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  • 101.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading and education for students of immigrant origin in a number of Swedish municipalities: Paper presented at European Conference on Educational Research (ECER) in Gothenburg, in September 20082008Conference paper (Refereed)
    Abstract [en]

    Mid Sweden University and Kalmar University have organised surveys on reading skills in a number of Swedish municipalities. All students in grade 8 in these municipalities have participated in the surveys, in total 16 287 students. These surveys have included a reading test and information collected from the teachers about the students, 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 their mother tongue. Collected data from the municipalities are used to see whether the percentage of students of immigrant origin participating in these types of instruction is increasing or decreasing. The data are also used to look at differences between those students of immigrant origin who participate and not participate in these types of instruction. Are there differences in the results on the reading tests? Are different language groups participating to the same extent in these types of instruction? Are there gender differences related to the participation in these types of instruction?

     

    The results will be further discussed and related to findings from other surveys, both national and international.

     

  • 102.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading and education for students of immigrant origin in some Swedish municipalities2009In: US-China Education Review, ISSN 1548-6613, Vol. 6, no 11, p. 17-32Article in journal (Refereed)
    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.

  • 103.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Eklund, Monica
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Reading and students' well-being. Paper presenterat vid NFPF:s 34:3 kongress. Örebro, 9-11 mars: Paper presenterat vid NFPF:s 34:e kongress. Örebro, 9-11 mars, 2006.2006Conference paper (Other scientific)
  • 104.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå Universitet.
    Reading, reading habits, reading interest, well-being in school and perspectives on the future among 8th grade students in a Swedish municipality2009Conference 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.

  • 105.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gajek, Elzbieta
    University of Warsaw.
    Jedeskog, Gunilla
    Linköpings universitet.
    Ways to use ICT in schools to optimize the impact on teaching and learning2009In: Acta Didactica Napocensia, ISSN 2065-1430, Vol. 2, no 4, p. 20-32Article in journal (Refereed)
    Abstract [en]

    The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education) and builds on the conclusion of its predecessor ELFE1. ELFE2 aims, as ELFE1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. It identifies ways used to optimize the benefits of ICT in education.

    To explore how ICT can be used to support teaching and learning two schools each in Denmark, England, Latvia, Poland, and Slovenia 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 problems and challenges other schools will be faced with.

    ELFE2 indicates that a number of ways are used in the schools to optimize the positive impact of ICT. Most of these ways 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.

  • 106.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gajek, Elżbieta
    Univerisity of Warsaw.
    Final report from the ELFE2 study visits in Denmark, Latvia, Poland, Slovenia, UK: analysis of practices and experiences in schools and Teacher Education Institutions2009Report (Other academic)
  • 107.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gajek, Elżbieta
    University of Warsaw.
    Jedeskog, Gunilla
    Linköpings universitet.
    Methodologies to optimize the impact of ICT on teaching and learning2009Conference 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.

     

  • 108.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holzer, Thomas
    Statistical Office of the City of Bern, Switzerland.
    McCluskey-Cavin, Huguette
    Swiss Federal Statistical Office, Neuchâtel, Switzerland.
    Taube, Karin
    Umeå Universitity.
    Strengths and weaknesses in the Swedish and Swiss education systems : A comparative analysis based on PISA data2009In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 8, no 1, p. 54-68Article in journal (Refereed)
    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.

  • 109.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hoskins, B
    The development of learning to learn in a European context: Paper presented at the European Conference on Educational Research (ECER) in Ghent, in September 20072007Conference paper (Refereed)
    Abstract [en]

    There is a growing interest for learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn and are now in the process of establishing how to measure it. These initiatives should be seen in the context of the so called Lisbon process and the detailed work programme on the follow-up of the objectives of education and training systems. The concept �Learning to learn� has been discussed in the context of research; policy and practice. The results of these initiatives have been a variety of definitions, measurements instruments and indicator on learning to learn.

  • 110.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hoskins, Bryony
    European Commission´s Joint Research Centre.
    Learning to Learn: What is it and can it be measured?2008Conference paper (Refereed)
  • 111.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hoskins, Bryony
    The development of learning to learn in a European context.2007In: The Curriculum Journal, ISSN 1469-3704, Vol. 18, no 2, p. 127-134Article in journal (Refereed)
    Abstract [en]

    There is a growing interest for learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn and are now in the process of establishing how to measure it. These initiatives should be seen in the context of the so called Lisbon process and the detailed work programme on the follow-up of the objectives of education and training systems. The concept �Learning to learn� has been discussed in the context of research; policy and practice. The results of these initiatives have been a variety of definitions, measurements instruments and indicator on learning to learn.

