| 1. |
- Oskarsson, Magnus, 1962-, et al.
(författare)
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PISA 2015 - Bakgrund och metoder med exempel
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- År 2015 genomfördes för sjätte gången OECD:s internationella kunskaps-undersökning PISA (Programme for International Student Assessment). Studien har sedan 2000 genomförts vart tredje år och undersöker 15-åriga elevers kunskaper i naturvetenskap, läsförståelse och matematik. PISA syftar också till att öka förståelsen för orsakerna till och konsekvenserna av observerade skillnader i kunskaper.Vid varje mätning turas de tre kunskapsområdena om att vara huvud-område. I PISA 2015 är naturvetenskap huvudområde för andra gången. Innehållet i PISA utformas utifrån ett ramverk som uppdateras varje gång kunskapsområdet är huvudområde. Denna rapport beskriver ramverket för naturvetenskap, läsförståelse och matematik och är en svensk sammanfattning av PISA 2015 Assessment and Analytical Framework. Science, Reading, Mathematic and Financial Literacy, som tagits fram av OECD. Rapporten innehåller också exempel på provuppgifter till eleverna. Rapporten är en bilaga till Skolverkets rapport 450, PISA 2015. 15-åringars kunskaper i naturvetenskap, läsförståelse och matematik, där några av de viktigaste resultaten från PISA 2015 presenteras med fokus på Sverige.Författarna till denna rapport är de forskare som ansvarat för naturveten-skap, läsförståelse och matematik i PISA 2015.Eva Lundgren på Skolverket har det övergripande ansvaret för PISA i Sverige. På Skolverkets uppdrag har PISA 2015 genomförts av Mittuniversitetet i samarbete med Stockholms universitet. Mittuniversitetet har haft det operativa ansvaret och även ansvarat för naturvetenskap medan Stockholms universitet ansvarat för matematik och läsförståelse. Magnus Oskarsson har varit nationell projektledare och har tillsammans med Maria Lundgren och Lena Lenner ansvarat för studiens praktiska genomförande. Magnus Oskarsson har också tillsammans med Nina Eliasson och K-G Karlsson ansvarat för naturvetenskap. Ulf Fredriksson och Maria Rasmusson har ansvarat för läsförståelse, samt Astrid Pettersson och Samuel Sollerman ansvarat för matematik.Skolverket vill rikta ett stort tack till alla som arbetat med PISA 2015 och framför allt till de cirka 5 500 elever som deltagit och till deras lärare och rektorer!
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| 2. |
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| 3. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Flickor och pojkar i PISA-undersökningarna
- 2018
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Ingår i: PISA under 15 år - resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 131-146
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Rasmusson, Maria, 1973-, et al.
(författare)
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Podcasting and blogging - the way to learn? : Presented at the European Conference on Educational Research 2008 in Gothenburg Sept 10
- 2008
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Konferensbidrag (refereegranskat)abstract
- Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Salmon, 2004). New technologies have changed the conditions for distribution of distance courses the last decade. Learning management systems (LMS) of various kinds have been developed; podcast, wikis and blogs are enablers for enhancing flexible education. Little research is done on how students perceive the availability of podcasts and blogs for their learning and even less on the effects on students’ learning, if any (Bell et al, 2007; Boulos et al, 2006; Maag, 2006)? Podcasting refers to a technique to distribute a collection of digital media files over the Internet, often using syndication feeds, for playback on portable media players or computers. The term can refer to either the content itself or to the method by which it is syndicated. The media thus distributed can be either plain audio, video or a combination of audio and presentation slides, often called enhanced podcasts ). Blog is a portmanteau of “web log”, a website where the author publishes entries combining text, images and links to other sources related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Mid Sweden University gives a course for students in teacher training and as inservice-training for teachers: “ICT and media as support for learning”. It is a distance course with one physical meeting in the beginning, and one at the end of the course. LMS, blogs and podcasts are used between these gatherings. In this course the students were offered to borrow a video-capable Ipod to give them options of Mobile Learning (mLearning). The study includes two groups of students, one group took the course the summer 2007 and a second group the summer 2008 which as of this writing hasn’t been held yet. Some of the on-campus lectures were provided as enhanced podcasts, and some additional lectures were only made available as podcasts. Another assignment required