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| 2. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Characteristics of Teacher Competence : Trends over Time and Between Student Groups in the Swedish Compulsory School
- 2018
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Konferensbidrag (refereegranskat)abstract
- BackgroundAchievement differences across schools have increased in Sweden during the past two decades, at the same time as average achievement levels have declined, for example in mathematics (Holmlund et al., 2014; SOU 2014:05) and reading (Skolverket, 2013). These negative trends may be related to schools’ demographic, organizational and resource prerequisites. The organizational basis for the Swedish compulsory school has undergone significant changes since the late 1980s, with free school choice, an increasing number of private schools and a larger autonomy for school leaders. The increased school segregation with respect to migration background since the implementation of these reforms (Yang Hansen & Gustafsson, 2016), could possibly be caused by the continuing decline in inclusion of migrant students and a related educational inequality in instructional quality and teacher competence. Inclusion is defined as a structure of organizing integration according to particular rules and regulations.The results of research on effects of teacher competence are, however, somewhat fragmented and unclear, at least with respect to effects on different student groups. This can partly be explained by uncertainties in the determination of crucial teacher characteristics. Making comparisons between for example authorized and unauthorized teachers has been shown to be problematic. There is vast research in this field which is characterized by severe methodological problems, e.g. with respect to drawing causal conclusions from cross-sectional observational data. For example, no correlation between student achievement and various resource factors has been found in some studies (e.g. Hanushek, 1997), whereas others found a positive correlation (e.g. Greenwald, Hedges & Laine, 1996).A teacher effect on student achievement is, however, well manifested (e.g., Gustafsson, 2003; Gustafsson & Myrberg, 2002; Johansson, Myrberg, & Rosén, 2015; Nye, Konstantopoulus, & Hedges, 2004; Rockoff, 2004), and the results also suggest that lower achieving students, as for example immigrants, are the more likely to benefit from increases in teacher effectiveness (e.g., Sanders, 1998). Teacher quality is, furthermore, one of the resource factors that explains most of the increase in performance differences between schools in Sweden (Björklund, Fredriksson, Gustafsson, & Öckert, 2010, Ch 7; Gustafsson & Myrberg, 2002). The general reduction in teacher quality in Sweden the last decades (SOU 2014:05), and the decreased equality of allocation of teacher competence between schools (Hansson & Gustafsson, 2016; OECD, 2013), supports these results. However, the variation between student outcomes that different teachers are achieving (Hanushek, 2003) needs to be further problematized and discussed. Teacher knowledge and skills, teacher training and teaching experience are examples of characteristics highlighted in different meta-studies (e.g., Greenwald, Hedges & Laine, 1996), that should be subject of such an investigation.This study intends to develop a precise and differentiated description of teacher quality for use in future analyses of relations between teacher competence and educational results, with focus on interactions with student composition of schools due to students’ socio-economic and migration backgrounds. The description is among other factors focusing on teacher’s basic knowledge, subject-related and pedagogical training, and type of teacher training program. One aim is to investigate the variation over time in access to qualified teachers and the variation in teacher qualifications between schools. In further analyses, the significance of the teacher characteristics for literacy and mathematics in grades 1 to 6 will be focused.Overall, the project, which this study is a part of, is expected to generate insights about essential conditions for effective and equitable teaching in Swedish and mathematics in primary school, and about distributions of teacher competence across schools with different student composition.
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| 3. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Teachers' academic achievement: evidence from Swedish longitudinal register data
- 2024
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 47:1, s. 60-80
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Tidskriftsartikel (refereegranskat)abstract
- The difficulty recruiting competent teachers is widespread, and the status of the teaching profession is on the decline. Sweden is just one country with these problems. Using longitudinal register data for every teacher in Sweden born between 1972 and 1998, the present study investigates changes in teachers' own school grades to clarify patterns of recruitment to the teaching profession. The main methods were regression analysis and descriptive statistics. Results showed a significant decline in teachers' grade average between 1996 and 2016, with certified teachers having a higher grade average than uncertified teachers throughout this period. Grades of primary school teachers were lower compared with those of secondary school teachers. Higher grade average for secondary school teachers of natural science subjects compared with teachers of other subjects was also observed. The decline in teachers' grades is a factor characterising changed recruitment patterns and one likely to affect teacher quality.
