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  • 51. Deakin Crick, Ruth
    et al.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hautamäki, Jarkko
    Meijer, Joost
    Developing an instrument to measure learning to learn: Paper presented at the Association for Educational Assessment Europe 8th Annual Conference in Stockholm in November 20072007Conference paper (Refereed)
    Abstract [en]

    There is a growing interest in learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn in the framework for competencies for lifelong learning. Related to this has also been a wish to find ways to measure learning to learn. An Expert Group initiated by the European Commission developed a proposal to organise a pilot project on learning to learn. The group identified three interesting research projects which could be used in the further work to develop a European pilot study on learning to learn: an instrument to test learning to learn developed by the University of Helsinki, the Effective Lifelong Learning Inventory developed by the University of Bristol and the tests on cross-curricular skills developed by the University of Amsterdam. The Expert Group also proposed a framework on learning to learn. The framework was based on the assumption, proposed in the definition on learning to learn decided by the Education Council and the European Parliament, that this key competence can be defined as containing two dimensions; a cognitive and an affective (or belief) part. Under each dimension a number of subscales, based on existing subscales in the tests which have been developed in the research project mentioned above, were developed. A working group containing the authors of this paper was asked by the Expert Group to develop a test on learning to learn. This group has developed a draft instrument. The instrument has been constructed to correspond to the earlier developed framework. This paper describes how the work to construct this instrument has proceeded.

  • 52.
    Dimberg, Ulf
    et al.
    Institutionen för psykologi, Uppsala Universitet.
    Petterson [Rasmusson], Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Facial reactions to happy and angry facial expressions: Evidence for right hemisphere dominance2000In: Psychophysiology, ISSN 0048-5772, E-ISSN 1469-8986, Vol. 37, no 5, p. 693-696Article in journal (Refereed)
    Abstract [en]

    Previous research on asymmetric effects of emotional expression and brain-hemispheric asymmetry has supported opposing theories of hemispheric dominance in the control of emotional reactions. In the present study, 32 subjects were exposed to pictures of happy and angry facial stimuli while facial electromyographic (EMG) activity from the zygomatic major and the corrugator supercilii muscle regions was detected from the left and right sides of the face. The subjects reacted spontaneously and rapidly with larger zygomatic EMG activity to happy facial stimuli and larger corrugator EMG activity to angry stimuli. These distinct reactions were significantly larger on the left side of the face. It is concluded that the present results support the hypothesis that the right brain hemisphere is predominantly involved in the control of spontaneously evoked emotional reactions.

  • 53.
    Dorsett, Anette
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Motivationens betydelse för främmandespråksinlärning2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Idag är engelskan en del av ungdomars globala identitet. En fundamental förutsättning för att ha tillgång till det sociala och kulturella världsspråket, samt att kunna kommunicera via modern teknologi på global nivå, är att behärska det engelska språket som utgör nyckeln till den globala arenan. Vissa elever tycks ändå sakna tillräcklig motivation för att nå framgång i sina språkstudier. Syftet med denna studie var att undersöka huruvida det finns ett samband mellan motivation och resultat, d.v.s. betygen. Studien kan betecknas som en kvantitativ fallstudie där en elevenkät utgör det kritiska mätinstrumentet. Informantundersökningen har utförts på trettio elever i gymnasiets B-kurs i engelska där den uppmätta graden av motivation har relaterats till deras resultat i ämnet. Enkäten bygger på tidigare etablerad empirisk forskning på området av bl.a. R.Gardner. Studien bekräftar att det finns ett samband mellan motivation och studieresultat där de elever som har de högsta betygen också har den högsta motivationen.

  • 54.
    Edvall, Camilla
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Grammatikundervisning på sfi: traditionell undervisning jämfört med lärstilsbaserad undervisning om ordföljd i påståenden i huvudsatser2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen handlar om metoder som ryms inom lärstilar, samt processbarhetsteorin.  Uppsatsens syfte är att utifrån processbarhetsteorin jämföra syntaktiska resultat av traditionell undervisning om ordföljd i påståenden i huvudsatser i svenska som andraspråk hos vuxna sfi-elever med undervisning där eleverna erbjuds ett utbud av visuellt, auditivt, taktilt samt kinestetiskt material av detsamma. Undersökningen genomfördes som ett kvasiexperiment med en experimentgrupp och en kontrollgrupp. Informanternas syntaktiska nivå analyserades enligt processbarhetsteorin före och efter de olika undervisningsmetoderna i grupperna. Resultatet visade att informanterna i experimentgruppen höjde sig i nivå enligt processbarhetsteorin i större utsträckning än informanterna i kontrollgruppen gjorde. Slutsatsen är att fler elever når en högre syntaktisk nivå när de får ett urval av visuellt, auditivt, taktilt och kinestetiskt material i grammatikundervisningen än när de endast undervisas traditionellt.