the students to comment on the course literature and lectures in the form of a blog entry. The students in the study group then commented on each others entries. An overall question is if educational providers should invest in Ipods and podcast productions? Does the benefits outweigh the costs and the efforts? The present study wants to investigate the student’s use of these features of the course. How did the students perceive the use of Ipods and podcasts in the course, and for their learning? How and how much did they use the blog, what characterized their blogging? As a theoretical framework the sociocultural theory was used. Learning is a social act that can be mediated between social beings through language, signs, genres or tools. Ipods and blogs can be seen as artifacts for learning from a sociocultural perspective. These tools can facilitate learning in a context relevant for the student (Säljö, 1999; Vygostky, 1978; Wenger, 1998).Methodology, Methods, Research Instruments or Sources UsedThis study was conducted with questionnaires and text analysis. We distributed an initial questionnaire to investigate the students expectations and their background. At the end of the course we conducted a second survey about their perceptions of podcasts in relation to their learning. Text-analysis were used for the student blogs (Coffin et al, 2006). Conclusions, Expected Outcomes or FindingsAn understanding about the students’ perceptions of podcasts and an outlook on how students can use blogs in a learning situation.
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| 6. |
- Augustsson, Gunnar, 1953-, et al.
(författare)
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Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning
- 2018
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Ingår i: Organizacija. - : Walter de Gruyter GmbH. - 1318-5454 .- 1581-1832. ; 51:2, s. 97-111
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Tidskriftsartikel (refereegranskat)abstract
- Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their per- ceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews.Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good.Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from an- other, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphor- ical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.
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| 7. |
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| 8. |
- Bremholm, Jesper, et al.
(författare)
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Hva skjer når læreboka strømmes? Krav til elevers kritiske lesekompetanse i online læringsplattformer
- 2021
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Konferensbidrag (refereegranskat)abstract
- I skandinaviske skoler har de fysiske, papirbaserte læremidlene lenge blitt utfordret av skjermbaserte løsninger. Lærebokens funksjon har vært å samle den kunnskapen som betraktes som sentral og allmenn, gi elevene en felles referanseramme og være inngangen til et større kunnskapsunivers for de ulike fagene (Selander, 2008). Når læremidlene i de skandinaviske landene digitaliseres, påvirker dette både det faglige innholdet og måten lærestoffet framstilles på, hvordan læringsforløp organiseres og hvilke kognitive krav som stilles til elevene (Gilje, 2017; Carlsen, 2017; Utterberg et al., 2019). På samme måte fører enhver digitalisering av tekst til endrede vilkår for elevenes lesing, og nettekster med dynamisk tekststruktur og navigasjon stiller nye krav til elevenes lesestrategier og -forståelse (Delgado et al., 2018; Frønes, 2017; Singer & Alexander 2016; 2017). Å lese kritisk er en naturlig del av de nye kravene som stilles til elevene, og kritisk omgang med tekst krever blant annet at elevene aktivt må ta stilling til tekster og utfordre tekstenes innhold og representasjon av virkeligheten (Veum & Skovholt, 2020; Janks, 2010, 2019). I dette innlegget presenterer vi forslag til et rammeverk for analyser av online læringsplattformers lesbarhet, basert på en forskningsgjennomgang av språklige, tekstlige og kognitive krav til elevers lesing og leseopplæring online. Rammeverket er en videreføring av diskurssemantisk rammeverk for analyse av tekster (Bremholm, 2014) som gir mulighet for å analysere tekster og læringsforløp både på ordnivå, setningsnivå og diskursnivå. Modellen ble opprinnelig utviklet for å analysere fikserte testressursers lesbarhet, altså tradisjonelle fysiske lærebøker. For å fange de dynamiske sidene ved online læringsforløp utvider vi her dette rammeverket med tekstkompleksitet (Graesser et al., 2011; Mesmer et al., 2012; McNamara et al., 2014; Tortorelli, 2019) og krav til navigasjon og særskilte tekstbaserte lesbarhetsfaktorer i nettekster (Rasmusson, 2014; Frønes, 2017). Rammeverket anvendes på et eksemplarisk analysemateriale i form av tre naturfaglige læringsforløp på mellomtrinnet, hentet fra noen av de mest brukte digitale læringsplattformene i hvert av de tre skandinaviske landene.
