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Fredriksson, Ulf
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Publications (10 of 52) Show all publications
Rasmusson, M. & Fredriksson, U. (2018). PISA, reading literacy, and computer-based assessment. In: Northern Lights on TIMSS and PISA 2018: . Nordisk Ministerråd
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, Nordisk Ministerråd , 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Nordisk Ministerråd, 2018
Series
TemaNord
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)
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-06-17
Rasmusson, M., Oskarsson, M., Eliasson, N., Lundgren, M., Karlsson, K. G., Fredriksson, U., . . . Sollerman, S. (2016). PISA 2015 - Bakgrund och metoder med exempel. Stockholm: Skolverket
Open this publication in new window or tab >>PISA 2015 - Bakgrund och metoder med exempel
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2016 (Swedish)Report (Refereed)
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-33688 (URN)978-91-7559-261-9 (ISBN)
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-05-31
Fredriksson, U. & Gajek, E. (2009). Final report from the ELFE2 study visits in Denmark, Latvia, Poland, Slovenia, UK: analysis of practices and experiences in schools and Teacher Education Institutions. Brussels: ETUCE
Open this publication in new window or tab >>Final report from the ELFE2 study visits in Denmark, Latvia, Poland, Slovenia, UK: analysis of practices and experiences in schools and Teacher Education Institutions
2009 (English)Report (Other academic)
Place, publisher, year, edition, pages
Brussels: ETUCE, 2009
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10922 (URN)
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2011-12-20Bibliographically approved
Fredriksson, U. (2009). Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions. In: Report on the ELFE 2 Regional Seminar, Riga, 12-13 March 2009 (pp. 9-10). Brussels: ETUCE - Euroean Trade Union Committee for Education
Open this publication in new window or tab >>Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions
2009 (English)In: Report on the ELFE 2 Regional Seminar, Riga, 12-13 March 2009, Brussels: ETUCE - Euroean Trade Union Committee for Education , 2009, p. 9-10Chapter in book (Other academic)
Place, publisher, year, edition, pages
Brussels: ETUCE - Euroean Trade Union Committee for Education, 2009
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10921 (URN)
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2010-01-08Bibliographically approved
Fredriksson, U., Gajek, E. & Jedeskog, G. (2009). Methodologies to optimize the impact of ICT on teaching and learning. Paper presented at European Conference on Educational Research (ECER) in Vienna, September, 2009.
Open this publication in new window or tab >>Methodologies to optimize the impact of ICT on teaching and learning
2009 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education). The project builds on the conclusion of its predecessor ELFE 1, where the use of ICT in education was found to bring a number of benefits to learning and teaching in the studied schools. It was found that the schools stressed motivation, skills, independence and team work as part of learning and learning processes. Regarding teaching processes and teachers it was found that enthusiasm and collaboration seemed to increase when using ICT. However, many existing barriers prevent these benefits from evolving into a solid added value for teaching and learning. ELFE 2 aims, as ELFE 1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. The project deals particularly with identifying the methodologies used to optimize these benefits of ICT in education.

In order to further explore how ICT can be used to support teaching and learning two schools each in five European countries (Denmark, England, Latvia, Poland, and Slovenia) were selected. These schools were selected based on information that indicated that they were regarded nationally as schools with an advanced ICT practice. The idea behind this selection is that by studying schools with what is experienced as an advance practice it will be possible to get some hints about developments, problems and challenges other schools will be faced with in the future.

The collected data in ELFE2 indicates that a number of methodologies are used in the visited schools to optimize the positive impact of ICT on teaching and learning. Most of these methodologies are perceived by teachers and students as positive, but there are also factors that make the picture more complex. Some factors seem to be an obstacle for the introduction of ICT in the schools. There are also factors that seem to be a threat to a sustainable use of ICT and also to transferability of good experiences from the involved schools to other schools. The final report of the ELFE2 project will be presented in September 2009 and will form the basis for the paper.

Methods/methodology

The schools visited in the ELFE2 project were selected by the national teacher organizations as examples of secondary schools where the use of ICT in the schools should be aimed at pedagogical methods and/or addressing new curricular goals. The schools should be regarded as advanced in respect of ICT use in their countries.

