Daniel Sundberg

My research examines how educational reforms are inscribed in social and cultural changes historically and presently. In focus of the research I am involved in is the institutional practice of teaching and learning primarily in compulsory schooling. What counts as knowledge in school? How is the selection of content legitimated? How are teaching and learning organized in educational settings and why?

Teaching

Teacher education, 2002-

Pedagogy, graduate level, 2001-

Pedagogy, advanced level 2004-

Pedagogy, post-graduate level, 2006-

Research

Main research areas: Education policy, education reforms, Curriculum studies, Didaktik, Teaching, Education reforms, Education as a science, Research Reviews

Commissions

- General editor for the research journal, Educational Research in Sweden, 2018-

- Member of the expert evaluation group of the Swedish National Agency for Higher Education (Högskoleverket) for the evaluation of the Educational sciences (Pedagogik), 2004-2005, 2007, 2011-2012 and vice chairman 2013-2015.

- Project leader of the TOP-project, researching and evaluating the national curriculum reform ”Without a national timetable in the Swedish compulsory school”, The Swedish Ministry of Education, 1999-2005.

- Head of the third Nordic Research Conference on Curriculum theory, september, 2009 (2005 Uppsala University: Ulf P Lundgren, 2007 Örebro University: Tomas Englund).

- Expert in the Government Commission “The State investigation on improved results in the compulsory school” (U 2012:04)

- Expert (togheter with PhD Jan Håkansson) for the Swedish part in the OECD/CERI:s international research project ”Innovative Learning Environments”, (ILE, 2011-)

- Member of the Norwegian Government School Commission NOU 2014: 7 Pupil`s learning in the School for the Future, 2013-2015

My research groups and projects

Publications

Article in journal (Refereed)

Nordin, A., Sundberg, D. (2018). Exploring Curriculum Change Using Discursive Institutionalism : A Conceptual Framework. Journal of Curriculum Studies. 50. 820-835.
Forsberg, E., Sundberg, D. (2018). Formeringen av det pedagogiska kunskapsområdet : mot ett forskningsprogram. Pedagogisk forskning i Sverige. 23. 1-16.
Wahlström, N., Sundberg, D. (2018). Discursive institutionalism : towards a framework for analysing the relation between policy and curriculum. Journal of education policy. 33. 163-183.
Adolfsson, C., Sundberg, D. (2018). Att forskningsbasera den svenska skolan : Policyinitiativ under 25 år. Pedagogisk forskning i Sverige. 23. 39-63.
Alvunger, D., Sundberg, D., Wahlström, N. (2017). Teachers Matter - But How? : Introduction. Journal of Curriculum Studies. 49. 1-6.
Lilliedahl, J., Sundberg, D., Wahlström, N. (2016). Teoribaserad utvärdering som svar på det tidiga 2000-talets frågor om utbildningsreformer. Pedagogisk forskning i Sverige. 21. 9-29.
Nordin, A., Sundberg, D. (2016). Travelling concepts in national curriculum policy-making : The example of competencies. European Educational Research Journal (online). 15. 314-328.
Sundberg, D., Wahlström, N. (2012). Standards-based Curricula in a Denationalised Conception of Education : the Case of Sweden. European Educational Research Journal (online). 11. 342-356.
Lund, S., Sundberg, D. (2012). Kunskaper för en ny tid : Pedagogisk kritik av samtidens kunskapspraktiker. Utbildning och Demokrati. 21. 5-14.
Sundberg, D. (2007). Pedagogikämnet i ett förändrat akademiskt landskap : - Pågående reformer, institutionella ämnesmiljöer och disciplinformering i Sverige. Studies in Educational Policy and Educational Philosophy. 4.
Sundberg, D. (2007). From 'Pedagogik' to educational sciences? : Higher education reform, institutional settings and disciplinary formations of educational science in Sweden. European Educational Research Journal (online). 6. 393-410.

Conference paper (Refereed)

