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Sökning: WFRF:(Taube Karin) > Taube Karin

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31.
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32.
  • Fredriksson, Ulf, 1954-, et al. (författare)
  • Strengths and Weaknesses in the Swedish and Swiss Education Systems
  • 2009
  • Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 8:1, s. 54-68
  • Tidskriftsartikel (refereegranskat)abstract
    • Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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33.
  • Fredriksson, Ulf, 1954-, et al. (författare)
  • Strengths and Weaknesses in the Swedish and Swiss Education Systems : a comparative analysis based on PISA data
  • 2009
  • Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 1:1, s. 54-68
  • Tidskriftsartikel (refereegranskat)abstract
    • Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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34.
  • 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.
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35.
  • Fredriksson, Ulf, 1954-, et al. (författare)
  • Svenska elevers läsning
  • 2012
  • Ingår i: Svenskämnet i går, i dag, i morgon. - Stockholm : Svensklärarföreningen. - 9789127429659
  • Bokkapitel (populärvet., debatt m.m.)
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36.
  • Fredriksson, Ulf, et al. (författare)
  • Svenska som andraspråk och kulturmöten.
  • 2003
  • Ingår i: Barn utvecklar sitt språk. - Lund : Studentlitteratur. - 9144027931 ; , s. 292-
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Kulturmötet är för många barn en viktig del av den kontext i vilken de utvecklar sitt språk. Många skäl talar för att barns språkliga och kulturella bakgrund påverkar de förutsättningar de har för att lära sig svenska. Det finns också mycket som tyder på att en del av de skillnader som finns mellan svenska elever och elever med invandrarbakgrund samt mellan olika grupper av elever med invandrarbakgrund är beroende på skillnader i elevernas sociala och ekonomiska levnadsförhållanden. I detta sammanhang är det viktig att vara försiktig så att inte kulturella skillnader tillåts skymma sociala skillander. Det är av central betydelse att lärarna har en grundläggande respekt för elevernas språk och kultur. Ytterligare en viktig utgångspunkt är att varje elev med invandrarbakgrund är unik. Beroende på invandring samt språklig och kulturell bakgrund ställs barn med invandrarbakgrund inför olika utmaningar och svårigheter. De flesta invandrarföräldrar är mycket måna om att deras barn får en bra skolgång, men kan vara osäkra om vad som är bäst för deras barn. Lärare som arbetar med många elever med invandrarbakgrund måste vara beredda att ge råd till föräldrar. Föräldrarna måste få veta att hemmet spelar en viktig roll för barnets språkutveckling. Inte minst handlar det om att ge barnet mycket språkligt stöt i hemmet.
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37.
  • Göhl-Muigai, Ann-Kristin (författare)
  • Talet om ansvar i förskolans styrdokument 1945-1998 : en textanalys
  • 2004
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • With the overall aim of "analysing and comparing the language that was used during the period 1945-1998 in pre-school documents with regard to the duty of promoting the development of children into responsible persons and citizens", the thesis studies seven authoritative government texts for pre-schools. The goal documents form an intertextual chain whose first link was published under the auspices of the National Swedish Bord of Health and Welfare, when the number of institutions for the care and education of the youngest children was still very limited. The goal document which make up the latest link in the chain serves as an indication of the altered status of pre-schools caused by their becoming a part of the educational system. - Starting out from curriculum theory the thesis makes a text analysis where the methodology has been inspired by Quentin Skinner's histiorical-pragmatic and intertextual approach and by John Austin's speech act theory. The source texts are contextualised by means of parliamentary reports, government bills, and other contemporary texts. - Since 'ansvar' ('responsibility') is a contingent concept, the context has a decisive importance for the meaning. The analyses of the pre-school goal documents reveal certain differences from the usual lexical definitions of 'ansvar' ('responsibility'), which are 'punishment', 'answer' and duty, and which are used in law, moral philosophy and political science. The authority and adulthood implied by the standard meanings, and the weight, seriousness and negative axiological sense associated with these, are changed when in a "new" context, the pre-school context, the issue is children's development of responsibility. - When the goal documents refer to the youngest members of society as having the ability to take and show responsibility, this indicates not only that the sense, reference and speech act potential of the word have changed, but also that the underlying perception of children has changed. - "New", positively axiological senses of 'ansvar' ('responsibility') appering in several of the pre-school goal documents are that the children are expected to "respond to" other people and "show consideration" and a "democratic responsibility" - an interpretation which has been caused by the advocacy that children should participate and share the responsibility and also have a real influence on the everyday life of pre-schools.
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38.
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39.
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40.
  • Linnakylä, P, et al. (författare)
  • Factors behind Low Reading Literacy Achievement
  • 2004
  • Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 48:3, s. 231-249
  • Tidskriftsartikel (refereegranskat)
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Taube, Karin, 1945- (27)
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