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Publications (10 of 37) Show all publications
Rasmusson, M., Albæk, K., Lind, P. & Myrberg, M. (2019). Cognitive Foundation Skills Following Vocational versus General Upper Secondary Education: A Long Term Perspective. Scandinavian Journal of Educational Research, 63(7), 985-1006
Open this publication in new window or tab >>Cognitive Foundation Skills Following Vocational versus General Upper Secondary Education: A Long Term Perspective
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 7, p. 985-1006Article in journal (Refereed) Published
Abstract [en]

The present study aims at investigating the long-term cognitive effects of vocational education (VET) in Sweden and Denmark, using data from the PIAAC Survey of Adult Skills. While Sweden has moved towards a more academic vocational education, Denmark has kept the apprenticeship system. Using multiple regression analysis we estimate the contribution of VET versus general upper secondary education to the proficiency in literacy. The results show a higher literacy performance in those Swedish age groups in more academic VET programs compared to the older Swedish age groups and to all the Danish age groups. A reasonable interpretation is that the amount of cognitively challenging subjects at the upper-secondary level gives a lasting imprint on literacy proficiency later in life.  

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Literacy, Vocational education, Upper secondary education, Cognitive foundation skills
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-33681 (URN)10.1080/00313831.2018.1466361 (DOI)2-s2.0-85048782647 (Scopus ID)
Funder
NordForsk, 54861
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2019-11-05Bibliographically approved
Nielsen, B. L., Laursen, H. D., Reol, L. A., Jensen, H., Kozina, A., Vidmar, M., . . . Ojstersek, A. (2019). Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff. European Journal of Teacher Education, 42(3), 410-428
Open this publication in new window or tab >>Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
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2019 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 42, no 3, p. 410-428Article in journal (Refereed) Published
Abstract [en]

Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core ', 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.

Keywords
Teacher student relationship, cultural awareness, professional development
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36652 (URN)10.1080/02619768.2019.1604670 (DOI)000468470700009 ()2-s2.0-85064741509 (Scopus ID)
Available from: 2019-07-08 Created: 2019-07-08 Last updated: 2019-07-08Bibliographically approved
Fredriksson, U., Rasmusson, M., Eliasson, N., Pettersson, A. & Taube, K. (2018). Flickor och pojkar i PISA-undersökningarna. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 131-146). Stockholm: Natur och kultur
Open this publication in new window or tab >>Flickor och pojkar i PISA-undersökningarna
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2018 (Swedish)In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 131-146Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-34448 (URN)9789127819818 (ISBN)
Available from: 2018-09-19 Created: 2018-09-19 Last updated: 2018-09-19Bibliographically approved
Frediksson, U., Rasmusson, M., Eliasson, N., Oskarsson, M., Pettersson, A., Sollerman, S. & Karlsson, K. G. (2018). Inhemska elever och elever med utländsk bakgrund i PISA-undersökningarna. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 147-160). Stockholm: Natur och kultur
Open this publication in new window or tab >>Inhemska elever och elever med utländsk bakgrund i PISA-undersökningarna
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2018 (Swedish)In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 147-160Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-34449 (URN)9789127819818 (ISBN)
Available from: 2018-09-19 Created: 2018-09-19 Last updated: 2018-09-19Bibliographically approved
Fredriksson, U., Rasmusson, M. & Taube, K. (2018). Läsförståelse i PISA. In: Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson (Ed.), Pisa under 15 år: resultat och trender (pp. 42-68). Stockholm: Natur och kultur
Open this publication in new window or tab >>Läsförståelse i PISA
2018 (Swedish)In: Pisa under 15 år: resultat och trender / [ed] Ulf Fredriksson, Karl Göran Karlsson & Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 42-68Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-34444 (URN)9789127819818 (ISBN)
Available from: 2018-09-19 Created: 2018-09-19 Last updated: 2018-09-19Bibliographically approved
Rasmusson, M. & Fredriksson, U. (2018). PISA, reading literacy, and computer-based assessment. In: Anita Wester (Ed.), Northern Lights on TIMSS and PISA 2018: (pp. 123-160). Nordiska Ministerrådet
Open this publication in new window or tab >>PISA, reading literacy, and computer-based assessment
2018 (English)In: Northern Lights on TIMSS and PISA 2018 / [ed] Anita Wester, Nordiska Ministerrådet , 2018, p. 123-160Chapter in book (Refereed)
Abstract [en]

The OECD changed the mode of delivery in PISA 2015 from a paper-based assessment (PBA) to a computer-based assessment (CBA). In PISA 2015, four countries improved their results in all three tested domains, and three of these were Nordic countries (Denmark, Norway, and Sweden). Students in the Nordic countries have significant experience in using digital devices, and this might be a plausible explanation for the improved results. In line with this, the results from South Korea and Turkey, two countries with a low average use of computers and the Internet, deteriorated when the test mode was changed. It is of vital importance to ensure that the PISA results from the computer-based test are comparable to previous results if countries are to make policy decisions based on the results. The overarching purpose of the present study is to explore how the change from PBA to CBA was associated with the Nordic students’ performance on the reading tasks in PISA in relation to item format, gender, computer experience, and the three reading aspects that were assessed. The analysis was performed on the overall results in reading literacy as well as the specific items that were used in both PISA 2012 and PISA 2015, in all the Nordic countries. Among the Nordic countries, there were no dramatic changes in the results on reading literacy in PISA 2015 compared to PISA 2012. Only in Sweden was a major change observed. Our findings show that in comparison with the other Nordic countries, Sweden seems to have a larger group of students who spend large amounts of time on the Internet, and this group improved their results on PISA 2015 compared with PISA 2012 more than other groups in Sweden and more than similar groups in the other Nordic countries. All of the Nordic countries showed a decreased proportion of students who gave no response to items and who did not complete all items in the PISA test on reading literacy. At the same time, the proportion of full-credit responses and no-credit responses increased.