  • 55.
    Einebrant, Marie
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Kan man lära av ett datorspel?: Hur pedagoger, studenter och elever ser på lärande, datorspel och identitetsarbete2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur studenter, elever och pedagoger ser på lärande och ungdomskultur i relation till datorspel, i synnerhet spelet World of Warcraft. Detta undersöks utifrån frågorna kan WoW påverka utövande studenters/elevers lärande? Går WoW använda som ett lärandeverktyg? Går det använda datorspel i undervisningen? Och hur arbetas det med att framhäva dagens ungdomskulturer i skolan? Den undersökningsmetod som används är halvstrukturerade intervjuer där studenter, elever och pedagoger redogör för den inverkan spelet (WoW) har på deras/deras elevers lärande. Dessutom redogör de för sina åsikter kring användandet av datorspel i undervisningen. Sammanlagt deltar två pedagoger, fyra studenter och två elever i studien. Den slutsats som presenteras i slutet av studien är att informanterna anser det möjligt att använda datorspel i undervisningen, så länge spelen är designade för just undervisning och att WoW i huvudsak har negativa inverkningar på elevers lärande, även om det finns undantag som bekräftar regeln.

  • 56.
    Eklid, Evelina
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Pedagogisk dokumentation i förskolan: Fem pedagogers syn på pedagogisk dokumentation i förskolan2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 57.
    Eklund, Monica
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Eklund, M. (2004). Intercultural learning: Intentions and Realities.: Paper presented at the 32nd Congress of the Nordic Educational Research Association, Reykjavik March 11-13, 2004.2004Conference paper (Other scientific)
  • 58.
    Eklund, Monica
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Intercultural learning in Swedish compulsory school. Paper presenterat vid 5th Circumpolar Congress juni 1997.1997Conference paper (Other scientific)
  • 59.
    Eklund, Monica
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Interkulturellt lärande i skolan.2000In: Lära om lärande, Lund: Studentlitteratur, 2000, p. 229-Chapter in book (Other academic)
  • 60.
    Eklund, Monica
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Interkulturellt lärande: Intentioner och realiteter i svensk grundskola sedan 1960-talets början2003Doctoral thesis, monograph (Other scientific)
  • 61.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Reading Among Students in Sweden: Recent Research and Present Trends in an International Perspective.: Paper presenterat på The European Conference on Educational Research, Geneve, 13-16 september 2006.2006Conference paper (Other scientific)
  • 62.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Reading, reading habits and reading on the web. Paper presenterat vid NFPF:s 34:e kongress.: Paper presenterat vid NFPF:s 34:e kongress. Örebro, 9-11 mars, 2006.2006Conference paper (Other scientific)
  • 63.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Nelson, W
    Homework for school. The Democratic Assigment.: Paper presenterat på The European Conference on Educational Research, Geneve, 13-16 september 2006.2006Conference paper (Other scientific)
  • 64.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Nyberg, O
    What are the Academic Foundations of Didactics in Civics? Paper presented at 7th International Conference on Education. May 20-22, Athens, Greece.2005Conference paper (Other scientific)
  • 65.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Nyberg, Olle
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    What are the Academic Foundations of Didactics in Civics?2006In: International Reflections on Education and Business, Athen: Athens Institute for Education and Research (ATINER), 2006, p. 400-Chapter in book (Other academic)
  • 66.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Nyberg, Olle
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ämnesdidaktik i samhällskunskap.: Ämnesdidaktisk rikskonferens i Karlstad i forskning och forskarutbildning. Karlstad, 17-18 mars 2005.2005Conference paper (Other scientific)
  • 67.
    Eklund, Monica
    et al.
    Högskolan i Halmstad.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers use of web-based learning resources2007Conference paper (Refereed)
    Abstract [en]

    Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Rowntree, 1999; Salmon, 2002, 2004)As long as we talk about distance and online education there are always holders of the course package who has done objectives for the course, tasks and examinations. These kind of courses normally have “teachers” and “students” and for instance a university or a department is responsible for the access to the learning material on the web site. The Internet has also made it possible for others than the traditional educators to provide learning material for different interest groups. Agencies, like The Swedish National Agency for Education (Skolverket) and The Swedish National Agency for School Improvement (Myndigheten för skolutveckling) have web sites containing lots of information, useful materials and other resources in different areas to facilitate for in-service teachers. Now we are not talking about courses but about learning material available for all, and it is not education in traditional meaning. This resources can be used for self directed learning among teachers and could lead to school improvement in the long run, but does it? Not much research has been done in this field although much money and time is spent on creating and developing this kind of learning resources. Evidently there is a need to investigate this. Our research question is – how do teachers use web based learning materials – if they use them?By direction of The Swedish National Agency for School Improvement, the Department of Education at Mid Sweden University has developed a pilot for a web-based learning material in the area of early reading and writing development. This web site is primarily intended for teachers in pre-school class and teachers in school year 1 to 5. At the web site there is for instance articles on reading and writing learning strategies, and different methods for reading and writing instruction, short videos from classrooms, from lectures, and pre-school environments. A study guide is available with questions to discuss and instructions for self regulated learning and in-service co-operative learning among teachers at schools.The purpose of our study is to reach a deeper understanding of how teachers use web based learning material in the area of early reading and writing development, if they use it at all. We are also interested in exploring the teacher’s ways of relating to and how they express their thoughts about this kind of learning materials.

