Scandinavian Journal of Educational Research (SCAND J EDUC RES )

Publisher: Taylor & Francis

Journal description

The Scandinavian Journal of Educational Research is an international refereed journal focusing on central ideas and themes in educational thinking and research. The journal welcomes reports on philosophical, historical, comparative, experimental and survey studies and has no preferences - except quality - concerning the authors' choices of methodological perspectives. It also encourages scholarly discussions on vital concepts, new issues and themes of importance for education in the future. The journal sells to over fifty countries and is abstracted and indexed in over fifteen current awareness titles. In 1996 the journal celebrated its 40th anniversary by holding a gathering of all former editors and editorial board members in Stockholm.

Current impact factor: 0.27

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.4

Additional details

5-year impact 0.00
Cited half-life 8.80
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Scandinavian Journal of Educational Research website
Other titles Scandinavian journal of educational research (Online)
ISSN 0031-3831
OCLC 45090750
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding—a key process involved in collaborative problem solving—that has received minimal attention in the extant literature. In line with this goal, we adopted the learning study approach, which highlights the application of a theory in research lessons. Multiple data sources were drawn upon to construct a narrative description of four consecutive meetings, detailing challenges and turning points that teachers experienced while engaged in collaborative problem finding, and how the process was facilitated by developing shared understandings of the complexity of possible curricular problems and establishing a common ground amongst teachers. Other modes of action and factors that can facilitate the process of collaborative problem finding are also presented.
    Scandinavian Journal of Educational Research 02/2015;
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    ABSTRACT: With a point of departure in the concept of democracy, this article aims to show how Swedish Popular Adult Education influenced the content of the established school system in Sweden. The Popular Adult Education and established school systems are studied through their relation to democracy, based on curricula, as well as on visionary and political steering documents. In accordance with conceptual history, the study shows how Popular Adult Education and the established school, with their different spaces of experience and references to separate traditions, gradually became accommodated through a common horizon of expectations about the importance of democracy. When this coalescence appeared, an administrative shift could be identified and the Popular Adult Education Movement was partially disarmed.
    Scandinavian Journal of Educational Research 01/2015; 59(1).
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    ABSTRACT: The present study concerns Swedish teachers' practices with regard to individual development plans (IDPs), which are mandatory for all students in compulsory school. The conceptual points of departure are taken from Wartofsky's distinctions between primary, secondary, and tertiary artifacts and the concepts of inscription and translation. A total of 15 interviews were carried out with teachers at various stages of Swedish compulsory school grade levels. A typology of three qualitatively different ways of perceiving and working with IDP emerged. The ways in which teachers implement the use of IDPs—that is, their IDP practices—vary depending on perceived purpose and local contextual conditions. In the discussion section, it is argued that the creation of a typology as a way of categorizing practices should be viewed as a way of conceptually generalizing the empirical material. Finally, the results are problematized in terms of the possible implications different practices may have for students.
    Scandinavian Journal of Educational Research 01/2015; 59(1).
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    ABSTRACT: The concept of intercultural competences is contested, although it is omnipresent in varied fields of research and practice. Its assessment is also questioned: how can it be done? By whom? When? Should assessment be summative or formative—or both? In order to be able to assess anything, learning and teaching objectives must be clear, coherent, and consistent. Yet intercultural competences are often polysemic and rely heavily on problematic concepts such as (national) culture and identity. Here we revisit the concept and reflect on its use for formative assessment within international teacher education. Having developed a Portfolio of Intercultural Competences (PIC) to be used by student teachers in an English-medium teacher education programme in Finland, we explain how the portfolio came to life (theory, methods) and how it can help develop students' intercultural competences. We report on three components of the portfolio: the students' reflexive and critical essays on five stories of meaningful and/or memorable intercultural encounters written during a course on multicultural education, and focus group discussions amongst the students. We analyze the data with discursive pragmatics, a linguistic method which looks deeper into participants' discourses.
    Scandinavian Journal of Educational Research 01/2015; 59(1).
