A matter of timing: time use, freedom and influence in school from a pupil perspective.

Autor/inn/en	Nyroos, Mikaela; Rönnberg, Linda; Lundahl, Lisbeth
Titel	A matter of timing: time use, freedom and influence in school from a pupil perspective.
Quelle	In: European educational research journal, 3 (2004) 4, S. 743-758Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2004.3.4.2
Schlagwörter	Interview; Zufriedenheit; Schule; Schulzeit; Schüler; Lernen; Stundenplan; Stundentafel; Unterrichtsmethode; Unterrichtsstil; Unterrichtszeit; Mitbestimmung; Zeit; Zeitbudget; Schweden
Abstract	A weakening of central time regulation has constituted one aspect of the process of decentralisation and deregulation of Swedish education in the last two decades. In 1999 the Parliament decided on an experiment period permitting schools in 79 municipalities to allocate school hours more freely. The article aims at exploring and analysing pupils' experiences of the structuring of contents and work in schools without a national time schedule. Pupils' influence over schoolwork, and their individual responsibility and freedom to plan and use time are focused on. Thirty-one pupils, aged 14-15 years, were interviewed. They come from three comprehensive schools ranging from a strongly classified curriculum and teacher work to a curriculum characterised by a high degree of cross-disciplinary teaching and teacher teamwork. All three schools, to varying extent, have scheduled 'open lessons', when pupils choose content and activity. The majority of pupils appreciate having a responsibility and freedom to plan their own learning, but argue that they are generally not allowed to participate in decisions about teaching and learning. This is particularly the case in subject lessons, which are still mainly controlled by the teachers. The pupils prefer varied forms of teaching and learning and express a need for freedom as well as guidance and structure. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/2