  • 68.
    Eklund, Monica
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers use of web-based learning resources2006Conference paper (Refereed)
    Abstract [en]

    Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education. As long as we talk about distance and online education there are always holders of the course package who has done objectives for the course, tasks and examinations. These kind of courses normally have teachers and students and for instance a university or a department is responsible for the access to the learning material on the web site. The Internet has also made it possible for others than the traditional educators to provide learning material for different interest groups. Agencies, like The Swedish National Agency for Education (Skolverket) and The Swedish National Agency for School Improvement (Myndigheten för skolutveckling) have web sites containing lots of information, useful materials and other resources in different areas to facilitate for in-service teachers. Now we are not talking about courses but about learning material available for all, and it is not education in traditional meaning. This resources can be used for self directed learning among teachers and could lead to school improvement in the long run, but does it? Our research question is how do teachers use web based learning materials if they use them? The purpose of our study is to reach a deeper understanding of how teachers use web based learning material in the area of early reading and writing development, if they use it at all. We are also interested in exploring the teacher's ways of relating to and how they express their thoughts about this kind of learning materials.

  • 69.
    Emanuelz, Maria
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Nilsson, Veronica
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Invandrarungdomars språkutveckling: språkflyt och integration2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna forskningsstudie har vi undersökt elever med invandrarbakgrund och deras utveckling av språkflytet. Detta har skett under arbetet med en teateruppsättning. Arbetet handlar om elevernas eventuella framsteg i språkflytet genom arbetet med drama samt de olika integrationsaspekterna som ingick i gruppsammansättningen. Syftet var att undersöka hur språkflytet hos en grupp elever utvecklas. Vad sker i deras språkutveckling då de får möjlighet att integrera mellan grupper, i arbetet med drama? Vi valde att använda oss av aktionsforskning som metod i vår undersökning. I och med projektet icensattes en handling, där processen följdes och avslutades med reflektion över vad som skett. Det vi sett som fördelar av valet med aktionsforskning är bland annat att det har varit till personlig nytta för deltagarna, då den bidragit till självutveckling. Vi ser också fördelar för den aktuella skolan samt andra skolor då de har möjlighet att ta del av resultaten och genom det kan utveckla organisationen. Resultatet har visat att språkflytet har utvecklats. Det vi vidare sett är att de medverkande förkovrats på fler olika vis, inte då endast i språkflytet.

  • 70.
    Engdahl, Emelie
    et al.
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Claesson, Marcus
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Med avseende på likvärdig betygsättning?: Aktörers tankar om och erfarenheter av de nationella ämnesproven2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to study how national tests in the ninth grade are being viewed upon in the Swedish school system. What are the affected people’s thoughts regarding its field of application? For further information about this matter, three different sub studies have taken place. In the first sub study, literature from The Swedish National Agency for Education (SNAE) has been studied and compared to other researches. In the second sub study, pupils who took part in the national tests during the previous year answered a survey about their experiences working with the tests. The third sub study includes interviews with 12 teachers who all work with national tests in the ninth grade. These teachers were asked questions about their experiences working with the national tests. Results from the three sub studies are discussed thoroughly and are being brought together through a neo-rationalistic perspective in the discussion part of the essay. The major conclusion made is that there is a difference between the guidelines given by SNAE and how the affected people within the schools look upon the test system.

  • 71. Erickson, Gudrun
    et al.
    Åberg-bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    A collaborative approach to national test development2007In: Fourth Annual Conference of European Association for Language Testing and Assessment EALTA, Sitges, Spain, 15 - 17 June, 2007, 2007Conference paper (Refereed)
  • 72.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Agency, affordances and artefacts: Towards a theoretical perspective in preschool?2008Conference paper (Other academic)
  • 73.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Att rida stol: Vad erbjuder förskolans fysiska miljö?2005In: Förskoletidningen, ISSN 0348-0364, no 6, p. 4-8Article in journal (Other academic)
  • 74.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Konferenstext till Plats och Lärande Movium Rapport 1:20042004Conference paper (Refereed)
  • 75.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Prerequisites and constraints for children’s activities in preschool setting2008Conference paper (Refereed)
    Abstract [en]

    Prerequisites and Constraints for Children's Activities in Preschool Setting

    Description of paper “People often seem to think of the environment as something to be acted upon, not something to be interacted with” (Resnick, 1994, s.239). Wertsch (1998) argues that one task for socio cultural analysis is to avoid analytic efforts that seek to account for human action by focusing on the individual agent. One way to avoid this is by taking mediated action as a unit of analysis. Socio-cultural theory and its close relative “activity theory” are linked to the work of Vygotsky and attempt to provide an account of learning and development as mediated processes (Daniels & Cole & Wertsch, 2007). The theoretical framework in this paper consists of two main concepts; activity theory and the theory of affordance. The main purpose of this study is to analyse how prerequisites for learning are created and an underlying intention is therefore to study how children’s activities are expressed in the practice of preschool. The study is based on video recordings made during one year in five preschools. This paper discusses one of five cases from this study. Central questions are: - What affordances exist in the particular preschool? - In what way are these affordances used by the children? - In what way does the preschool as an institution affect these activities? Theoretical framework The study is based on two theoretical perspectives: a social-cultural framework where the activity theory is prominent and the theory of affordances. As early as the beginning of last century Vygotsky (1978) developed the fundamental idea about mediating tools in the learning process as a criticism of the predominant reflexology. The mediating tools, which can consist both of verbal tools and physical artefacts, result in a possibility to understand the world around and how to face it in different ways. One of the fundamental claims of socio-cultural research as outlined herein is that its proper focus is human action (Wertsch & del Rio& Alvarez, 2002). Human action is also the primarily focus of the action theory. Engeström (1987) developed an activity system which consists of six elements. Subject, object, mediated tools, rules, society and division of labour. This model for an activity system is to be used as a screen to analyze different activities in the recordings. The second theoretical perspective is the theory of affordance. Gibson, the founder of the theory of affordances, was of the opinion that we missed a concept, which referred both to the environment and the individual (Gibson, 1986). Gibson claims on the one hand that an affordance only can be specified in relation to a specific agent/individual and on the other he means that an affordance offers what it does irrespective of the individual. In my study the strength in using the theory of affordance is that it is built from a relation between the individual and the physical environment. Affordances cut through the dichotomy subjective – objective and are equally dependent on environment and the individual. (Gibson, 1986)

