Professor vid Högskolan Dalarna. Excellent lärare, Ma/No lärare, specialpedagog och synrådgivare.
Joined June 2012
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I am very grateful to all the co-authors of this piece. It is core to embrace a diversity of perspectives and research paradigms as a resource for elaborating and expanding research. Especially in a time when academic freedom and inclusion are threatened.
tandfonline.com/doi/full/10.…
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I just started a Bluesky account. I might be (even) less often seen at X, FB and Instagram in the future. Lets see if it works for me, Do not want to use Meta or X. Google and Snapchat is harder to avoid for me. I am all for Diversity, Inclusion and Equity bsky.app/profile/an1bagger.b…
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Our new article on Mandatory assessment with 6-year-odla in mathematics: The fabrication of special education mathematics students as knowers through mandatory assessment in preschool class tandfonline.com/doi/full/10.…
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Pedagog Örebro gör fina inslag i ”månadens forskare”. Jag fick möjlighet att se tillbaka på och resonera kring mitt avhandlingsprojekt, i backspegeln. Men också nyare forskning om bedömning som tillkommit @Pedagogorebro pedagog.orebro.se/pedagogore…
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I am proud to be part of this book on ethical dimensions of mathematics education ed. Paul Ernest. A topic needed more than ever. Mine is on assessment, ethics and teachers professional judgement link.springer.com/chapter/10… Book launch 4/9 Register here: cppi.me/events
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Open access on mandatory assessment in mathematics for preschool-class children (aged six)
Care for the learning of mathematics – put to the test tandfonline.com/doi/full/10.…
Anette Bagger retweeted
My study on Assessment for Inclusion has found a home in the latest issue of @TeachinginHE! The article is in good company with other excellent papers on assessment. How could we rethink inclusive assessment beyond accommodations and Universal Design? tandfonline.com/doi/full/10.…
The new @TeachinginHE issue is out! Volume 29, Issue 4 is now available here:
tandfonline.com/toc/cthe20/2…
16 articles, one Points of Departure piece! ✏️
#HigherEd #HigherEducation #LTHEchat #AcademicTwitter #AcademicChatter
Anette Bagger retweeted
Gunnlaugur Magnússon: Gör inte inkluderingen till syndabock skolaochsamhalle.se/flode/sk… via @
Open access: Jonny Wåger and my article on how teaching content is privileged or not. Children’s rights and sustainability are highly absent. Didactic dimensions of teaching content for and with students with intellectual disabilities (ID)tandfonline.com/doi/full/10.…
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A really interesting start of the Access Maths project, at Trinity College and at a school in Kilkenny, the Swedish team of teachers, the coordinator and researcher were very inspired. Thanks for excellent hosting @accessmathstcd kramfors.se/nyheter/nyheter/…
Open access: Ethical dilemmas and professional judgment as a pathway to inclusion and equity in mathematics teaching | ZDM – Mathematics Education link.springer.com/article/10…
Läraren Emma Holmström som jag arbetat med i ett EU-projekt om läromedel (ITM) har utvecklat ett verktyg för inkluderande matematik. Digitalt, interaktivt och varierat. Bra jobbat, hoppas det kommer en version på engelska och andra språk med framöver. diggalikamed.se/
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I am proud that our Policy analysis article on inclusion for students with ID has been published. It sheds light on the changing educational landscape: "Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities": tandfonline.com/doi/full/10.…
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Det varit så roligt och lärorikt att jobba med er på denna policyartikel om elever med IF och inkludering, stort tack för fint samarbete @annisandersson1 och Anne Lillvist vid @malardalen_uni doi.org/10.1080/08856257.202… #inclusion #assessment #policy #education
Anette Bagger retweeted
After years of work, our critical review on student positioning in #MathEd research is out in JRME! 📢
We conduct a discourse analysis of 127 (!) studies on classroom assessment in mathematics, discussing how students are positioned in assessment ⬇️
pubs.nctm.org/view/journals/…
ALT Screenshot of the study with the title: Student Positioning in Mathematics Assessment Research: A Critical Review Abstract: We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015–2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as active agents in their own learning through discourses of empowerment and monitoring. Finally, a discourse of performativity portrays classroom assessment as a way to promote results in large-scale assessments. These five discourses summarize how research produces knowledge about mathematics assessment and, in doing so, positions students as social agents with certain roles and responsibilities. Our review challenges assessment research communities to rethink how students are positioned in mathematics assessment.
Video with subtiles: Listen to Professor Julie Allans lecture on How far we have we come and how far we can we go with inclusion @ProfJulieAllan
oru.se/forskning/forskningsm…
Underskatta?....och vaddå för grund och kvalitet? "Lärarens betydelse för svensk skola går inte att underskatta...Det kräver att lärarutbildningen behöver gå tillbaka till grunderna för att återigen få samma kvalitet som den en gång hade". svd.se/a/mQyX8g/ministrar-la…
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The brilliant, kind and graceful @ProfJulieAllan was conferred as honorary doctor in Örebro this weekend
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Anette Bagger retweeted
Läs min och Amanda Wallins rapport: Könsbias i forskningsfinansieringens bedömningsprocesser - Vetenskapsrådet vr.se/analys/rapporter/vara-…