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- Brolin Låftman, Sara, et al.
(författare)
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School Ethos and Recurring Sickness Absence : A Multilevel Study of Ninth-Grade Students in Stockholm
- 2020
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI AG. - 1661-7827 .- 1660-4601. ; 17:3
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Tidskriftsartikel (refereegranskat)abstract
- School absence has been identified as a severe problem in Sweden, both at the individual level and for society as a whole. Despite the multitude and complexity of reasons behind school absence, health-related problems are likely to be one important determinant. This indicates that knowledge about factors that may contribute to preventing health-related absence among students is relevant. The aim was to investigate whether a higher level of teacher-reported school ethos was associated with less recurring sickness absence among students. Data from four cross-sectional surveys performed in 2014 and 2016 were combined. The Stockholm School Survey was carried out among 9482 ninth-grade students (ages 15–16 years) in 150 school units, and the Stockholm Teacher Survey was performed among 2090 teachers in the same units. School ethos was operationalised by an index of 12 teacher-reported items that was aggregated to the school-level. Recurring student sickness absence was captured by self-reports and defined as absence on >10 occasions during the current school year. Two-level logistic regressions were performed. The results show that about 9.5% of the students reported recurring sickness absence. Students attending schools with higher levels of teacher-rated school ethos were less likely to reporting recurring sickness absence than those attending schools with lower levels of ethos, even when adjusting for potential confounders (OR 0.79, 95% CI 0.65–0.97). In conclusion, recurring sickness absence was less common among students attending schools with higher levels of teacher-rated ethos. The findings suggest that schools may contribute to promoting student health.
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| 2. |
- Helldin, Rolf, 1944-, et al.
(författare)
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Specialpedagogik, pluralism och sociala utvägar i gymnasieskolans verksamheter : Om ideologi, teori och praktik i dåtid, nutid och framtid.
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Genom bokens diskussion av och perspektiv på kvalitet och innebörder i skolverksamheter, ges läsarna av Specialpedagogik, pluralism och sociala utvägar i gymnasieskolans verksamheter möjligheter att genom samlade slutsatser och reflexionsavsnitt i texten, tolka och diskutera skeenden på gymnasiet i nutid med samhällsutvecklingen som backspegel. Övergripande fokus gäller rättigheten, värdet och känslan av att uppleva sig tillhöra en gemenskap.Med hjälp av nutida och historiska nedslag i forskning lotsas läsaren in i analyser av i skolsammanhang obearbetade tankebanor. Boken kan på så sätt fungera pedagogiskt och socialt idéskapande: Den stimulerar till diskussion, eftertanke och handling för framtida skolverksamheter. Härmed ges, framhåller författarna, både studerande och lärare förutsättningar att formulera goda argument och utvägar för att agera insiktsfullt i sin yrkesvardag.
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| 4. |
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| 5. |
- Ramberg, Joacim, et al.
(författare)
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Exploring inclusive education across Europe : some insights from the European Agency Statistics on Inclusive Education
- 2020
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Ingår i: FIRE. - : Texas Tech University. - 2326-3873. ; 6:1, s. 85-101
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Tidskriftsartikel (refereegranskat)abstract
- The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation to the key concepts of presence, placement, participation and progress within inclusive education systems.The findings of the EASIE work indicate differences and variations between countries in how they respond to all learners’ rights to an inclusive education. There are substantial differences in the identification rates of learners identified as having SEN across countries. In addition, the EASIE data shows that all countries use some form of fully segregated settings for some learners, indicating a gap between inclusive education as a societal goal and practice.Possibilities for future, more comprehensive comparative data collection concerning inclusive education systems are discussed.
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| 6. |
- Ramberg, Joacim, 1977-, et al.
(författare)
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Family Background Characteristics and Student Achievement : Does School Ethos Play a Compensatory Role?
- 2021
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Ingår i: Nordic Studies in Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; 41:3, s. 239-260
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Tidskriftsartikel (refereegranskat)abstract
- It is a well-known fact that family background characteristics affect school achievement, and according to Swedish law, school should play a compensatory role to outweigh such differences. Previous research has demonstrated that a strong school ethos is associated with higher student achievement, but whether school ethos can play a compensatory role for family background has not been investigated to the same extent. This study examines whether the predictive capacity of students’ family background on school achievement is moderated by school ethos. Data were derived from 9,349 ninth grade students (15–16 years) and 2,176 teachers in 159 school units in Stockholm. Multilevel linear regression analyses showed that family background characteristics, as well as school ethos, were associated with student achievement. School ethos did not, however, moderate the association between family background and school achievement. The results suggest that school ethos does not play a compensatory role, but rather, promotes school achievement for all students alike.