    Method

    Five groups of children were recorded at five occasions during autumn 2006 to spring 2007. A single occasion consisted of two half days and were about 6 hours recording. In the end every group was recorded about 30 hours. The movies are now being processed and categorized through the program Inqscribe (www.inqscribe.com).

    Expected Outcomes

    Expected findings The fact that children do use tools is nothing unconventional, but the fact that their learning consists of activities and that these activities contains mediations through tools is something I want to understand and will discuss and take into consideration in this paper.

    References

    Daniels, H. & Cole, M. & Wertsch, J.(Eds.). (2007). The companion to Vygotsky. New York: Cambridge University Press. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: ORIENTA-Konsultit Oy. Gibson, J. (1986). The ecological approach to visual perception. London: LEA Resnick, M.(1994). Learning about life. Artificial life, 1, pp. 229-241 Vygotsky, L.S. (1978). Mind in society. Cambridge: Harvard university press. Wertsch, J & del Rio, P & Alvarez, A. (Eds.). (1995). Sociocultural studies of mind. Australia: Cambridge University Press. Wertsch, J. (1998) Mind as action. New York: Oxford university press. WWW document. URL http://www.inqscribe.com

    This proposal is part of a master or doctoral thesis.

  • 76.
    Eriksson, Linn
    et al.
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Holmlund, Maria
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Datorn - en motivationshöjare?2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en studie som syftar till att ta reda på hur två pedagoger arbetarmed datorer och belöning. I bakgrunden presenterar vi bland annatbegreppet motivation samt att vi går igenom några centrala delar i behaviorismen.För att finna svar till vårt syfte använde vi oss av observationeroch semistrukturerade intervjuer. I analysen av resultatet inspireradesvi av hermeneutiken och vår tolkning är att pedagogerna blandannat använder sig av datorerna för att motivera eleverna. Vår studieavslutas med en kortare sammanfattning av resultatet där vi lyfter framnågra egna tankar samt att vi ger tips på vidare forskning.

  • 77.
    Festin, Kari
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Elevers lärmiljöer: inomhus och utomhus2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 78.
    Forsman, Sandra
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    IKT-användning inom gymnasieskolans fysikundervisning2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En undersökning av hur gymnasielärare i fysik använder metoder som inkluderar informations- och kommunikationsteknik i sin fysikundervisning gjordes. Studien baserades på intervjuer samt enkätsvar av sex lärare från olika gymnasieskolor inom Västernorrlands län. Intervjuerna analyserades i en jakt på övergripande mönster och enkätsvaren sammanställdes för att ge kompletterande kvantitativt stöd till intervjuerna. Slutsatserna visar att ingen av de här lärarna arbetar med metoden RealTime Physics, men att de till stor grad använder liknande metoder på liknande sätt men även att det finns en spridning inom gruppen när det gäller hur de använder den här metodtypen.

    Undersökningen visar även att den här lärargruppen har en positiv syn på den här typen av metoder även om de identifierat behov av mer teknisk utrustning, kompetens och tid för att arbeta på det här sättet.

  • 79.
    Fransman, Heléna
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    "Jag vill inte- men måste": En studie on lärares uppfattningar angående elevinflytande över specialpedagogiska insatser.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka lärares uppfattningar kring urvalet av barn i behov av särskilt stöd samt lärares uppfattningar kring elevinflytande över specialpedagogiska insatser. Studien är kvalitativ och tar ansats utifrån ett fenomenografiskt perspektiv. Där det fenomenografiska perspektivet innebär att man beskriver variationen av uppfattningar hos olika människor. Resultat av analysen visar att lärare uppfattar att det är endast vid utarbetning av åtgärdsprogram som elever i behov av särskilt stöd får inflytande över specialpedagogiska insatser. Vidare så visar resultat att barn med diagnos av något slag eller barn som lärare uppfattar ha socioemotionella problem är de barn som lärare uppfattar får specialpedagogiska insatser.

