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  • 1.
    Andersson, Ewa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Who is a successful student from the perspective of university teachers in two departments?2003Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN 0031-3831, Vol. 47, nr 5, s. 543-559Artikel i tidskrift (Refereegranskat)
  • 2.
    Arnesen, Anne-Lise
    et al.
    Högskolen i Östfold, Norge.
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Still Social and Democratic?: Inclusive Education Policies in the Nordic Welfare States2006Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, nr 3, s. 285-300Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, education policy is analysed from a welfare state perspective. The aim is to analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies. Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual. It is concluded that it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance.

  • 3.
    Benerdal, Malin
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Centrum för skolledarutveckling, Centre for Principal Development.
    Westman, Anna-Karin
    Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden.
    Organising for collaboration with schools: experiences from six Swedish universities2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines.

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  • 4. Bergmark, Ulrika
    et al.
    Hansson, Kristina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 3, s. 448-467Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study's aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire. The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given - professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities - a rewarding if complex process.

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  • 5.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    University of Missouri-Columbia.
    Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 38-52Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.

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  • 6.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Kiel University, Kiel, Germany.
    Lindfors, Maria
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 1, s. 54-70Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.

  • 7. Boesen, Jesper
    et al.
    Lithner, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Assessing mathematical competencies: an analysis of Swedish national mathematics tests2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 1, s. 109-124Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies’ interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.

  • 8. Dahlstedt, Magnus
    et al.
    Foultier, Christophe
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Fostering Agents of Change: Governing, Crime Prevention and Teaching for Security2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 3, s. 373-384Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article scrutinises a specific intervention for crime prevention through education, launched in one municipality of Sweden, in regard to how such education is set-up, the motives for initiating such education, and the kind of subject that such education is about to produce. Influenced by Michel Foucault's thought on governing, the article is based on interviews with actors involved in establishing principles for security and carrying out specific interventions at school. The analysis illustrates what could be characterised as a will to activate in the intervention in focus, that is, a particular form of governing mobilising the student's motivation and will to make active choices and active standpoints - in the name of freedom, responsibility, and security.

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  • 9.
    Dyrvold, Anneli
    et al.
    Department of Education, Uppsala university, Uppsala, Sweden.
    Bergvall, Ida
    Department of Education, Uppsala university, Uppsala, Sweden.
    Digital teaching platforms: the use of dynamic functions to express mathematical content2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how seven Swedish digital teaching platforms in mathematics make use of the affordances provided by various modalities and dynamic functions. A model based on social semiotics is used to analyse how dynamic functions are used, whether or not the language is technically oriented, if relational or operational processes are emphasised, and the logic in the text. The analysis focuses on how the dynamic elements in teaching materials are used and potential consequences of their use. The results reveal a tendency to predominantly allocate dynamic and interactive elements to tasks related to theoretical parts and examples, and also that the most common dynamic element, film, has substantial potential to support meaning-making in several respects. For example, a voice-over can easily contribute a personal touch, add further logic to the content, or give an explanation based on an operational process.

  • 10.
    Eklöf, Hanna
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Self-concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a Swedish setting2007Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, nr 3, s. 297-313Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigated whether two summated rating scales used in the Trends in International Mathematics and Science Study (TIMSS 2003), Mathematics Self-Concept (MSC), and Students' Valuing of Mathematics (VoM) seemed appropriate, meaningful, and useful in a Swedish context. The 4,256 Swedish eighth-grade students involved in TIMSS 2003 participated in the study. Items in the TIMSS Student Background Questionnaire asking for motivational beliefs were subjected to item analyses, principal components analyses, and confirmatory factor analyses. Factor scores were saved and regressed on mathematics score. The results indicated that the MSC scale was internally consistent, showed a simple factor structure that fitted the data rather well, and was positively related to mathematics achievement. The VoM scale was unrelated to mathematics score, showed a poor model-data fit, and the items in the scale were rather heterogeneous. The findings are discussed from an expectancy-value perspective and suggestions for researchers performing secondary analyses on TIMSS data are presented.

  • 11.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dovemark, Marianne
    Social justice in Swedish post-16 education?: New preparatory programmes2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 4, s. 570-585Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability.

