.132715

The claim:

“However, challenges to diversity are often reduced to a problem of attracting students, rather than reforming programmes to allow more space for diversity: ‘the more privileged, elitist and hierarchical the arena, the more resistance to democratizing developments one might expect to find’ (Leicester 1993, as cited in: Morley, 1997). Differences, disagreements and diverse voices enhance and drive reforms and change (McArthur, 2010). However, without reforms and change, it is hard to enhance diversity. If philosophy and other programmes want to enhance diversity, the first step is not to implement new recruitment strategies, but to interrogate own norms, values and practices." p74

The problem:

Møller Gregersen, A. F., & Holmegaard, H. T. (2022) are discussing diversity in relation to a finding that some students during introduction to philosophy are not properly included. The issue is with the second claim where McArthur, 2010 is cited as a source. 

It seems intuitively true that “Differences, disagreements and diverse voices enhance and drive reforms and change.”. It is certainly true in many historical examples. The opposite is also true however. How many wars can we claim did not start due to “Differences, disagreements and diverse voices…”?

My further problem is that the claim is made in relation to diversity in terms of the students of an observed class. It seems out of place. 

There is certainly a logic to it: If there is a lack of diversity in any student body, changing that would require people who disagree with the state of things. That would be a pretty common factor of institutional change. However, can this be proven empirically? Why do the researchers reference an article to support this common sense claim?

Anyway i had a hard time figuring out how to do an experiment that would actually prove this for the second case, that is in terms of student body diversity. So i naturally went down the line of references to find evidence.

Cited article for claim:

McArthur, J. (2010). Achieving social justice within and through higher education: The challenge for critical pedagogy. Teaching in Higher Education, 15(5), 493–504. https://doi.org/10.1080/13562517.2010.491906

The McArthur article is primarily theoretical and is about institutional change, more than local diversity. There are some similar claims however:

“The literature upon which I draw in this article is very different, exploring as it does critical or emancipatory social change and approaches that highlight the importance of conflict and difference to creative and successful change (e.g., Fullan 1999; Palmer 2000; Skelton

2005; Thrupp and Willmott 2003; Trowler 2005, 2008)” p494.

In other words McArthur is not writing that diversity in the way discussed is good in itself, but that difference and conflict is a good for creative and successful change (i know i shouldn’t have brought up history). However Møller Gregersen, A. F., & Holmegaard, H. T. could still associatively get away with it, since the claim is very general and fundamentally about people. If people are different, there might be a greater probability of change, even at student body level. Thus i looked up the references used by McArthur in the quote.

1) Fullan, Michael (1999) Change Forces: The Sequel. Philadelphia: Falmer

Press. HB: ISBN 0-75070-756-9. US$59.95, £42.00. PB: ISBN 0-75050-

755-0. US$19.95, £12.99.

It’s a book, but i got an academic review, which is more thorough than newspaper reviews.

Review: Caldwell, B. J. (2000). Journal of Educational Change, 1(2), 205–209. doi:10.1023/a:1010084411776 

The book does support the notion that difference is good for change, but moreso that change is needed of the american educational system. It also describes reforms to achieve said change, but does not provide evidence for these reforms. Caldwell notes that some examples used from the real world have not been all that effective nor easily achievable. Also he says the book is too short to be finished, noting that it is the second in what could be a trilogy.

It does not seem probable that this book contains evidence that: “Differences, disagreements and diverse voices enhance and drive reforms and change” (Møller Gregersen, A. F., & Holmegaard, H. T.). Especially not in the student body sense.

Again i would like to emphasize that i am not against the idea. I just don’t see the evidence for it and i think evidence should be provided for the claims in research articles. Beyond that there are many ideas that i hold to be true, that cannot be proven. 

2) Palmer, P. J. (1992). Divided No More. Change: The Magazine of Higher Learning, 24(2), 10–17. doi:10.1080/00091383.1992.9937103

A debate article from 1992 with suggestions for change in education. Not references.

3) Skelton, A. 2005. Understanding teaching excellence in higher education. London and
New York: Routledge.

taylorfrancis.com/books/mono/10.4324/9780203412947/understanding-teaching-excellence-higher-education-alan-skelton 

In chapter seven of this book Skelton writes:

"International students are attractive to higher education institutions for a range of reasons. They can help to enrich the curriculum, broaden its knowledge base and enhance critical thinking through the exchange of perspectives. Their presence can lead to increased cultural sensitivity and international understanding. With the reduction of state funding for higher education, however, come further powerful motivations, namely cash and survival."