  • 80.
    Franzén, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gender and School leadership discourses: A Swedish perspective2004In: Leadership Gender and Culture in Education/ed. by Cecilia Reynolds, John Collard, Open University Press, 2004Chapter in book (Other academic)
  • 81.
    Fredrikssom, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Education International and the Implementation and Monitoring of the Rights of the Child2004In: Understanding Children´s Rights, Ghent, Belgium: Ghent University , 2004Chapter in book (Other scientific)
    Abstract [en]

    Education International (EI) is a world-wide trade union organisation of education personnel, whose 26 million members represent all sectors of education from early childhood education to university. As an organisation of teachers EI has a strong interest in the implementation and monitoring of the rights of children, specifically the right to education. Through its contacts with international intergovernmental organisations such as UNESCO, ILO and the World Bank, EI is following the development in the education sector world wide and promoting education for all. During recent years EI has been involved in two important campaigns related to children�s rights. EI has been campaigning against child labour with the objective of eliminating child labour and promoting education for all. This campaign has also been co-ordinated with other organisations through co-operation within the Global March against Child Labour. One important achievement of the campaign has been the adoption of the ILO Convention No. 182 which contains clear references to the importance of providing free basic education. EI has launched the Global Campaign for Education together with Action Aid and Oxfam International in partnership with civil society networks throughout the South and the Global March. Since 2000 the Global Campaign for Education has organised every year a Global Action Week to highlight the need of education for all and to put pressure on governments and international donor agencies. EI believes there is an urgent need to increase the efforts world wide to improve enrolment figures and to improve the quality of education. This can only be done through increased investment in education and through public education. To improve enrolment and the quality of education, it is necessary to improve the status of teachers.

  • 82.
    Fredriksson, Samuel
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Walczak, Rafal
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Högskoleverkets utvärdering av kvalitet i högre utbildning: - för vem, hur och varför?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien belyser Högskoleverkets utvärdering av kvalitet i högre utbildning och avgränsar sig till Mittuniversitetets lärarutbildning. Syftet med studien var att belysa hur Högskoleverket som statlig myndighet använder utvärdering av kvalitet i högre utbildning som ett värderings- och normeringsverktyg. Studien genomfördes utifrån en filosofiskt hermeneutisk ansats. Högskoleverkets kvalitetsutvärdering tycks ha en konformerande effekt på den högre utbildningen, till stor del på grund av hot om indragen examensrätt vid tecken på bristande kvalitet. Vad som egentligen utvärderas vid kvalitetsutvärdering är dock oklart då kvalitetsbegreppet förefaller svårdefinierat och innehållsmässigt blir öppet för berörda intressenter som har tolkningsföreträde att bestämma, vilket gör det starkt politiserat i skuggan av en allt mer globaliserad världs politiska påverkan. Kvalitet i högre utbildning tycks således bli det som Högskoleverket utvärderar, istället för att man utvärderar kvalitet.

  • 83.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Changes of education policies within the European Union in the light of globalisation.2003In: European Educational Research Journal, ISSN 1474-9041, Vol. 2, no 4, p. 522-546Article in journal (Refereed)
    Abstract [en]

    Education issues have traditionally not played a central role within the European Union. This has gradually started to change in recent years. At the Lisbon European Council on 23-24 March 2000, the heads of states and governments of the European Union member countries set out a new strategic objective for the coming decade; "Becoming the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". This implies major changes and education will be among the areas affected. Two questions can be raised in relation to this development: 1) How can a European education policy be created within the existing framework of the European Union? 2) What could be the content of such an education policy? A new method of working called the �open method of co-ordination� has been developed. A critical concept in this context is �benchmarking�. Another new approach is to initiate what is referred to as processes. How are these methods working in practice and what implications will they have for the development of educational policies? The content of a European educational policy depends to a large extent on what kind of agreements could be produced within the context of the new working methods. One example of such initiatives is the European Report on Quality of Education. Linked to this is "the concrete future objectives of education systems" which was approved by the Stockholm European Council of March 2001. Using an examination of how the European Union is trying to find new methods for co-operation in the field of education and how elements of a European education policy can be found in present initiatives, it is possible to explore some scenarios setting out how the work of the European Union and a European education policy can develop.

  • 84.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Education For All and Consultations with Teacher Unions: Report on the questionnaire on the participation of teacher unions in the EFA process.2003Report (Other academic)
    Abstract [en]

    The paper explores to which extent teacher unions have been involved in discussions, consultations and negotiations with goverments in relation to initiatives taken to achieve education for all (EFA). The paper deals with three questions: 1) Whether teacher unions were aware of the existence of EFA (Education For All) forums in their countries and if their answers were yes, to which extent they had participated in the National EFA Forums. 2) Whether teacher unions were aware of the existence of National EFA Plans or the active work to establish such a plan. If their answers were yes, in what ways had they participated in consultations on the National EFA Plan. 3) Whether the teacher unions had taken any initiative related to EFA. Based on answers given by teacher unions to a questionnaire it is concluded that many unions have not been involved in the EFA process in an appropriate way.

