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| 6. |
- Cliffordson, Christina, 1949-, et al.
(författare)
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Meritpoäng skapar orättvisa
- 2007
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Ingår i: Dagens Nyheter. - Stockholm : Dagens Nyheter. - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 9. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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School, Learning and Mental Health : A systematic review
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten presenterar resultaten från en systematisk översikt av forskning om skola, lärande och barns psykiska hälsa. Kungliga Vetenskapsakademiens Hälsoutskottet har givit uppdraget att genomföra en sådan översikt till en arbetsgrupp som har arbetat med uppdraget från hösten 2008 till mars 2009. Det första syftet med översikten är att genomföra en kartläggning av forskning inom det breda fält som behandlar frågor om skola, lärande och barns och ungdomars psykiska hälsa. Det andra syftet är att genomföra en narrativ syntes av forskning som undersökt orsaksförhållanden mellan psykisk hälsa å ena sidan och skolresultat och lärande å den andra sidan. Det tredje syftet är att redovisa resultat från forskning som har studerat svenska barns och ungdomars erfarenheter och upplevelser av skola och undervisningssituationer. För att uppnå de första två syftena genomfördes systematiska litteratursökningar i bibliografiska databaser av artiklar publicerade i vetenskapliga internationella tidskrifter inom olika discipliner. Det tredje syftet undersöktes med litteratursökningar av kvalitativa svenska studier i bibliografiska databaser. Slutsatser På grundval dels av kartläggningen av forskning om skola, lärande och psykisk hälsa, dels av de två fördjupade översikterna kan följande slutsatser dras: • Omfattningen av forskning som undersöker relationerna mellan olika aspekter av skola och psykisk hälsa är begränsad och i synnerhet gäller detta forskning som undersöker organisationsfaktorer och undervisnings-faktorer, aktiviteter, läroplaners utformning, resurser, specialpedagogiskt stöd, och olika former av betyg och bedömning. • Tidiga svårigheter i skolan och i synnerhet läs- och skrivsvårigheter kan orsaka internaliserande och externaliserande psykiska problem. • Svårigheter i skola och psykiska problem tenderar att vara stabila över tid. • Skolrelaterade hälsoproblem tenderar att minska när eleverna börjar på gymnasiet och får tillgång till nya områden av aktiviteter, roller och valmöjligheter. • Att genomföra stora ansträngningar utan att detta leder till resultat är relaterat till utveckling av depression. Problem i skolan med skolresultat och prestationer orsakar inter-naliserande symptom för flickor under tonåren. • Det finns samband mellan olika typer av psykiska problem och de är också relaterade till ett brett spektrum av somatiska och psykosomatiska symptom. • Internaliserande och externaliserande psykiska problem har negativa effekter på skolprestationer genom mekanismer som är delvis ålders- och genusspecifika. • Kompetenser och prestationer i skolan är relaterade till psykisk hälsa. • Goda resultat i skolan har en positiv effekt på självuppfattning. • En god självuppfattning bidrar inte direkt till bättre resultat, men andra faktorer som är relaterade till självuppfattning (motivation och upplevd inre/yttre kontroll) påverkar lärande och resultat • Relationer med klasskamrater och lärare bidrar till processer som kopplar skolmisslyckande till psykisk ohälsa. Relationer med kamrater och lärare kan också skydda mot utvecklingen av psykiska problem. • Jämförelser med klasskamrater påverkar självuppfattningen, med effekter som varierar beroende på gruppsammansättning och typ av skola.
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| 10. |
- Klapp Lekholm, Alli, 1968, et al.
(författare)
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The effect of being graded on later achievement : evidence from 13-year olds in Swedish compulsory school
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:10, s. 1771-1789
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.
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| 11. |
- Thorsen, Cecilia, 1976-, et al.
