| 31. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Reading among students of immigrant origin
- 2010
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Ingår i: The educational challenge of cultural diversity in the international context. - Münster : Waxman.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 32. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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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 2008
- 2008
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Konferensbidrag (refereegranskat)abstract
- 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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| 33. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
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 2008
- 2008
-
Konferensbidrag (refereegranskat)abstract
- 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.
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| 34. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Reading and education for students of immigrant origin in some Swedish municipalities
- 2009
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Ingår i: US-China Education Review. - Libertyville, IL : David Publishing. - 1548-6613 .- 1930-1529. ; 6:11, s. 17-33
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 35. |
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| 36. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Reading and remedial education among students of immigrant origin in a number of Swedish municipalities
- 2008
-
Konferensbidrag (refereegranskat)abstract
- 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
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| 37. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Reading and students’ well-being
- 2006
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Konferensbidrag (refereegranskat)abstract
- Mid Sweden University and Kalmar University have organised studies on reading skills among students in grade 8 in Ekerö, Härnösand, Kristianstad, Nacka, Sollentuna and Tyresö. These studies have included a reading test and a questionnaire where the students have been asked to give information about themselves, their schooling and their motivation. Some of the questions have dealt with the students feeling of well-being in relation to their schools, the school work and their class mates. This data is analysed from the perspective of how students’ well-being and reading test results relate to each other. The data is also further analysed from a perspective of gender, students’ mother tongue and ethnical background.
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| 38. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Reading, reading habits, reading interest, well-being in school and perspectives on the future among 8th grade students in a Swedish municipality
- 2009
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 39. |
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| 40. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom: : A comparative study using PISA data
- 2023
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Ingår i: Nordic Journal of Comparative and International Education (NJCIE). - 2535-4051. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- School absenteeism is a challenge in many countries. Still, there are few comparisons between countries, which is partly due to a lack of shared definitions of concepts. This article makes use of PISA data to compare self-reported student absenteeism in Germany, Japan, Sweden, and the United Kingdom (UK). Three data sets are used, from 2012, 2015, and 2018. The self-reported absenteeism, which is referred to as truancy in the PISA studies, was measured as having skipped a whole school day at least once in the two full weeks before students completed the PISA student questionnaire.The results show great variation between the studied countries, from 24.4% in the UK in 2015 to 1.5% in Japan in 2012. The percentage of students who reported having skipped school is much higher in the UK than in the other three countries. The differences between the countries concerning the percentage of students reporting having been absent from school are significant for all years, except between Sweden and Germany in 2015. Germany and the UK have a similar pattern in development, with the highest percentages in 2015, while Sweden and Japan have small (albeit not significant) increases from 2012 to 2018. The UK is the only country where the changes between 2012 and 2015 as well as between 2015 and 2018 were significant.It is not possible to see any obvious patterns between the countries that might be linked to differences related to their welfare regimes, education systems, or values. To find such patterns, it may be necessary either to include more countries in a study or to conduct more in-depth studies on each country.
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