This fits more with Møller Gregersen, A. F., & Holmegaard, H. T. than with McArthur. It is just a claim however. There are no references to any evidence for the mentioned attractions, even if they seem pretty probable. 

4) Thrupp, M., and R. Willmott. 2003. Education management in managerialist times. Maidenhead: Open University Press.

 

This book is mostly about problems with school choice in Britain. Again no actual evidence for the original claim.

5) Trowler, Paul R. "A sociology of teaching, learning and enhancement: Improving practices in higher education." Papers: revista de sociologia (2005): 13-32.

This article is a critique of the departmental level of universities and the problems they cause for actual teaching and learning. As such it is an example of a wish for change in education, which is what characterizes most of these texts. Nothing about evidence for the claim, neither in the general or the local student body version.

6) Trowler, Paul. Cultures and change in higher education: Theories and practices. Bloomsbury Publishing, 2008.

This book is also about change in higher education as the title says. I could only get to this on google books, so my little inquiry is somewhat limited here. It seems mostly theoretical however and doesn’t seem to have references to any study providing evidence for the claim.

Generalizations #75 Nordentoft, H. M., & Møller, K. L. (2022)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Nordentoft, H. M., & Møller, K. L. (2022)

Reference:

Nordentoft, H. M., & Møller, K. L. (2022). Emotionelt arbejde og læring i asynkron peer-feedback. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.129425

Abstract:

Tidligere forskning i peer-feedback har fokuseret på, hvordan kognitive og indholdsmæssige frem for emotionelle forhold har betydning for studerendes læring. Denne artikel undersøger sammenhænge mellem deres læring og det det emotionelle arbejde, der kan være forbundet med asynkron peer-feedback via Screencast. I et emotionssociologisk perspektiv undersøger vi med afsæt i tre fokusgruppeinterviews, hvordan informanterne oplever at få og give peer-feedback til en ”usynlig” modtager. Resultaterne viser, at asynkron peer-feedback har et stort lærings-potentiale, hvor studerende får indsigt i egne opgaver gennem indblik i medstuderendes arbejde. Følgende tre emotionelle balancer præger deres peer-feedback og emotionelle arbejde: 1. At udvise personligt nærvær samtidig med faglig distance. 2. At integrere egne forventninger med modtagers. 3. At balancere faglig sikkerhed og usikkerhed. Vi sammenfatter disse fund i en dialogisk model, der kan anvendes i kvalificeringen af studerendes arbejde med peer-feedback på synkrone møder før og efter asynkron peer-feedback.

Testable hypothesis?:

Nej: "Denne  artikel  undersøger  sammenhænge mellem deres læring og det det emotionelle arbejde, der kan være forbundet med asynkron  peer-feedback  via  Screencast.  I  et  emotionssociologisk  perspektiv  undersøger  vi  med  afsæt i tre fokusgruppeinterviews, hvordan informanterne oplever at få og give peer-feedback til en ”usynlig”  modtager." - abstract

Method/materials:

"Fra starten af valgfaget har vi arbejdet med at skabe og understøtte et socialt og trygt undervisningsmiljø,  hvor  de  studerende  arbejder  sammen  på  tværs  af  de  kandidatuddannelser,  som  leverer  studerende  til  valgfaget.  Der  er  25  studerende  på  holdet  i  aldersgruppen  20-25  år. " s100

Statistical generalizations:

1) "For  det  første  tyder  de  analytiske  fund  på,  at  PFB  via  SC  rummer  et  stort  læringspotentiale.  Informanterne  beskriver,  hvordan  det  har  givet  dem  en  dybere  forståelse  både  for  deres egen skriftlige opgave og for deres egen proces med at skrive den" s111

2) "Afslutningsvis præsenterer en model, som vi foreslår, at undervisere og vejledere kan anvende som  optakt  til  arbejdet  med  asynkron  PFB  i  på  SC  på  et  indledende  synkront  og  fysisk  møde  før  den  asynkrone PFB." s111

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Første citat er rimelig forsigtigt. Generaliseringen bæres udelukkende af ordet "tyder", som kan bruges i fremtiden i en lignende kontekst, med et relevant problem, til at sige at forskningen tyder på. Forskningen forstået som denne artikel har dog ikke meget slagkraft til at tyde på noget (type 4).