(författare)
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The influence of fluid and crystallized intelligence on the development of knowledge and skills
- 2014
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Ingår i: British Journal of Educational Psychology. - : Wiley. - 0007-0998 .- 2044-8279. ; 84:4, s. 556-570
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Tidskriftsartikel (refereegranskat)abstract
- Background Cattell’s Gf–Gc distinction is quite generally recognized. However, the developmental part of the Gf–Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory. Aims The aim of this study was to investigate the influence of Gf and Gc on the development of knowledge and skills in a sample of children in compulsory school who are homogenous with regard to level of education, age, and cultural background. Sample Totally, 9,002 individuals from the evaluation through follow-up database born in 1972 and who left compulsory school in 1988 were included. These individuals were followed up in Grades 3, 6, and 9. Methods Structural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using Mplus version 6.1. Results In the first step, a path model with a simplex structure was defined. However, a second model with direct relations of Gf on Gc in Grades 6 and 9 had better model fit, suggesting a continuous influence of Gf on Gc. However, no direct influence of Gf was found for the subject grades. Conclusion Due to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for Cattell’s (1987) Investment theory was found.
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| 13. |
- Andersson, Lena, 1965, et al.
(författare)
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Association of IQ scores and school achievement with suicide in a 40-year follow-up of a Swedish cohort.
- 2008
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Ingår i: Acta psychiatrica Scandinavica. - : Wiley. - 1600-0447 .- 0001-690X. ; 118:2, s. 99-105
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: Few studies have investigated the association of childhood IQ and school achievement with suicide. The aim of this study was to investigate the association of childhood IQ with suicide in a cohort of Swedish women and men. METHOD: 21 809 subjects born in 1948 and 1953 who completed IQ and school tests at age 13 years have been followed until 2003. Information on paternal education and in-patient care for psychosis was linked using the Swedish personal identification number. RESULTS: There were 180 suicides amongst subjects with measured IQ. High IQ was associated with reduced suicide risk among men (OR per unit increase in age-adjusted model 0.90, 95% CI 0.83-0.99), while there was no statistical evidence of an association in women (OR 1.04, 95% CI 0.90-1.20). Among men with a history of psychosis, high IQ was associated with an increased risk of suicide. CONCLUSION: Low childhood IQ at age 13 years is associated with an increased risk of suicide in men but not in women; however, amongst those with psychosis, low IQ appears to be protective.
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| 14. |
- Andersson, Lena, 1965, et al.
(författare)
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The Association of IQ Scores and School Achievement With Suicide in a 40-year Follow-Up of a Swedish Cohort
- 2008
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Ingår i: 10th International Congress of Behavioural Medicine, Drawing from traditional sources and basic research to improve health of individuals, communities and populations, August 27-30, 2008 Tokyo, Japan.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this study we have used longitudinal Swedish data with a follow up period of 40 years and included data on both men and women. By using the Swedish personal identification number, educational data (IQ- and school tests) were linked with the National Cause of Death Register, identifying all suicides in the cohorts up to 31st December 2003 and linkage was also made with the National Inpatient Register.Data on childhood socioeconomic status was also included. Our analysis identified gender differences and four broad patterns of associations between tests of intelligence and school performance at age 13 and later suicide risk. Early detection and appropriate interventions amongst children with low cognitive ability may be important in order to prevent future psychiatric disorders and suicide risk. Strategies for better cognitive function implemented in childhood and adolescence may contribute to improved adult health. Increased knowledge of mental health status and suicide risk among high performing females also needs further elucidation.
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| 15. |
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| 16. |
- Berggren, Ulf, 1948, et al.
(författare)
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Factor analysis and reduction of a Fear Survey Schedule among dental phobic patients.
- 1995
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Ingår i: European journal of oral sciences. - 0909-8836 .- 1600-0722. ; 103:5, s. 331-8
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Tidskriftsartikel (refereegranskat)abstract
- A fear survey instrument, based on the Fear Survey Schedule-II and five additional fear items, was administered to 109 patients (70 women and 39 men) on a waiting list at a specialized dental fear clinic. The fear survey was analyzed to identify its factorial structure. Five fear factors, explaining 54% of the total variance, were identified concerning areas of "illness and death", "failures and embarrassment", "social situations", "physical injuries", and "animals and natural phenomena". An ad hoc reduction of items was carried out to form a shorter, more practical to use questionnaire, which resulted in factors of four or five items with loadings greater than 0.50. The factors intercorrelated significantly (rp varying between 0.33 and 0.59) and "illness and death" correlated highly with "physical injuries" (rp = 0.59) and "animals and natural phenomena" (rp = 0.56), while "failures and embarrassment" correlated highly to "social situations" (rp = 0.54). Statistically significant, but generally lower correlations were found between each factor and the dental fear measures. The highest correlations were found between fear of "physical injuries" and dental fear. There was also a high and significant correlation between sex and fear of "animals and natural phenomena".