  • 112.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Jedeskog, Gunilla
    Linköpings universitet.
    Plomp, Tjeerd
    University of Twente, the Netherlands.
    Innovative use of ICT in schools based on the findings in ELFE project2008In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, no 2, p. 83-101Article in journal (Refereed)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: 1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? 2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT?

    The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents.

    The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.

  • 113.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Plomp, Theerd
    Jedeskog, Gunilla
    Soensen, Elsebeth
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Innovative use of ICT in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom2006In: NERA/NFPF Congress in Örebro 2006, 2006Conference paper (Refereed)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education) with the purpose to analyse good experiences in schools in Denmark, Norway, Sweden, Germany, Portugal and the United Kingdom in implementing the use of ICT. The project has focused on pedagogical change supported by ICT. Three issues from the study will be discussed: � What factors influence the intensive use of ICT? � What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? � How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? Based on these questions the findings from the participating schools in Denmark, Norway and Sweden will be presented and compared with the findings from schools in the other participating countries and analysed through a theoretical framework.

  • 114.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Plomp, Tjeerd
    Jedeskog, Gunilla
    Sorensen, Elsebeth
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Innovative use of ICT in schools based on the findings in ELFE project (The European e-learning Forum for Education)2006In: Proceedings. European Conference on Educational Research, Geneva 2006, 2006Conference paper (Refereed)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to analyse good experiences in different countries implementing the use of ICT in their education systems. This objective has been broken down in seven operational research questions.Three innovative schools in each of six different European countries (Denmark, UK, Germany, Norway, Portugal and Sweden) were selected. To address the research questions the following data were needed from the participating schools: school background data, data on the ICT infrastructure and use (both hardware and software). To assure validity in each school the data from three perspectives were needed: school management, teachers and students. Data were collected in various ways: questionnaires on school �facts and figures�, interviews of respondents from various perspectives using interview checklists, walking around in the school and school documents.A number of factors which seem to influence the successful implementation of ICT could be identified: -good infrastructure and adequate support; -a clear vision, policy and strategy on what they want to accomplish when they implement ICT supported teaching and learning; -a principal or school leadership that is supportive and monitors the processes of change; -ICT become part of the school�s culture (although not yet fully realized in all schools); -introduction of learning and communication platforms; -a policy on staff development (although not yet fully realised in all schools); -support from national, regional or local authorities who have developed policies on using ICT in education and provide schools (some) financial means; and -parents and (in a number of cases) local communities supporting developments.

  • 115.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Utbildningsvetenskap, globalisering, kunskapssamhället och kvalitet.: Paper presentation: symposium om "begreppet ut/bildningsvetenskap" ett fösök att fånga det gemensamma I pedagogic, lärande, pedagoiskt arbete, didakti mm. October. Lärahögskolan I Stockholm och Pedagogiska Insitutionen vid stockholms Universitet.2004Conference paper (Refereed)
  • 116.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Utbildningsvetenskap: Globalisering, kunskapssamhället och kvalitet.: Symposium: Vad är ut/bildningsvetenskap?, Lärarhögskolan i Stockholm, oktober 20042004Conference paper (Other scientific)
    Abstract [sv]

    Centrala ord i den aktuella utbildningsdiskussionen är kunskapssamhälle, globalisering och kvalitet. Kunskap lyfts ofta fram som ett centralt begrepp för att beskriva dagens samhälle. Det antas att tillgång och användande av kunskap idag är viktigare än traditionell produktion av varor. Detta äger rum i en tid som kännetecknas av ökad globalisering med en hårdnande konkurrens på en internationell marknad. Denna omställning förutsätts kräva att ett lands utbildningspolitik gör det möjligt för befolkningen att delta i ett livslångt lärande av hög kvalitet. En viktig uppgift för de som undervisar och forskar inom utbildningsvetenskap och närliggande ämnen är att undersöka i vilken utsträckning som de tankegångar som kort skissats ovan påverkat den faktiska utbildning som bedrivs. En sådan undersökning möjliggör en vidare diskussion om vilka förändringar som kan väntas i skolan och vilka förändringar som kan behövas. Paperet utgår ifrån en genomgång av aktuella dokument från främst EU och OECD för att diskutera varför kunskapssamhälle, globalisering och kvalitet kan anses vara centrala begrepp inom den utbildningspolitiska diskussionen och vilka implikationer detta kan få både för utbildningspolitik och utbildningsvetenskap. I detta sammanhang skissas också ett projekt som institutionen för utbildningsvetenskap vid Mitthögskolan planerar.

