| 121. |
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| 122. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Vad kan vi lära av PISA?
- 2018
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Ingår i: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 170-177
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 123. |
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| 124. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Ways to use ICT in schools to optimize the impact on teaching and learning
- 2009
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Ingår i: Acta Didactica Napocensia. - 2065-1430. ; 2:4, s. 20-32
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 125. |
- Fredriksson, Ulf, et al.
(författare)
-
Weak readers in the Nordic Countries : Gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors.
- 2012
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Ingår i: Northern Lights on PISA 2009. - Köpenhamn : Nordisk ministerråd. - 9789289323048 ; , s. 23-43
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Bokkapitel (refereegranskat)abstract
- The objective of this article is to identify how large the groups of weak readers are in the Nordic countries and to examine the composition of these groups with respect to gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors. The percentage of weak readers varies from 8 percent in Finland to 17 percent in Iceland and Sweden. The percentage of weak readers has increased in Finland, Iceland and Sweden between 2000 and 2009 and decreased in Norway and Denmark during the same period. The composition of the group weak readers seems to be similar in the Nordic countries. Although there are many similarities between the countries, Finland seems to be the country that partly differs from the other countries. One possible reason behind this could be that the group weak readers is that much smaller than in the other countries and that this has an influence on the composition of the group.
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| 126. |
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| 127. |
- Fredriksson, Ulf
(författare)
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What Can Be Done to Implement International Standards Concerning Children's Right To Education Worldwide?
- 2001
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Ingår i: Children's rights in education. - London : Jessica Kingsley Publishers. - 1853029777 ; , s. 60-78
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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| 128. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data
- 2024
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 19:5
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores which students–with regard to gender, socio-economic background and migration background–skip school in Germany, Japan, Sweden and the United Kingdom (UK) according to PISA data. Students who skip school are observed in many countries, but there is not much systematic research that studies this across countries. Comparable data is to a large extent missing. PISA data offers an opportunity to use comparable data. In PISA, students were asked in 2018, 2015 and 2012 whether they had skipped school a whole day in the last two weeks prior to their completion of the PISA student questionnaire. Patterns of how absence relates to sociodemographic factors vary in countries and school systems. In the comparison between the four countries the UK stands out as having a higher percentage of students who have reported that they have skipped school than in the other countries. This does not seem to be related to any specific group of students. Japan also stands out with a lower percentage of students who have reported that they have skipped school. According to PISA data, skipping school is more related to socio-economic background than any other of the variables studied. The socio-economic background seems to be related to skipping school in all three PISA studies in Sweden and the UK. Gender seems not to be an important factor in the four countries. In Sweden and Germany there is a lower percentage of non-immigrant students who report that they have skipped school than first-and second-generation immigrant students. In the UK the figures are more ambiguous. When the percentages of students skipping school are compared over time and in the countries, it is difficult to find any trends, but the data only covered three measurements during a period of six years, which may be too short a time span to see trends.
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| 129. |
- Genshaft, Alex S., et al.
(författare)
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Multiplexed, targeted profiling of single-cell proteomes and transcriptomes in a single reaction
- 2016
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Ingår i: Genome Biology. - : Springer Science and Business Media LLC. - 1465-6906 .- 1474-760X. ; 17
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Tidskriftsartikel (refereegranskat)abstract
- We present a scalable, integrated strategy for coupled protein and RNA detection from single cells. Our approach leverages the DNA polymerase activity of reverse transcriptase to simultaneously perform proximity extension assays and complementary DNA synthesis in the same reaction. Using the Fluidigm C1 (TM) system, we profile the transcriptomic and proteomic response of a human breast adenocarcinoma cell line to a chemical perturbation, benchmarking against in situ hybridizations and immunofluorescence staining, as well as recombinant proteins, ERCC Spike-Ins, and population lysate dilutions. Through supervised and unsupervised analyses, we demonstrate synergies enabled by simultaneous measurement of single-cell protein and RNA abundances. Collectively, our generalizable approach highlights the potential for molecular metadata to inform highly-multiplexed single-cell analyses.
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| 130. |
- Gougoulakis, Petros, 1958-, et al.
(författare)
-
World-Leading Research and Education for All – A Swedish Challenge
- 2018
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Ingår i: In Pursuit of World-Class Universities. - New Delhi : Studera Press. - 9789385883644 ; , s. 215-238
-
Bokkapitel (refereegranskat)abstract
- This chapter highlights important features of the Swedish university system in a historical perspective, with references to world-leading research and education. In focus is the distinction between university colleges and universities, and how this is related to education and research of high quality. The notion world-leading research and education is described as a particular challenge for Sweden, as country with a knowledge-based economy dependent on a global market. Sweden has the ambitions to achieve social justice and equal opportunities. There has been an emphasis on expanding higher education not only in terms of students, and also in terms of HEIs. It can be argued that there is a need to have a broad foundation to become world-leader in higher education, but at the same time, there exists a harsh competition about funding between HEIs. This tension will be at the core of future developments of higher education and research in Sweden.
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