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| 9. |
- Dahlström, Helene, et al.
(författare)
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Prerequisites for emergent literacy in Swedish preschools
- 2023
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:13-14, s. 1417-1433
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
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| 10. |
- Dimberg, Ulf, et al.
(författare)
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Facial reactions to happy and angry facial expressions: Evidence for right hemisphere dominance
- 2000
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Ingår i: Psychophysiology. - : CAMBRIDGE UNIV PRESS. - 0048-5772 .- 1469-8986. ; 37:5, s. 693-696
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Tidskriftsartikel (refereegranskat)abstract
- Previous research on asymmetric effects of emotional expression and brain-hemispheric asymmetry has supported opposing theories of hemispheric dominance in the control of emotional reactions. In the present study, 32 subjects were exposed to pictures of happy and angry facial stimuli while facial electromyographic (EMG) activity from the zygomatic major and the corrugator supercilii muscle regions was detected from the left and right sides of the face. The subjects reacted spontaneously and rapidly with larger zygomatic EMG activity to happy facial stimuli and larger corrugator EMG activity to angry stimuli. These distinct reactions were significantly larger on the left side of the face. It is concluded that the present results support the hypothesis that the right brain hemisphere is predominantly involved in the control of spontaneously evoked emotional reactions.
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| 11. |
- Eklund, Monica, et al.
(författare)
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Teachers use of web-based learning resources
- 2007
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Konferensbidrag (refereegranskat)abstract
- Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Rowntree, 1999; Salmon, 2002, 2004)As long as we talk about distance and online education there are always holders of the course package who has done objectives for the course, tasks and examinations. These kind of courses normally have “teachers” and “students” and for instance a university or a department is responsible for the access to the learning material on the web site. The Internet has also made it possible for others than the traditional educators to provide learning material for different interest groups. Agencies, like The Swedish National Agency for Education (Skolverket) and The Swedish National Agency for School Improvement (Myndigheten för skolutveckling) have web sites containing lots of information, useful materials and other resources in different areas to facilitate for in-service teachers. Now we are not talking about courses but about learning material available for all, and it is not education in traditional meaning. This resources can be used for self directed learning among teachers and could lead to school improvement in the long run, but does it? Not much research has been done in this field although much money and time is spent on creating and developing this kind of learning resources. Evidently there is a need to investigate this. Our research question is – how do teachers use web based learning materials – if they use them?By direction of The Swedish National Agency for School Improvement, the Department of Education at Mid Sweden University has developed a pilot for a web-based learning material in the area of early reading and writing development. This web site is primarily intended for teachers in pre-school class and teachers in school year 1 to 5. At the web site there is for instance articles on reading and writing learning strategies, and different methods for reading and writing instruction, short videos from classrooms, from lectures, and pre-school environments. A study guide is available with questions to discuss and instructions for self regulated learning and in-service co-operative learning among teachers at schools.The purpose of our study is to reach a deeper understanding of how teachers use web based learning material in the area of early reading and writing development, if they use it at all. We are also interested in exploring the teacher’s ways of relating to and how they express their thoughts about this kind of learning materials.
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Learning to Read Using Computers : A Longitudinal Study from Grade 1 to Grade 3 in Four Swedish schools
- 2019
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 5:3, s. 24-48
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a longitudinal study in a municipality that decided to organise a project including the use of computers and extra remedial education in initial reading and writing instruction from the first to the third grade. The study may be regarded as quasi-experimental with 110 students in two project schools and 59 students in two control schools. To explore the extent to which the use of computers in reading instruction made a difference, we followed students in the four schools from Grade 1 to Grade 3. The students’ language skills were tested regularly with different test instruments. In addition to the tests, the students answered a questionnaire, and teachers and principals were interviewed. It was not possible to conclude that the teaching methods in the control schools yielded better reading and writing development than the project schools or vice versa. The results were ambiguous, the control schools performed slightly better in one test in grade 3 and the project schools on another test, when accounting for linguistic awareness in grade 1 and other factors.
