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Sökning: WFRF:(Taube Karin) > Taube Karin

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  • Roe, Astrid, et al. (författare)
  • "To read or not to read - that is the question" : Reading engagement and reading habits in a gender perspective
  • 2012. - 1
  • Ingår i: Northern Lights on PISA 2009 - focus on reading. - Copenhagen : Nordic Council of Ministers. - 9789289323048 ; , s. 1-221
  • Bokkapitel (refereegranskat)abstract
    • The PISA 2009 student questionnaire posed several questions about reading habits and reading attitudes, and many of these questions were also represented in the student questionnaire in PISA 2000. Thus, we are able to study Nordic boys´ and girls´reading habits and engagement over time. Although there are some differences between the Nordic countries, the overall impression is that Nordic 15-year olds spent less time reading for enjoyment in 2009 than they did in 2000. However, they spent more time online in 2009 than they did in 2000. Gender differences favouring girls were great in 2000, both in terms of reading achievement and reading engagement, and this picture has not changed in 2009. Furthermore, the weakest readers read far less in their leisure time than the best readers. In all the Nordic countries and for both genders, reading engagement shows a higher correlation with reading scores than social background. Lastly, we relate our findings to current research and discuss the implications they may have for teachers and students.
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  • Snyder, Kristen M, et al. (författare)
  • Measuring quality, learning, and knowledge in the knowledge society : Paper presentation at the Nordic European Research Association, March. Reykjavik, Iceland
  • 2004
  • Konferensbidrag (refereegranskat)abstract
    • The quality movement has stimulated changes in teaching, learning, and school development. Changes in policy and pedagogy have occurred at the local, national, and international levels, focusing on �quality indicators� for measuring student learning, and new methods and paradigms in assessment. Recent data collected from the PISA study has stimulated further discussion about quality in education across countries, while the EU Commission has supported the development of a benchmarking process to facilitate quality development in European schools. This fundamental emphasis on quality and self-assessment, in a context of globalization and citizenship education, has stimulated an ideological debate about what it means to measure quality, learning and knowledge in the knowledge society. Set within the context of the discussion about quality within the EU and OECD, and the potential ideological paradox, this presentation focuses on the use of comparison data from PISA and the European Education Quality Benchmark System (2EQBS) to provide educators with tools for addressing quality in schools. Specifically we will show ways in which schools can adapt the principles and philosophies of quality to serve as a guide for building learning environments that support youth development in the knowledge age, rather than merely addressing inspection standards
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  • Swalander, Lena, et al. (författare)
  • Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability
  • 2007
  • Ingår i: Contemporary Educational Psychology. - : Elsevier BV. - 0361-476X .- 1090-2384. ; 32:2, s. 206-230
  • Tidskriftsartikel (refereegranskat)abstract
    • This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (beta=0.43 for final and beta=0.56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p less than 0.001).
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Taube, Karin (64)Ta bort avgränsningen
Taube, Karin, 1945- (27)
Fredriksson, Ulf, 19 ... (25)
Eklund, Monica (15)
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