| 1. |
- Bäckström, Pontus, 1983-
(författare)
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Exploring mechanisms of peer-effects in education : a frame-factor analysis of instruction
- 2023
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Ingår i: Educational review (Birmingham). - : Taylor & Francis. - 0013-1911 .- 1465-3397. ; 7:75, s. 1387-1405
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Tidskriftsartikel (refereegranskat)abstract
- In the educational literature on peer effects, attention has been brought to the fact that the mechanisms creating peer effects are still to a large extent hidden in obscurity. The hypothesis in the study reported in this article was that the Frame Factor Theory (FFT) can be used to reveal such mechanisms. Using data from the Swedish TIMSS 2015 (N = 3761 students in 179 classes), a multilevel structural equation model (M-SEM) was specified in accordance with the FFT. As predicted, the SEM-model verified a strong relationship between class composition and a latent variable of limitations on instruction, a variable which in turn had a great impact on individual students? results in TIMSS 2015. The study hereby seems to reveal a fundamental mechanism of peer effects and provides evidence for the FFT.
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| 2. |
- Bäckström, Pontus, 1983-
(författare)
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Exploring mechanisms of peer effects in education : Frame factor analyses of classroom instruction
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Despite a vast international literature, previous research into compositional effects and peer effects in education has remarked on the lack of consensus within the field. To date, peer effects in education and students’ different opportunities to learn in school have been studied separately. In this thesis, it is argued that these perspectives need to be synthesized.In the thesis, Frame Factor Theory is employed as a theory of peer effects in classroom instruction. According to the theory, one mechanism generating peer effects is the steering and limiting effect that class composition has on teachers’ instruction. It is argued that this perspective also needs to be synthesized with the Opportunity to Learn-perspective, to widen our understanding of why different students meet different instruction and thus are given different opportunities to learn. The theoretical perspectives and empirical models are evolved through three empirical studies included in the thesis. The theoretical development and the empirical results from each study is discussed in an integrative essay in the thesis.The results indicate that class composition affects the presence of limitations on instruction and content coverage in instruction, both of which is related to students’ opportunities to learn and individual students’ achievement. Implications for future research and educational policy is discussed.
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| 3. |
- Bäckström, Pontus, 1983-
(författare)
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Friskolorna : Vår tids differentieringsfråga
- 2022
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Ingår i: Dagens Arena.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ingress: Debatten om friskolorna är egentligen vår samtids diskussion om den fråga som dominerat svensk skolpolitik sedan slutet av 1800-talet: Differentieringsfrågan. Med ”differentiering” avses i skolpolitiska sammanhang, frågan om – när, hur, varför och på vilka grunder vi ska dela upp elever i olika skolor, studievägar, klasser, grupper eller nivåer. Det skriver Pontus Bäckström, Utredningschef på Lärarnas Riksförbund och doktorand i pedagogik.
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| 4. |
- Bäckström, Pontus, 1983-
(författare)
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Hur påverkar förändrad elevsammansättning skolors resultat?
- 2015
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Ingår i: Utbildning och Demokrati. - : Örebro universitet. - 1102-6472 .- 2001-7316. ; 24:2, s. 55-72
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Tidskriftsartikel (refereegranskat)abstract
- How does changed composition of pupils affect school results?In 2012, The Swedish National Agency for Education published a study inwhich they examined how equivalence between Swedish primary schoolshas developed over time. The agency concluded that the equivalence haddeteriorated, mainly because of an increased between-school variancein results. The increased between-school variance was partly shown byexamining the increased gap between schools in which 20 % or more ofthe pupils didn’t meet the demands for passing on to secondary schooland schools where almost every pupil did. The first group has increasedsince year 2000 and consisted in 2011 of 231 schools. In this study theseschools are examined. The hypothesis that a significant change in pupilcomposition over time can explain deteriorated results is tested. The resultsshow that the schools have undergone a significant change in pupilcomposition. Mainly pupils born in Sweden by Swedish parents have leftthe schools. The majority of the schools are public schools. The changein pupil composition is strongly correlated with deteriorated results.
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| 5. |
- Bäckström, Pontus, 1983-
(författare)
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Kamrateffekter i skolundervisning – En ramfaktorteoretisk analys
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the educational literature on peer effects, attention has been brought to the fact that the mechanisms creating peer effects are still to a large extent hidden in obscurity. The hypothesis in this study is that the Frame Factor Theory can be used to explain these mechanisms.At heart of the theory is the concept of “time needed” for students to learn a certain curricula unit. The relations between class-aggregated time needed and the actual time available, steers and hinders the actions possible for the teacher. Further, the theory predicts that the timing and pacing of the teachers’ instruction is governed by a “steering criterion group” (SCG), namely the pupils in the 10th-25th percentile of the aptitude distribution in class. The class composition hereby set the possibilities and limitations for instruction, creating peer effects on individual outcomes.To test if the theory can be applied to the issue of peer effects, the study employs multilevel structural equation modelling (M-SEM) on Swedish TIMSS 2015-data (Trends in International Mathematics and Science Study; students N=3761, teachers N=179). Using confirmatory factor analysis (CFA) in the SEM-framework, latent variables are specified according to the theory, such as “limitations of instruction” from TIMSS survey items. The results indicate a good model fit to data of the measurement model.The SEM-model verify a strong relation between the mean level of the SCG and the latent variable of limitations on instruction, a variable which in turn has a great impact on individual students’ test results.Thus, the analysis indicates a confirmation of the predictions derived from the frame factor theory and reveals that one of the important mechanisms creating peer effects in student outcomes is the effect the class composition has upon the teachers’ instruction in class.