Andet citat er et forslag til at anvende den præsenterede model, implikationen værende at studiet understøtter dens anvendelse i fremtidige scenarier (type 5).

Generalizations # 74 Johansson, N. et al.(2022)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Johansson, N., Nøhr, S., Klitgaard, T. L., Stentoft , D., & Vardinghus-Nielsen, H. (2022)

Reference:

Johansson, N., Nøhr, S., Klitgaard, T. L., Stentoft , D., & Vardinghus-Nielsen, H. (2022). Clinical problem-based medical education: A social identity perspective on learning. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.132130

Abstract:

Medical education programs are responsible for educating medical students to meet the demands of a complex and fast-changing healthcare system, that requires competent, reflective, robust, and engaged students who can collaborate in interdisciplinary settings. In this article, we examine and discuss how social identities affect medical students’ learning approaches regarding how, what, and why they learn in clinical problem-based medical education. We conducted an ethnographic study at Aalborg University Hospital, involving 7 medical students for 240 hours of participant observation and 8 hours of semi-structured interviews. During the analysis, we found that medical students’ social identities as well as the clinical problem-based practice were strongly associated with how, what, and why they learn. We highlight that there is a very fine balance to be found between the assumed and assigned social identities in clinical problem-based medical education if a learning outcome of high quality is to be ensured.

Testable hypothesis?:

Nej: "Regarding the challenging transition described above, this article will examine and discuss how clinical PBL sets the scene for medical students’ social identity development with a particular focus on how, what, and why they learn." s80

Method/materials:

"The first author carried out 240 hours of direct observation and eighthours of individual semi-structured interviews of seven medical students during their seventh, eighth, and tenth clinical semesters   at Aalborg University Hospital." s82

Statistical generalizations:

1) "In    our study, we found that medical students’ social identities as well as the clinical PBL were strongly associated with how, what, and why they learn. When medical students think, act, and behave as a medical student, they learn  through  reflection,  role-modeling,  direct  supervision,  feedback,  and  peer  learning.  When  they  behave,  think,  and  act  as  a  colleague,  they  focus  on  social  interaction,  norms,  values,  language,  collaboration,  and communication. And finally, when medical students behave, think, and act as a nearly physician, they primarily learn  and  embody  the  craft  of  medicine  by  active  engagement  and  participation  in  clinical  practice  through  indirect  supervised  patient  care,  carrying  out  examinations,  and  by  taking  responsibility. " s92-93 

2) "By only assuming and assigning social identity as a medical student, the students will  miss  important  situated  knowledge  and  learning  from  the  clinical  practice,  but on  the  other  hand,  if  the  medical  students  primarily  assume  and  assign  social  identity  as  a  nearly  physician,  they  will  miss  academic  outcome  and  important  time  to  critically  reflect  upon  own  professional practice. " s93

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

There are many untested assumptions about how humans work in the first quote. Suffice it to say that this idea of changing modes has never been proven and certainly not in the present study. More locally the large swathe of concepts laid forth to describe the type of learning associated with the three social identities, can (like descriptions from this months star signs) be used to describe most people most of the time. Also it blows apart any concept of learning as different from just change. These are conceptual comments however, the problem is the assumption that this theoretical construction will hold as a good description of anything in similar contexts in the future, which makes it fundamentally a statistical generalization (type 4).

The second quote makes recommendations, the implication being that such and such are supported by the study in question, and will have specific effects in the future (type 5).

Generalizations #73 Møller Gregersen, A. F., & Holmegaard, H. T. (2022)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Møller Gregersen, A. F., & Holmegaard, H. T. (2022)

Reference:

Møller Gregersen, A. F., & Holmegaard, H. T. (2022). The ideal philosophy student: A qualitative study of the transition into first year higher education. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.132715

Abstract:

This paper investigates students’ transition into a bachelor’s programme of philosophy. The aim is to explore the meeting of the norms and expectations of student performances within the study programme and students’ identity negotiations when presented with these norms and expectations. Drawing on ideas of identities as performative and recognition practices as central to students’ abilities to navigate the norms, the study analyses what is entailed in the constructions of the ‘ideal’ philosophy students. The analysis builds on data produced through qualitative methods, including interviews, fieldwork and video-diaries. The analysis shows that the ‘ideal’ philosophy student is expected to demonstrate dedication and an ability to immerse themself in the content matter, while refraining from becoming absorbed in career prospects. Ideal philosophy identities performed confidence and were able to argue indisputably when engaging in discussions both in and outside teaching. Consequently, insecurity and incompetence were produced as side-effects, with a clear gendered pattern. Implications for higher education are discussed.