Sundberg, D., Nordin, A. (2019). Hybrid competences in Swedish curriculum policy making. Presented at CIES 2019.
Tahirsylaj, A., Sundberg, D. (2019). From Competence-Based Curriculum Policy to Implementation to Assessment of Key Competences : A Systematic Review 1997-2017. Presented at ECER 2019.
Sundberg, D., Román, H. (2019). High impact research reviews on teaching : Comparing dominating knowledge traditions over four decades. NERA 2019 : Abstract book 2019-03-06. 838-838.
Sundberg, D., Wahlström, N. (2019). Exploring the elusive teaching gap : Equity and knowldege segregation in teaching processes. .
Adolfsson, C., Sundberg, D., Forsberg, E. (2018). Evidently, the Broker is the New Whiz-kid at the Education agora. .
Sundberg, D., Nordin, A. (2018). Reframing Curriculum Change : The Potentials of Discursive Institutionalism in Globalised Education. Symposium: Comparative curriculum studies: discursive institutionalism, curriculum and educational leadership.
Tahirsylaj, A., Sundberg, D. (2018). Competence-based Education Studies in Primary and Secondary Education : A Systematic Review 1997-2017. .
Adolfsson, C., Sundberg, E., Sundberg, D. (2018). Evidently, the Broker is the New Whiz-Kid at the Education Agora. NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges : Abstracts. 106.
Nordin, A., Uljens, M., Hardy, I., Sivesind, K., Wahlström, N., et al. (2018). Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism. .
Román, H., Sundberg, D., Hirsh, Å., Nilholm, C., Forsberg, E. (2018). Mapping And Exploring High Impact Research Reviews On Teaching. .
Román, H., Sundberg, D., Hirsh, Å. (2018). Mapping reviews on teaching : a preliminary inventory. Presented at NERA2108.
Tahirsylaj, A., Sundberg, D. (2018). Curriculum Implementation and Assessment of Key Competences within Competence-based Education Approaches : A Systematic Review 1997-2017. . 314-315.
Sundberg, D. (2017). Curriculum Standardization : Exploring Swedish Teachers and Classrooms in an Era of Intense Policy Pressures. .
Sundberg, D. (2017). En standardiserande läroplan? : Klassrumsanalyser av undervisningsrepertoarer efter Lgr11. .
Wahlström, N., Sundberg, D. (2017). Local authorities : Independent policy players in education reforms?. .
Wahlström, N., Sundberg, D. (2017). Local authorities – independent policy players in education reforms?. .
Sundberg, D. (2017). The Recontextualisation of Curriculum Performance Standards : Exploring Swedish Classrooms.. .
Sundberg, D., Wahlström, N. (2017). Using Discursive Institutionalism for analysing the relation between policy and curriculum. Presented at The ECER Conference, Copenhagen, March 23-25, 2017, Network: 23. Policy Studies and Politics of Education.
Nordin, A., Sundberg, D. (2017). Exploring curriculum change using discursive institutionalism : methodological considerations. Presented at ECER 2017, Copenhagen.
Sundberg, D. (2017). The Transnational Wave of Curriculum Standardization : Swedish Classrooms as a Case Study. Presented at ECER 2017, Copenhagen.
Wahlström, N., Sundberg, D. (2016). Exploring Mixed Methods Designs in Theory-Based Evaluations of Educational Reforms. Presented at: AERA 2016 Annual Meeting, Washington, April 8-12.
Sundberg, D., Wahlström, N. (2016). Exploring transnational standards-based curricula in classroom settings : the Swedish case. ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, August 22-26, 2016.
Håkansson, J., Adolfsson, C., Sundberg, D. (2015). Building School Improvement Capacity and Learning Capital : A Swedish Case Study. Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, September 7-11.
Sundberg, D., Wahlström, N. (2015). Curriculum change in Sweden : A theory-based evaluation of the Swedish curriculum, Lgr11. Abstract book. NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association, Marketisation and Differentiation in Education, Gothenburg, March 4-6, 2015..
Sundberg, D., Wahlström, N. (2014). The last frontier of standards-based curriculum reforms : Exploring Swedish teachers under performativity pressures. ECER 2014 "The Past, the Present and Future of Educational Research in Europe" : Network:23. Policy Studies and Politics of Education.
Nordin, A., Sundberg, D. (2014). The transnational policy quest for competencies : Discursive shifts in recent Swedish curriculum reforms. AERA Online Paper Repository.
Sundberg, D., Håkansson, J., Adolfsson, C. (2013). The Recontextualisation of Curriculum Reform : Local Curriculum Innovation Under the Accountability Regime of the New Swedish Curriculum, Lgr11. ECER 2013, Creativity and Innovation in Educational Research : Network: 03. Curriculum Innovation.
Sundberg, D. (2012). The recontextualisation of Knowledge in Standards-based-reforms : the ongoing curriculum reform (Lgr11) in Sweden. Curriculum Reshuffling : Nordic Perspectives.
Sundberg, D., Nordin, A. (2012). Re-visiting the Content Oriented Curriculum : European Policy Discourses Reconceptualised in Swedish Comprehensive School Reform. .
Sundberg, D., Wahlström, N. (2012). Standards-based Curricula in a Denationalised Conception of Education : the Case of Sweden. ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All : Network: 23. Policy Studies and Politics of Education.
Sundberg, D. (2011). Processes of borrowing in education and its sciences : – transnational and historical perspectives. Educational Research in Europe.
Sundberg, D. (2011). Standards-Based Reforms and the politics of Knowledge : The ongoing curriculum reform (Lgr11) in Sweden.
Sundberg, D. (2010). The question of validity claims in educational research after the linguistic turn.
Håkansson, J., Sundberg, D. (2010). Research reviews and knowledge politics: : The representation and construction of the international research field on teaching and learning 1990-2009. ECER 2010: Education and Cultural Change : Network: 23. Policy Studies and Politics of Education.
Sundberg, D. (2009). Vad räknas som kunskap i skolan? : ett bidrag till rekonstruktionen av en kritiskt tolkande läroplansteori.
Sundberg, D. (2009). Knowledge reviews as an emergent key link between the world of educational research and politics? : The Swedish case.
Sundberg, D. (2008). Den svenska högskolereformen: : Läroplansteoretiska perspektiv på nya kunskapsregimer i högre utbildning, särskilt lärarutbildning.
Sundberg, D. (2007). Pedagogikämnet i ett förändrat akademiskt landskap : - Pågående reformer, institutionella ämnesmiljöer och disciplinformering i Sverige. .
Sundberg, D. (2007). Läroplansteori efter den språkliga vändningen : Några ansatser inom den samtida pedagogiska och didaktiska teoribildningen.
Sundberg, D. (2007). Farväl till Humboldt? : Forskarutbildningens utmaningar i reformtider.
Sundberg, D. (2006). Forskningssamverkan i policy och praktik : mot en integrativ modell på utbildnings- och skolområdet.
Sundberg, D. (2004). A new politics of time in school? : Socio-political trajectories of the national timetable in the Swedish compulsory school. Symposia: New times? : Perspectives on the ongoing swedish reform ”Without a national timetable for Compulsory schoo.
Sundberg, D. (2002). Discourses of educational reform : some comparative reflections on processes of restructuring and curriculum change in Sweden, Norway and England.
Sundberg, D. (2002). The reconstruction of educational systems in the expanded Europe : comparisons between curriculum changes in Sweden, Norway and England.
Sundberg, D. (2001). Pedagogizing discourse : perspectives on discourse analysis of pedagogical policy and practice.
Sundberg, D. (2001). Discourse theories in Swedish educational research : a provisional outline and some critical remarks.
Sundberg, D., Stigmar, M. (2001). Teachers as reflective learners. Learner-Centered Universities for the New Millenium.