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| 6. |
- Bäckström, Pontus, 1983-, et al.
(författare)
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Kanon eller inte kanon? En enkätstudie bland samhällskunskapslärare i årskurs 7–9
- 2021
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 11:2021:2, s. 20-56
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to investigate whether social studies in compulsory school grades 7–9 can be perceived as having a clear canon regarding subject content, methods, used sources and examination methods. Previous research has suggested that social studies is unclear, vague and that it lacks a subject canon. The results of the present study points in both directions. On the one hand, the study shows that there is a clear core of content around which lower secondary social studies teaching revolves and a common foundation regarding how this content is mainly conveyed and examined. On the other hand, the study shows that there is also great variation between different teachers, variation that can be partly explained by the teachers' preferences. Different teachers seem to have different preferences when it comes to how they teach, what methods and sources they use and how sections are examined. For example, there are significant correlations between how teachers who use group-based methods also use group-based examinations. An important factor for the variation between teachers can be traced to gender. At group level, we see differences regarding male and female teachers based on subject matter, methods, sources and examination methods. In general, there is a common core for most social studies teachers, regardless of gender, but female teachers tend to cover a broader subject content, use a wider array of methods and sources and more varied forms of examination.
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| 7. |
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| 8. |
- Bäckström, Pontus, 1983-
(författare)
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Peer effects in education : A synthesis of frame factor theory and opportunity to learn
- 2023
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Konferensbidrag (refereegranskat)abstract
- This study draws on previous empirical research within the fields of opportunity to learn (OTL) and peer effects in education. In a recent study, it was argued that the Frame Factor Theory (FFT) could be applied as a theoretical framework to the issue of peer effects in education. Since the FFT predicts that the class composition measured as students’ prior knowledge and aptitude, will have steering and limiting effects on teachers’ instruction, in turn affecting students’ achievement, it was argued that this could be interpreted as one mechanism generating peer effects. Empirical findings from analysis of TIMSS 2015 data supported the hypothesis. Possibly due to poor construct validity, the previous study couldn’t verify the modus operandi of the mechanisms. The FFT predicts that the steering and limiting effect of class composition will affect timing, pacing, and content covered in instruction. From this perspective, the aim of this article is to initiate a synthesis of the OTL- and FFT-perspectives, where OTL-findings on content coverage are included in an FFT-model predicting peer effects in education.A synthesized theoretical model is operationalized and tested with Swedish TIMSS 2011 data (n = 3,928) in a multilevel structural equation model. The main FFT-construct in the study is a latent variable of “Limitations on instruction”, derived from items in the TIMSS teacher survey. Also, a variable of coverage of advanced content is derived from TIMSS 19 topics through assessments by Swedish eighth grade teachers in mathematics.The study revealed that class composition, measured as class-SES, to some extent was related to teachers’ instruction in class, through its limitations on instruction, but it was also related to the content that can be covered in instruction. Results reveal a negative relation between students’ average age of arrival to Sweden on the between-class level and advanced content covered. Through both of these effects, individual students’ achievement in mathematics is affected, indicating the presence of a peer effect. The results from the study thereby support previous findings on the steering and limiting effect of class composition on teachers’ instruction, as well as providing a new theoretical perspective on results from OTL-research. The results indicate that differences in students’ opportunities to learn-measured as content covered-to some extent is related to the steering and limiting effect class composition has upon teachers’ instruction. The results are discussed in both a historical and contemporary context.
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| 9. |
- Bäckström, Pontus, 1983-
(författare)
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Peer effects in education : Theoretical synthesis of frame factor theory and opportunity to learn using TIMSS 2011
- 2023
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Ingår i: International Journal of Educational Research. - : Elsevier. - 0883-0355 .- 1873-538X. ; 121
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Tidskriftsartikel (refereegranskat)abstract
- Despite a vast literature, previous research into compositional effects and peer effects in education has remarked on the lack of consensus within the field. To date, peer effects in education and students’ different opportunities to learn in school has been studied separately. In this study, it is argued that these perspectives need to be synthesized. A multilevel structural equation model (M-SEM) is derived from such a synthesis of the Frame Factor Theory (FFT) and Opportunity to Learn (OTL) and tested on Swedish TIMSS 2011-data (n=3928). The results indicate that class composition affects the presence of limitations on instruction and advanced content coverage, both of which is related to opportunities to learn and individual students’ achievement in mathematics.
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| 10. |
- Bäckström, Pontus, 1983-
(författare)
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Psykisk påfrestning och samvetsstress i lärares arbetsliv
- 2021
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 27:3, s. 27-44
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Tidskriftsartikel (refereegranskat)abstract
- Lärare är en yrkesgrupp som vittnar om hög arbetsbelastning och att arbetet är psykiskt påfrestande. Internationell forskning har visat att faktorer som påverkar lärares arbetsmiljö är tidspress, höga krav, omfattande administration, känslomässig utmattning och bristande studiero i undervisningen. Detta har delvis bekräftats i svensk forskning och vissa skillnader har förklarats av om lärarna arbetar på en kommunal eller fristående skola. Denna artikel visar att lärares arbetsmiljö, och skillnader mellan huvudmän, delvis kan förklaras av studiero i undervisningen och förekomsten av så kallad samvetsstress bland lärare. Dessa faktorer är i sin tur relaterade till skolors elevsammansättning.
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