Testable hypothesis?:

Nej: "Which  norms  and  values  are  conveyed  through  the  social  and  cultural  context  of  the  study  programme  of  philosophy, and what is recognised (and what is not) as an ‘ideal’ student? Which student positions are includedand excluded? What are the consequences for students’ identity negotiations, in particular related to gender?" s66

Method/materials:

"In order to gain insights into the practices and culture in the philosophy programme, participant observation was conducted in induction week, during teaching and in selected social and extracurricular activities (Spradley, 1980). The main period of observation ran from the first week of the semester to two months into it and counted around  forty  hours  in  total.  Through  observations  of  everyday  interactions  between  students,  teachers  andothers involved, we acquired insights into the programme’s specific practices and culture." s67

"Five students each agreed to make between three and four video diary recordings during the first eight months of  the  programme  (Danielsson  &  Berge,  2020).  After  the  last  video  was  viewed  by  the  researchers,  all  five  students  were  invited  to  in-depth  semi-structured  interviews  (Bryman,  2012),  and  three  were  interviewed  for  two hours each. The video diaries addressed the students’ experiences of the programme and their processes of becoming students. The video diaries also informed the interviews, in which some of the themes addressedin  the  videos  were  elaborated  further.  The  themes  in  the  interviews  covered  students’  experiences  of  the  programme, including its social and academic aspects. " s68

"During the process, additional questions were posed by the first author to stimulate further reflections. The outcome of the workshop was two maps and audio recordings of the discussions." s68

"A semi-structured group interview (Halkier, 2016) was conducted with the three senior students who were in charge of planning and holding the induction week for the first-year philosophy students." s68

Statistical generalizations:

1) "Other research shows that students from working-class backgrounds tend to be risk-averse and more focused on  job  security,  hence  value  applicability  over  abstraction  and  theory,  compared  to  students  from  more  privileged backgrounds (Thomsen et al., 2013). Hence, philosophy supports a rather privileged position when focusing  on  philosophy  for  ‘its  own  sake’  instead  of  its  applicability  and  job  prospects,  thereby  potentially  excluding some students." s74

2) "Differences, disagreements and diverse voices enhance and drive reforms and change (McArthur, 2010). However, without reforms and change, it is hard to enhance diversity. If philosophy and other programmes want to enhance diversity, the first step is not to implement new recruitment strategies, but to interrogate own norms, values and practices." s47

Comments:

I have flagged this study for generalizations of type 3 (see typology).

In the first quote a reference is made to a study which is not generalizable (n=60) and which ignores the old marxist problem, noted by many, but most vividly Brecht, of the idea of knowledge of class identity as consequential for the holder of said knowledge. That is not how classes work. The reference is made to support the last sentence (type 3). I'm not saying that said sentence is false, but it is a generalization that cannot be supported with the means here applied. 

The study contains many claims regarding the subject of diversity. In the second quote a reference is made to support one of the claims (also present in the quote) the article in question is characterized mostly by its lack of reference to any emperical evidence supporting said claim (in present quote) (type 3). 

Generalizations #72 Holflod, K., & Berg, M. S. (2022)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Holflod, K., & Berg, M. S. (2022)

Reference:

Holflod, K., & Berg, M. S. (2022). Materialitet, kropslighed og kommunikation i legeeksperimenter på tværs af uddannelser. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.131907

Abstract:

Formålet med denne artikel er at undersøge og diskutere legende tilgange til læring i samarbejde på tværs af pædagog- og læreruddannelsen med afsæt i legeeksperimenter i ”BA-Lab”, der udvikles som et legende sted og rum for kollaborativ, kreativ og dialogisk udvikling af og refleksion over bachelorprojekter. Artiklen viser med metodologisk inspiration fra Design-Based Research, hvordan ”BA-Lab” som iterative legeeksperimenter gennemført i 2021 skaber nye rum for studerendes handling og deltagelse på tværs af professions- og uddannelsesgrænser. Dette udfoldes i tre overordnede temaer om 1) ”Legeframing” og kommunikative strategier, 2) Legeeksperimenter med kropslighed og følelser og 3) Legematerialer i relationelle og refleksive perspektiver. Til sidst diskuteres kollaborativ og tværgående udvikling af BA-Lab i relation til designprincipper som fælles sprog for pædagogisk udvikling og eksperimenteren samt pædagogiske implikationer, muligheder og opmærksomheder for (legende) videregående uddannelse.

