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8 results on '"Wallin, Erik"'

1. The Rise and Fall of Swedish Educational Technology 1960-1980

Author

Wallin, Erik

Abstract

In Sweden educational technology (EdTech) prospered during the 1960s and 1970s inspired by US experiences from primarily programmed instruction. The Departments of Education at the universities started different activities of research and other bodies developed EdTech products for commercial use. In some business firms in-service training of staff was organised and managed according to the rational ideas that were the basis of EdTech. Public education from elementary to university level was also influenced by EdTech and in the National Board of Education particularly the section responsible for developing teaching-learning aids ran its work guided by EdTech principles in a broad sense of rational and systematic planning. In the 1970s the peak of EdTech withered, to almost disappear towards 1980. This article describes the development in Sweden with the aim of understanding both the rise and fall of EdTech. The rise is understood in relation to the modernisation of Swedish society with reforms of education and trust of science and technology. The fall is understood in terms of the change of values and conception of democracy taking place around 1970 (1968).

Published
2005

2. On Transitions of Power, Democracy, and Education in Sweden.

Author

Lindblad, Sverker and Wallin, Erik

Abstract

Discusses changes in educational governance and environment that have developed alongside political and economic changes in Sweden. Describes how both government and education have become less centralized and have adopted more democratic principles. Concludes that more attention is being given to cooperation and communication among teachers and students. (CFR)

Published
1993

3. The Comprehensive School--The Swedish Case.

Author

Wallin, Erik

Abstract

On the occasion of the twenty-fifth anniversary of Swedish comprehensive education, it is concluded that the system has attained some of its social and academic aims fully and approached attainment of others. Areas for further improvement include increased local governance, more clearly articulated goals, and curriculum development. (MSE)

Published
1991

4. To Change a School: Experiences from Local Development Work.

Author

Wallin, Erik

Abstract

School change is examined using the experiences of local educational change projects in Sweden. Specifically discussed are Swedish educational development centers that encourage experiments directly involving teachers and the SSK experiment in Uppsala designed to give teachers, parents, and pupils a greater say and more responsibility in education. (RM)

Published
1985

5. To Change a School--Experiences from Local Development Work. Uppsala Reports on Education, No. 13.

Author

Uppsala Univ. (Sweden). Dept. of Education. and Wallin, Erik

Abstract

Using examples of school change, this document discusses both Swedish experiences with local educational development and theories of schools and change. An introduction gives background information on Sweden's schools and its parlimentary activities on education. Section 2 reviews the history of local educational development, especially development activities of the 1940's and 1950's. Models of school reform and development are explored in section 3, which notes the parallel growth in Sweden of educational research and inservice training and cites problems with the research-and-development model of social change. Section 4 describes examples of local school development, including the establishment of education development centers; experiments on student, teacher, and parent involvement in decision-making in Uppsala schools; national studies to create models of school change; experimental development programs on a regional basis; and projects to increase cooperation between research and inservice training. The final section considers theoretical questions about Sweden's changing emphasis (from experiments to changes in everyday school activities), the use of school change to further general educational theory, and recent local school developments led by teachers. (RW)

Published
1982

6. Educational Research and Organization Theory II: Nine Papers Presented at the International Symposium on the Relationship between Educational Research and Organization Theory. A Report from the Education and Organization Team, Uppsala, Sweden [August 1983]. Uppsala Reports on Education 23.

Author

Uppsala Univ. (Sweden). Dept. of Education. and Wallin, Erik

Abstract

The fundamentally psychological orientation of educational research over the years is now changing. The educational phenomenon is part of the institutional setting and, therefore, organizational restrictions and influences are being studied. In addition, the organizational approach to educational research carries the implication of a more holistic view of educaton. Nine articles are included, the titles and authors of which follow: (1) "On Form and Function in Organizational Theory" (Abrahamsson, B.); (2) "The School in the Perspective of Organizational Theory: Some Implications for Planned Educational Change" (Ellstrom, P. E.); (3) "The Organization as a Didactical 'Frame Factor'" (Tjeldvoll, A.); (4) "Control Structure and Strategies for Change" (Berg, G.); (5) "Schools under Pressure: Considerations Concerning the Management of Change during Times of Large Scale Educational Renewal" (Knip, H., and van der Vegt, R.); (6) "How Schools Sustain Sex-Role Inequities: An Outline for a Program of Action Research" (Schmuck, P. A., and Schmuck, R. A.); (7) "Working Conditions and Participation in Education for Different Groups of Employees" (Forsberg, B.); (8) "The Development of Cooperative Efforts in the Care and Treatment of Addicts in Sodermanland County" (Stensmo, C.); and (9) "Organization Theory and the School: a Paradox" (Hoyle, E.). (SI)

Published
1986

7. The Relationship between Educational Research and Organization Theory. Uppsala Reports on Education 15.

Author

Uppsala Univ. (Sweden). Dept. of Education. and Wallin, Erik

Abstract

Originally written to accompany a request for funds to set up a research project concerning the relationship between educational theory and organization theory, this brief report is based on the assumption that organization theory has a valuable contribution to make to the development of education as a science. First outlined are trends in educational theory in the 1960s and 1970s in Sweden. Then the case for applying organization theory to education is made, and a model is suggested of how educational processes depend on societal, institutional, and individual underlying factors. Next, two dissertations are summarized in which an organizational approach has been applied to schools. The first concerns the school as an organiztion and concludes that organization theory can clarify the complexity of school organization. The second uses an organizational approach to analyze staff development in the employment sector and recurrent education. Finally, activities planned for the initial phase of the proposed project are listed, including monitoring international developments in this area, establishing international links with researchers in this field, and compiling a document on the relation between education and organization theory to serve as a basis for further research. (JM)

Published
1982

8. Research Into the School As An Organization. II: The School As A Complex Organization.

Author

Berg, Gunnar and Wallin, Erik

Abstract

Examines development of general organization theory, proposes an overall organization model for analysing the school, distinguishes between the school as an institution and the school as an organization, and outlines a set of conceptual tools believed to describe and analyse the school as an organization. Provides practical applications for Sweden. (BRR)

Published
1982

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