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| 4. |
- Andersson, Charlotta, et al.
(författare)
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Testbäddar för utveckling av högskolepedagogik i framtidens lärandemijöer
- 2024
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Konferensbidrag (refereegranskat)abstract
- Learning Lab är Akademiska Hus koncept med testbäddar som i nära samverkan med lärosäten utformas för att främja innovation, forskning om och utveckling av framtidens lärandemiljöer. En testbädd utgörs av en fysisk plats där rumsdesign, pedagogik, teknik, m.m ges utrymme att prototypas, utforskas och utvärderas för att generera erfarenheter och kunskaper om våra lärandemiljöer. För närvarande driver Akademiska Hus Learning Lab på tre orter tillsammans med Göteborgs universitet, Umeå universitet och Örebro universitet. Miljöerna är designade med olika fokusområden men med en gemensam inriktning – att utforska samspelet mellan pedagogik, sociala förutsättningar, rum och teknik – i syfte att driva högskolepedagogisk utveckling.Syftet med rundabordssamtalet äratt diskutera hur konceptet med testbäddar kan spridas vidare samtatt dela erfarenheter från testbäddarnas arbete med att arbeta med högskolepedagogisk utveckling och utforskandet av fysiska och hybrida lärandemiljöer samtatt stimulera erfarenhetsutbyte inför gemensamma frågeställningar kring högskolepedagogisk utveckling i skärningspunkt mellan pedagogik, rum & teknikRundabordssamtalet genomförs genom att representanter från respektive Learning Lab tillsammans med projektgruppen från Akademiska hus leder ett samtal om hur vi kan sätta pedagogiken i centrum vid utveckling av lärandemiljöer, hur vi skapar nödvändiga stödstrukturer för lärare som utforskar lärandemiljöer och utmaningarna i samverkan inom och mellan lärosätena.Rundabordssamtalet avslutas genom en gemensam digital dokumentation av deltagarnas samtal som görs tillgänglig för konferensens deltagare genom qr-kod/länk efter rundabordssamtalet.För att uppmuntra till deltagande så synliggörs några frågeställningar som rundabordssamtalet strävar efter att behandla:Learning Lab är ett uttryck för en kontext där högskolepedagogisk utveckling uppmuntras, stöttas och utvärderas. Hur uttrycker sig samma fenomen på andra håll utanför Learning Labs ramar?Vilka samtalsforum finns idag där fokus omfattar didaktisk spatial kompetens?Hur upplevs samverkan/samarbete mellan stödfunktioner som IT, lokalförsörjning m.m. i relation till högskolepedagogisk utveckling vid lärosätet? Mellan lärosäten?Hur ser den idealiska lärmiljön ut för en given undervisningssituation med förankring i min pedagogiska grundsyn?
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| 5. |
- Engström, Gunnar, et al.
(författare)
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The Swedish CArdioPulmonary BioImage Study : objectives and design
- 2015
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Ingår i: Journal of Internal Medicine. - : Wiley. - 0954-6820 .- 1365-2796. ; 278:6, s. 645-659
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Tidskriftsartikel (refereegranskat)abstract
- Cardiopulmonary diseases are major causes of death worldwide, but currently recommended strategies for diagnosis and prevention may be outdated because of recent changes in risk factor patterns. The Swedish CArdioPulmonarybioImage Study (SCAPIS) combines the use of new imaging technologies, advances in large-scale 'omics' and epidemiological analyses to extensively characterize a Swedish cohort of 30 000 men and women aged between 50 and 64 years. The information obtained will be used to improve risk prediction of cardiopulmonary diseases and optimize the ability to study disease mechanisms. A comprehensive pilot study in 1111 individuals, which was completed in 2012, demonstrated the feasibility and financial and ethical consequences of SCAPIS. Recruitment to the national, multicentre study has recently started.
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| 6. |
- Hansson, Joacim, 1966-, et al.