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| 16. |
- Fredriksson, Ulf, et al.
(författare)
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Learning to Read Using Computers: A Longitudinal Study from Grade 1 to Grade 3 in Four Swedish Schools
- 2024
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a longitudinal study in a municipality that decided to organise a project including the use of computers and extra remedial education in initial reading and writing instruction from the first to the third grade. The study may be regarded as quasi-experimental with 110 students in two project schools and 59 students in two control schools. To explore the extent to which the use of computers in reading instruction made a difference, we followed students in the four schools from Grade 1 to Grade 3. The students’ language skills were tested regularly with different test instruments. In addition to the tests, the students answered a questionnaire, and teachers and principals were interviewed.It was not possible to conclude that the teaching methods in the control schools yielded better reading and writing development than the project schools or vice versa. The results were ambiguous, the control schools performed slightly better in one test in grade 3 and the project schools on another test, when accounting for linguistic awareness in grade 1 and other factors.
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| 17. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Läsförståelse i PISA
- 2018
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Ingår i: PISA under 15 år – resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 42-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
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| 19. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom: : A comparative study using PISA data
- 2023
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Ingår i: Nordic Journal of Comparative and International Education (NJCIE). - 2535-4051. ; 7:1
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Tidskriftsartikel (refereegranskat)abstract
- School absenteeism is a challenge in many countries. Still, there are few comparisons between countries, which is partly due to a lack of shared definitions of concepts. This article makes use of PISA data to compare self-reported student absenteeism in Germany, Japan, Sweden, and the United Kingdom (UK). Three data sets are used, from 2012, 2015, and 2018. The self-reported absenteeism, which is referred to as truancy in the PISA studies, was measured as having skipped a whole school day at least once in the two full weeks before students completed the PISA student questionnaire.The results show great variation between the studied countries, from 24.4% in the UK in 2015 to 1.5% in Japan in 2012. The percentage of students who reported having skipped school is much higher in the UK than in the other three countries. The differences between the countries concerning the percentage of students reporting having been absent from school are significant for all years, except between Sweden and Germany in 2015. Germany and the UK have a similar pattern in development, with the highest percentages in 2015, while Sweden and Japan have small (albeit not significant) increases from 2012 to 2018. The UK is the only country where the changes between 2012 and 2015 as well as between 2015 and 2018 were significant.It is not possible to see any obvious patterns between the countries that might be linked to differences related to their welfare regimes, education systems, or values. To find such patterns, it may be necessary either to include more countries in a study or to conduct more in-depth studies on each country.
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| 20. |
- Fredriksson, Ulf, et al.
(författare)
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Weak readers in the Nordic Countries : Gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors.
- 2012
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Ingår i: Northern Lights on PISA 2009. - Köpenhamn : Nordisk ministerråd. - 9789289323048 ; , s. 23-43
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Bokkapitel (refereegranskat)abstract
- The objective of this article is to identify how large the groups of weak readers are in the Nordic countries and to examine the composition of these groups with respect to gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors. The percentage of weak readers varies from 8 percent in Finland to 17 percent in Iceland and Sweden. The percentage of weak readers has increased in Finland, Iceland and Sweden between 2000 and 2009 and decreased in Norway and Denmark during the same period. The composition of the group weak readers seems to be similar in the Nordic countries. Although there are many similarities between the countries, Finland seems to be the country that partly differs from the other countries. One possible reason behind this could be that the group weak readers is that much smaller than in the other countries and that this has an influence on the composition of the group.
