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Träfflista för sökning "WFRF:(Taube Karin) ;pers:(Taube Karin)"

Sökning: WFRF:(Taube Karin) > Taube Karin

  • Resultat 1-10 av 81
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  • Anell, Birgitta, et al. (författare)
  • Portfoliometoden
  • 2000
  • Ingår i: Kom och läs : Lärarhandledning 2. - Stockholm : Natur och kultur. - 9789127732445 ; s. 12-19
  • Bokkapitel (övrigt vetenskapligt)
  • Damber, Ulla, 1957-, et al. (författare)
  • Differences between over- and under-achieving classes in reading : teacher, classroom, andstudent characteristics
  • ????
  • Annan publikation (övrigt vetenskapligt)abstract
    • Since earlier research indicates a substantial linkage between SES and language background on the one hand and reading achievement on the other hand, in particular at school level, the focus in the first study was to explore factors influencing reading achievement beyond SES and language background (Scarborough, 1998).The initial study had two aims. The first aim was to identify classes which were performing at higher and lower levels in reading than those which would be expected with regard to the students’ socio-economic and language background. The second aim was to find student, teacher, teaching and classroom characteristics which could be linked to classes over-achieving in reading.
  • Damber, Ulla, 1957-, et al. (författare)
  • Differences between overachieving and underachieving classes in reading : Teacher, classroom and student characteristics
  • 2012
  • Ingår i: Journal of Early Childhood Literacy. - Sage Publications. - 1468-7984. ; 12:4, s. 339-366
  • Tidskriftsartikel (refereegranskat)abstract
    • The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading comprehension test and student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1,092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 underachieving classes and another group of 94 overachieving classes were formed for comparison. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to the main four indicators discriminating between over- and underachieving classes beyond the impact of SES and language background.
  • Eklund, Monica, 1956-, et al. (författare)
  • Reading Among Students in Sweden Recent Research and Present Trends in an International Perspective
  • 2006
  • Konferensbidrag (refereegranskat)abstract
    • A number of studies have been organised in Sweden, internationally on students ́ reading skills. IEA has organised the Six Subject Survey Study in 1970, the Reading Literacy Study in 1991 and PIRLS in 2001. The OECD has organised the PISA studies in 2000 and 2003.There have also been a number of studies undertaken only in Sweden. The Swedish National Agency for Education has published evaluation reports, covering the years 1992, 1995 and 2003, in which reading skills have been included. Karin Taube has been the project leader for a number of studies in different Swedish municipalities. These projects include testing of reading skills of all students in grade 3 in Stockholm 1993 –1999 and in grade 8 in Stockholm 1997 –2000.All these data some published and some not yet published, provide an opportunity to analyse questions related to students ́ reading. The data covers several years from 1970 to 2006 and concerns students in grades 2, 3, 4, 8 and 9. Some of the studies on reading allow comparisons over time. The studies organised within the framework of IEA make it possible to compare students’ reading skills in 1970, 1991 and 2001. The national assessments published by the Swedish National Agency for Education compare reading skills in 1989 (?), 1992, 1995 and 2003. The studies organised in Stockholm allows comparisons over the years 1993 to 1999 in grade 3 and 1997 to 2000 in grade 8. Also the PISA study may contribute, but only with two assessments in 2000 and 2003.Is it possible to speak about general trends based on the information available from the different studies? What may be the directions of these trends? Have reading skills among children and young people improved or do they read worse now than they used to do? How may changes in reading skills relate to changes in education policy and general changes in society during these years?
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