  • 85.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Education International and the Implementation and Monitoring of the Rights of the Child2001In: Understanding Children's Rights: Collected papers presented at the fourth International Interdisciplinary Course on Childrens Rights held at the University of Ghent December 2000, Ghent: University of Ghent , 2001Chapter in book (Other scientific)
    Abstract [en]

    Education International (EI) is a world-wide trade union organisation of education personnel, whose 26 million members represent all sectors of education from early childhood education to university. As an organisation of teachers EI has a strong interest in the implementation and monitoring of the rights of children, specifically the right to education. Through its contacts with international intergovernmental organisations such as UNESCO, ILO and the World Bank, EI is following the development in the education sector world wide and promoting education for all. During recent years EI has been involved in two important campaigns related to children�s rights. EI has been campaigning against child labour with the objective of eliminating child labour and promoting education for all. This campaign has also been co-ordinated with other organisations through co-operation within the Global March against Child Labour. One important achievement of the campaign has been the adoption of the ILO Convention No. 182 which contains clear references to the importance of providing free basic education. EI has launched the Global Campaign for Education together with Action Aid and Oxfam International in partnership with civil society networks throughout the South and the Global March. Since 2000 the Global Campaign for Education has organised every year a Global Action Week to highlight the need of education for all and to put pressure on governments and international donor agencies. EI believes there is an urgent need to increase the efforts world wide to improve enrolment figures and to improve the quality of education. This can only be done through increased investment in education and through public education. To improve enrolment and the quality of education, it is necessary to improve the status of teachers.

  • 86.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    GATS, education and teacher union policies. : European Conference on Educational Research, Hamburg, September, 20032003Conference paper (Other scientific)
    Abstract [en]

    This papers starts by putting GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues: 1) The broad scope of GATS; 2) Progressive liberalisation; 3) Power imbalances; 4) Lack of assessment;. 5) Irreversibility; and 6) Imperilled public services. The international trade union movement has made proposals for a GATS reform: 1) Better assessment; 2) Improved consultation process; 3) Incorporation of emergency safeguards; 4) Procedures to integrate core labour standards and environmental issues; 5) Strengthening the regulatory powers of governments; and 6) Excluding public sector. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.

  • 87.
    Fredriksson, ULF
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hur läser elever med invandrarbakgrund i Stockholm?2004In: Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning, ISSN 0349-9855, Vol. 29, no 2Article in journal (Other scientific)
    Abstract [sv]

    Den stora undersökning som genomförts om läsfärdigheter i Stockholm under åren 1993 � 2000 visar att det finns skillnader mellan svenska elever och elever med invandrarbakgrund med avseende på resultat på lästest på svenska. Dessa skillnader är större då läsförståelse mäts än när ordigenkänningsförmåga mäts. Till viss del kan dessa skillnader förklaras med skillnader i hembakgrund mellan eleverna. När olika grupper av elever med invandrarbakgrund jämförs finns skillnader mellan de som bott hela livet i Sverige och de som ej bott hela livet i Sverige samt mellan olika språk/kulturgrupper. Elever med invandrarbakgrund som bott hela livet i Sverige har bättre resultat på lästesten på svenska än de som ej bott hela livet i svenska. Tyskspråkiga elever och kinesiskspråkiga hade bättre resultat än de svenska eleverna. Andra grupper som engelsk-, polsk- och finskspråkiga elever hade resultat som var obetydligt lägre än de svenska elevernas. Däremot hade t.ex. somali-, romani-, turkisk- och arabiskspråkiga elever resultat som var betydligt lägre än de svenska elevernas. Att läsa för eleverna innan de själva kan läsa samt tillgång till böcker och tidningar i hemmet tycks vara faktorer som positivt samvarierar med läsförmågan både bland svenska elever och elever med invandrarbakgrund. Troligen är denna samvariation starkare bland eleverna med invandrarbakgrund än bland de svenska eleverna. Elever med god läsförmåga på två språk kommer i flera fall från tvåspråkiga familjer. Elever med invandrarbakgrund är överrepresenterade i skolor med låga medelvärden på lästesten och går i större utsträckning än svenska elever i klasser där lärarna upplever att resurserna är otillräckliga. Undersökningsresultaten visar också att skillnaden i resultat på lästesten mellan de svenska eleverna och de elever med invandrarbakgrund som bott hela livet i Sverige är den samma i år 3 (1994) som år 8 (1999).

  • 88.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions2009In: 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)
  • 89.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lärarpolicy i Europa: Ett ökat intresse för lärare och lärarutbildning.2007In: Pædagogisk Orientering, ISSN 0108-9390, Vol. 2007, no nr 1, p. 24-29Article in journal (Other scientific)
  • 90.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    New technologies in education: trends, risks and opportunities.2003Report (Other academic)
    Abstract [en]

    Computers and ICT have become features of daily life in society, at work places and in the homes in most industrialised countries. Computers and ICT are increasingly used in schools, but large number of schools still have no access or limited access to new technologies. A growing number of teachers frequently use computers and ICT in their classrooms, but in some countries there are also large groups of teachers who do not use computers at all. An increasing number of teachers have received some training in the use of computers and ICT, but still about half of the teachers in the EU countries have so far received no training. Training in the use of computers and ICT seems to be included in the pre-service education of teachers in most countries. Governments have expressed a strong wish to increase the use of ICT in schools. It seems reasonably to assume that the changes we have seen in schools in respect of new technologies are only the beginning of what may be radical changes. Changes can take place in the general way in which education is delivered, in the practice in the classrooms and in the content of education.