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| 21. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data
- 2024
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 19:5
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Tidskriftsartikel (refereegranskat)abstract
- This article explores which students–with regard to gender, socio-economic background and migration background–skip school in Germany, Japan, Sweden and the United Kingdom (UK) according to PISA data. Students who skip school are observed in many countries, but there is not much systematic research that studies this across countries. Comparable data is to a large extent missing. PISA data offers an opportunity to use comparable data. In PISA, students were asked in 2018, 2015 and 2012 whether they had skipped school a whole day in the last two weeks prior to their completion of the PISA student questionnaire. Patterns of how absence relates to sociodemographic factors vary in countries and school systems. In the comparison between the four countries the UK stands out as having a higher percentage of students who have reported that they have skipped school than in the other countries. This does not seem to be related to any specific group of students. Japan also stands out with a lower percentage of students who have reported that they have skipped school. According to PISA data, skipping school is more related to socio-economic background than any other of the variables studied. The socio-economic background seems to be related to skipping school in all three PISA studies in Sweden and the UK. Gender seems not to be an important factor in the four countries. In Sweden and Germany there is a lower percentage of non-immigrant students who report that they have skipped school than first-and second-generation immigrant students. In the UK the figures are more ambiguous. When the percentages of students skipping school are compared over time and in the countries, it is difficult to find any trends, but the data only covered three measurements during a period of six years, which may be too short a time span to see trends.
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| 22. |
- Kreitz-Sandberg, Susanne, et al.
(författare)
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Recording and Reporting School Attendance and Absence : International Comparative Views on Attendance Statistics in Sweden, Germany, England, and Japan
- 2023
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Ingår i: ORBIS SCHOLAE. - 1802-4637 .- 2336-3177. ; 16:3, s. 187-212
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Tidskriftsartikel (refereegranskat)abstract
- There is general consensus on the negative consequences of school non-attendance, but from an international comparative perspective, it is surprising how few studies have compared school attendance problems (SAPs) in different societies and education systems. In this article, SAPs are analysed through the lens of official statistics in four countries with different education systems: England, Japan, Germany (represented by two federal states), and Sweden. The purpose of this article is to investigate which data on school attendance and absence are available in four different countries and to facilitate a comparison between school attendance statistics and possibly different conceptualisations of SAPs. The article analyses statistics and official data collected by national school authorities and education agencies. Backgrounds within systems are provided and differences between the countries are analysed. England and Japan provide official data to the public on a regular basis, while Sweden and most federal states in Germany do not. A lower threshold for how much absence is considered problematic is found for Japan, England, and Thuringia (one of the investigated German federal states) compared to Sweden and Berlin (the other German federal state under study). Due to differences in recording and reporting school attendance, it is not possible to compare the quantitative extent of the problem or trends regarding SAPs across the four countries based on the available official school statistics.
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| 23. |
- Lerm, Maria, 1973-, et al.
(författare)
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Leishmania donovani requires functional Cdc42 and Rac1 to prevent phagosomal maturation
- 2006
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Ingår i: Infection and Immunity. - 0019-9567 .- 1098-5522. ; 74:5, s. 2613-2618
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Tidskriftsartikel (refereegranskat)abstract
- Leishmania donovani promastigotes survive inside macrophage phagosomes by inhibiting phagosomal maturation. The main surface glycoconjugate on promastigotes, lipophosphoglycan (LPG), is crucial for survival and mediates the formation of a protective shell of F-actin around the phagosome. Previous studies have demonstrated that this effect involves inhibition of protein kinase Cα. The present study shows that functional Cdc42 and Rac1 are required for the formation of F-actin around L. donovani phagosomes. Moreover, we present data showing that phagosomes containing LPG-defective L. donovani, which is unable to induce F-actin accumulation, display both elevated levels of periphagosomal F-actin and impaired phagosomal maturation in macrophages with permanently active forms of Cdc42 and Rac1. We conclude that L. donovani engages Cdc42 and Rac1 to build up a protective coat of F-actin around its phagosome to prevent phagosomal maturation. Copyright © 2006, American Society for Microbiology. All Rights Reserved.
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| 24. |
- Mellander, Erik, et al.