  • 117.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hur läser invandrarelever i Sverige?1995Report (Other scientific)
  • 118.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Läsning bland elever med invandrarbakgrund -: En undersökning av läsförmåga och bakgrundsfaktorer hos elever i årskurs 3 i Stockholm 1993-962001Report (Other academic)
    Abstract [en]

     

     

     

     

     

     

     

     

     

     

     

     

     

     

  • 119.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Svenska som andraspråk och kulturmöten.2003In: Barn utvecklar sitt språk, Lund: Studentlitteratur, 2003, p. 292-Chapter in book (Other academic)
    Abstract [sv]

    Kulturmötet är för många barn en viktig del av den kontext i vilken de utvecklar sitt språk. Många skäl talar för att barns språkliga och kulturella bakgrund påverkar de förutsättningar de har för att lära sig svenska. Det finns också mycket som tyder på att en del av de skillnader som finns mellan svenska elever och elever med invandrarbakgrund samt mellan olika grupper av elever med invandrarbakgrund är beroende på skillnader i elevernas sociala och ekonomiska levnadsförhållanden. I detta sammanhang är det viktig att vara försiktig så att inte kulturella skillnader tillåts skymma sociala skillander. Det är av central betydelse att lärarna har en grundläggande respekt för elevernas språk och kultur. Ytterligare en viktig utgångspunkt är att varje elev med invandrarbakgrund är unik. Beroende på invandring samt språklig och kulturell bakgrund ställs barn med invandrarbakgrund inför olika utmaningar och svårigheter. De flesta invandrarföräldrar är mycket måna om att deras barn får en bra skolgång, men kan vara osäkra om vad som är bäst för deras barn. Lärare som arbetar med många elever med invandrarbakgrund måste vara beredda att ge råd till föräldrar. Föräldrarna måste få veta att hemmet spelar en viktig roll för barnets språkutveckling. Inte minst handlar det om att ge barnet mycket språkligt stöt i hemmet.

  • 120.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Umeå universitet.
    Eklund, Monica
    Högskolan i Halmstad.
    Reading and remedial education among students of immigrant origin in a number of Swedish municipalities2008Conference paper (Refereed)
    Abstract [en]

    Mid Sweden University and Kalmar University have organised studies on reading skills in a number of Swedish municipalities. All students in grade 8 in these municipalities have participated in the studies, approximately 24 000 students. These studies have included a reading test and information collected from the teachers about the students, including participation in remedial education.

     

    Students of immigrant origin face two problems in relation to remedial education. One problem is that these students receive remedial education because the teachers wrongly assume that the students’ reading problems are related to general reading difficulties instead of problems related to weak understanding of Swedish. The other problem is that students of immigrant origin may not get the remedial education they should have because their reading problems are not discovered as teachers assume that their problems are related to weak understanding of Swedish. In order to analyse this the students of immigrant origin will be compared with the Swedish students in respect of participation in remedial education and reading test results.

     

    The results will be further discussed and related to findings from other surveys, both national and international

  • 121.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Villalba, Ernesto
    CRELL, European Commission´s Joint Research Centre.
    Taube, Karin
    Umeå universitet.
    Student self-assessment and reading2008Conference paper (Refereed)
    Abstract [en]

    It is interesting to examine students´ self-assessment and reading for two reasons. One reason is to get an idea about how reliable students self-assessment is and another reason is that self-assessment in itself is an important skill needed as a part of the competence to learn as such.

     

    During the period 1997- 1999 were 20,000 students in grade 3 and 15,000 students in grade 8 in Stockholm tested in reading. The students had to complete a reading test, but also complete a questionnaire in which, among other questions, students were asked to make a self-assessment of their reading skills. The younger students were also asked to make a self-assessment of their reading based on how they judged their ability to read subtitles on TV. The surveys included all students in grade 3 and 8 in Stockholm in these years. Participation in the survey was compulsory for all schools with students in these grades.

     

    The paper will examine the correlation between results on the reading test and the students´ self-assessment of their reading skills. These correlations will be further analysed taking age, gender and other variables into consideration.