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    ABSTRACT: The high value accorded to the research-based development of education in higher education communities means that researchers in the field have an important role in determining the foci of such efforts. However, it is important to ask whether higher education research is providing answers that satisfy practical educational needs. In this study, themes in higher education research published in Finland during 2000–2008 were compared to those addressed in non-refereed writings published by higher education teachers and students. The thematic analyses, (n = 1,298) focusing on topics related to learning, studying, and their promotion revealed the need for a broader life-wide framework for developing student-centred pedagogy and guidance practices in higher education.
    Scandinavian Journal of Educational Research 01/2015; 59(1).
  • Scandinavian Journal of Educational Research 12/2014;
  • Scandinavian Journal of Educational Research 12/2014;
  • Scandinavian Journal of Educational Research 12/2014;
  • Scandinavian Journal of Educational Research 12/2014;
  • Scandinavian Journal of Educational Research 12/2014;
  • Scandinavian Journal of Educational Research 12/2014;
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    ABSTRACT: This article focuses on teacher identity. Based on two small stories told in a peer group by a beginning teacher, we ask: How does a beginning teacher tell about her identity as part of the micropolitical context of school? Theoretically and methodologically, the research is committed to a narrative approach in understanding teacher identity. The material consists of small stories based on videotaped peer group discussions of 11 Finnish teachers. The results of the research illustrate the micropolitical context at the heart of how a beginning teacher's identity is constructed through diverse emotionally significant relationships. Narrative ways of working, such as group discussions, can offer teachers an opportunity to recognize different dimensions of their identity.
    Scandinavian Journal of Educational Research 12/2014; 59(2):1-15.
  • Scandinavian Journal of Educational Research 12/2014;
  • Scandinavian Journal of Educational Research 12/2014;
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    ABSTRACT: http://www.tandfonline.com/eprint/up4hZNCUTzHnweHZFheT/full The Norwegian government recommends a systematic language assessment of all four-year-olds as part of the general health surveillance program for the purpose of identifying children at risk of language delay. This study aimed to investigate the construct validity of the recommended language screening tool called LANGUAGE4 [SPRÅK4] by first examining the dimensionality of the underlying construct of the tool, after which the concurrent convergent validity was established by regressing an external language factor, defined by four standardized language tests, on a single higher-order factor. The findings provide support for a higher-order model with one general language factor, suggesting that a large amount of the variance in LANGUAGE4 is attributable to a single common factor at the second-order level. Furthermore, this single factor explained a considerable amount of the variance in the external language factor. Our findings are interpreted as support for satisfactory construct validity of LANGUAGE4.
    Scandinavian Journal of Educational Research 12/2014;
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    ABSTRACT: This study investigated the relationship between the English language competence of Finnish bilingual pupils and school-external factors such as parental expectations, home involvement, and exposure to English outside the classroom. Data on the pupils' language competence was collected from n = 122 6th graders in bilingual education, and compared with information about the parents’ educational background, their attitudes and behaviours, as well as pupils' exposure to English outside of school. The analysis confirmed that parental expectations and involvement were significantly correlated with language competence. Whilst parents' level of education did not have an effect on English attainment, it appeared that the overall level of education was far above average, suggesting that the current system of selection might favour pupils from certain backgrounds.
    Scandinavian Journal of Educational Research 12/2014; 59(2):1-16.
  • Scandinavian Journal of Educational Research 12/2014;
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    ABSTRACT: This paper puts forward the hypothesis that in recent decades, pupils of schools in the western world have been given a new form of individuality. This construction has been nourished by both the demand for emancipation as it was expressed in the critical sociology of education (and pedagogy) and by the neoliberal turn in education policy. It unfolds consequences of such an alliance between romantic and neoliberal individualism, and argues that some of Simmel's concepts might fruitfully be engaged to grasp important aspects of today's educational culture. Against this backdrop, the paper discusses the construction of the new individuality in regard to educational changes in control and discipline, individually adapted education and assessment and finally academic knowledge. Primarily by using examples from the Norwegian case, the paper analyses how recent opinions on these issues can be viewed as different expressions of an educational culture promoting alienation as emancipation.
    Scandinavian Journal of Educational Research 11/2014; 58(6).