Chapter in book (Refereed)

Sundberg, D. (2019). Three Waves of Education Standardisation : How the curriculum changed from a matter of concern to a matter of fact. New Practices of Comparison, Quantification and Expertise in Education : Conducting Empirically Based Research. London, Routledge. 50-65.
Adolfsson, C., Forsberg, E., Sundberg, D. (2019). Evidently, the Broker Appears as the New Whizz-kid on the Educational Agora. New Practices of Comparison, Quantification and Expertise in Education : conducting empirically based research. Abingdon, Oxon, Routledge. 99-110.
Adolfsson, C., Forsberg, E., Sundberg, D. (2018). När evidensrörelsen kom till den svenska skolan. Den evidensbaserade skolan : Svensk skola i skärningspunkten mellan forskning och praktik. Stockholm, Natur och kultur. 71-99.
Nordin, A., Sundberg, D. (2014). Introduction: The making and governing of knowledge in the education policy field. Transnational policy Flows in European Education : the making and governing of knowledge in the education policy field. Oxford, Symposium Books.
Sundberg, D. (2011). Läroplansteori – några samtida utvecklingslinjer. Vad räknas som kunskap? : Läroplansteoretiska utblickar och inblickar i lärarutbildning och skola. Stockholm, Liber.
Sundberg, D., Englund, T., Forsberg, E. (2011). Introduktion - vad räknas som kunskap i skolan?. Vad räknas som kunskap? : Läroplansteoretiska utblickar och inblickar i lärarutbildning och skola. Stockholm, Liber.

Report (Refereed)

Wahlström, N., Sundberg, D. (2017). Kommuner som aktörer i utbildningsreformer : implementeringen av läroplansreformen Lgr 11. Uppsala, Institutet för arbetsmarknads- och utbildningspolitisk utvärdering. 77.
Wahlström, N., Sundberg, D. (2015). Theory-based evaluation of the curriculum Lgr 11. Uppsala, The Institute for Evaluation of Labour Market and Education Policy (IFAU). 85.