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| 17. |
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| 18. |
- Blömeke, Sigrid, 1965, et al.
(författare)
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Beyond Dichotomies. Competence Viewed as a Continuum
- 2015
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Ingår i: Zeitschrift für Psychologie. - : Hogrefe Publishing Group. - 2190-8370 .- 2151-2604. ; 223:1, s. 3-13
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also highlighted. Similarly, competing statistical approaches to assessing competencies, namely itemresponse theory (latent trait) versus generalizability theory (sampling error variance), are unpacked. The resulting framework moves beyond dichotomies and shows how the different approaches complement each other. Competence is viewed along a continuum from traits that underlie perception, interpretation, and decision-making skills, which in turn give rise to observed behavior in real-world situations. Statistical approaches are also viewed along a continuum from linear to nonlinear models that serve different purposes. Item response theory (IRT) models may be used for scaling item responses and modeling structural relations, and generalizability theory (GT) models pinpoint sources of measurement error variance, thereby enabling the design of reliable measurements. The proposed framework suggests multiple new research studies and may serve as a ‘‘grand’’ structural model.
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| 19. |
- Blömeke, Sigrid, et al.
(författare)
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Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations
- 2022
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Ingår i: International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings. - Cham, Switzerland : Springer. - 2197-1951 .- 2197-196X. - 9783030881771 ; , s. 603-655
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Bokkapitel (refereegranskat)abstract
- This chapter summarizes conceptual, methodological, and empirical accomplishments and limitations of international large-scale assessments (ILSAs) in education taking into account, among others, the lessons learned from the previous chapters of this handbook. Our intention is to provide a balanced view: On the one hand, we highlight how ILSAs over decades have provided unique contributions to educational research, while on the other hand, we identify limitations of ILSAs and why they may even be harmful to education in some cases.
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| 20. |
- Bratlie, S. S., et al.
(författare)
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Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators
- 2022
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Ingår i: Reading Research Quarterly. - : Wiley. - 0034-0553 .- 1936-2722. ; 57:3, s. 805-829
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Tidskriftsartikel (refereegranskat)abstract
- Language-minority students constitute a heterogeneous group, both in terms of skills in the majority language and contextual factors, such as language use at home and socioeconomic status. These characteristics may interact with the effectiveness of language instruction programs. This study investigated whether the effectiveness of a digital morphology program conducted in mainstream classrooms differed between Norwegian second-grade language-minority students (n = 188) and language-majority students (n = 521). Further, the study examined language-minority students' latent language-literacy skill profiles. Specifically, it investigated how the skill profiles related to the students' initial morphological word knowledge and the immediate and long-term effects of the program. Intention-to-treat analyses showed positive effects of the program on morphological word knowledge at posttest (d = 0.30) and 6-month follow-up (d = 0.27), with no evidence of group differences in program effects. For the language-minority students, a latent profile model with three language-literacy profiles emerged. All three profiles had low vocabulary compared to the full sample but differed in reading and spelling. There were significant differences between the three profiles in initial morphological word knowledge. However, the program effects were not associated with the language-literacy profiles or contextual factors. Findings suggest that language-minority students can benefit from classroom-implemented language instruction programs on an equal level as language-majority peers.
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| 21. |
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| 23. |
- Cliffordson, Christina, 1949-, et al.
(författare)
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Betygens prognosförmåga och effekter på lärande
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 51-60
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 24. |
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| 25. |
- Cliffordson, Christina, 1949-, et al.
(författare)
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Utvidgning under senare år :
- 2011
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Ingår i: Utvärdering genom uppföljning. - Göteborg : Acta Universitatis Gothoburgensis. - 9789173466998 ; , s. 67-72
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Davidov, Eldad, et al.
