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- Kreitz-Sandberg, Susanne, et al.
(författare)
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‘We have our lessons in Teams’ – Strategies chosen in Swedish schools during the COVID-19 pandemic and consequences for students in upper secondary education
- 2022
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Ingår i: Tertium Comparationis Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. - : Waxmann. - 0947-9732 .- 1434-1697. ; 28:3, s. 250-273
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden during the COVID-19 pandemic, compulsory schools were generally kept open but upper secondary schools closed and turned instead to distance education for a time during the spring term 2020. This article investigates the strategies chosen in Swedish schools, with special focus on the consequences of these decisions for students in upper secondary education. The study, built on interviews with a group of 15- to 19-year-old youths, contributes through a student perspective on learning from home during remote education. The article analyzes the strategy in the Swedish education sector during the pandemic, and describes how a group of upper secondary students perceived the shift to digital and remote teaching during the pandemic with regard to the availability of the digital infrastructure and to studying under the new conditions of distance and remote education. Possible lessons to learn from the pandemic in Sweden could be that students are better technically prepared to work with computers, but less prepared to work independently.
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| 2. |
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| 3. |
- Scharfenberg, Jonas, et al.
(författare)
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Konstruktion von Vergleichbarkeit. Messtheoretische Reflexionenzur Verwendung measurement-invariance-abgesicherter Skalenin quantitativ-länderübergreifenden Settings
- 2018
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Ingår i: Tertium Comparationis Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. - 0947-9732 .- 1434-1697. ; 24:1, s. 57-83
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a methodological solution to a main challenge quantitative research has to meet: The construction of measurement equivalence. Using an international research project investigating future teachers’ career choice motives, the paper demonstrates a validation approach for scales obtained from confirmatory factor analysis across countries. Measurement invariance analyses provide information on whether cross-country differences result from cultural bias, misconceptions or mistranslations during the construction of the instrument. Thus, the methodological approach helps to ensure the validity of quantitative transnational research by incorporating the demand for comparability into the instrument. The results show country specific differences among future teachers’ career choice motives that can be linked to different political and social framework conditions, including the appreciation of altruistic motives, working conditions or the universities’ content structure of their teacher training programs.
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