| 101. |
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| 102. |
- 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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| 103. |
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| 104. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Strengths and Weaknesses in the Swedish and Swiss Education Systems
- 2009
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 8:1, s. 54-68
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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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| 105. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Strengths and Weaknesses in the Swedish and Swiss Education Systems : a comparative analysis based on PISA data
- 2009
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Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 1:1, s. 54-68
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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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| 106. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Student self-assessment and reading
- 2008
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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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| 107. |
- Fredriksson, Ulf
(författare)
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Studying the supra-national in education: GATS, education and teacher union policies.
- 2004
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Ingår i: European Educational Research Journal. - 1474-9041. ; 3:2, s. 415-441
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Tidskriftsartikel (refereegranskat)abstract
- This papers puts GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. Commitments made in GATS negotiations are difficult to withdraw and the protection of commercial interest which GATS provides is stronger than the protection of human rights, in for example, the Convention of the Right of the Child. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. It can be assumed that such panels will deal with some educational matters in the future. An other risk for the future is that governments will use GATS as an excuse for deregulation and privatisation within the education sector. There is also a risk that education will become part of general negotiation game where governments may have to open up the education market in their own countries in order to get access to other markets and that education policies will increasingly be decided by trade ministers instead of education ministers. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.
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| 108. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Svenska elevers läsning
- 2012
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Ingår i: Svenskämnet i går, i dag, i morgon. - Stockholm : Svensklärarföreningen. - 9789127429659
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Bokkapitel (populärvet., debatt m.m.)
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| 109. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Svenska resultat i internationell jämförelse
- 2018
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Ingår i: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 161-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 110. |
- Fredriksson, Ulf, et al.
(författare)
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Svenska som andraspråk och kulturmöten.
- 2003
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Ingår i: Barn utvecklar sitt språk. - Lund : Studentlitteratur. - 9144027931 ; , s. 292-
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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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