(författare)
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Does Money Matter? A Theory-Driven Growth Mixture Model to Explain Travel-Mode Choice with Experimental Data
- 2006
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Ingår i: Methodology. - : Hogrefe Publishing Group. - 1614-1881 .- 1614-2241. ; 2:3
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Tidskriftsartikel (refereegranskat)abstract
- In the present article we apply a growth mixture model using Mplus via STREAMS to delineate the mechanism underlying travel-mode choice. Three waves of an experimental field study conducted in Frankfurt Main, Germany, are applied for the statistical analysis. Five major questions are addressed: (1) whether the choice of public transport rather than the car changes over time; (2) whether a soft policy intervention to change travel mode choice has any effect on the travel-mode chosen; (3) whether one can identify different groups of people regarding the importance allocated to monetary and time considerations for the decision of which travel mode to use; (4) whether the different subgroups of people have different initial states and rates of change in their travel-model choices; (5) whether sociodemographic variables have an additional effect on the latent class variables and on the changes in travel-mode choice over time. We also found that choice of public transportation in our study is stable over time. Moreover, the intervention has an effect only on one of the classes. We identify four classes of individuals. One class allocates a low importance to both monetary and time considerations, the second allocates high importance to money and low importance to time, the third allocates high importance to both, and the fourth allocates a low importance to money and a high importance to time. We found no difference in the patterns of travel-mode changes over time in the four classes. We also found some additional effects of sociodemographic characteristics on the latent class variables and on behavior in the different classes. The model specification and the empirical findings are discussed in light of the theory of the allocation of time of Gary Becker.
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| 27. |
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Educational Policy Evaluation through International Comparative Assessments
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood.
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| 28. |
- Ehren, M. C. M., et al.
(författare)
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Comparing effects and side effects of different school inspection systems across Europe
- 2015
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 51:3, s. 375-400
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Tidskriftsartikel (refereegranskat)abstract
- In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the scheduling and frequency of visits (using a differentiated or cyclical approach), the evaluation of process and/or output standards, and the consequences of visits, and how these models lead to school improvement through the setting of expectations, the use of performance feedback and actions of the school's stakeholders. These assumptions were tested by means of a survey of principals in primary and secondary schools in these countries (n=2239). The data analysis followed a three-step approach: (1) confirmatory factor analyses, (2) path modelling and (3) fitting of multiple-indicator multiple-cause models. The results indicate that Inspectorates of Education that use a differentiated model (in addition to regular visits), in which they evaluate both educational practices and outcomes of schools and publicly report inspection findings of individual schools, are the most effective. These changes seem to be mediated by improvements in the schools’ self-evaluations and the schools' stakeholders’ awareness of the findings in the public inspection reports. However, differentiated inspections also lead to unintended consequences as principals report on narrowing the curriculum and on discouraging teachers from experimenting with new teaching methods.
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| 29. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2014
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Ingår i: Lärande, skola, bildning. Lundgren, U.P; Säljö, R. & Liberg, C. (red.) 3:utg.. - Stockholm : Natur & Kultur. - 9789127136021 ; , s. 559-594
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 30. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2017
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Ingår i: Lärande Skola Bildning - Grundbok för lärare. Lundgren, U.P., Säljö, R., Liberg C. (red.) 4:e utg., 551-581. - Stockholm : Natur & Kultur. - 9789127818408
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Bedömningens dubbla funktion - för lärande och likvärdighet
- 2020
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Ingår i: Lärande Skola Bildning - Grundbok för lärare. Lundgren, U.P., Säljö, R., Liberg C. (red.) 5:e utg.. - Stockholm : Natur & Kultur. - 9789127827974 ; , s. 589-620
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Bokkapitel (refereegranskat)
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| 32. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Developing a standardized eligibility test for tertiary education in Sweden
- 2023
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Ingår i: Paper presented at The 2023 ECER conference, Glasgow, UK..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper focuses on an ongoing development of a basic eligibility test for admission to tertiary education in Sweden, a test aimed to provide opportunities for a wider group of applicants than today, thereby increasing inclusion and diversity in higher education. The aim of the presentation is to briefly •describe and discuss the rationale and methodology of the test development process, •present and reflect on some results of the process, and to •look forward into, and discuss, possible future uses of the test being developed.
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| 33. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Dimensions of test performance in English as a foreign language in different European settings : A two-level confirmatory factor analytical approach.