  • 122.
    From, Jörgen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holmgren, Carina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Tolkning och bildning. Eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara: Paper presenterat vid symposiet Begreppet ut/bildningsvetenskap ett försök att fånga det gemensamma i pedagogik, lärande, pedagogiskt arbete mm. Stockholm, 041021-22.2004Conference paper (Other academic)
  • 123.
    From, Jörgen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holmgren, Carina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Models for entrepreneurship education and theories in educational research2006In: Work Package 1 C Report. Work Related Learning; Initial Teacher Training (ITT) Programmes., Research Section. Global Education Partnership. Education and Culture Leonardo Da Vinci. , 2006Chapter in book (Other academic)
  • 124.
    From, Jörgen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holmgren, Carina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Karlsson, Håkan
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    What is education in entrepreneurship education?: Paper presented at NFPF/NERA-conference in Oslo, March 10-12, 2005.2005Conference paper (Other academic)
  • 125.
    Gibson, Maria
    et al.
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Strömbäck, Therése
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Sover du gott, lille vän?: En studie om mellanstadie- och gymnasieelevers sömnvanor och upplevda prestationsförmåga i skolan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has emerged from a growing interest in students' sleeping habits. During practical training as teachers, we have noticed a discussion of students' sleeping habits, fatigue and student performance at school in relation to their sleeping habits. The purpose of this field survey was to examine students’ sleeping habits and self-perceived performance ability in school in relation to sleeping habits. The material was collected from a questionnaire that was answered by 200 students in 4-6th grade and 188 students in 1-2th grade in the upper secondary school, this to give an opportunity to see if there were any differences between the different age groups. Differences in gender have also been looked into. The results of the study show that many students, regardless of age or gender, that are sleeping less than 8 hours on school-nights also are tired in school and not able to fully concentrate during the day. The results show some correlation between sleeping habits and how the students feel they are able to perform in school. The results also show that older students sleep less than the younger ones, but a bigger part of the younger students than the older seem to have problems concentrating in school. The results also show a tendency towards differences in sleeping habits between genders, regardless of age, where boys sleep less than girls, but girls have a harder time concentrating in school.

  • 126.
    Grafström, Lena-Catharina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    En bro mellan teoretisk och praktisk kunskap: En fenomenografisk studie baserad på lärares uppfattningar kring teoretisk och praktisk kunskap, metod och lärande- miljöer 2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 127.
    Grahn, Katarina
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Wigren Bohlin, Eva
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lärares förhållningssätt och undervisning i läsförståelsestrategier: En studie i lärares påverkan av elevers läsförståelse i en årskurs fyra och i en årskurs sex2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 128.
    Grahn, Katarina
    et al.
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Wigren Bohlin, Eva
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Lärares förhållningssätt och undervisning i läsförståelsestrategier: En studie om lärares påverkan av elevers läsförståelse i en årskurs fyra och i en årskurs sex.2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 129.
    Grek, Sotiria
    et al.
    Centre for education Sociology at University of edinburgh.
    Lawn, Martin
    Centre for Education Sociology, University of Edinburgh.
    Lingard, Bob
    Centre for Education Sociology, University of Edinburgh.
    Ozga, Jenny
    Centre for Education Sociology, University of Edinburgh.
    Rinne, Risto
    Univerity of Turku.
    Segerholm, Christina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Simola, Hannu
    University of Helsinki.
    National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland2009In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 45, no 1, p. 5-21Article in journal (Refereed)
    Abstract [en]

    This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.

  • 130.
    Grek, Sotiria
    et al.
    Edinburgh University.
    Lingard, Bob
    Ozga, Jenny
    Edinburgh University.
    Rinne, Risto
    Turku universitet.
    Segerholm, Christina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Simola, Hannu
    Helsingfors.
    National policy brokering and the construction of the European education space in England, Sweden, Finland, and Scotland2011In: Fabricating quality in education: Data and governance in Europe / [ed] Ozga, Dahler-Larsen, Segerholm & Simola, London & New York: Routledge, 2011, p. 47-65Chapter in book (Other academic)
  • 131.
    Grek, Sotiria
    et al.
    University of edinburgh.
    Strombaeck Pedersen, Carsten
    Odense Universitet.
    Segerholm, Christina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Simola, Hannu
    University of helsinki.
    Context and Meaning: The Challenges of Developing an International Survey of the views of the teaching Profession on Quality Assurance and evaluation (QAE).2008Conference paper (Refereed)
  • 132.
    Grönblad, Marie
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Johnson, Svante
    Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Disciplin i klassrummet: Sex lärares uppfattningar2009Student thesis
    Abstract [sv]

    Vi har valt att enligt en fenomenologisk ansats undersöka sex lärares uppfattningar om disciplin i klassrummet, samt även hur goda lärandemiljöer skapas och lärarens samt elevens roll i klassrummet.

