Lisa Fohlins forsksning syftar till att belysa viktiga faktorer för hållbar implementering av pedagogiska insatser i svenska skolor.

Med både kvantitativa och kvalitativa metoder syftar Lisas forskningsprojekt till att undersöka upplevda faktorer som hindrar eller stärker deltagande i pedagogiska utvecklingsprojekt hos personal i förskoleklass och grundskola.

Ramverket Theoretical Domains Framework (TDF) används för att identifiera faktorer som har visat sig vara viktiga för implementering. TDF används som dataanalysramverk för kvalitativa gruppintervjuer (studie ett ) samt som bakomliggande ramverket för enkäten DIBQs (studie två). I studie tre undersöks faktorerna upplevd kollektiv lärarkompetens (Collective teacher efficacy) och attituder till inkludering.

Publicationer

Fohlin, L., Sedem, M., & Allodi, M. W. (2021). Teachers’ experiences of facilitators and barriers to implement theme-based cooperative learning in a Swedish context. Frontiers in Education, 6, 663846. https://doi.org/10.3389/feduc.2021.663846

Fohlin, L., Westling Allodi, M., Sedem, M., & Karlberg, M. (2023). School staff’s perceptions of implementing the Inclusive Behavioural Support in Schools framework in Swedish. Scandinavian Journal of Educational Research. http://doi.org/10.1080/00313831.2023.2287437

Fohlin, L., Westling Allodi, M., & Sedem, M. (2024) Collective teacher efficacy and its relaitionship to attitudes to inclusion of students with special educational needs in Sweden. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2024.2380592

Huvudhandledare: Professor Mara Westling Allodi (Specialpedagogiska inst., Stockholms univ.)
Handledare: Universitetslektor Mina Sedem (Specialpedagogiska inst., Stockholms univ.)

I urval från Stockholms universitets publikationsdatabas

• Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context

  2021. Lisa Fohlin, Mina Sedem, Mara Westling Allodi. Frontiers in Education 6

  Artikel

  Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers (N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framework (TDF) was used to identify and analyze barriers and facilitators throughout the project. The importance of organizational investment, collegial connection and collaboration, the pedagogical fit of the EBP, and plans for long-term change were highlighted as beneficial factors for successful implementation in this case study.

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• School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools

  2023. Lisa Fohlin (et al.). Scandinavian Journal of Educational Research

  Artikel

  The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we tested a 3-factor model (capability, opportunity, motivation) corresponding to the Theoretical Domain Framework and the COM-B system. Measurement of motivation was suboptimal, but a 2-factor model exclusively retaining capability and opportunity had fair fit. The questionnaire showed overall fair internal structure evidence. Facilitators related primarily to motivation, whereas potential barriers related to capability, opportunity, and motivation. Teachers working in early school years perceived higher opportunity and capability than teachers working in later school years. School staff in the implementation team perceived higher opportunity than other school staff. The DIBQ-S could support school implementations by ensuring that the process feels coherent, manageable, and meaningful for frontline implementers. 

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• Collective teacher efficacy and its relationship to attitudes to inclusion of students with special educational needs in Sweden

  2024. Lisa Fohlin, Mara Westling Allodi, Mina Sedem. European Journal of Special Needs Education, 1-16

  Artikel

  This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The teachers answered the two questionnaires: The Teacher Attitudes to Inclusion Scale Swedish version (TAIS-Sw) and the Collective Teacher Efficacy Scale (CTES). The questionnaires were analysed and adapted to fit the sample adequately. This exploration identified a three-factor model for TAIS-Sw that is suitable for the data. The three latent variables related to classroom management, perception of the positive effects of inclusion for all students, and objections towards segregated special education. For CTES, a two-factor model showed a good fit for the data. The latent variables were related to aspects of teachers’ competence, including belief in competency and skills to teach all students. The questionnaires identified positive expressions of collective teacher efficacy but more hesitant attitudes to inclusion. Structural equation modelling was used to investigate the relationship between the constructs of collective teacher efficacy and attitudes to inclusion, revealing a small positive relationship. Further investigations could help identify factors supporting successful inclusive practices.

  Läs mer om Collective teacher efficacy and its relationship to attitudes to inclusion of students with special educational needs in Sweden

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