- 2015
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Ingår i: Educational Research and Evaluation. - : Informa UK Limited. - 1380-3611 .- 1744-4187. ; 21:3, s. 188-208
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Tidskriftsartikel (refereegranskat)abstract
- The present study explored data from a survey of students’ performance in English at theend of compulsory school in 6 European countries. The aim was to gain deeperknowledge of the internal structure of the test and to discuss similarities anddifferences between the different settings regarding patterns in language proficiency.The analyses, conducted by a factor analytic approach and 2-level structural equationmodelling (SEM) techniques, indicated an overall English achievement factor at bothstudent and school levels. Furthermore, an effect of format differences at the studentlevel, constituted by a factor related to tasks demanding constructed response, wasfound. Three correlated modality factors related to listening, linguistic, and readingskills were identified but not further elaborated on as they improved the model onlymodestly. Considerable differences in between-school variation were found in thedifferent settings. The results are discussed in relation to the instrument, studentachievements, and the state of English in the participating countries.
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| 34. |
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| 35. |
- Giota, Joanna, 1965, et al.
(författare)
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Perceived Academic Demands, Peer and Teacher Relationships, Stress, Anxiety and Mental Health: Changes from Grade 6 to 9 as a Function of Gender and Cognitive Ability
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 65:6, s. 956-971
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Tidskriftsartikel (refereegranskat)abstract
- The study is based on two waves of longitudinal data at ages 13 and 16 aimed to examine factors that explain psychosomatic and depressive symptoms at the age of 16. The sample is nationally representative involving 9000 individuals from the Swedish longitudinal Evaluation Through Follow up database born in 1998. A growth modeling approach was applied to examine relations between factors over time. Girls were found to have considerably higher self-reported levels of mental health problems in grade 9 than boys. The gender difference was partially mediated by girls' higher level of stress and worry in grade 6 and larger increases in stress, worry and academic demands from grade 6 to 9. The larger increases in girls' feelings of peer exclusion were associated with the self-reported mental illness measures. Students with high cognitive ability experienced increased worry and stress in grade 9 with associated mental health problems.
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| 36. |
- Giota, Joanna, 1965, et al.
(författare)
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Perceived Demands of Schooling, Stress and Mental Health: Changes from Grade 6 to Grade 9 as a Function of Gender and Cognitive Ability.
- 2017
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Ingår i: Stress and Health. - : Wiley. - 1532-3005 .- 1532-2998. ; 33:3, s. 253-266
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Tidskriftsartikel (refereegranskat)abstract
- The link between perceived demands of school, stress and mental health in relation to gender is complex. The study examined, with two waves of longitudinal data at age 13 and age 16, how changes in perceived academic demands relate to changes in perceived stress, taking into account gender and cognitive ability, and to investigate how these factors affect the level of psychosomatic and depressive symptoms at the age of 16. A nationally representative sample including about 9000 individuals from the Swedish longitudinal Evaluation Through Follow up database born in 1998 was included. A growth modelling approach was applied to examine relations over time. The results show girls to have a considerably higher self-reported level of mental health problems at the end of compulsory school than boys. This gender difference is entirely accounted for by perceived school demands and stress in grades 6 and 9. Students who were stronger in inductive than vocabulary ability reported lower levels of perceived academic demands and less stress in grade 6. There is a need to develop interventions for minimizing the consequences of stress among adolescents and modify those particular aspects of academic demands which cause stress and poor mental health, especially among girls.
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| 37. |
- Grover, Vibeke, et al.
(författare)
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Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
- 2024
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Ingår i: SCIENTIFIC STUDIES OF READING. - 1088-8438 .- 1532-799X.
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Tidskriftsartikel (refereegranskat)abstract
- PurposePrevious research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention.MethodThe study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children's second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question.ResultsWhile some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged.ConclusionThe results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.
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| 38. |
- Grover, V., et al.
(författare)
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Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial
- 2020
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Ingår i: Child Development. - : Wiley. - 0009-3920 .- 1467-8624. ; 91:6, s. 2192-2210
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Tidskriftsartikel (refereegranskat)abstract
- This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = .25-.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states.
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| 39. |
- Grøver, Vibeke, et al.
(författare)
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Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?
- 2022
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Ingår i: Early Childhood Research Quarterly. - 0885-2006. ; 61, s. 118-131
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary and grammar skills were assessed pre- and post-intervention, with 7.4 months between the 2 assessments. We asked whether the intervention affected qualities of teacher talk hypothesized to impact children's language, and whether identified changes in teacher talk mediated child second-language vocabulary and grammar outcomes. Results revealed that by the end of the school year teachers in the intervention group demonstrated significantly higher quality in their talk during shared reading, assessed as diversity of word types, use of word explanations and ratio of multi-clause utterances. These differences in teacher talk quality explained variance in children's second-language vocabulary outcomes by the end of the intervention year, but not in their second-language syntactic comprehension.
