Bettina Vogt
Senior lecturerI am a member of the SITE research group (Studies in Curriculum, Teaching and Evaluation). My main research interests are about assessment and grading in different contexts; critical perspectives on justice and equivalence in relation to education; as well as comparative education with a focus on context-sensitive comparisons, and the methodological and methodical questions related to this.
Currently, I am involved in a research project financed by the Swedish Research Council "Exploring the elusive teaching gap – equity and knowledge segregation in teaching processes".
In my doctoral thesis, I compared German and Swedish pupils' conceptions regarding "just" assessment in school. The study combined a context-sensitive comparative approach with a theory generating approach, the Grounded Theory Methodology. The project has been a part of a cooperation project with the Centre for Comparative and International Education at Humboldt University in Berlin.
I am also responsible for and teach in courses on assessment and grading within the teacher programmes for primary, lower and upper secondary level. In addition, I also teach in courses on curriculum theory and didactics. Moreover, I work with the supervision and examination of students theses; different forms of contract education related to my research expertise etc.
I am an editor and editorial secretary for the peer-reviewed Swedish journal "Pedagogisk forskning i Sverige".
Commissions
- Editor and editorial secretary of the peer-reviewed journal Pedagogisk forsning i Sverige (Education research in Sweden)
- Reviewer for peer-reviewed journals
- Chairperson of the doctoral board of SWERA (Swedish Education Research Association) (2016-2017)
My research groups and projects
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Studies in Curriculum, Teaching and Evaluation (SITE) The Linnaeus-SITE research group incorporates longstanding and inter-related strands of inquiry within the field Pedagogy and Educational Science.
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Project: Exploring the elusive teaching gap – equity and knowledge segregation in teaching processes This project examines the factors that affect knowledge segregation in school beyond the…
Publications
Article in journal (Refereed)
- Falkenberg, K., Vogt, B., Waldow, F. (2017). Ständig geprüft oder kontinuierlich unterstützt? Schulische Leistungsbeurteilung in Schweden zwischen formativem Anspruch und summativer Notwendigkeit : [Constant examination or continuous support? Assessment practices in Sweden between formative aspiration and summative necessity]. Zeitschrift für Pädagogik. 63. 317-333.
- Falkenberg, K., Vogt, B., Waldow, F. (2015). Bildungsmarkt in Bullerbü : Zur aktuellen Debatte über die "Schulkrise“ in Schweden.. Die Deutsche Schule (DDS). 107. 104-118.
Conference paper (Refereed)
- Wahlström, N., Vogt, B., Adolfsson, C. (2019). Making Social Studies in Standards-Based Curricula. Presented at ECER 2019.
- Vogt, B. (2018). Assessing assessment: Students’ conceptions of justice in relation to assessment in Germany and Sweden. Presented at CIES 2018.
- Vogt, B. (2018). Das Beurteilen der Beurteilung - Gerechtigkeitsüberzeugungen von SchülerInnen in Schweden und Deutschland zur schulischen Leistungsbeurteilung. .
- Vogt, B. (2016). ´Aber ich hab´ mich doch so angestrengt´ : Zum Zusammenhang von Anstrengung und gerechter Leistungsbeurteilung aus SchülerInnensicht. DGfE-Kongress 2016. Räume für Bildung. Räume der Bildung. Kassel, Germany, 13 - 16 March, 2016.
- Vogt, B. (2015). Just assessment in school : Pupils´ conceptions in Sweden and Germany. Patterns of interactional justice.. ECER 2015, Education and Transition. Contributions from Educational Research, Network: 7. Social Injustice and Intercultural Education.
- Vogt, B. (2015). Just assessment in school : Pupils´ conceptions in Sweden and Germany.. Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015.
- Vogt, B., Waldow, F., Falkenberg, K., Oehme, F. (2014). Unterschiedliche Welten der Meritokratie? : Schulische Leistungsbeurteilung und Gerechtigkeit in Deutschland, Schweden und England.. .
- Waldow, F., Falkenberg, K., Oehme, F., Vogt, B. (2013). Escalating Comparative Complexity : Using a Grounded Theory Methodology in International Comparisons. ECER, Creativity and Innovation in Educational Research 2013 : Network 23. Policy Studies and Politics of Education.
- Vogt, B., Waldow, F., Falkenberg, K., Oehme, F. (2012). Unterschiedliche Welten der Meritokratie? : Schulische Leistungsbeurteilung und Verteilungsgerechtigkeit in Deutschland, Schweden und England im Zeitalter der „standards-based reform".. .
Chapter in book (Other academic)
- Wahlström, N., Alvunger, D., Schmidt, C., Sundberg, D., Vogt, B. (2019). Coding scheme for analysing classroom discourse and conceptualisations of knowledge. Classroom research : Methodology, categories and coding. Växjö, Linnaeus University Press. 39-43.
- Vogt, B. (2019). The presence of assessment in classroom activities : Heuristic conceptualisations for classroom research. Classroom research– Methodology, categories and coding. Växjö/Kalmar, Linnaeus University Press. 31-38.
- Vogt, B., Falkenberg, K., Waldow, F. (2017). Effizienz durch Vermarktlichung? : Zur Entwicklung und den Konsequenzen der Einführung von Bildungsmärkten am Beispiel Schwedens.. Ökonomisierung von Schule : Aktuelle Transformationen des schulischen Feldes in nationaler und internationaler Perspektive. Weinheim, Juventa Verlag.
Doctoral thesis, monograph (Other academic)
- Vogt, B. (2017). Just assessment in school : - a context-sensitive comparative study of pupils' conceptions in Sweden and Germany. Doctoral Thesis. Växjö, Linnaeus University Press. 370.
Conference paper (Other academic)
- Wahlström, N., Vogt, B., Adolfsson, C. (2019). How to express knowledge: Knowledge concepts for measurement in Swedish curriculum. NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden : Abstract Book 2019-03-06.
- Vogt, B. (2017). Calculated justice? Swedish and German pupils´ justice conceptions regarding grading between arithmetic logic and qualitative complexity. .