Testable hypothesis?:

Nej: "Det  er  dermed  pædagogiske eksperimenter med legende undervisningsformer og læreprocesser, hvor hensigten er at undersøge, hvordan legende  tilgange  til læring  opleves  på  tværs  af  uddannelsesgrænser  og  hvordan  det  influerer  samarbejde  mellem  uddannelser,  fagligheder  og  professioner.  Artiklen  rammesætter  indledningsvist  legende  samarbejde  på tværs af professioner og uddannelser som kontekstuel baggrund for den empiriske undersøgelse. Herefter beskrives  artiklens  adressering  af  det  legende  i  uddannelsesmæssige  samarbejds-   og  læreprocesser  som  en  kommunikativ og social rammesætning (”framing”) af virkeligheden suppleret af perspektiver på kropslighed og objekter." etc. s48

Method/materials:

"De seks didaktiske designs (med temaer såsom ”Leg med problemstilling”, ”Leg med metode” og ”Leg med empiri”) varede hver to timer, havde mellem 6-30 deltagende studerende og indeholdt legeeksperimenter, hvor  legende  og  pædagogiske  teorier  blev  afprøvet  for  at  udvikle  nye  legende  læreprocesser  på  tværs  af  uddannelser  og  professioner  (Barab  &  Squire,  2004;  Brown,  1992).  I  fælles  evalueringer  og  refleksioner  over  første iteration med undervisere blev designprincipper for BA-Lab udviklet, som guidede udvikling og didaktisk design af anden iterations legeeksperimenter, og blev revideret i evalueringen af anden iteration. I DBR afspejler designprincipper  kontekstsensitive  betingelser,  der  fremskriver  viden  til  at  guide  og  kvalificere  praksis  og  forskning i uddannelser (Anderson & Shattuck, 2012: 16-17)" s51

"Denne artikel inddrager kvalitativt empirisk materiale fra observationer og feltnoter (n=6) fra eksperimenterne, studerendes skriftlige oplevelsesbeskrivelser (n=20), billeddokumentation af legende processer og materielle konstruktioner (n=46) samt transskriberede lydoptagelser af dialogiske refleksionsrum (n=6) á 1-1,5 timer med hhv. studerende og undervisere. Empirien er bearbejdet med afsæt i tematisk analyse (Brandi & Sprogøe, 2019; Braun & Clarke, 2021) for at undersøge mønstre på tværs af materialet og konstruere temaer, der tager højde for forskerens egen refleksive positionering i disse processer og dennes aktive rolle i at konstruere temaer (Braun & Clarke, 2019). Kodning af materialet og udvikling af temaer betragtes som deskriptiv (semantisk) og interpreterende (latent) ved både at forholde sig til forskerens egen viden som en ressource i at identificere mindre eksplicitte mønstre og samtidig repræsentere begreber og perspektiver, som de kommer til udtryk i det empiriske materiale (Braun & Clarke, 2021)" s52

Statistical generalizations:

1) "Undersøgelsen viser, hvordan legende rammesætninger og objekt-medieret samarbejde befordrer deltagelse på tværs af professioner og uddannelser. Ved at rammesætte undervisnings- og læringsrum som legende – og deraf  som  eksperimenterende,  udforskende  og  kropsligt-affektive  undervisningssituationer  i  uddannelse  – skabes der muligheder for faglig og kollaborativ udvikling af BA-projekter, perspektivdannelse og -udveksling samt   generativt   samarbejde." s60

Comments:

I have flagged this study for generalizations of type 4 (see typology).

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Citatet er et af mange lignende som antager vage, generelle effekter af typen:

[legende rammesætning og objekt-medieret samarbejde] ->

[deltagelse på tværs af professioner og uddannelser] (type 4).

N: En implicit problemstilling er jo at afgrænse så vag en effekt fra den virkelige verden.

De fleste mennesker laver objekt-medieret samarbejde til daglig, og mon ikke nogle af

dem synes at det er en leg?