  • 91.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Quality Education: the teachers' key role: International Conference on Education, 47th session, Geneve, 8-11 September 20042004Conference paper (Other scientific)
    Abstract [en]

    The paper explores different definitions of quality in education and different reasons for the focus given to quality in education during recent years. The characteristics of a good teacher is discussed as well as what teachers can do to improve the quality of education. The following measures could be taken in order to improve the quality of education on �system level�; Improve the quality of teacher education. Ensure that all students will get at least one textbook. Increase the number of school libraries and provide schools with classroom libraries. Find ways to start to introduce new technologies into the schools on a broader scale. In order to improve the status of all teachers world wide, education authorities, governments and intergovernmental organisations must ensure that teachers: receive the moral and material recognition appropriate to their level of qualifications and responsibilities; have an adequate working environment; can do their work in adequately equipped school buildings; have a salary comparable with other professions requiring the same level of qualifications and responsibility; have the right to form and control their own representative organisations; have the right to participate in the process of formulating educational policies; receive a good initial teacher education and professional development. One possible line of actions could be to suggest to governments to form a kind of quality alliance where both governments and teacher unions promise to undertake a number of actions to promote quality in education.

  • 92.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Reading skills among students of Iimmigrant origin in Stockholm.2002Doctoral thesis, monograph (Other scientific)
    Abstract [sv]

    I Stockholm utgör elever med invandrarbakgrund ungefär en fjärdedel av alla elever. Läsning är en central färdighet av betydelse för elevers möjligheter att lyckas i skolan. Läsförmågan hos 11 179 elever med invandrarbakgrund i årskurs 3 i Stockholms skolor under åren 1993 - 1999 jämförs med 33 915 "svenska" elever under samma period. De svenska eleverna läser bättre än eleverna med invandrarbakgrund. På test där eleverna enbart läste fristående ord var skillnaden mindre än när eleverna läste hela texter. Elever med invandrarbakgrund var kraftigt överrepresenterade i de skolor som hade de lägsta medelvärdena på testen. När olika grupper av elever med invandrarbakgrund jämfördes med varandra så fanns stora skillnader. Elever som var födda och uppvuxna i Sverige läste bättre än de som själva invandrat. Elever från några språkgrupper läste lika bra och i något fall t.o.m. bättre än de svenska eleverna, medan elever från andra språkgrupper hade resultat på lästesten som var betydligt under de svenska elevernas resultat. När elever med invandrarbakgrund som deltagit i modersmålsundervisning eller gått i tvåspråkiga klasser jämfördes med de som ej deltagit i någon modersmålsundervisning fanns inga skillnader mellan gruppernas medelvärden på lästesten på svenska. När resultaten på lästest för elever som 1994 gick i årskurs 3 och 1999 i årskurs 8 (alltså till stor del samma elever, men fem år äldre) jämfördes var skillnaden i testresultat mellan de svenska eleverna och de elever med invandrarbakgrund som bott hela livet i Sverige den samma 1999 som 1994.

  • 93.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Studying the supra-national in education: GATS, education and teacher union policies.2004In: European Educational Research Journal, ISSN 1474-9041, Vol. 3, no 2, p. 415-441Article in journal (Refereed)
    Abstract [en]

    This papers puts GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. Commitments made in GATS negotiations are difficult to withdraw and the protection of commercial interest which GATS provides is stronger than the protection of human rights, in for example, the Convention of the Right of the Child. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. It can be assumed that such panels will deal with some educational matters in the future. An other risk for the future is that governments will use GATS as an excuse for deregulation and privatisation within the education sector. There is also a risk that education will become part of general negotiation game where governments may have to open up the education market in their own countries in order to get access to other markets and that education policies will increasingly be decided by trade ministers instead of education ministers. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.

  • 94.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teacher Certification and Selection in Sweden2009Conference paper (Other academic)
  • 95.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teacher Evaluation in Sweden2009Conference paper (Other academic)
  • 96.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers and Their Situation in Europé: paper presented at the IIE Alumni Symposium: Education and Development in a Globalized World in Stockholm in December 2007, Institute of International Education, Department of Education, Stockholm University2007Conference paper (Other scientific)
    Abstract [en]

    This paper will deals with the teachers in Europe and their situation. It covers this topic by examining what can be described as an increased interest in teachers in Europe. This increased interest can be related to three major issues which will be examined. The first issue could be referred to as a new understanding of the importance of the teaching profession. The second issue is related to the demand and supply of teachers. The third issue is about to which extent teachers are prepared for teaching in the 21st century. In addition to these three issues the paper will end with some observations about how teachers themselves influence education policy.

  • 97.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers' salaries in comparison with other occupational groups2008Report (Other academic)
    Abstract [en]

     

    The purpose of this study is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. On the basis of an overview of existing international data, UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study has been conducted since 1971 and provides, among other things, information on the salaries of a number of professions, among them primary teachers.

    The data from UBS make it possible to compare teachers’ salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. The data do not reveal any specific trends in the relationship of teachers’ salaries to the salaries of other occupations. In the comparison of various occupational groups in 29 cities across the EU, EEA and Candidate Countries, it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers.

    This type of comparison opens up new angles in the debate on how to attract young people to the teaching profession. An example of the added value of this type of comparison is the case of teachers’ salaries in Turkey, which seem favourable when considered in relation to GDP. However, in Istanbul 9 out of 14 compared occupations in 2006 are better paid than teaching.