  • 12.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Necessity or eccentricity: teaching writing in a new media ecology2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 6, s. 865-883Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article concerns how teachers of Mother-Tongue Education (MTE) and pupils in Swedish secondary schools look upon and relate to the keyboard and screen and pen and paper, respectively, for writing in the context of MTE. The results showed that both teachers and pupils found that the computer on one side and the pen and paper on the other circumscribed different writing processes. Paper and pen offered greater resistance when writing than a computer. It was concluded that writing on a computer had been culturally appropriated in the MTE and represented the frame for both teachers and students from which they assessed the advantages and disadvantages of each technology, but also that paper and pen added a value of necessity rather than eccentricity for the pupils, in contrast to the teachers, in order to meet the requirements concerning grammar, longhand, and orthography. 

  • 13.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Punctuated equilibrium: Digital technology in schools’ teaching of the mother tongue (Swedish)2016Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, nr 3, s. 337-358Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with how teachers and pupils in seventh to ninth grade in Sweden look upon and relate to the incorporation of new digital technology in mother tongue education (Swedish). The result shows that both the classification and framing of the subject is being challenged by new technology, but that the awareness of the impact seems to be limited. It is suggested that the development might now be approaching a stage where the gradual change, "evolution", that has taken place through all the invasive "forms of media" that have been added to the teaching environment, will now contribute to a punctuated equilibrium, which will hopefully lead to a new inner stability or homeostasis, in other words a paradigm shift. This, however, requires teachers to appropriate new technology as well as an awareness of its influence on the pedagogical discourse.

  • 14.
    Erixon, Per-Olof
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    ECEC students’ writing trajectories: academic discourse and "Professional Habitus"2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 6, s. 968-983Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.

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  • 15.
    Gillander Gådin, Katja
    et al.
    Department of Health Sciences, Mid Sweden University.
    Weiner, Gaby
    Centre for Educational Sociology, university of Edinburgh.
    Ahlgren, Christina
    Umeå universitet, Medicinska fakulteten, Institutionen för samhällsmedicin och rehabilitering, Sjukgymnastik.
    School health promotion to increase empowerment, gender equality and pupil participation: A focus group study of a Swedish elementary school initiative2013Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 1, s. 54-70Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A school health promotion project was carried out in an elementary school in Sweden where active participation, gender equality, and empowerment were leading principles. The objective of the study was to understand challenges and to identify social processes of importance for such a project. Focus group interviews were conducted with 6 single-sex groups (7–12 year olds) in grade 1–2, grade 3–4, and grade 5–6 on 2 occasions. The analysis used a grounded theory approach. The analysis identified the core category “normalization processes of violence and harassment.” It is argued that school health promotion initiatives need to be aware of normalization processes of violence and, which may be counter-productive to the increase of empowerment and participation among all pupils.

  • 16. Hakvoort, Ilse
    et al.
    Larsson, Kristoffer
    Lundström, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Teachers' Understandings of Emerging Conflicts2020Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, nr 1, s. 37-51Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Scholars in the field of conflict resolution in schools theoretically argued that minor distractions and disturbances are conflicts. In the present study, we refer to them as emerging conflicts. The study has been carried out within the phenomenographic research tradition and used semi-structured interviews. We addressed the professionals – the teachers – who deal with emerging conflicts every day, investigating their different ways of understanding an emerging conflict. The 9 different ways we found make the collective and shared understandings of emerging conflicts visible and form a professional language with which to discuss these kinds of conflicts. These nine could be divided into three groups, the social practice of the classroom, something that stems from outside the classroom, and something that characterises all human interaction. The awareness of the existing understandings could further be discussed in relation to what is actually taught in teacher education in Sweden.

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  • 17.
    Hjärne, Marcus S.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Just Enough Time to Level the Playing Field: Time Adaptation in a College Admission Test2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 6, s. 941-955Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Extended time is a commonly-used test adaptation for standardised high-stakes tests. In this study, extended time provided for test-takers with dyslexia is examined. Data from standard versions of the Swedish Scholastic Aptitude Test (SweSAT) and data from test administrations where extra time is provided was used. Indications are that the standard version of the test is speeded and that the extra time provided improves test results for test-takers with dyslexia. There are, however, no conclusive indications supporting differential speededness due to the extra time. Findings from this study shows the beneficial effects of providing extra time for test-takers with dyslexia, but it does not conclusively disprove that this extra time cause an unfair advantage.

