| 1. |
- Brown, Gavin T. L., et al.
(författare)
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Swedish teacher conceptions of assessment : a focus on improving outcomes
- 2024
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508.
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Tidskriftsartikel (refereegranskat)abstract
- Understanding teachers’ conceptions of assessment is a key objective in supporting assessment practices that lead to improved learning outcomes. Thus, inventories capable of identifying teachers’ assessment conceptions are important. The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice context. In the present study, a Swedish adaptation of the TCoA was administered twice, 18 months apart. A sample of 249 teachers were matched across the 2 time-points and their self-reported scores were analysed with confirmatory factor analysis and invariance testing. With good correspondence to the data, six of the nine factors in the TCoA were completely replicated and one factor was partially replicated. The model had sufficient similarity between time points to permit mean score comparisons, which were largely equivalent between times. The study indicates that the Swedish Teacher Conceptions of Assessment adaptation can be used reliably in Swedish primary and lower secondary schools as measure of teacher conceptions of the uses of assessment.
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| 2. |
- Tegmark, Mats, et al.
(författare)
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The Complex Relationship between Teachers’ Instructional Practices and Students’ Reading Amount
- 2024
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Ingår i: Reading Research Quarterly. - : John Wiley & Sons. - 0034-0553 .- 1936-2722.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to develop understanding of the relation be-tween instructional practices and students’ reading amount. As part of alarger mixed-methods study of reading practices across the curriculum inSwedish compulsory school, a selection of 14 classes from Grades 6 and 9were observed over a total of 59 lessons. The data generated were codedand analyzed using both quantitative and qualitative methods. The resultsreveal a great variation in teachers’ instructional practices which is shownto have both direct and more indirect consequences for students’ readingamount. By combining the results from quantitative and qualitative analy-ses in the light of Self-Determination Theory, the study shows that mostreading is done in classrooms where teachers manage to fulfill students’need for competence, relatedness, and autonomy while maintaining class-room structure and ensuring lesson time for reading. The findings are dis-cussed considering previous research on instructional practices in relationto students’ reading motivation and reading amount, adding to our under-standing of what makes students read in everyday classrooms. Limitationsof the study, directions for further research, and implications for practiceare also discussed.
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| 3. |
- Borg, Johan, et al.
(författare)
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On the relation between assistive technology system elements and access to assistive products based on 20 country surveys
- 2023
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Ingår i: Healthcare. - : MDPI. - 2227-9032. ; 11:9
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Tidskriftsartikel (refereegranskat)abstract
- The objective of this study was to explore the relationship between assistive technology system elements and access to assistive products. Data on assistive technology system elements and self-reported survey data on access to assistive products from 20 countries were analyzed using multivariate statistical methods, including orthogonal partial least squares analyses. Access to assistive products was primarily associated with the geographic coverage of assistive technology services in a country, followed by system elements related to policy and personnel. To achieve universal access to assistive technology, geographic coverage of assistive technology services is an instrumental system element. However, it requires the implementation of appropriate policies along with sufficient funding, recruitment of adequately trained personnel, and availability of assistive products in need.
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| 4. |
- Brown, Gavin T. L., et al.
(författare)
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Predicting formative feedback practices : improving learning and minimising a tendency to ignore feedback
- 2023
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Teacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework. Methods: This study surveyed 451 Swedish teachers working in Years 1-9, a policy context that prioritises teachers using multiple data sources to help students learn. The study used a translated version of the TCoF inventory, but isolated six items related to formative feedback practices from various factors. Results: A six-factor TCoF was recovered (Praise, Improvement, Ignore, Required, PASA, and Timely), giving partial replication to the previous study. A well-fitting structural equation model showed formative practices were predicted by just two conceptions of feedback (i.e., feedback improves learning and students may ignore feedback). Discussion: This study demonstrates that the TCoF inventory can be used to identify plausible relations from feedback beliefs to formative feedback practices.
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| 5. |
- Palm, Torulf, et al.
(författare)
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Mechanisms underlying effects of formative assessment on student achievement : a proposed framework to ignite future research
- 2023
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Ingår i: CADMO. - : Edizioni Franco Angeli. - 1122-5165 .- 1972-5019. ; :2, s. 9-20
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that formative assessment can have large positive effects on student achievement, but the effects vary substantially and are not always positive. In addition, the underlying mechanisms responsible for the learning effects are not well understood. We present a framework developed to support research efforts to identify these mechanisms. The framework includes formative assessment processes as well as students’ learning processes, defines and exemplifies the term mechanisms in relevant contexts, indicates possible mechanisms, and identifies aspects that require further research to characterise and explain the mechanisms through which formative assessment affects student achievement. Finally, we exemplify how the framework may be used to design studies capable of providing the robust evidence required for drawing conclusions about the mechanisms.
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| 6. |
- Hofverberg, Anders, 1985-, et al.