Collection (editor) (Refereed)

Wahlström, N., Alvunger, D., Sundberg, D. (2018). Teachers matter - but how?. Abingdon, Oxon, Routledge. 114.
Nordin, A., Sundberg, D. (2014). Transnational policy flows in European education : The making and governing of knowledge in the education policy field. Oxford, Symposium Books. 240.
Lund, S., Sundberg, D. (2012). Utbildning & Demokrati : Kunskaper för en ny tid. Örebro, Örebro universitet. 124.

Article, book review (Refereed)

Sundberg, D., Håkansson, J., Gustafsson, J., Román, H., Yang, K., et al. (2010). Kritik med problem: Kommentar till Mikael Gilljam och Mikael Persson. Pedagogisk forskning i Sverige. 15. 288-295.

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.
Sundberg, D. (2019). Understanding classroom discourses : Methodological aspects of empirical curriculum and teaching studies in classrooms. Classroom research– Methodology, categories and coding. Växjö/Kalmar, Linnaeus University Press. 9-15.
Wahlström, N., Sundberg, D. (2018). Transnational curriculum standards, curriculum reforms and classroom practices – an introduction.. Transnational curriculum standards and classroom practices : The new meaning of teaching. London, Routledge. 1-14.
Sundberg, D. (2018). Curriculum Standardisation : What Does It Mean for Classroom Teaching and Assessment Practices?. Transnational curriculum standards and classroom practices : The new meaning of teaching. London, Routledge. 116-132.
Sundberg, D., Wahlström, N. (2018). From transnational curriculum standards to classroom practices : the new meaning of teaching. Transnational curriculum standards and classroom practices : The new meaning of teaching. London, Routledge. 133-150.
Höstfält, G., Sundberg, D., Wahlström, N. (2018). The Recontextualisation of Policy Messages : The Local Authority as a Policy Actor. Transnational curriculum standards and classroom practices : The new meaning of teaching. London, Routledge. 67-82.
Krantz, J., Sundberg, D. (2018). Förord. Att leda lärande : En vänbok till Per Gerrevall. Växjö/Kalmar, Linnaeus University Press. 3-6.
Sundberg, D. (2018). Lärande i framtidens skola : ämneskunskaper, kompetenser eller bildning?. Att leda lärande : En vänbok till Per Gerrevall. Växjö/Kalmar, Linnaeus University Press. 193-210.
Sundberg, D. (2018). Pedagogik som vetenskap. Pedagogik som vetenskap : En inbjudan. Malmö, Gleerups Utbildning AB. 11-26.
Sundberg, D. (2018). Mapping and tracing transnational curricula in classrooms : the mixed-methods approach. Transnational Curriculum Standards and Classroom Practices : The New Meaning of Teaching. London, Routledge. 48-66.
Sundberg, D., Wahlström, N. (2016). Den svenska läroplansutvecklingen : Begrepp och tendenser. Att ta utbildningens komplexitet på allvar : En vänskrift till Eva Forsberg. Uppsala, Uppsala universitet. 271-284.
Sundberg, D. (2015). Läroplansmodeller i den svenska läroplansutvecklingen. Läroplansteori och didaktik. Malmö, Gleerups Utbildning AB. 71-96.
Sundberg, D. (2011). Forskarutbildningsreformernas dilemma. Vänbok. Växjö, Linnaeus University Press.
Sundberg, D., Håkansson, J. (2009). Skolans inre arbete och skolans resultat. Vad påverkar resultaten i svensk grundskola? : kunskapsöversikt om betydelsen av olika faktorer. Stockholm, Skolverket. 207-258.
Sundberg, D. (2008). Det svenska skolsystemets omstrukturering : styrningsdiskurser och reformrörelser sedan 1990-talet. Att tolka pedagogikens språk : - diskurser och perspektiv. Växjö University Press.
Sundberg, D., Håkansson, J. (2007). Forskningssamverkan i policy och praktik : mot en integrativ modell på utbildnings- och skolområdet.. Integrativ didaktik i olika ämnesperspektiv. Växjö, Växjö university press.
Sundberg, D. (2005). Timplanereformen i ett implementeringsperspektiv. Utan timplan : - forskning och utvärdering. Stockholm, Fritzes. 11-27.
Sundberg, D. (2003). The politics of time in educational restructuring. Democratic education : – ethnographic challenges.. London, Tufnell Press.

Doctoral thesis, monograph (Other academic)

Sundberg, D. (2005). Skolreformernas dilemman : En läroplansteoretisk studie av kampen om tid i den svenska obligatoriska skolan. Doctoral Thesis.