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| 41. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Abilities and grades as predictors of achievement: The Encapsulation theory
- 2006
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Ingår i: Paper presented at the symposium "The investment theory of intelligence: New evidence, new challenges" given at the annual meeting of the American Psychological Association, New Orleans, August 10-13, 2006.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 42. |
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| 44. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Casual Effects of Computer Availability at Home on Grade 4 Reading Achievement Estimated from Country-Level Longitudinal Data
- 2015
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Ingår i: 6 th IEA International Research Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the study is to investigate possible effects of home computer use on the reading achievement of grade 4 students. In previous research both negative and positive effects have been reported, but these contradictory findings are likely to be due to selection bias in the observational or quasi-observational designs that have been used. The current study takes advantage of the trend design of the PIRLS study, which allows for a difference-in-difference approach to estimation which controls for within-country selection bias, time-invariant country-level omitted variables, and random errors of measurement in independent and dependent variables. The study is based on data from The IEA Ten-Year Trend Study with 9 participating countries and the PIRLS 2001, 2006 and 2011 studies with 36, 45 and 47 participants. Fixed effects regression estimation techniques based on micro-data are used. This allows estimation of main effects of home computer use, and of interaction effects with both student characteristics (gender and socio-economic status) and country characteristics (level of economic development). Preliminary analyses of main effects investigating two time-points at a time indicate negative effects of home computer on the reading achievement of Grade 4 students.
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| 45. |
- Gustafsson, Jan-Eric, 1949
(författare)
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Causal inference in educational effectiveness research: a comparison of three methods to investigate effects of homework on student achievement
- 2013
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Ingår i: School Effectiveness and School Improvement. - : Informa UK Limited. - 0924-3453 .- 1744-5124. ; 24:3, s. 275-295
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Tidskriftsartikel (refereegranskat)abstract
- In educational effectiveness research, it frequently has proven difficult to make credible inferences about cause and effect relations. The article first identifies the main categories of threats to valid causal inference from observational data, and discusses designs and analytic approaches which protect against them. With the use of data from 22 countries which participated both in the Trends in International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2008 with samples of Grade 8 students, 3 different methods are then applied to investigate effects of amount of time spent on homework on mathematics achievement: (a) 2-level regression, which is applied to separate student-level relations from class-level relations; (b) instrumental variables regression, using teacher-reported homework time to instrument student-reported homework time; and (c) a difference-in-differences analysis investigating country-level change between 2003 and 2007. All 3 methods showed that there is a positive effect of homework time on student achievement.
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| 46. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Changes in the Impact of Family Education on Student Educational Achievement in Sweden 1988–2014
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:5, s. 719-736
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Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT The main aim of this study was to investigate the development of the correlation between family education and student achievement in Sweden, which previous research has found to be stable, in spite of increasing school segregation and widening differences in levels of achievement between schools. Based on register data for populations of graduates from compulsory school between 1988 and 2014, correlations between parental education and student grades were estimated. The correlation was found to increase by .04 units between the early-1990s and 2014. The main reasons why this has not been found in previous research are that too coarse a categorization of parental education has been used, a declining quality of measurement of grades, and demographic changes related to immigration
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| 48. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Development of School Achievement in the Nordic Countries During Half a Century
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:3, s. 386-406
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Tidskriftsartikel (refereegranskat)abstract
- © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consistent increase in the level of achievement was observed from the mid-1970s to around 1990 for both literacy and numeracy; (2) Finland improved literacy performance dramatically between the mid-1980s and the mid-1990s, which is hypothesized to be associated with the introduction of part-time special education; (3) for all countries performance declined from the late-1990s/early-2000s, which is hypothesized to be due to different factors in different countries.
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| 49. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Effects of Home Background on Student Achievement in Reading, Mathematics, and Science at the Fourth Grade.
- 2013
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Ingår i: M. O. Martin and I. V. S. Mullis (Eds) TIMSS and PIRLS 2011: Relationships Among Reading, Mathematics, and Science Achievement at the Fourth Grade—Implications for Early Learning. - Boston College, USA : Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.. - 9781889938189 ; , s. 183-289
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Bokkapitel (refereegranskat)
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| 50. |
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