(författare)
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Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics
- 2022
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 13
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Tidskriftsartikel (refereegranskat)abstract
- Behavioral engagement is a key determinant of students’ learning. Hence, knowledge about mechanisms affecting engagement is crucial for educators and stakeholders. Self-determination theory (SDT) offers a framework to understand one of these mechanisms. However, extant studies mostly consider only parts of SDT’s theoretical paths from basic psychological need satisfaction via regulations to student engagement. Studies that investigate the full model are rare, especially in mathematics, and results are inconclusive. Moreover, constructs are often merged in ways that may preclude detailed understanding. In this study, we used structural equation modeling to test several hypothesized paths between the individual variables that make up higher-order constructs of need satisfaction, regulations, and behavioral engagement. Satisfaction of the need for competence had a dominating effect on engagement, both directly and via identified regulation. Similarly, satisfaction of the need for relatedness predicted identified regulation, that in turn predicted engagement. Satisfaction of the need for autonomy predicted intrinsic regulation as expected but, in contrast to theory, was also positively associated with controlled motivation (external and introjected regulation). Neither intrinsic nor controlled regulation predicted engagement. Theoretical and method-related reasons for this unexpected pattern are discussed, as well as implications for research and teaching.
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| 7. |
- Tegmark, Mats, et al.
(författare)
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What motivates students to read at school? Student views on reading practices in middle and lower-secondary school
- 2022
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Ingår i: Journal of research in reading (Print). - : John Wiley & Sons. - 0141-0423 .- 1467-9817. ; 45:1, s. 100-118
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Tidskriftsartikel (refereegranskat)abstract
- Reading amount is decisive for individual students' academic success as well as for the general strength of democratic societies. Still, the amount of both leisure-time and school-related reading is decreasing. To reverse this trend, more knowledge of what drives students' school reading is needed. Drawing on Self-Determination Theory (SDT), the study is based on structured interviews with 259 students in Grades 6 and 9 from 14 different schools. Descriptive statistical analyses were made to map students' perceptions of themselves as readers and their school-related reading practices and to find out what regulates students' motivation for in-class reading. Although students express a strong will to become good readers, our data indicate that students are mainly driven by controlled motivation for their school-related reading; autonomous motivation was only expressed by a minority of students in Grade 6. What would make students read more are mainly text and instruction related factors such as more interesting texts and more time allocated to reading. Our results point to a great potential for more in-class reading across the curriculum, reading sessions that need to be regularly scheduled using carefully selected texts. In line with SDT, our findings highlight the importance of fulfilling students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour, such as leisure-time reading – which in turn will boost their reading self-concept. Highlights What is already known about this topic Students who practice reading more tend to become more competent readers and therefore develop a more positive relationship with reading and themselves as readers (reading self-concept). Autonomous motivation strongly predicts reading achievement, whereas controlled motivation negatively predicts reading outcomes. The amount of both leisure-time and school-related reading is decreasing in many parts of the western world, highlighting the need for schools to find new ways of engaging students in reading practices. What this paper adds Students want to be good readers and know that they need to read more to become good readers. In contrast to leisure-time reading, students' school-related reading practices are driven far more by controlled than autonomous motivation, especially by the time they reach secondary school. Students would read more if they were provided with more interesting texts, the possibility to choose, and if more class time were allocated to reading. Implications for theory, policy or practice Autonomy-supporting reading sessions need to be regularly and amply scheduled across the curriculum to ensure reading practices that can develop reader competence. Schools need to ensure that students have access to a variety of texts to choose from according to both personal interest and level of difficulty. Educators need to design reading practices that fulfil students' need for competence, relatedness, and autonomy in order for them to develop more self-determined behaviour and a more positive perception of themselves as readers.
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| 8. |
- Vinterek, Monika, 1956-, et al.
(författare)
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The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 66:1, s. 119-133
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Tidskriftsartikel (refereegranskat)abstract
- Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, we still have little knowledge of how much students read at school. Therefore, this study investigates how many pages of continuous and coherent text, nonfiction as well as fiction, students in middle and lower secondary school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. There are still more students in middle school compared to lower secondary who read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.
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| 9. |
- Winberg, Mikael T., 1963-, et al.
(författare)
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Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context : A Large-Scale Study of Grades 6 and 9
- 2022
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Ingår i: Reading Psychology. - : Informa UK Limited. - 0270-2711 .- 1521-0685. ; 43:7, s. 442-476
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Tidskriftsartikel (refereegranskat)abstract
- As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.
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| 10. |
- Bernholt, Andrea, et al.
(författare)
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Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 65:1, s. 54-70
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Tidskriftsartikel (refereegranskat)abstract
- In the field of epistemic belief research, more studies on how these beliefs are formed in different cultural contexts are called for. Moreover, there are strong assumptions that teachers’ instructional practices are paramount to the development of students’ epistemic beliefs. The current study aims at investigating differences between Sweden and Germany in both, and in their relationships. A cross-sectional study was conducted with 4,731 students in Grades 5 through 11. To sum up, latent multi group comparison revealed several differences in the level of students’ beliefs and classroom characteristics. Moreover, latent regression analyses showed that the observed classroom characteristics were significant predictors of students’ beliefs concerning the justification and development of knowledge, and that the prediction pattern differ between countries.
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