| 1. |
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| 2. |
- 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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| 3. |
- 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diseases are major causes of death worldwide, but currently recommended strategies for diagnosis and prevention may be outdated because of recent changes in risk factor patterns.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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| 4. |
- 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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| 5. |
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| 6. |
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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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| 8. |
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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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| 10. |
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| 11. |
- Hansson, Åse, 1952
(författare)
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Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data
- 2010
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Ingår i: Educational Studies in Mathematics. - 0013-1954 .- 1573-0816. ; 75:2, s. 171-189
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Tidskriftsartikel (refereegranskat)abstract
- There is an international trend in mathematics education of antiauthoritarianism, emphasising cooperative learning and students’ autonomous search for knowledge. In Sweden, this is framed by “students’ independent work”, characterized by only limited amounts of teacher-student and student-student interaction and communication and a low level of teacher responsibility for knowledge generation. Research investigating occurrence and effects of different dimensions of instructional responsibility and authority in classroom practise, however, often takes the very presence of instructional responsibility for granted. In this paper, an alternative model for description and analysis of instructional practise is proposed, which challenges the potential of the traditional division into teacher- versus student-centred modes of instruction. Theoretical starting-points for conceptualising and defining mathematics classroom practises focus on instructional responsibility both for knowledge generation and for how this responsibility would be expressed in instructional practise. It was also investigated how this model corresponds with data from TIMSS 2003. The empirical results supported the possibility of adopting this alternative perspective in modes of instruction.
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| 12. |
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| 13. |
- Hansson, Åse, 1952, et al.
(författare)
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Matchning mellan lärares utbildning och befattning i grundskolan: Utveckling och tillämpning av en modell för differentierad klassifikation av lärarkompetens i Lärarregistret
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Efter att den svenska grundskolan genomgått stora reformer i början av 1990-talet har det skett en försvagning av en av skolans viktigaste resursfaktorer, nämligen lärarkompetens. Detta gäller såväl andelen lärare med pedagogisk högskoleutbildning som de lärarstuderandes skolkapital. Skolors behov av lärarkompetens ur ett kompensatoriskt perspektiv har samtidigt ökat, främst som en konsekvens av ökad skolsegregation med avseende på elevers bakgrund. Trots detta visar tidigare studier att likvärdig allokering av lärarkompetensen minskat under perioden; i skolor med hög andel elever berättigade till modersmålsundervisning har lärarna den lägsta kompetensen vilket pekar på vad vi vill kalla pedagogisk segregation. I Del 1 i denna rapport presenteras en studie som tar sin utgångspunkt i dessa förändringar samt i det faktum att lokala huvudmän genom den reformerade styrningen av skolan fått ett allt större inflytande över hur lärares ämnes- och stadiemässiga kompetenser används i skolverksamheten. Vi har undersökt hur utnyttjandet av lärarresursen ur ett likvärdighetsperspektiv förändrats sedan skolreformernas införande. Resultaten visar att det finns en systematisk brist i likvärdighet i matchning mellan befattningens inriktning och lärarens utbildningsinriktning mot ämne och stadium under hela perioden, med lägst matchning på skolor med hög andel elever berättigade till modersmålsundervisning samt på fristående skolor. Sedan skolreformernas införande har skillnader i matchning mellan skolor med olika elevsammansättningar ökat, företrädesvis på grundskolans låg- och mellanstadium och till viss del på högstadiet. Skillnader i matchning mellan olika huvudmän har däremot minskat under perioden. Dock har de ämnesmässigt matchade SO- och NO-befattningarna på fristående skolor till skillnad från kommunala allt oftare kommit att innehas av lärare utan pedagogisk högskoleutbildning, och fristående skolors betydligt lägre matchningsgrad på högstadiet mot lärares utbildningsinriktning mot såväl stadie- som ämnesinriktning kvarstår vid periodens slut. Studien visar förutom förekomst av pedagogisk segregation också att graden av matchning skiljer mellan grundskolas olika stadier; matchningen är under hela perioden högre för befattningar inriktade mot låg- och mellanstadiet än på högstadiet. Dock minskar detta gap under perioden i och med att den ämnesmässiga matchningen samtidigt som den minskar för befattningar inriktade mot låg- och mellanstadiet ökar för högstadiet. Det är inom språkämnen och naturorienterande ämnen (NO) som en allt högre andel av befattningarna på högstadiet kommit att innehas av lärare med motsvarande utbildningsinriktning. I den klassificering av lärare som görs av SCB, i behöriga och obehöriga, finns en otydlighet i hur väl en lärares utbildningsinriktning motsvarar befattningens inriktning mot ämne och stadium. Om man i stället använder de utvecklade klassifikationsvariabler som presenteras i Del 2 i denna rapport redovisas en minskning av matchade befattningar under perioden från 60 % till 40 %, vilket är ca 20 procentenheter mer än då SCB:s klassificering används. I ljuset av den minskade likvärdigheten i matchning mellan skolor med olika elevsammansättning innebär denna generellt försvagade matchning att elever allt mer sällan möter lärare med formell kompetens för det ämne och det stadium undervisnigen avser, samt att detta är mer vanligt på skolor med hög andel elever berättigade till modersmålsundervisning än på andra.