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  • 18.
    Hofverberg, Anders
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael T.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Challenging the Universality of Achievement Goal Models: a Comparison of Two Culturally Distinct Countries2020Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, nr 3, s. 333-354Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Achievement goal theory is one of the most widespread motivation models within education research. Strong empirical support exists for the trichotomous model, comprising mastery-approach, performance-approach, and performance-avoidance goals. However, research also indicate problems with model transferability between contexts. In this study, based on questionnaire data from 4201 students, we use confirmatory factor analysis to compare the factor structures of students’ achievement goals in two culturally distinct countries. Factor structures for Grades 5–11 within the two countries were also compared. Results show that the separation between performance-approach and performance-avoidance goals differs between the two countries, and that this difference is consistent over the grades. Hence, results indicate that the model is not freely transferable between countries. The results are discussed in relation to differences in national culture and other proposed explanations such as age, perceived competence, and questionnaire characteristics.

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  • 19.
    Högberg, Björn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för demografi och åldrandeforskning (CEDAR).
    Academic performance, performance culture, and mental health: an exploration of non-linear relationships using Swedish PISA data2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Higher academic performance is almost universally considered a good thing, and most quantitative studies show that performance is positively, although weakly, related to mental health. Simultaneously, however, qualitative studies consistently find that high-performing students and students attending high-performing schools report high levels of stress and other mental health problems. This study investigates a simple explanation for this puzzle – that the relationship between performance and mental health is not linear and is conditional on the performance culture of the school. Data on almost 5000 Swedish students from the Programme for International Student Assessment were used. The results show that the relationship between performance and mental health is generally not linear and that intermediate-performing boys have the best mental health, while both low- and high-performing girls and boys alike have poorer mental health. Although inconclusive, the results also suggest that low-performing students may be vulnerable to a strong school performance culture.

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  • 20.
    Högberg, Björn
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för demografi och åldrandeforskning (CEDAR).
    Strandh, Mattias
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Temporal trends and inequalities in school-related stress in three cohorts in compulsory school in Sweden2024Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School stress is widespread among students’ worldwide, impacting academic success and mental health. Most research focuses on average stress levels but lacks insights into temporal trends and inequalities. Using repeated longitudinal survey data on 33,000 students in Swedish compulsory school from the Evaluation Through Follow-up (ETF) study, we investigate temporal trends in stress across three cohorts of students (born 1992, 1998, and 2004), with a focus on inequalities by school year, sex, socio-economic status, migration background, school grades, and school difficulties. The results show that (1) stress increased more in year 6 than in year 9 in recent cohorts; (2) stress increased more for girls than for boys; and (3) low school grades and school difficulties have become stronger risk factors for stress. We discuss the findings in the context of recent educational reforms and broader societal trends concerning the role of education for young people’s prospects in life.

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  • 21.
    Johnsson, Mattias
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    “Great location, beautiful surroundings!”: Making sense of information materials intended as guidance for school choice2010Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, nr 2, s. 173-187Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Following international trends during the last decades of the 20th century mechanisms of marketization, freedom of choice, and competition were introduced into the Swedish compulsory school system, thereby transforming it into one of the most de-regularized in the world. The overall aim of the pilot study presented here is to shed light on a phenomenon that has occurred as an effect of the shift in policy—namely on the information or marketing material which is directed from schools to families as guidance for school choice. The primary aim is to generate a conceptual basis for further research into the choice-related communication between schools and families. The information material analyzed consists of three annual volumes of a brochure, produced by the local education office in a middle-sized Swedish city area. Aside from picturing the content in terms of 145 symbolic expressions, sorted into 10 thematic categories, the results show how the material can be understood as made up of emotional imageries that give little guidance but that carry salvation stories on education and learning that have a transformative potential, as it opens up a new space for the governing of institutions and individuals.

  • 22.
    Knekta, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Are all Pupils Equally Motivated to do Their Best on all Tests?: Differences in Reported Test-Taking Motivation within and between Tests with Different Stakes2017Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, nr 1, s. 95-111Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated changes in reported test-taking motivation from a low-stakes to a high-stakes test and if there are differences in reported test-taking motivation between school classes. A questionnaire including scales assessing reported effort, expectancies, perceived importance, interest and test anxiety, was administered to a sample of pupils (n = 375) in 9th grade in direct connection to a national test field trial and then again to the same sample in connection to the regular national test in science. Two-level second order latent growth modelling was used to analyse data. In summary, the results show a significant increase in reported test-taking motivation from the field trial to the regular test and a significant variability in test-taking motivation between classes.