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| 7. |
- Ramberg, Joacim, 1977-
(författare)
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Focus on Special Educational Support in Swedish High Schools : Provision within or outside the students' regular classes?
- 2017
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Ingår i: Marginalization Processes across Different Settings. - Newcastle-upon-Tyne : Cambridge Scholars Publishing. - 9781527503298
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Bokkapitel (refereegranskat)abstract
- In a society that increasingly requires educational skills, academic success is fundamental to overcoming social exclusion and marginalization. The longer a child stays in school and the more opportunities he/she gets to finish high school education, the better chances he/she gets to be included in the labor market and also become a participating member of a democratic society (Includ-ED 2006). The Include-ED report highlights that there is a relationship between academic success and social inclusion, which means that schools themselves must be inclusive institutions that can provide opportunities for learning for all students. Inclusive institutions can be described in many ways and on many levels. However, one important factor that is decisive for inclusive education is where the educational support is provided (Includ-ED 2006).This chapter focuses on how special educational support is organized in Swedish high schools, and especially where the special educational support is provided, by the schools’ special educational professionals and other school staff, including how these issues are related to marginalization processes. Most research within the field of special education in Swedish high schools, targets specific schools and/or specific programs. This study is a contrast in that it covers all Swedish high schools and the data focused on here builds on 764 schools.The chapter starts with a brief description of the Swedish high school education system and policy documents appropriate to special education.This is followed by a section which focuses on the concepts of marginalization, social exclusion, social inclusion and dropout. Then the results are presented and discussed in relation to previous research.
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| 9. |
- Ramberg, Joacim, 1977-, et al.
(författare)
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Job strain and sense of coherence : Associations with stress-related outcomes among teachers
- 2022
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Ingår i: Scandinavian Journal of Public Health. - : SAGE Publications. - 1403-4948 .- 1651-1905. ; 50:5, s. 565-574
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Tidskriftsartikel (refereegranskat)abstract
- Background: Teachers constitute an occupational group experiencing high levels of stress and with high sick-leave rates. Therefore, examining potentially protective factors is important. While prior research has mainly focused on the link between teachers’ own experiences of their work environment and stress-related outcomes, it is also possible that colleagues’ perception of the work environment and their possibilities for dealing with work-related stress contribute to influencing individual teachers’ stress. Aim: The aim of this study was to investigate how teachers’ reports of high job strain (i.e. high demands and low control) and sense of coherence (SOc), as well as the concentration of colleagues reporting high strain and high SOc, were associated with perceived stress and depressed mood. Methods: The data were derived from the Stockholm Teacher Survey, with information from two cross-sectional web surveys performed in 2014 and in 2016 (N=2732 teachers in 205 school units). Two-level random intercept linear regression models were performed. Results: High job strain at the individual level was associated with higher levels of perceived stress and depressed mood, but less so for individuals with high SOc. furthermore, a greater proportion of colleagues reporting high SOc was associated with lower levels of perceived stress and depressed mood at the individual level. Conclusions: High SOC may be protective against work-related stress among teachers. Additionally, the proportion of colleagues reporting high SOC was related to less individual stress, suggesting a protective effect of school-level collective SOC.
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| 10. |
- Ramberg, Joacim, 1977-
(författare)
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Pupils identified with SEN : Trends in Europe regarding Identification rates, Gender distribution and Inclusive placement
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pupils identified with special educational needs (SEN) have historically been, and continue to be, across the world's education systems at increased risk of marginalization, exclusion and segregation. Two crucial issues, in relation to pupils with SEN and their educational placement, concern what proportion of the total pupil population is identified as pupils with SEN, as well as what proportion of these pupils are placed in an inclusive setting together with their peers of the same age. The aim of this contribution is to see how these two issues have developed over time within and between countries across Europe. To this end, comprehensive compiled national education statistics covering 35 European countries and approximately 85 million pupils at 5 different points in time between 2012-2020 have been used. Findings indicate that the overall tendency over time is that there in most countries is a trend of increased identification rates of SEN pupils. Findings also show that in all countries, and stable over time, about two-thirds of the pupils identified with SEN are boys, while about one-third are girls, meaning that for every girl identified with SEN, there are two boys identified with SEN. Finally, it can be noted that in a significantly larger group of countries there is an increase in the proportion of pupils identified with SEN who are placed in an inclusive setting than vice versa.
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