    The present data from UBS have at least three weaknesses: 1) the UBS data have not been collected with the purpose of making this type of comparison; 2) it may be of greater interest to compare teaching solely with professions which require a similar length of education; 3) the UBS data have not been collected from an appropriate, randomly selected number of workplaces. In spite of these problems it may be of general interest to collect this type of information on regular basis. If there were an interest in continuing to collect this type of data, it could be done in two ways: either by using the existing UBS data, with its advantages and disadvantages, or by employing more formal channels to obtain the necessary information.

    The purpose of this study is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. On the basis of an overview of existing international data, UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study has been conducted since 1971 and provides, among other things, information on the salaries of a number of professions, among them primary teachers.

    The data from UBS make it possible to compare teachers; salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. The data do not reveal any specific trends in the relationship of teachers; salaries to the salaries of other occupations. In the comparison of various occupational groups in 29 cities across the EU, EEA and Candidate Countries, it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers.

    This type of comparison opens up new angles in the debate on how to attract young people to the teaching profession. An example of the added value of this type of comparison is the case of teachers; salaries in Turkey, which seem favourable when considered in relation to GDP. However, in Istanbul 9 out of 14 compared occupations in 2006 are better paid than teaching.

    The present data from UBS have at least three weaknesses: 1) the UBS data have not been collected with the purpose of making this type of comparison; 2) it may be of greater interest to compare teaching solely with professions which require a similar length of education; 3) the UBS data have not been collected from an appropriate, randomly selected number of workplaces. In spite of these problems it may be of general interest to collect this type of information on regular basis. If there were an interest in continuing to collect this type of data, it could be done in two ways: either by using the existing UBS data, with its advantages and disadvantages, or by employing more formal channels to obtain the necessary information.

     

  • 98.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Teachers´ salaries in comparison with other occupational groups: Paper presented at the 35th Congress of the Nordic Educational Research Association, Turku, March, 20072007Conference paper (Other scientific)
    Abstract [en]

    The purpose of this paper is to analyse whether UBS provides internationally comparable information on how teachers' salaries stand in relation to the salaries of other occupational groups. UBS is identified as the only source that provides comparable information on teachers' salaries in relations to other occupational groups. This information is contained in Prices and Earnings Around the Globe, a study published every three years by the Union Bank of Switzerland (UBS). This study provides information on the salaries of a number of professions, among them primary teachers. The data make it possible to compare teachers� salaries with those of other occupational groups in twelve cities in the EU, EEA and Candidate Countries during the period 1979 to 2006. In the comparison of various occupational groups it is found that while teaching is one of the best-paid occupations in some cities, it is one of the worst paid in others. Generally teachers are paid less than engineers and product managers, but in most cities they are better paid than building labourers and female factory workers.

  • 99.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    What Can Be Done to Implement International Standards Concerning Children's Right To Education Worldwide?2001In: Children's rights in education, London: Jessica Kingsley Publishers, 2001, p. 60-78Chapter in book (Other academic)
    Abstract [en]

    The most important provision made by Governments world wide for children is to provide schooling. A majority of children in the world spend at least some years in primary education, but it also has to be recognised that large numbers of children do not get any education. From this perspective, it is important to examine how the right to education can be further emphasised in order to achieve education for all and how the right of the child is met in educational institutions. This article examines what international recommendations and conventions are of relevance for these issues, their implementation and the related problems which can be found in implementating these recommendations and conventions and finally what can be done to further better agreement between international recommendations and conventions, legislation, political decisions and the everyday practice.

  • 100.
    Fredriksson, Ulf
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading among students of immigrant origin in a number of Swedish municipalities: Analysing differences in reading skills between students of immigrant origin and Swedish students and differences related to age, gender, participation in remedial education, participation in education in Swedish as a second language and participation in mother tongue education.: Paper presented at the AILA - Association Internationale de Linguistique Appliquée ( International Association of Applied Linguistics) World Congress, Essen, August 20082008Conference paper (Refereed)
    Abstract [en]

    Mid Sweden University and Kalmar University have organised studies on reading skills among students in grade 8 during 2002 – 2007 in Nacka, Sollentuna, Tyresö and Upplands-Väsby. All students in grade 8 in the municipalities have participated in the studies. In total 16 287 students participated. These studies have included a reading test and information collected from the teachers about students’ age, gender, mother tongue, participation in remedial education, participation in mother tongue education and participation in education in Swedish as a second language.

    The results from these studies are used to compare the reading skills of the Swedish students and the students of immigrant origin. The analysis take age and gender into consideration. A comparison is made between Swedish students and students of immigrant origin receiving remedial education. Within the group of students of immigrant origin a comparison is made between those who have participated in education in their mother tongue and those who have not participated in such education. A comparison is also be made between those who have participated in education in Swedish as a second language and those who have not participate in this education.

    The purpose of these comparisons are to find out whether:

    - the same gender differences in reading skills can be found among Swedish students and students of immigrant origin?

    - the same age differences in reading skills can be found among Swedish students and students of immigrant origin?

    - there are differences between Swedish students who participated in remedial education and students of immigrant origin who participated in remedial education?

    - there are differences between the students of immigrant origin who participated in mother tongue education and the students of immigrant origin who did not participate in mother tongue education?

    - there are differences between the students of immigrant origin who participated in education in Swedish as a second language and the students of immigrant origin who did not participate in education in Swedish as a second language?

     

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

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