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  • 23.
    Levlin, Maria
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Okonski, Lacey
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Sullivan, Kirk P. H.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Educational attainment in Swedish (L1) and English (L2) for students with reading difficulties: a longitudinal case study from primary to the end of secondary school2024Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 68, nr 2, s. 172-188Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.

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  • 24.
    Lind, Tommy
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för geografi och ekonomisk historia.
    Upper secondary schools and sparsity: the case of Northern Sweden2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, nr 3, s. 333-346Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Governmental reforms since the early 1990s have acted as a push factor for starting new schools in Sweden and have created options for pupils to choose a school irrespective of municipal borders. This study highlights the upper secondary school system in small municipalities in northern Sweden since the late 1990s. The analysis shows that the reforms led to more schools, and thereby also to more competition in recruiting pupils both within and across municipal borders. When the cohorts started declining, the vulnerability of the school structure became obvious. The competition generated higher costs per capita and fewer available programs in small municipalities. Furthermore, it was noted that fewer pupils attending schools in small municipalities completed their education compared to those in larger municipalities

  • 25.
    Lindblad, Sverker
    et al.
    Department of Education, Uppsala University, PO Box 2109, S 750 02 Uppsala, Sweden.
    Lundahl, Lisbeth
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Lindgren, Joakim
    Zackari, Gunilla
    Swedish Ministry of Education and Science, SE 103 33 Stockholm, Sweden.
    Educating for the New Sweden?2002Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 46, nr 3, s. 283-303Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels (n = 12) and teachers and headteachers (n = 42), surveys of students in Grade 9 in comprehensive schools (n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. [ABSTRACT FROM AUTHOR]

  • 26.
    Lindfors, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bodin, Madelen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The role of students' scientific epistemic beliefs in computer-simulated problem solving2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 124-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem solving process and performance of 19 tenth grade students, with different scientific epistemic beliefs, was video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students' problem solving process and outcomes.  Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between theoretical sophistication of students' epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions.

  • 27.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The front and back stages of Swedish school inspection: opening the black box of judgment2015Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, nr 1, s. 58-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article provides results from a study of the hidden processes of consensus formation that precede and make possible official judgments and decisions of the Swedish Schools Inspectorate (SI). The research question for the study was: How is knowledge negotiated on the back stage of school inspection and presented on the front stage? The article builds on in-depth case studies of school inspection in four schools. Data include internal and official material from SI, on-site observations of inspection in schools and internal quality assurance meetings at SI, and interviews with inspectors. The analysis is inspired by Goffman's usage of the concepts “front stage” and “back stage.” The results suggest that the SI front stage borrows legitimacy from an evidence-based model aiming at objective and “equivalent” judgments, while the back stage displays a complex mix of rigorous formalized guidance and uncertainty that requires inspectors’ brokering and deliberation.

  • 28.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    To See or Not to See: Juridification and Challenges for Teachers in Enacting Policies on Degrading Treatment in Sweden2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, nr 6, s. 1052-1064Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the juridification of education in Sweden with a particular focus on changes in the legal regulation of schools' measures to combat degrading treatment. In Swedish schools, any degrading treatment must be reported to the head teacher who, in turn, has an obligation to report it to the governing body. Based on interviews with municipal officials, school leaders, teachers and other school staff in seven schools in two municipalities, we describe and analyse how expanding bureaucratic layers of formalisation and documentation, as well as insecurity and pressures from external accountability, have transformed pedagogical challenges in terms of what teachers see and how they act on what they see.

