| 731. |
- Johansson, Stefan, 1963-, et al.
(författare)
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Disability digital divide : the use of the internet, smartphones, computers and tablets among people with disabilities in Sweden
- 2020
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Ingår i: Universal Access in the Information Society. - : Springer. - 1615-5289 .- 1615-5297.
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Tidskriftsartikel (refereegranskat)abstract
- Although Sweden is one of the most digitalized countries and the Swedish population’s use of the internet is among the most studied in the world, little is known about how Swedes with disabilities use internet. The purpose of this study is to describe use of and perceived difficulties in use of the internet among people with disabilities and to explore digital divides in-between and within disability groups, and in comparison with the general population. This is a cross-sectional survey targeting the same issues as other nationwide surveys but adapted for people with cognitive disabilities. Participants were recruited from May to October 2017 by adaptive snowball sampling. The survey comprised questions on access to and use of devices, and use of and perceived difficulties in use of internet. A total of 771 people responded to the survey, representing 35 diagnoses/impairments. Larger proportions of people with autism, ADHD and bipolar disorder reported using internet than other disability groups. Women with autism used the internet more than any other disability group, and women with aphasia used the internet the least. People with disabilities related to language and understanding reported more difficulties using internet than other disability groups. Larger proportions of participants than the general Swedish population reported not feeling digitally included. In many but not all disability groups, larger proportions of men than women reported not feeling digitally included. Our findings show that there are differences in digital inclusion between sub-groups of diagnoses/impairments. Thus, disability digital divides are preferably investigated by sub-grouping disabilities, rather than studied as one homogeneous group.
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| 732. |
- Johansson, Stefan, 1980
(författare)
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Do students’ high scores on international assessments translate to low levels of creativity?
- 2018
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Ingår i: Phi Delta Kappan. - : SAGE Publications. - 0031-7217 .- 1940-6487. ; 99, s. 57-61
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- © 2018, © 2018 by Phi Delta Kappa International. Responding to an earlier Phi Delta Kappan article, the author rejects the argument that East Asian students’ high scores on international educational assessments come at the expense of learning to be creative and entrepreneurial. According to survey research, people in Japan, Korea, and other East Asian nations perceive themselves to be not very entrepreneurial, but the author explains that their responses have do mainly with cultural differences in the ways people respond to such surveys, making them poor evidence that high school graduates in those countries actually are less creative than students in the U.S. and elsewhere.
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| 733. |
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| 734. |
- Johansson, Stefan
(författare)
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En omskriven historia : Svensk historisk roman och novell före 1867 : the Swedish historical novel and short story before 1867
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The historical novel was a new genre in Sweden during the 1820's. It had emerged as a popular literary form in Europe with the writings of Walter Scott, whose Waverley, or t'is sixty years since (1814) is widely regarded as the first historical novel. Historical novels were popular in Sweden in the first half of the nineteenth century, and in their books the authors could have their say about what was important in Swedish history. Contemporary academic history was seen as too concerned with men, wars and kings, while the authors preferred touching upon subjects where women, family life, customs, and middle class individuals were more central. In the nation-building process of the nineteenth century, liberal groups rewrote history in their stories about the past. Aristocracy, Catholics, immorality, luxury, and foreigners (with the exception of Danes) were seen as threats to the modern Swedish identity. Conservative writers presented another history in their stories, where a less polemical view on these matters was prominent; they tend to be more critical towards greed and open political debate. The period from the seventeenth to the nineteenth century is the most central in the Swedish historical novels, especially those written by liberal authors. Conservative writers focus more on medieval times, but the Viking Age is largely ignored. At the end of the period studied here, just after the middle of the nineteenth century, more than four out of five historical novels were written by women, something that makes Sweden different from other countries. Wilhelmina Stålberg and Ulrika von Strussenfelt are two of the most productive writers of this period. They are both largely forgotten today, as are their male colleagues.
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| 735. |
- Johansson, Stefan, 1980, et al.
(författare)
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Equally assessed? Influence of home background and gender on teacher assessment of student reading proficiency in relation to level of achievement in PIRLS 2001
- 2008
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Ingår i: ECER Pre-conference 8-10 september 2008.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract It is well known that gender and social background play an important role for a students’ performance in school. Previous research has suggested that girls outperform boys in reading and writing and that students from higher SES perform better than students from families with lower SES, which often implies lower economic and cultural capital. Thus, the outcome is strongly correlated with gender and home background, but what about the teacher assessment? The aim of this paper is to investigate the teacher ratings of students’ literacy skills in relation to the PIRLS 2001 test scores. One purpose is to determine if the teachers’ ratings follow student development and especially study the ratings in relation to gender and home background. As a natural extension of the PIRLS 2001 study, Swedish teachers rated students on 18 different statements about students’ literacy skills on a scale ranging from 1-10. This enables an investigation of the relationship between teacher ratings and student achievement in reading literacy. The analysis was conducted in three steps. First, a two-level model was fitted to the data and the variance of the teacher ratings were studied by means of a latent model of the teacher ratings. Second, students’ achievements on the PIRLS test were used to examine the variation in teachers’ ratings, both within and between classes. Third, students’ gender and home background were introduced to investigate differences in teachers rating practices. Results show that the variance among the teacher ratings was high both within class and between classes, but that a substantial part of the variance was accounted for by student achievement.
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| 736. |
- Johansson, Stefan, 1980, et al.
(författare)
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Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:4
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Tidskriftsartikel (refereegranskat)abstract
- There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers’ level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.
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| 737. |
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| 738. |
- Johansson, Stefan, 1980, et al.
(författare)
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Formal Teacher Competence and its Effect on Pupil Reading Achievement
- 2015
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 59:5, s. 564-582
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.
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| 739. |
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| 740. |
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