(författare)
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Effekter av NTA på skolprestationer i årskurs 6
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vi utvärderar effekterna av att ha deltagit i NTA (Naturvetenskap och teknik för alla) under mellanstadiet (årskurs 4–6) på resultat på nationella prov och ämnesbetyg i åk 6. Analysen omfattar över 123 000 elever som började i årskurs 4 skolåren 2010/2011 eller 2011/2012. Av dessa deltog drygt 23 000 i NTA under minst en termin. Hänsyn tas till att deltagandet i NTA inte bestäms slumpmässigt. En statistisk metod, Propensity score matching, väljer bland de elever som inte har deltagit i NTA ut individer som är så lika NTA-deltagare som möjligt, med avseende på 24 olika faktorer, rörande eleverna själva och deras föräldrar, samt elevernas skolor och boendekommun. Vi finner att effekten av att delta i NTA, i genomsnitt för biologi, fysik och kemi, är 0,78 meritpoäng på det nationella provet, eller 31 % av ett betygssteg (= 2,5 meritpoäng) för betygen från E till A. För ämnesbetygen är effekten 0,66 meritpoäng, eller 26 % av ett betygssteg. Skillnaden mellan de två effekterna ryms dock inom den statistiska felmarginalen. Bland de naturvetenskapliga ämnena är effekten störst i biologi (≈ 1) och minst inom fysik (≈ 0,65). För matematik är NTA-effekten drygt 1 meritpoäng och för teknikämnet höjer NTA ämnesbetyget med 0,37 meritpoäng, eller 15 % av ett betygssteg. Flickor och pojkar påverkas lika av NTA men för elever med utländsk bakgrund är NTA-effekten 40 % lägre än för elever med svensk bakgrund. Ökat deltagande i NTA höjer NTA-effekten med 0,12 meritpoäng per termin. NTA-lärare med lärarexamen ger dubbelt så hög effekt som NTA-lärare utan lärarexamen.
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| 25. |
- Mueller, Fabian, et al.
(författare)
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Assessing social, emotional, and intercultural competences of students and school staff : A systematic literature review
- 2020
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Ingår i: Educational Research Review. - : Elsevier BV. - 1747-938X .- 1878-0385. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.
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| 26. |
- Nielsen, Birgitte Lund, et al.
(författare)
-
Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
- 2019
-
Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 42:3, s. 410-428
-
Tidskriftsartikel (refereegranskat)abstract
- Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core ', 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.
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| 27. |
- Olofsdotter, Gunilla, 1957-, et al.
(författare)
-
Gender (in)equality contested: Precarious work in a project based organization.
- 2014
-
Konferensbidrag (refereegranskat)abstract
- In constructing and engineering, workers with different organizational belonging are working together, often on a project-by-project basis. When precarious workers enter an organization, existing power relations, organizational practices and gender relations are challenged and changed. Our aim is to investigate patterns of segregation and gender inequality in a technology-intensive organization responsible for building and operating all national roads and railways in Sweden. A questionnaire has been administered to regular employees, contracted staff and self employed consultants working in the organization. The analysis is guided by the theoretical framework of ́inequality regimes ́ as presented by Acker (2006). The results indicates that intersecting patterns of inequalities based on gender, age and terms of employment is present, and not only persist but even increases when precarious groups of workers are joining the organization. The group that stands out is the self employed consultants; they have the highest salary, lowest education, highest mean age and only a single woman out of 199 in this category. This group of male workers seems privileged in many ways as they express that they are highly valued and encouraged by the management compared to the other groups. These results call for further analysis of the intersecting patterns of inequalities in the organization on aspects such as goal achievement, the self-image, collaboration, and knowledge transfer.