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| 14. |
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| 15. |
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| 16. |
- Hansson, Åse, 1952, et al.
(författare)
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School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 64:2, s. 167-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.
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| 17. |
- Hansson, Åse, 1952, et al.
(författare)
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Special needs education and school mobility: School outcomes for children placed and not placed in out-of-home care
- 2018
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Ingår i: Children and Youth Services Review. - : Elsevier BV. - 0190-7409. ; 94, s. 589-597
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to describe and discuss differences between children placed in out-of-home care and non-placed children in the Swedish compulsory school, with respect to special needs education, school mobility and academic achievement. Data was retrieved from the Swedish longitudinal Evaluation Through Follow-up (ETF) project, which includes a combination of survey and register data. Five cohorts were included in the study: children born 1972, 1977, 1982, 1987 and 1992. The results show that placed children with average cognitive ability have lower grades than could be expected. However, this group of children is not more exposed to special needs education focused on improving academic performances than non-placed children with corresponding cognitive ability. A hypothesis was formulated, that the many relocations that placed children are exposed to could affect the quality of special education services, and that the negative effects of school mobility on grades thus could be mediated through the special needs education students receive. Results from regression analyses suggest that early inclusive special needs education has a positive effect on student achievement in general and particularly so for children placed in out-of-home care. However, for inclusive special needs education in Grades 7 to 9 the estimated effect was negative.
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| 18. |
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| 19. |
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| 20. |
- Hansson, Åse, 1952
(författare)
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The meaning of mathematics instruction in multilingual classrooms: Analyzing the importance of responsibility for learning
- 2012
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 81:1, s. 103-125
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Tidskriftsartikel (refereegranskat)abstract
- In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students' performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers' responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students' performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students' learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students' social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students' learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status.
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| 21. |
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| 22. |
- Johansson, Stefan, 1980, et al.
(författare)
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University Credits as a Measure of Teachers' Pre-service and In-service Training : A Longitudinal Approach Using Swedish Data
- 2022
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we accessed information about the university credits of all teachers born after 1971 in Sweden as a means of ascertaining the development of their subject knowledge. We examined the university credits they earned during pre-service and in-service training. Data comes from registers Gothenburg Educational Longitudinal Database (GOLD) and the teacher register. We linked GOLD to the teacher register in order to describe the knowledge development of teachers in compulsory school 1998–2014. Special focus was on Swedish language and mathematics. Multiple regression and multilevel growth modeling were used as our main methods. Results show an increase in pre-service credits during the time period and more credits in Swedish language than in mathematics. To analyze teachers’ in-service training, we followed the development of their university credits over time. Teachers with higher prerequisites in terms of grade point average tended to gain more credits in-service. The study included discussions on ideas and the implications for future research.
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| 23. |
- Johnsson, Åse (Allansdotter), 1966, et al.
(författare)
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Incidental findings and their handling in the Swedish CArdioPulmonary bioimage study (SCAPIS)
- 2017
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Ingår i: Incidental Radiological Findings. - Cham : Springer International Publishing. - 0942-5373 .- 2197-4187. - 9783319425818 - 9783319425795 - 9783319826127 ; , s. 91-101
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Bokkapitel (refereegranskat)abstract
- The Swedish CArdioPulmonary bioImage Study (SCAPIS) combines the use of new imaging technologies, large-scale proteomics/metabolomics/genomics, and epidemiological analyses to extensively characterize a Swedish cohort of 30,000 men and women aged between 50 and 64 years. Its main aims are to improve risk prediction and to optimize our ability to study mechanisms of cardiopulmonary diseases. SCAPIS is currently recruiting at six sites in Sweden, and a pilot study was conducted in 2012 to test the feasibility of the comprehensive study protocol. In the planning phase, it was recognized that the detailed phenotyping used in SCAPIS would identify a large number of clinical findings in need of medical attention. This was confirmed by evaluation of results from the pilot study. Here we focus on pulmonary nodules and asymptomatic coronary artery stenosis. These clinical features were observed in a large number of participants, and the clinical handing and prognosis related to these observations are unclear. They thus posed great challenges for the study in their practical and ethical handling. This chapter describes how we developed procedures to handle these findings based on existing evidence and expert consensus as well as deliberations on ethical issues.
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