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  • 29. Linnakylä, Pirjo
    et al.
    Malin, Antero
    Taube, Karin
    Umeå universitet, Humanistisk fakultet, Institutionen för språkstudier.
    Factors behind low reading literacy achievement.2004Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 48, nr 3, s. 231-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two-level logistic regression models, students' personal, socio-economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts

  • 30. Lundberg, Ingvar
    et al.
    Reichenberg, Monica
    Department of Education, University of Gothenburg.
    Developing reading comprehension among students with mild intellectual disabilities: an intervention study2011Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study demonstrated that students with mild intellectual disabilities are capable of constructing meaning from written text by guided social interaction. Participants were 40 adolescents in special schools divided into two intervention conditions: reciprocal teaching (RT) and inference teaching (IT). In RT the students practiced four active strategies, whereas IT involved practice in answering inference questions. The training included 16 sessions over eight weeks. Pre- and post-testing included five reading-related tests. The interaction in the small instructional groups was video-recorded. Improvement of test results was obtained in both conditions to about the same extent indicating that both interventions were beneficial. Analyses of the video-recordings demonstrated higher frequency of spontaneous reflections and generation of questions among students involved in RT.

  • 31.
    Lundqvist, Catarina
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Westerlund, Stina
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Principals’ enactment of policy on research-based education: interpreting and facilitating policy in local school settings in Sweden2024Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 68, nr 2, s. 320-339Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Increased international attention paid to research-based education has resulted in various national initiatives to exploit research in education. However, this poses challenges for school professionals. Based on an ethnographic single case study in a Swedish educational setting, this article investigates how national policy on research-based education is realized at local school level from the perspective of principals. Theoretically, the study applies a policy enactment understanding, arguing that policy is put into action in original ways in various local settings. Through thematic analysis four interrelated main strategies deployed by the principals were identified: strategies facilitating durable structures, developing learning cultures, developing teachers’ competencies, and strengthening leadership. The strategies demonstrate the complexities in policy enactment as it involves multiple embedded local processes and settings. Additionally, the study contributes to an understanding of how different interrelated national policies and initiatives intersect when enacted at school level.

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  • 32.
    Lyrén, Per-Erik
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Prediction of academic performance by means of the Swedish scholastic assessment test2008Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, nr 6, s. 565-581Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reviews ten predictive validity studies of the Swedish Scholastic Assessment Test (SweSAT). A primary result is that the predictive validity of the SweSAT seems to be highly dependent upon the study programme being examined; that is, the predictive validity is better at some programmes than others. When compared with the upper-secondary school grade point average, the predictive validity of the SweSAT seems to be fairly good, but there are major differences between study programmes in this case as well. However, it is suggested that the validity of the results is to some extent threatened by methodological issues. A general conclusion is, therefore, that there is room for improving the test itself, as well as the way that predictive validity studies are carried out.

  • 33.
    Nygren, Karina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Janlert, Urban
    Umeå universitet, Medicinska fakulteten, Institutionen för folkhälsa och klinisk medicin, Epidemiologi och global hälsa.
    Lennart, Nygren
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    What happens with local survey findings?: a study of how adolescent school surveys are disseminated and utilized in Swedish schools2013Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, nr 5, s. 526-543Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper aimed at examining the barriers to and facilitators of disseminating and utilizing the results of a local Swedish school survey. Interviews with 21 school district managers/principals were performed. Results showed that dissemination and utilization of local survey data appeared as two interrelated processes. With those processes, various barriers and facilitators were mentioned. The barriers and facilitators were not merely the opposites of each other; instead they qualitatively differed from each other depending on what phase in the process the manager/principal referred to. The results also showed that the dissemination phase was both a prerequisite for and interwoven with the utilization phase, e.g. dissemination efforts were important for how the survey results were utilized.

  • 34.
    Nyström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Beteendevetenskapliga mätningar.
    Reliability of educational assessments: The case of classification accuracy2004Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 48, nr 4, s. 427-440Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Reliability is a problem inherent in all educational assessments, but the amount of attention this particular problem should be given is related to the function and use of the assessment. In this article, classification accuracy is put forward as a conceptualization of reliability that is meaningful for a large number of educational assessments. Furthermore, a fairly transparent method of estimating the magnitude of classification accuracy is developed. The article examines how the classification accuracy of a Swedish national test in mathematics is affected by changes in the test that are motivated by other validity concerns. The inquiry is based on the results on 1201 students participating in a Swedish national test in mathematics. The results indicate that there can be a significant trade-off between reliability and other aspects of validity.

