| 1. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Innovative use of ICT in schools based on the findings in ELFE project
- 2008
-
Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 13:2, s. 83-101
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.
|
|
| 2. |
|
|
| 3. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
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
-
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.
|
|
| 4. |
- 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.
|
|
| 5. |
- 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
|
|
| 6. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Student self-assessment and reading
- 2008
-
Konferensbidrag (refereegranskat)abstract
- It is interesting to examine students´ self-assessment and reading for two reasons. One reason is to get an idea about how reliable students self-assessment is and another reason is that self-assessment in itself is an important skill needed as a part of the competence to learn as such. During the period 1997- 1999 were 20,000 students in grade 3 and 15,000 students in grade 8 in Stockholm tested in reading. The students had to complete a reading test, but also complete a questionnaire in which, among other questions, students were asked to make a self-assessment of their reading skills. The younger students were also asked to make a self-assessment of their reading based on how they judged their ability to read subtitles on TV. The surveys included all students in grade 3 and 8 in Stockholm in these years. Participation in the survey was compulsory for all schools with students in these grades. The paper will examine the correlation between results on the reading test and the students´ self-assessment of their reading skills. These correlations will be further analysed taking age, gender and other variables into consideration.
|
|
| 7. |
- Fredriksson, Ulf, 1954-
(författare)
-
Teachers' salaries in comparison with other occupational groups
- 2008
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- 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.
|
|
| 8. |
- Hoskins, Bryony, et al.
(författare)
-
Learning to learn : What is it and can it be measured?
- 2008
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Measuring Learning to learn is part of a process to establish and monitor the learning processes and outcomes needed to facilitate the development of lifelong learning in Europe. This report highlights the European political developments that have taken place which have placed learning to learn as a political priority within the Lisbon 2010 Education and Training process. It connects these with the move to a competence based approach that emphasises the testing of a holistic and real-world based capability that includes values, attitudes, knowledge and skills.The report analyses how the competence learning to learn has been defined. It highlights different understandings which have been developed from within the social-cultural and cognitive psychological paradigms. It investigates the European definition of learning to learn and how it relates to these epistemological positions. The report also establishes what learning is not by visiting concepts such as intelligence, problem-solving and learning strategies.In a second step the report investigates how learning to learn can be measured. 3 national tests that are combined within the European test are explained: the University of Helsinki test, the Bristol University test and the Dutch test. The European framework is then described and preliminary evaluation of the European learning to learn pre-pilot is briefly given. Existing international tests, in particular PISA, are analysed to see if these tests cover the definition. The results described are that these tests do not cover the full range of aspects of learning to learn and tend only to use the affective questions as explanatory variables for the test results rather than one dimension of the measurable outcomes. Finally, future directions for research to improve the conceptual basis of the European learning to learn test are proposed which highlights the need for more interdisciplinary research in the field of learning.
|
|