(författare)
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Profession, utbildning, forskning : biblioteks- och informationsvetenskap för en stärkt bibliotekarieprofession
- 2018
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Rapport (populärvet., debatt m.m.)abstract
- Sekretariatet för nationell biblioteksstrategi vid Kungliga Biblioteket har givit de fem biblioteks- och informationsvetenskapliga utbildningarna vid Högskolan i Borås, Linnéuniversitetet, Lunds univeritet, Umeå universitet och Uppsala universitet uppdraget att utreda och formulera förslag kring utbildning och forskning för en stärkt bibliotekarieprofession. Syftet med föreliggande rapport är, att visa situationen för svensk biblioteks- och informationsvetenskap, tydliggöra relationen till bibliotekarieprofessionen och lämna strategiska förslag på hur ämnet kan förstärkas till förmån för en stärkt professionsutvecklig. En omvärldsanalys med riktning mot bibliotekssektorn görs samt en beskrivning av nuläget för biblioteks- och informationsvetenskaplig utbildning och forskning. Biblioteks- och informationsvetenskapens centrala betydelse för bibliotekarieprofessionen lyfts fram. Utbildingsprogrammen i ämnet attraherar gott om studenter och som svar på bibliotekens konstaterade behov av biblioteks- och informationsvetenskapligt utbildad personal argumenterar rapportförfattarna för möjligheten att expandera utbildningarna på kandidat- och masternivå vid samtliga fem lärosäten. Inom forskningen konstateras, att trots att ämnet idag i grunden fungerar väl finns ännu svårigheter att erhålla finansiering för professionsinriktad biblioteksforskning. Omvärldsanalysen visar upp ett behov av en tydligare struktur för kontinuerlig kompetensutveckling inom bibliotekarieprofessionen. Rapporten mynnar ut i fem strategiska förslag rörande grundutbildning, forskning och kontinuerlig kompetensutveckling:En ökning av antalet studieplatser på program på kandidat- och masternivå i biblioteks- och informationsvetenskap.Nationell forskarskola för biblioteksforskning.Inrättande av en externfinansierad professur med inriktning mot biblioteksforskning.Stärkt finansieringsstruktur för biblioteksforskning.Etablerande av en samlad nationell struktur för kontinuerlig kompetensutveckling.
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| 7. |
- Hansson, Magnus, 1972-, et al.
(författare)
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A framework for developing learning environments and teachers’ didactic spatial competence
- 2022
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Konferensbidrag (refereegranskat)abstract
- In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students’ learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies. In this session we provide a presentation of both a frame for designing learning environments and the room and activity diagrams and open up for a discussion on how teachers didactical spatial competence can be developed.
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| 8. |
- Hansson, Åse, 1952
(författare)
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Ansvar för matematiklärande. Effekter av undervisningsansvar i det flerspråkiga klassrummet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to contribute to knowledge about crucial conditions for students' mathematics learning, and more specifically what role mathematics teaching plays in that process. Also taken into account is the effect of group composition in terms of family background or language skills, and also the relation between group composition and teaching design. The study is based on the assumption that it is essential for students’ performances if the teacher in the multilingual classroom takes responsibility for key dimensions of mathematics teaching. The study is a secondary analysis of TIMSS data, produces by IEA, from 2003 focusing on mathematics for Swedish students in 8th grade. Based on theories of learning and teaching have important dimensions of mathematics teaching for which the teacher should take responsibility been identified. It has then been investigated how these dimensions of responsibility for students’ mathematics learning are related to achievement, and also how they are related to different group-compositions. Unlike traditional models of mathematics teaching, the model developed in this study simultaneously highlights three dimensions of teacher responsibility. The first dimension concerns teacher's responsibility to actively and openly support students in their mathematics learning by for example highlighting and explaining the mathematics content, questioning and conversing with students and organizing instruction so as to create conditions for interaction and various social activities. The second dimension concerns teacher's responsibility for handing over responsibility to the students for their own construction of knowledge by for example encouraging them to their own reflections and reasoning about mathematical problems. Finally, the third dimension concerns teacher’s responsibility for highlighting the content relevant to the grade as object of teaching. The results show that when teachers through actively teaching and guidance take responsibility for students' mathematics learning it will affect the performances positively. The results also indicate that this is of particularly importance for students with weak skills in the language of instruction. However, the results show that mathematics education in Sweden is characterized by pedagogical segregation. In groups where many students are likely to have needs for support, teachers take a less responsibility for students’ learning than is done in other groups. The thesis discusses that pedagogical segregation and the responsibility that in Sweden for a long time has been put on the students themselves for their mathematics learning may have contributed to the negative knowledge development in mathematics
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