     

    Syftet med detta arbete är att ta reda på verktyg som olika lärare använder sig av för att skapa en bra lärandemiljö. Våra empiriska studier baserar sig på en kvalitativ metod. Vi har utfört sex observationer med elever i årskurs sju på två olika skolor som ligger i närheten av en tätort i södra Norrland. Före eller efter varje observation genomförde vi intervjuer med lärarna. Det var olika lärare till alla lektioner vilket gjorde att de också blev sex till antalet. Det kom att vara tre olika klasser vi observerade. En klass var integrerad bestående av elever från två olika klasser, medan de övriga var helklasser.

     

    Utifrån litteratur och tidigare studier har vi belyst hur lärandemiljön sett ut i de svenska skolorna under ca hundra år och hur lärarens roll förändrats under motsvarande period. 

     

    Med utgångspunkt i de observationer och intervjuer vi utfört har vi valt att granska elevens roll och beteende i klassrummet samt lärarens roll och beteende i klassrummet. Utifrån intervjuerna har vi granskat uppfattningar om lärandemiljöer och skapandet av goda sådana samt även om disciplin medverkar till en god lärandemiljö.

    Vi har funnit att det är stora variationer i lärares sätt att förhålla sig till disciplin, lärandemiljö och ledarskap. Variationerna kan bero på variabler som t.ex. att elevens behov inte är tillgodosedda i klassrummet, läraren har inte en bra relation till eleverna eller att läraren inte litar på sin egen kompetens (ämne, didaktik, ledarskap). Detta är något vi kopplar ihop med resultat och relevant litteratur i analysen och i diskussionsdelen.

     

    Till slut behandlar och diskuterar vi de reflektioner vi kommit fram till under arbetets gång. Vi lägger dessutom fram några uppslag till framtida forskning.  

  • 133.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Becoming a teacher of young children: student teachers' understanding of professional learning and professional identity2008Conference paper (Other academic)
    Abstract [en]

    This paper explores how student teachers construct the notion of teacher professional identity in relation to their understanding of their future role as teachers of young children. Qualitative data were collected consisting of 61 open-end questionnaires and 5 personal semi-structured interviews. The major findings show that there is an obvious connection between the student teachers’ prior work experiences and their choice of being teacher of young children. In describing their view on teacher profession and professional learning, the student teachers of primary school early years emphasize learning of subject matter and pedagogical knowledge; while student teachers of pre-school focus on the importance of ethic of care and knowledge of child development, and they prefer to identify themselves as pedagogues rather than as teachers. The results also indicate a common sense of viewing teacher’s work as an important, multiple and challenging profession by both groups of student teachers.

  • 134.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Chinese daycare in cultural change1996In: Lärarutbildning och forskning i Umeå, ISSN 1104-523X, Vol. 3, no 4, p. 17-44Article in journal (Other scientific)
  • 135.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Chinese Daycare in Cultural Change1996Licentiate thesis, monograph (Other scientific)
  • 136.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Chinese early childhood education in transition2006In: Wingspan : the Pedamorphosis communiqué, ISSN 0892-2659, Vol. 16, no 1, p. 30-41Article in journal (Refereed)
    Abstract [en]

    This article is about changes in Chinese early childhood education in recent years. The content, process and outcomes of reform in early childhood education in China have been affected by the national goals of reform, the social context of early educational institutions, their organizational characteristics, family structure, family policy, the specific professional culture of teaching and learning, as well as the global influence. The previous welfare model of kindergarten, which was regarded as one of the outcomes of a socialist system, is being transformed into a new market competitive model to meet a political demand for the marketisation of society. The curricula of early educational program, teachers� attitudes to children, and their professional activities have been re-shaped according to new ideas about the needs and abilities of children, new conceptions of child development and, not least, the new modernisation �knowledge� that gained ascendancy in China.