Report (Other academic)

Wahlström, N., Sundberg, D. (2015). En teoribaserad utvärdering av läroplanen Lgr 11. Uppsala, Institutet för arbetsmarknads- och utbildningspolitisk utvärdering. 24.
Sundberg, D., Håkansson, J. (2015). Utbildningsvetenskaplig forskning i utbildningspolitiken : en analys av olika modeller för mediering. Stockholm, Vetenskapsrådet. 38.
Sundberg, D., Adolfsson, C. (2015). Att forskningsbasera skolan : En analys av utbildningspolitiska frågeställningar och initiativ över en 20 års period, delrapport från SKOLFORSK-projektet. Stockholm, Vetenskapsrådet. 33.
Adolfsson, C., Håkansson, J., Sundberg, D., Karlsdotter, A. (2014). Lärande skolor och förskolor i Kalmar kommun : Forskning och lokalt skolutvecklingsarbete i samspel - En delrapport. Kalmar, Växjö, Linnéuniversitetet. 48.
Håkansson, J., Sundberg, D. (2012). Skolförbättringsarbete : förutsättningar, strategier och resultat i pilotprojekt 2010-2012, Linnéregionen. 53.
Sundberg, D., Håkansson, J., Adolfsson, C. (2011). Innovative leaning environments : a case study of entrepreneurial learning in the Swedish primary school. 20.
Sundberg, D. (2009). Det utbildningsvetenskapliga fältets formering : ett diskussionunderlag inför Linnéuniversitetet.
Sundberg, D. (2009). Policyrelevanta kunskapsöversikter inom utbildningsområdet : - en analys och kartläggning. Stockholm, Utbildningsdepartementet.
Sundberg, D. (2008). Forskarutbildningar inom det pedagogiska/utbildningsvetenskapliga området : En kort historik och några samtida utvecklingstendenser.
Sundberg, D. (2006). Farväl till Humboldt? En probleminventering och några resultat av 1998 års forskarutbildningsreform: exemplet pedagogik/utbildningsvetenskap.
Sundberg, D. (2005). Sundberg, D & Sigurdsson, B. En reform i tiden : - Slutrapport från TOP- projektets forskning kring försöksverksamheten utan timplan i grundskolan.
Lund, S., Sundberg, D. (2004). Pedagogik och diskursanalys : Metodologiska orienteringsförsök på ett framväxande forskningsfält. Institutionen för pedagogik, Växjö universitet. 59.
Sundberg, D. (2003). Delrapport vt-03 från TOP-projektet kring reformen ”Utan timplan – med oförändrat uppdrag”.
Sundberg, D. (2003). En ny tidspolitik i skolan? : Om tidsstyrning och timplaner i den svenska grundskolan..
Sundberg, D. (2001). TOP-projektet : – ett forskningsprojekt i samverkan mellan Växjö universitet och Karlshamn, Karlskrona, Vetlanda och Värnamo kommun kring försöksverksamheten ”Utan timplan i grundskolan”..
Sundberg, D. (2000). Sundberg, D. I: Aronsson, P., Gereevall, P. & Larsson, E. (red.). Att resa i tiden : - mål och medel i mötet mellan museum, skola och elever..
Sundberg, D. (2000). Den gemensamma skolan : - inkludering i teori och praktik..

Collection (editor) (Other academic)

Wahlström, N., Sundberg, D. (2018). Transnational curriculum standards and classroom practices : The new meaning of teaching. London, Routledge. 154.
Krantz, J., Sundberg, D. (2018). Att leda lärande : En vänbok till Per Gerrevall. Kalmar, Växjö, Linnaeus University Press. 271.

Other (Other academic)

Nordin, A., Sundberg, D. (2012). Re-visiting the content oriented curriculum : European policy discourses reconceptualised in Swedish comprehensive school reform.

Article, book review (Other academic)

Sundberg, D. (2010). Review "Ökonomische strukturzyklen und internationale diskurskonjunkturen: Zur entwicklung der schwedischen bildungsprogrammatik, 1930-2000" by Florian Waldow : The politics of education, economy and international educational trends in Sweden 1930-2000. Paedagogica Historica - International journal of the History of Education. 46. 541-553.

Manuscript (preprint) (Other academic)

Chapter in book (Other (popular science, discussion, etc.))

Sundberg, D. (2015). Didaktisk analys och praktiskt läroplansarbete : Ett exempel. Läroplansteori och didaktik. Malmö, Gleerups Utbildning AB. 167-174.