Generalizations #71 Breining, A. M. B., & Bjerre, J. (2022)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Breining, A. M. B., & Bjerre, J. (2022)

Reference:

Breining, A. M. B., & Bjerre, J. (2022). Rammeskift og repositionering: Hvordan påvirker COVID-19-lockdown læreres syn på skole-hjem-samarbejdet?. Studier I læreruddannelse Og -Profession, 7(2), 25. https://doi.org/10.7146/lup.v7i2.132895

Abstract:

I artiklen sammenligner vi tre læreres syn på skole-hjem-samarbejdet før og under lockdown i forbindelse med indsatsen mod COVID-19. Lærerne er udvalgt på baggrund af et tidligere studie, da de positionerer sig på tre meget forskellige måder i forhold til skole-hjem-samarbejdet. På baggrund af interviews med disse lærere foretaget før og under lockdown, analyserer vi (1) forskelle og ligheder mellem de tre læreres syn på skole-hjem-samarbejdet inden lockdown, og undersøger dernæst (2) med udgangspunkt i Goffmans rammeteori og positioneringsteori, hvordan de respektive lærere håndterer det rammeskift, som omlægningen til hjemmeundervisning efter reglerne for nødundervisning medfører. Konklusionen er, at lærerne fastholder deres forskellige positioneringsstrategier i forhold til forældrene, hvilket giver dem særdeles forskellige udgangspunkter for at repositinere sig efter det rammeskift, som hjemmeundervisningen udgør.

Testable hypothesis?:

Nej: "Ud  fra  denne  hensigt  ønsker  vi  i  dett  e  studie  at  undersøge  relationen  mellem  den  måde, hvorpå individuelle lærere forstår skole-hjem-samarbejdet, og den måde, de samarbejder under nedlukningen." s79

Method/materials:

"De følgende interviews er blev indhentet på baggrund af en interviewunder-søgelse med lærere, som blev igangsat, samtidig med COVID-19-pandemien udvikledes. De første interviews blev udført i perioden 2.-6. marts 2020. Da nedlukningen blev iværksat, blev der i perioden 25.-30. april foretaget ekstra interviews med udvalgte lærere med henblik på at undersøge, hvordan de håndterede samarbejdet med forældrene under nedlukningen." s80 

og

"Som beskrevet tidligere valgte vi tre lærere, der kunne identifi ceres ud fra, at de har meget forskellig tilgang til samarbejdet, og at de positionerer sig selv meget forskelligt." s80

Statistical generalizations:

1) "Når det gælder den samlede forskning, der peger på, at samarbejdet netop baserer sig på en indforståethed om, at forældrene skal indordne sig skolens normer og værdier, så kan vi tilføje, at det ser ud til, at der er temmelig for-skellige versioner af, hvad dett e arbejde så mått e indebære.I denne forbindelse synes ikke mindst social baggrund at spille ind (Bern-stein,  2000  [1996],  2009  [1990]).  Vi  har  undersøgt  tre  lærere  fra  skoler  med  forskellige kulturelle kontekster." s98

2) "Der synes således i dett  e begrænsede materiale at være en form for strukturel overens-stemmelse  mellem  forældrenes  socioøkonomiske  baggrund  og  den  fortæl-lelinje,  som  læreren  lægger.  Denne  overensstemmelse  lægger  op  til  videre  undersøgelser. Kan denne overensstemmelse siges at udgøre noget generelt? Sker  der  en  særlig  selektion  på  skolerne  af  lærere  med  bestemte  holdninger  til  forældrene?  Tilegner  nyansatte lærere sig en skoles særlige kultur for samarbejdet med forældre? Eller udvikler samarbejdet sig ud fra et samspil af denne type faktorer?" s98

3) "Denne parentes er dog nok problematisk, da forskning netop tyder på, at opdragelsesmønstre er afgørende for elevernes forudsætning for at samarbejde indenfor en sko-lekultur." s99

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

I første citat refereres til et andet studie, men ikke for at underbygge dette studies resultater, derfor er der blot tale om en direkte generalisering. Andet citat er et eksempel på en ting man kan gøre for ikke at generalisere. Der implikeres så at sige med en kanon. I tredje citat opfordres til, med “da forskning netop tyder på” (uden reference i øvrigt), et fokus på opdragelsesmønstre (type 4 og 5).