Place, publisher, year, edition, pages
Nordiska Ministerrådet, 2018
Series
TemaNord, ISSN 0908-6692 ; 524
Keywords
Reading literacy, computer-based assessment, paper-based assessment, test mode, gender difference
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-33684 (URN)10.6027/TN2018-524 (DOI)978-92-893-5565-0 (ISBN)978-92-893-5566-7 (ISBN)
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-10-04Bibliographically approved
Augustsson, G. & Rasmusson, M. (2018). Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning. Organizacija, 51(2), 97-111
Open this publication in new window or tab >>Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning
2018 (English)In: Organizacija, ISSN 1318-5454, E-ISSN 1581-1832, Vol. 51, no 2, p. 97-111Article in journal (Refereed) Published
Abstract [en]

Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their per- ceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews.

Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good.

Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from an- other, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphor- ical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.

Keywords
competence transfer, inter-organization, project organization, temporary work
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-33704 (URN)10.2478/orga-2018-0011 (DOI)000436116800002 ()2-s2.0-85049128841 (Scopus ID)
Funder
VINNOVA, 2009-03060
Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2018-09-27Bibliographically approved
Rasmusson, M. (2017). Hur bedöms läsförståelse i PISA?: PISAs läsförståelsetest på papper och skärm – pågående projekt. In: Vad är de stora utmaningarna för läs- och skrivforskningen just nu?: . Paper presented at Symposium vid Högskolan Dalarna 30-31 januari 2017, Nordiskt nätverk för forskning om läsning och skrivning. Falun
Open this publication in new window or tab >>Hur bedöms läsförståelse i PISA?: PISAs läsförståelsetest på papper och skärm – pågående projekt
2017 (Swedish)In: Vad är de stora utmaningarna för läs- och skrivforskningen just nu?, Falun, 2017Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Falun: , 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-33686 (URN)
Conference
Symposium vid Högskolan Dalarna 30-31 januari 2017, Nordiskt nätverk för forskning om läsning och skrivning
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-05-31Bibliographically approved
Rasmusson, M. (2016). A Multilevel Analysis of Swedish and Norwegian Students’ Overall and Digital Reading Performance with a Focus on Equity Aspects of Education. Large-scale assessments in education, 4, Article ID 3.
Open this publication in new window or tab >>A Multilevel Analysis of Swedish and Norwegian Students’ Overall and Digital Reading Performance with a Focus on Equity Aspects of Education
2016 (English)In: Large-scale assessments in education, E-ISSN 2196-0739, Vol. 4, article id 3Article in journal (Other academic) Published
Abstract [en]

Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well investigated in this respect, there is a lack of studies on equity aspects related to digital reading achievement, in spite of the fact that time spent on reading from digital devices such as computers, tablets, and smart phones without doubt is increasing all over the world. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students’ achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden.

Methods: To conduct the analysis, multilevel structural modelling techniques have been used on PISA data from the two countries.

Results: The results for the Norwegian as well as for the Swedish sample showed that overall reading achievement was related to cultural capital in both countries, as expected, and in line with previous research. An identified digital reading factor, representing the unique aspects of digital reading achievement when overall reading was controlled for, was less influenced by the external factors of cultural and economic capital, and by parental pressure and school type, compared to performance in overall reading. Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples. School choice influenced overall reading in the Swedish data but not in the Norwegian data, and the opposite pattern was found for parental pressure.

Conclusion: In conclusion, it is suggested that the results indicate aspects of inequity in the school systems in Norway and Sweden. However, no influence of background factors on the unique aspects of digital reading ability was found, and a tentative interpretation could be that digital reading ability is not (yet) perceived as a part of a cultural capital

Keywords
digital reading, traditional reading, cultural capital, economic capital, structural equation modelling, multi-level analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-23666 (URN)10.1186/s40536-016-0021-7 (DOI)
Available from: 2014-12-10 Created: 2014-12-10 Last updated: 2017-12-05Bibliographically approved
Olofsdotter, G. & Rasmusson, M. (2016). Gender (in)equality contested: externalising employment in the construction industry. New technology, work and employment, 31(1), 41-57
Open this publication in new window or tab >>Gender (in)equality contested: externalising employment in the construction industry
2016 (English)In: New technology, work and employment, ISSN 0268-1072, E-ISSN 1468-005X, Vol. 31, no 1, p. 41-57Article in journal (Refereed) Published
Abstract [en]

In construction and engineering, workers from different organisations work together, often on a project-by-project basis. Drawing on the theoretical framework of inequality regimes as presented by Acker (2006a), and the externalisation of employment relations presented by Kalleberg et.al. (2003), this article investigates the gendered implications of the externalisation of technological work in the construction industry. The empirical material is based upon interviews and a questionnaire answered by regular employees, contracted staff and independent contractors working in the construction industry. The data reveal how non-standard employments are parts of the organising processes that produce gendered inequalities between core and peripheral workers. This finding does not suggest that peripheral work indicates poor working conditions, to be more presise, peripheral workers can be in the most priviledged positions.  

Keywords
project work, construction industry, gender, externalisation, inequality regimes, engineering
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:miun:diva-27328 (URN)10.1111/ntwe.12057 (DOI)000373373700004 ()2-s2.0-84961262840 (Scopus ID)
Projects
Omställningsförmåga, kompetensförsörjning och innovationsutveckling- en studie av personalinhyrningens betydelse
Funder
VINNOVA, 2009-03060
Available from: 2016-03-23 Created: 2016-03-23 Last updated: 2017-08-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3241-967X

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