  • 35.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Justifying the Need for Control: Motives for Swedish National School Inspection during Two Governments2014Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, nr 4, s. 385-399Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper analyses the political motives that underlie the increased educational control exercised by reinstalling and reinforcing school inspection during the periods of 20012003 and 2006-2008. These periods cover both social democratic and non-socialist governments, with different parties in office. The paper draws on an approach to scrutinize the process of problematization in public policy making applied on political policy documents. Overall, school inspection has been politically and ideologically unchallenged and justified on similar grounds by the two governments. By focusing on quality, equivalence and, in the latter period, educational and pupils' academic results, school inspection was legitimized and framed in a way that leaves no room for party political opposition.

  • 36.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    The Swedish Experiment with Localized Control of Time Schedules: Policy Problem Representations2007Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, nr 2, s. 119-139Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish compulsory schools are the most autonomous in Europe regarding time allocation and time management. Still, the Swedish state decided to take this even further, when introducing an experiment that permits some compulsory schools to abandon the regulations of the national time schedule. The aim of this study is to explore and analyse the representations of the policy problem that the experiment with local time schedules is designed to solve. Taking a post-positivist approach to policy analysis and drawing on official documents, the task is to uncover and contextualise these representations and to ask what remains untouched. The four representations of the problem which the experiment addressed all have the common denominator of the experiment producing a particular effect: to break through stagnation, to strengthen management by objectives, to remove an obsolete means of steering education, or to increase individualisation. Roughly, the effect-assumption takes into account either that a change will take place in schools or that changes that already have taken place will be legitimised.

  • 37.
    Segerholm, Christina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning from and reacting to school inspection: two Swedish case narratives2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 1, s. 125-139Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Throughout Europe, school inspection has become a visible means of governing education. This education and inspection policy is mediated, brokered, interpreted, and learned through networked activities where the global/European meet the national/local, giving national and local “uptake” a variety of characteristics. We explore the local features of this “uptake” as processes of learning in the interaction between schools and inspectors in Sweden. Drawing theoretically on Jacobsson’s notion of governing as increasingly done through meditative activities and on Leontiev’s activity theory, we suggest that school actors learn compliance through diverse emotions provoked by inspection processes in different local settings. Based on observations of inspections, interviews with teachers, head teachers and inspectors, documents, reports, and decisions, we portray how governing education is done through inspection processes in two Swedish schools. The case narratives underscore the importance of local context in these governing and learning processes.

  • 38.
    Segerholm, Christina
    et al.
    Department of Education, Mid Sweden University, Härnösand, Sweden.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Novak, Judit
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Evidence-Based Governing?: Educational Research in the Service of the Swedish Schools Inspectorate2022Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 4, s. 642-657Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The rise in the use of scientific evidence as a basis for educational policymaking has been a noticeable feature globally. In this study, we describe and discuss how educational research is used to make policy and governing evidence-based. To illustrate this, we use the Swedish Schools Inspectorate (SSI) as a case and focus on two of the processes it performs: regular supervision and quality audit. We present interviews with inspection personnel and researchers involved in these processes along with observations and documents. Our case description shows that despite the SSI's efforts to base its work on knowledge (evidence) gained through educational research, it also had to use both embodied and enacted forms of knowledge. Research knowledge was chosen and redrafted to form a unified picture of how to act in educational practice, thus giving the work of school inspection a governing power that legitimises and sustains particular national policies.

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  • 39.
    Silfver, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ekesryd Nordström, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Shifting discourses on giftedness in Swedish newspaper media – what’s the problem represented to be?2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to explore how public discussions on giftedness and gifted students are framed in two of Sweden’s leading newspapers over a 25-year period (1995-2019). We explored discourse within 72 articles, using a time-sensitive analysis combined with a ‘What’s the problem represented to be?’ approach. The results show that the concept of giftedness became established during the period, although there were also counter-discourses questioning what ‘giftedness’ means and how schools should be organised. There is a lack of more in-depth discussions about how social class, ethnicity, or gender can affect how students are regarded in school, or how teaching can affect intellectual development. Instead, there is a strong stance in favour of individualised teaching.

