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- 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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- 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diseases are major causes of death worldwide, but currently recommended strategies for diagnosis and prevention may be outdated because of recent changes in risk factor patterns.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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- 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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| 7. |
- Hansson, Åse, 1952
(författare)
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Effekter av intensivundervisning i matematik: Utvärdering av ett pilotprojekt med personlig tränare i matematik för elever i behov av särskilt stöd
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Effekter av ett pilotprojekt där man under tolv veckor genomfört en intervention med intensivundervisning genom Personlig Tränare (PT) i matematik har utvärderats. PT-projektets syfte har varit högre måluppfyllelse i matematik för elever i olika riskgrupper inom grundskolans verksamhetsområde. Dessa elever finns även inom andra sammanhang i PART (Preventivt arbete tillsammans) som är en samverkansform mellan olika kommunala förvaltningar i Helsingborg och Landskrona samt Region Skåne. Utvärderingen av pilotprojektet har påvisat positiva direkta effekter, dels avseende elevernas kunskapsutveckling i matematik och dels avseende deras motivation och tilltro till sin förmåga att lära och tillämpa ämnet. Emellertid tyder resultaten av utvärderingen på att en intervention under tolv veckor, under övriga givna förutsättningar, varit för kort för att dessa effekter skulle bli bestående. Bland övriga förutsättningar som också kan ha försvårat bestående positiva effekter kan nämnas brister i samverkan mellan ordinarie undervisning och intensivundervisning, samt brister i de personliga tränarnas kunskaper inom matematikdidaktik.
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| 9. |
- Hansson, Åse, 1952
(författare)
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How to measure socio-economic status, SES, for students with foreign background
- 2009
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Ingår i: Paper presented at ECER (the European Conference on Educational Research) 28-30 Sep. 2009, Vienna..
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Konferensbidrag (refereegranskat)abstract
- Presentation of an investigation concerning how conceptual differences between students and groups of students within a country can be applied to a model for description and analysing of SES.
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