  • 137.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Comparison of national preschool curricula in China and Sweden2006In: Proceedings of the Asia-Pacific Educational Research Association International Conference 2006, 2006Conference paper (Other scientific)
    Abstract [en]

    Sweden and China have different histories and traditions in the field of early childhood education. In the secondary part of the 1990s, both counties adopted national curricula for preschool. The purpose of this study is to compare the preschool education of these two countries at policy and ideological level by examining and analyzing the frameworks and content of the national curricula for preschool within their respective social, political, cultural and pedagogical contexts. The special emphasis is on the similarities and differences in the statements on goals, tasks, and pedagogy for early childhood education in the national official documents. The major result shows that both curricular are goal directed policy documents in forms of regulations or guidelines. No methods for preschool work are stated, which leaves much room for the local and individual implementation. Learning and development of the child are stressed. Play is viewed as the important means for learning of preschool children in both curricula. The Swedish curriculum emphasizes on the fundamental democratic value for preschool, and the perspectives and values of children�s learning and development. The preschool model is based on the premise that children learn and develop in all the contexts in which they are involved. The Chinese curriculum stresses both childcare and education, and the main task of preschool is to promote physical, moral and intellectual development of the child in a harmonious way. The content of educational activities that is selected and organized in a planed way is seen as important. The idea of �respecting children� has been promoted.

  • 138.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Modernization and Marketization: The Chinese kindergarten in 1990s2000Doctoral thesis, monograph (Other scientific)
  • 139.
    Gu, Limin
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ivarson-Jansson, Ewa
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Reflection and Professional Learning: an analysis on teachers´ classroom observations2006In: Thinking Classroom, ISSN 1392-947X, Vol. 7, no 1, p. 2-10Article, review/survey (Other academic)
  • 140.
    Gu, Limin
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ivarson-Jansson, Ewa
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers reflective learning through action research2005In: 1st International Conference on School Effectiveness and School Improvement in China. Shengyang, 23-25 September 2005, 2005Conference paper (Refereed)
    Abstract [en]

    Teachers´ professional development is crucial to bring about educational effectiveness and school improvement. In the New Century teachers must be able to work effectively within context of change, paradox and instability. However, the current policy approaches to teacher education in Sweden are far from this demand of developing teachers as critical professional experts. In this article, we exam the use of the ideas of action research in carrying out a course within an in-service teacher training program for master degree at Mid Sweden University, in which teachers� inquiry into their own practice and their reflective learning were stressed. Fourteen teachers who took this course participated in this study. The data we collected into this study includes questionnaires, the writing reports of teachers� action research, the curriculum documents of programme, and conversations with the focus group. Using the constructive frameworks of professional knowledge, teacher professionalism, action research, reflective practice in analysing the data, we find that teachers become more aware and sensitive to questions and ideas concerning educational and pedagogical issues, as well as develop knowledge and a heightened sense of their own professional work through this kind of reflective practice. We argue that carrying out in-service training programmes based on ideas of action research can make teacher education more relevant to the demands for teachers� learning and their professional development, support the tendency of an inclusive approach in schools, and thus promote educational effectiveness and school improvement.

  • 141.
    Gu, Limin
    et al.
    Umeå universitet, pedagogiska institutionen.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    IMPLEMENTING ICT IN EDUCATION: MORE THAN BUILDING THE INFRASTRUCTURE?2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, 2009, p. 44-55Conference paper (Refereed)
  • 142. Gu, Limin
    et al.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Technology Enhanced Teacher Professional Development in Sweden — policies,literature and recent initiatives2009In: Distance Education Journal, ISSN 1672-0008, no 4Article in journal (Refereed)
    Abstract [en]

    Information communication technology (ICT) has been bringing increasingly greater changes in education such as educational system, policies, programs, curricula, resources, teaching methods, and other aspects related to education, among which teacher education is one important area. "Technology Enhanced Teacher Professional Development (TETPD) in Sweden and China" is a three years’ research project funded by The Swedish Research Links. The purpose of the project is to study TETPD in Sweden and China, aiming at exploring status quo of TETPD in both countries, especially teachers′ attitudes, experiences, and understanding of technology-enhanced learning and teaching, and identifying TETPD models and the common factors that contribute to successful TETPD. This paper is based on the findings from the first stage of the project by Swedish researchers, which focuses on policies, literature and recent initiatives on TETPD in Sweden.