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| 28. |
- Rasmusson, Maria, 1973-
(författare)
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A Multilevel Analysis of Swedish and Norwegian Students’ Overall and Digital Reading Performance with a Focus on Equity Aspects of Education
- 2016
-
Ingår i: Large-scale assessments in education. - : Springer Science and Business Media LLC. - 2196-0739. ; 4
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well investigated in this respect, there is a lack of studies on equity aspects related to digital reading achievement, in spite of the fact that time spent on reading from digital devices such as computers, tablets, and smart phones without doubt is increasing all over the world. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students’ achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden.Methods: To conduct the analysis, multilevel structural modelling techniques have been used on PISA data from the two countries.Results: The results for the Norwegian as well as for the Swedish sample showed that overall reading achievement was related to cultural capital in both countries, as expected, and in line with previous research. An identified digital reading factor, representing the unique aspects of digital reading achievement when overall reading was controlled for, was less influenced by the external factors of cultural and economic capital, and by parental pressure and school type, compared to performance in overall reading. Interestingly, on the school level, it was found that the external factors, school choice, and parental pressure related to overall reading achievement differently in the Norwegian and Swedish samples. School choice influenced overall reading in the Swedish data but not in the Norwegian data, and the opposite pattern was found for parental pressure.Conclusion: In conclusion, it is suggested that the results indicate aspects of inequity in the school systems in Norway and Sweden. However, no influence of background factors on the unique aspects of digital reading ability was found, and a tentative interpretation could be that digital reading ability is not (yet) perceived as a part of a cultural capital
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| 29. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
Cognitive Foundation Skills Following Vocational Versus General Upper-Secondary Education : A Long-Term Perspective
- 2019
-
Ingår i: Scandinavian Journal of Educational Research. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0031-3831 .- 1470-1170. ; 63:7, s. 985-1006
-
Tidskriftsartikel (refereegranskat)abstract
- The present study aims at investigating the long-term cognitive effects of vocational education and training (VET) in Sweden and Denmark using data from the PIAAC Survey of Adult Skills. While Sweden has moved towards a more academic vocational education, Denmark has kept the apprenticeship system. Using multiple regression analysis we estimate the contribution of VET versus general upper-secondary education to the proficiency in literacy. The results show a higher literacy performance in those Swedish age groups in more academic VET programmes compared to the older Swedish age groups and to all the Danish age groups. A reasonable interpretation is that the amount of cognitively challenging subjects at the upper-secondary level gives a lasting imprint on literacy proficiency later in life.
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| 30. |
- Rasmusson, Maria, 1973-
(författare)
-
Det digitala läsandet
- 2015
-
Ingår i: Läsning. - : SCIRA. - 0349-9855. ; :1
-
Tidskriftsartikel (populärvet., debatt m.m.)
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| 31. |
- Rasmusson, Maria, 1973-
(författare)
-
Det digitala läsandet : Begrepp, processer och resultat
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.
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| 32. |
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| 33. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
Does performance in digital reading relate to computer game playing? : A study of factor structure and gender patterns in 15-year-olds’ reading literacy performance.
- 2015
-
Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 59:6, s. 691-709
-
Tidskriftsartikel (refereegranskat)abstract
- Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) toinvestigate gender differences in this factor (if found), and (3) to explore how computergame playing might relate to digital reading performance and gender. The analyses wereconducted with structural equation modeling techniques. In addition to an overall readingfactor, the hypothesized digital reading factor was identified. When the overall readingperformance was taken into account, a relative difference in favor of the boys fordigital reading was indicated. This effect was mediated by a game-playing factorcomprising the amount of time spent on playing computer games. Thus, the boys’better performance in digital reading was explained by the computer game-playing factor.