The selected schools can be regarded as ten case studies. Questionnaires on school ‘facts and figures’, interviews of various categories using interview checklists were used as the research instruments accompanied by walking around in the school and investigating school documents. The school principal was interviewed and also asked to complete a questionnaire. The schools ICT coordinator was asked to complete a questionnaire with information about the schools technical equipment. Focus groups of teachers and students were met and interviewed to identify the perceptions of ICT in school by various stakeholders.

 

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10917 (URN)
Conference
European Conference on Educational Research (ECER) in Vienna, September, 2009
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2010-01-10Bibliographically approved
Fredriksson, U., Eklund, M. & Taube, K. (2009). Reading and education for students of immigrant origin in some Swedish municipalities. US-China Education Review, 6(11), 17-32
Open this publication in new window or tab >>Reading and education for students of immigrant origin in some Swedish municipalities
2009 (English)In: US-China Education Review, ISSN 1548-6613, Vol. 6, no 11, p. 17-32Article in journal (Refereed) Published
Abstract [en]

Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys—in total 16,287 students.

These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student’s mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate (in Swedish as a second language instruction) did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language.

Keywords
reading; students of immigrant origin; Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10906 (URN)
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2010-01-08Bibliographically approved
Fredriksson, U., Eklund, M. & Taube, K. (2009). Reading, reading habits, reading interest, well-being in school and perspectives on the future among 8th grade students in a Swedish municipality. Paper presented at 37th Congress of the Nordic Educational Research Association, Trondheim, March, 2009.
Open this publication in new window or tab >>Reading, reading habits, reading interest, well-being in school and perspectives on the future among 8th grade students in a Swedish municipality
2009 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Research topic/aim:

To analyse how young people read, how much they read and how they like to read and to relate this to their background, their well-being in school and what they think about their future.

Theoretical framework:

Literacy is a concept which takes into consideration not only reading skills, but tries to put these skills in a broader context where among other things reading habits, interests and purpose plays an important role (Street, 2001). In order to get an idea about literacy among young people today it is of interest to know more about how they read, what they read and what they think about reading. It can be assumed that different groups have different types of literacies (Heath, 1996). In order to find out more about different literacies among young people it is of interest to compare boys and girls, young persons from different social background and young persons with different cultural background.

Methodology / research design

In 2005 and 2006 surveys were organised in the municipality of Härnösand in Sweden. All students in 8th grade in the municipality participated in the surveys. In total participated 697 students. The surveys included a reading test and a student questionnaire. The students´ questionnaire contained a number of questions dealing with among other issues students’ gender, first language, parents education, books at home, reading habits, reading interest, well-being in school and plans about future education (Eklund, Fredriksson & Taube, 2005; 2006). The data collected in the test and in the questionnaire will be used to analyse the relations between different variables.

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10916 (URN)
Conference
37th Congress of the Nordic Educational Research Association, Trondheim, March, 2009
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2012-02-12Bibliographically approved
Fredriksson, U., Holzer, T., McCluskey-Cavin, H. & Taube, K. (2009). Strengths and weaknesses in the Swedish and Swiss education systems : A comparative analysis based on PISA data. European Educational Research Journal (online), 8(1), 54-68
Open this publication in new window or tab >>Strengths and weaknesses in the Swedish and Swiss education systems : A comparative analysis based on PISA data
2009 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 8, no 1, p. 54-68Article in journal (Refereed) Published
Abstract [en]

Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland.

The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10902 (URN)10.2304/eerj.2009.8.1.54 (DOI)2-s2.0-65349188165 (Scopus ID)
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2017-12-12Bibliographically approved
Fredriksson, U. (2009). Teacher Certification and Selection in Sweden. Paper presented at OECD Workshop: International Perspectives on Teacher Certification and Selection Mechanisms in Mexico City, 9 July 2009.
Open this publication in new window or tab >>Teacher Certification and Selection in Sweden
2009 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10923 (URN)
Conference
OECD Workshop: International Perspectives on Teacher Certification and Selection Mechanisms in Mexico City, 9 July 2009
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2010-01-08Bibliographically approved
Fredriksson, U. (2009). Teacher Evaluation in Sweden. Paper presented at OECD Workshop:Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms,1 – 2 December 2009, Mexico City.
Open this publication in new window or tab >>Teacher Evaluation in Sweden
2009 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10925 (URN)
Conference
OECD Workshop:Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms,1 – 2 December 2009, Mexico City
Available from: 2010-01-08 Created: 2010-01-08 Last updated: 2010-01-08Bibliographically approved
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