| 1. |
- 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
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170.
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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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| 2. |
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Educational Policy Evaluation through International Comparative Assessments
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood.
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| 3. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2014
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Ingår i: Lärande, skola, bildning. Lundgren, U.P; Säljö, R. & Liberg, C. (red.) 3:utg.. - Stockholm : Natur & Kultur. - 9789127136021 ; , s. 559-594
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Casual Effects of Computer Availability at Home on Grade 4 Reading Achievement Estimated from Country-Level Longitudinal Data
- 2015
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Ingår i: 6 th IEA International Research Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the study is to investigate possible effects of home computer use on the reading achievement of grade 4 students. In previous research both negative and positive effects have been reported, but these contradictory findings are likely to be due to selection bias in the observational or quasi-observational designs that have been used. The current study takes advantage of the trend design of the PIRLS study, which allows for a difference-in-difference approach to estimation which controls for within-country selection bias, time-invariant country-level omitted variables, and random errors of measurement in independent and dependent variables. The study is based on data from The IEA Ten-Year Trend Study with 9 participating countries and the PIRLS 2001, 2006 and 2011 studies with 36, 45 and 47 participants. Fixed effects regression estimation techniques based on micro-data are used. This allows estimation of main effects of home computer use, and of interaction effects with both student characteristics (gender and socio-economic status) and country characteristics (level of economic development). Preliminary analyses of main effects investigating two time-points at a time indicate negative effects of home computer on the reading achievement of Grade 4 students.
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| 5. |
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| 6. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Measuring fluid intelligence at age four
- 2015
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Ingår i: Intelligence. - : Elsevier BV. - 0160-2896. ; 50, s. 175-185
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Tidskriftsartikel (refereegranskat)abstract
- Individual differences in the broad ability dimension General fluid intelligence (Gf) are typically assessed with visuospatial problem solving tasks, and particularly so among young children. Such tests may, however, contribute construct-irrelevant variance due to the figural content of the tasks. The main aim of the study is, therefore, to investigate if measures of working memory capacity can add to the measurement of Gf. A sample of 364 children aged four were given a test-battery which included 10 tests designed to measure different aspects of Gf: three visuospatial problem solving tests, two visual short-term memory (STM) tests, two verbal STM tests, and three verbal tests of working memory capacity. Confirmatory factor analysis showed that an oblique model with four factors fitted the data well, as did a bifactor model with a general factor, along with verbal and visual modality factors. The bifactor model was the preferred solution, and it was concluded that the general factor in this model represents Gf. It was also observed that the visuospatial problem solving tests were influenced by both Gf and the visual modality factor, the latter contributing construct-irrelevant variance to the intended measurement of Gf.
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| 7. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Quality and Credibility of International Studies
- 2014
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Ingår i: Educational Policy Evaluation through International Comparative Assessments. - Munster, New York : Waxmann. - 9783830930914 ; , s. 19-32
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Bokkapitel (refereegranskat)abstract
- Large-scale survey studies of educational achievement are becoming increasingly frequent, and they are visibly present in both educational policy debates and within the educational research community. These studies face a large number of methodological challenges which, in combination with the fact they often yield unpopular results, are reasons why these studies are frequently contested on quality grounds. Taking starting points in two published papers criticizing international studies, methodological challenges related to the validity of the paper and pencil based measurement instruments and to the applicability of the scaling models based on item response theory, are discussed. It is concluded that, while international studies do indeed face methodological challenges that need further work, there is little reason to reject the studies as yielding invalid results on the basis of the expressed criticism.
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| 8. |
- Kirsten, Nils, 1981-, et al.
(författare)
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How effective is the professional development in which teachers typically participate? Quasi-experimental analyses of effects on student achievement based on TIMSS 2003-2019
- 2023
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Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 132
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the effect of teachers' participation in mathematics and science professional development (PD) on student achievement in nationally representative settings. We use data from all OECD countries in the 2003 through 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS) and apply student fixed effects to control for unobserved student characteristics and school quality. We find a small negative average effect of PD participation, with negative effects concentrated among high-performing students. We discuss potential explanations of these results and suggest ways PD studies may inform the PD in which teachers typically participate. & COPY; 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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| 9. |
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| 10. |
- Rosén, Monica, 1962, et al.
(författare)
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Has the Increased Access to Computers at Home Caused Reading Achievement to Decrease in Sweden?
- 2014
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Ingår i: Educational Policy Evaluation through International Comparative Assessments. - Munster, New York : Waxmann. - 9783830930914 ; , s. 207-222
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Bokkapitel (refereegranskat)abstract
- The main purpose of this article is to present results from analyses of the effects of the availability of home computers on the development of reading literacy. Previous research has generated conflicting results on this issue. In this article, we argue that conflicting results are due to methodological limitations in the analyses, as they have been based upon cross-sectional data. Here, data from the 10-Year Trend Study and PIRLS 2001 and 2006 are used with an analytic approach that takes advantage of the longitudinal character of the data at the country level, through relating change in home computer use to change in reading achievement. Results from both studies show that home computer use has a negative effect on reading achievement. The analyses also indicate that the negative effect on achievement is mediated by the effect of home computer availability on out-of-school reading activities. Beyond the results, this article off ers an example of how the use of international data can be used to shed light on national patterns while, at the same time, reducing many of the methodological problems to gain information about causality that are usually inherent in cross-sectional studies.
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