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  • 40.
    Takala, Marjatta
    et al.
    Faculty of Education, University of Oulu, Finland.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karlsson, Yvonne
    School of humanities, education and social sciences, Örebro University, Sweden.
    Saarinen, Minna
    Faculty of Educational Sciences, Helsinki University, Finland.
    Supporting Pupils in Finnish and Swedish Schools: Teachers’ Views2020Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, nr 3, s. 313-332Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to investigate the different support systems usedby teachers in compulsory education. Class and subject teachers and specialeducators from Finland (N=57) and Sweden (N = 57) participated in thestudy, in which both qualitative and quantitative methods were used.Participants completed an electronic questionnaire to identify the supportsand methods they use when working with pupils who have specialeducational needs. The findings indicate both similarities and differencesbetween the two countries. One of the most common forms of support wasindividualisation, including pedagogical modifications. Methods of supportingacademic skills such as reading differed from those used to supportbehavioral issues. Positive pedagogy and structuring the environment wereused ways of supporting pupils with behavioral challenges. Results for bothcountries are compared and support needs are discussed.

  • 41.
    Vinterek, Monika
    et al.
    Department of Educational sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Winberg, Mikael T.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. UmSER.
    Tegmark, Mats
    Department of Educational sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Alatalo, Tarja
    Department of Educational sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
    Liberg, Caroline
    Department of Education, Uppsala University, Uppsala, Sweden.
    The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 20172022Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 1, s. 119-133Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, we still have little knowledge of how much students read at school. Therefore, this study investigates how many pages of continuous and coherent text, nonfiction as well as fiction, students in middle and lower secondary school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. There are still more students in middle school compared to lower secondary who read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.

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  • 42.
    Wedman, Ingemar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Analysis of the Inter‐Item‐Covariance Matrix1972Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 16, nr 1, s. 25-35Artikel i tidskrift (Refereegranskat)
  • 43.
    Wedman, Jonathan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Beteendevetenskapliga mätningar (BVM).
    Reasons for gender-related differential item functioning in a college admissions test2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 6, s. 959-970Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Gender fairness in testing can be impeded by the presence of differential item functioning (DIF), which potentially causes test bias. In this study, the presence and causes of gender-related DIF were investigated with real data from 800 items answered by 250,000 test takers. DIF was examined using the Mantel-Haenszel and logistic regression procedures. Little DIF was found in the quantitative items and a moderate amount was found in the verbal items. Vocabulary items favored women if sampled from traditionally female domains but generally not vice versa if sampled from male domains. The sentence completion item format in the English reading comprehension subtest favored men regardless of content. The findings, if supported in a cross-validation study, can potentially lead to changes in how vocabulary items are sampled and in the use of the sentence completion format in English reading comprehension, thereby increasing gender fairness in the examined test.

  • 44.
    Wiberg, Marie
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Handelshögskolan vid Umeå universitet, Statistik.
    Rolfsman, Ewa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Students’ self-reported background SES measures in TIMSS in relation to register SES measures when analysing students’ achievements in Sweden2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, nr 1, s. 69-82Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The overall aim of this study was to examine the different self-reported students’ socioeconomic status (SES) measures in the Trends in Mathematics and Science Study (TIMSS) in comparison to national SES measures obtained from Swedish official registers. A further aim was to determine if the same conclusions could be drawn if different student measures were used to define SES when modelling the students’ TIMSS mathematics achievement. The overall results showed that the choice of SES measures matters. The home educational resource index and books at home from the TIMSS data base were good indicators of SES. We conclude that when one has access to SES information from official registers it is recommended to use it because these measures have less missing information compared with the TIMSS variables.

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  • 45.
    Wintersparv, Spoke
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    The role of aesthetics in Swedish literature studies: A survey beyond measurability of the teaching of literature2022Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 3, s. 441-457Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

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  • 46.
    Åström Elmersjö, Henrik
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Genre Positions and Epistemic Cognition: Swedish Upper Secondary School History Teachers and the Nature of History2022Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 5, s. 824-837Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Over the last 50 years, the school subject of history has increasingly been described as a subject about interpretation and multi-perspectivism. Discussing the subject this way might require a specific view of the subject’s nature. This study investigates the genre position and epistemic cognition of Swedish upper secondary school history teachers. The study uses a questionnaire to which 375 teachers responded and the results show that in relation to the theoretical framework, more than one half of the teachers demonstrate epistemic inconsistency, putting teachers’ ability to voice their epistemic views and/or theoretical assumptions into question. The age of teachers is the only studied structural category that appear to impact the teachers’ views of the subject, with older teachers being more optimistic about a true correspondence between the past and history, than younger teachers. The study also shows that there is not a straightforward relationship between genre position and epistemic cognition.

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