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Förutsättningar för ett proaktivt arbete i skolan: en systematisk litteraturöversikt av den proaktiva modellen Response to Intervention
Mid Sweden University, Faculty of Science, Technology and Media, Department of Quality Management and Mechanical Engineering.
2018 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Studien syftar till att bidra med ytterligare kunskap om hur vi kan driva kvalitetsförbättringar och därmed öka kundvärdet inom det svenska utbildningssystemet. Studien genomförs med en systematisk litteraturöversikt av artiklar om RTI-modellen. Kategoriseringen sker utifrån Bergman och Klefsjös (2012) hörnstensmodell för offensiv kvalitetsutveckling samt strukturkvalitet som en av kvalitetsdimensionerna i Österbergs (2014) analysmodell för det systematiska kvalitetsarbetet i skolan.

 

Förutsättningarna för att driva kvalitetsförbättringar med hjälp av RTI-modellen går att sammanfatta med; kompetent personal, rätt utrustning för att genomföra och analysera screeningar av eleverna, samt tid och stöd för arbetet. Samtliga värderingar i hörnstensmodellen nämns i artiklarna, vilket gör att vi kan anta att RTI-modellen går att använda för att utveckla kvalitet och skapa kundvärde i skolan.

 

Det krävs även en kultur som värdesätter mätning samt att arbeta med data för att RTI-modellen ska bidra till kvalitetsutveckling. Eftersom det amerikanska skolsystemet, där RTI-modellen hittills tillämpats, är mer resultatinriktat än det svenska kan vi utgå från att det amerikanska systemet är mer gynnsamt för att implementeringen av modellen ska vara framgångsrik.

Abstract [en]

The education system has historically had a reactive rather than a proactive approach to its customers, that is, students' needs and the conditions for achieving the school's goals. A reactive way of working is still the norm, although today we are aware that the effect of reactive improvements is limited. We are in a paradigm shift where the education system seeks to find models that are based on a modern view of quality, which means putting the customer's needs at the center.

 

The aim of the study is to contribute further knowledge of how we can drive quality improvements, thus increasing customer value within the Swedish education system. The study is conducted with a systematic literature review of articles on the model Response to Intervention. Categorization is based on Bergman and Klefsjö (2012) model for quality development based on customer needs and satisfaction, and Österbergs (2014) structural quality dimension.

 

The prerequisites for driving quality improvements using the RTI model can be summarized with; competent staff, the right equipment for carrying out and analyzing screenings of the students, as well as time and support for the work. All the values in the quality management model are mentioned in the articles, which allows us to assume that the RTI model can be used to develop quality and create customer value in the school.

 

It also requires a culture that values measurement and working with data in order for the RTI model to contribute to quality development. Since the US school system, where the RTI model has been applied so far, is more result-oriented than the Swedish, we assume that the US system is more beneficial for the implementation of the model to be successful.

 

Place, publisher, year, edition, pages
2018. , p. 52
Keywords [en]
Proactive, school, education system, Response to Intervention, RTI-model, structural quality dimension, quality development, customer
Keywords [sv]
Proaktiv, skola, utbildningssystem, Response to Intervention, RTI-modellen, strukturkvalitet, offensiv kvalitetsutveckling, hörnstensmodellen, kund
National Category
Reliability and Maintenance
Identifiers
URN: urn:nbn:se:miun:diva-34819Local ID: KA-V18-A1-009OAI: oai:DiVA.org:miun-34819DiVA, id: diva2:1258682
Subject / course
Quality Management and Leadership LO1
Educational program
Master Degree in Quality Management and Leadership TKLEA 60 higher education credits
Supervisors
Examiners
Note

2018-06-27

Available from: 2018-10-25 Created: 2018-10-25

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  • Other locale
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