     

  • 143.
    Gunnarsson, Camilla
    et al.
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Köhn, Rebecca
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Nära och kära: En analys av familjediskurs i fem läsläror iämnet svenska för skolår 1 och 22009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Alla barn kommer till skolan med en förförståelse, vilken innefattar normer och värderingarsamt verklighetsuppfattningar. Skolan har i uppdrag att i undervisningen utgå från barnstidigare erfarenheter. Detta är också särskilt viktigt inom den tidiga läsinlärningen, som börjari skolår 1, eftersom läsförståelsen är beroende av att barn får läsa texter med ett innehåll somde kan relatera till. Eftersom familjen är central i ett barns liv är det intressant att undersökahur just denna skildras i skolans undervisning, eller mer specifikt i material som används i dentidiga läsinlärningen. I Sverige finns fem dominerande läromedelsförlag, varav fyra ger utläsläror. I denna studie har förlagens senast utgivna läsläror analyserats. Syftet med studienhar varit att undersöka familjediskursen i dem och i vilken mån den återspeglar verkligaförhållanden i barnfamiljer. Detta har gjorts med hjälp av en analysmodell inspirerad avdiskursanalys och ideologikritisk textanalys. Resultatet av analyserna har visat attsamhälleliga förhållanden som uppfattas som självklara reproduceras i läslärorna:kärnfamiljen är norm och mamman tycks vara viktigare för familjen än pappan.

  • 144. Gustafsson, Jan Erik
    et al.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Unidimensionality and interpretability of psychological instruments: Invited paper presenterat vid konferensen New Directions in Psychological Measurement with Model-Based Approaches, 17-18 februari. Georgia Institute of Technology, Georgia, USA.2006Conference paper (Other scientific)
  • 145.
    Gustafsson, Jan-Eric
    et al.
    IPD, Göteborgs universitet.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Unidimensionality and interpretability of psychological instruments2006In: New Directions in Measuring Psychological Constructs with Model-Based Approaches, Washington, DC: American Psychological Association (APA), 2006Chapter in book (Other academic)
  • 146.
    Göhl-Muigai, Ann-Kristin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Talet om ansvar i förskolans styrdokument 1945-1998 :: En textanalys.2004Doctoral thesis, monograph (Other scientific)
  • 147.
    Göhl-Muigai, Ann-Kristin
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Andersson, Ulla
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Charlotte Bühler: Levnadsteckning av en förebild inom svensk förskolepedagogik2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 2, p. 139-159Article in journal (Refereed)
  • 148.
    Hagelstedt, Andréas
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Bergman, Jenny
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Professionalitet i förskolläraryrket: Uppfattningar av vad som görs för att höja professionaliteten2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här studien behandlas uppfattningar av förskollärares yrkesprofessionalitet från förskollärare, ansvariga för förskoleverksamheten under rektorerna, pedagogiska utvecklingsledare och skolchef. Syftet är att beskriva och undersöka uppfattningar inom förskolväsendet av vad som görs för att höja förskolläraryrkets professionalitet gällande den kunskapsbas som är specifik för ett yrke. Studien utgår från en artikel skriven av Mats Ekholm (2004) där han presenterar en sociologisk syn på professionalitet och där vi valt att titta på uppfattningar av vad som görs inom det han kallar den specifika kunskapsgrunden, alltså den kunskapsbas som är specifik för ett yrke.

    Studien har använt sig av fenomenografisk analys för att undersöka material från 14 st. semistrukturerade intervjuer som belyser tre områden av vad som görs inom den specifika kunskapsgrunden: det omgivande samhällets förståelse, förskollärarnas kunskaper i sitt yrke samt kopplingen till forskning. Resultaten visar att det finns många och stora variationer av uppfattningar inom dessa tre områden. Det finns uppfattningar från att inget görs till att man sätts i reflekterande möten och diskussioner som främjar yrkesspråket vilket man i sin tur uppfattar höjer både kunskapsbasen och förmågan och intresset för att ta del av forskning. Det förbättrade yrkesspråket uppfattas också ge bättre förutsättningar för att få det omgivande samhället att se förskollärarnas specifika kunskapsbas. Men i sammanhanget finns det få uppfattningar om att det görs någon skillnad på barnskötare och förskollärare och därför kan det ifrågasättas om det verkligen rör sig om just förskollärarnas specifika kunskapsbas.

  • 149.
    Hall, Per
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    TCFL-Teaching Content through a Foreign Language1996Other (Other academic)
  • 150.
    Hallén, Jessica
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Varför sviktar elevers intresse för matematiki de högre åldrarna?: Vilka faktorer ger elever motivationoch lust att lära matematik?2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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