Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner

Autor/inn/en	Prøitz, Tine S.; Nordin, Andreas
Titel	Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 5, S.645-660 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prøitz, Tine S.) ORCID (Nordin, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1595717
Schlagwörter	Outcomes of Education; Educational Policy; Learning Processes; Educational Philosophy; Teaching Methods; Cross Cultural Studies; Policy Analysis; Educational Change; Government Publications; Foreign Countries; Accountability; Administrative Organization; Municipalities; School Districts; Kindergarten; Elementary Secondary Education; Norway; Sweden + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Politikfeldanalyse; Bildungsreform; Ausland; Verantwortung; Magistrat; School district; Schulbezirk; Norwegen; Schweden
Abstract	Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as scientific management. Calls have been made to reconsider alternative interpretations of learning outcomes and a renewal of older perspectives on learning outcomes such as in Eisner's works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner's framing of teaching and learning. Analysing policy developments and the introduction of learning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01