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| 34. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
Effects of a Science and Technology Teacher Support Programme on Scholastic Achievements in Grade 6
- 2021
-
Konferensbidrag (refereegranskat)abstract
- The Natural sciences and Technology for All (NTA) programme is a teacher support programme built on inquiry-based learning principles (James, 2006; Cakir, 2008). It is a Swedish version of the Science and Technology for Children (STC) programme in the US. The NTA is, by far, the largest teacher support program in Sweden. At the beginning of our period of study, in 2011, it was used in 1/3 of Sweden’s 290 municipalities, by around 7 000 teachers, teaching about 100 000 students. Our study includes around 1 500 NTA teachers and almost 25 000 NTA students. This makes it the largest quantitative effect evaluation of a STC-like programme that has been undertaken hitherto (Slavin et al., 2014; Zoblotsky et al., 2016). For example, the number of participating students is 25 times larger than in an earlier analysis of the NTA programme (Mellander & Svärdh, 2018a-b). Together with data on high-stake scholastic achievements and very rich background information for both the NTA participants and students that have not attended the programme, this allows the programme effects to be much more precisely than in previous studies and, moreover, to be broken down by different categories of students.Our empirical analyses are based on records on student and teacher participation in the NTA programme, collected by the NTA administrative organization, that have been matched with individual register data (longitudinal population data), and information about school and municipality characteristics. The register data contain information about student results on national, standardised tests in the Science subjects and in Mathematics, grades in these subjects plus grades in Technology, extensive information about the students and their parents, and detailed records of the NTA teachers’ education. The fact that participation in the NTA programme is not determined by means of random assignment is accounted for by propensity score analysis, which identifies “synthetical twins” to the NTA participants among the students that did not participate in the programme. Specifically, the NTA and non-NTA students are compared along 24 different dimensions, statistically weighted together to a scalar in the [0,1] interval. Twin couples are formed by choosing NTA and non-NTA students with (almost) the same scalar values. The effect of the NTA programme is estimated as the mean differences in scholastic achievements over the twin couples.Participation in the NTA programme during grades 4–6 is shown to have positive and statistically significant effects on the results in national, standardised, tests in Biology, Chemistry, Physics, and Mathematics as well as on grades in these subjects, and in the subject Technology, in school year 6. The effects on the two outcome variables are not statistically different from one another. The magnitude of the effects varies between 0.4 and 1.0 merit points, which, in turn, corresponds to 15 % and 40 %, respectively, of the difference between two consecutive grades on the “Pass or higher” part of the grading scale. No effect differences are found between girls and boys, but for students with foreign background the effects are 40 % lower than for students born in Sweden. The NTA effects are larger for students that have participated to a greater extent in the programme, compared to students that have participated less. The education of the NTA teachers matters, but not in all respects. NTA students that have been taught by NTA teachers that have a formal pedagogical qualification benefit twice as much as students taught by NTA teachers lacking such a qualification. However, if a pedagogically qualified teacher also has formal qualifications with respect to Science, Technology or Mathematics that does not increase the effect further.MethodDuring the period 2011–2014, all schools employing the NTA programme in grades 4–6 were asked to provide the NTA administrative organisation with information about the names and personal IDs of the participating teachers and students, by class, NTA “theme”, and semester. Accordingly, teacher-student links were ascertained. Moreover, the personal IDs made it possible to match the collected information with register data – longitudinal population records – containing outcome variables and as well as large sets of background variables (Mellander, 2017). From this information, data were extracted on two cohorts of students, born in 2000 or 2001. For these, there is outcome information in the form of results on national, standardised, tests in the Science subjects and in Mathematics, as well as grades in these subjects and in Technology, in school year 6. Further, data on the educational background of the NTA teacher’s education were added. Finally, potential control students were extracted from the register data, i.e., students born in the years 2000 or 2001 that had not participated in the NTA programme. Altogether, the resulting data set encompassed over 125 000 students – approximately 25 000 NTA participants and 100 000 potential control students, and 1 500 NTA teachers. With respect to the effect evaluation, the study’s methodological challenge is that participation in the NTA is not determined by random assignment, but by self-selection. Accordingly, merely comparing the scholastic achievements of participants and non-participants will yield biased estimates. To account for the self-selection, we employ propensity score analysis (Guo & Fraser, 2010). This method estimates the likelihood of treatment (NTA participation), as a function of a multitude of observable personal characteristics. The estimation includes all students, i.e., students that actually did participate as well as for students that did not participate. Our data allowed us to include 24 student characteristics. Couples of participants and non-participants with (almost) equal likelihoods of participation (propensity scores) are then formed. The effect of the NTA programme can be estimated as the mean difference in scholastic achievements over these couples. To examine if the effects differ across groups of students or vary with the extent of participation in the NTA programme, we also apply multivariate linear regression analysis to the matched sample. The matched sample is made up of the NTA participants and their synthetical twins, as determined by the propensity score analysis. All analyses were conducted by means of the Stata program (StataCorp., 2019).Expected OutcomesParticipation in the NTA programme during grades 4–6 have positive and statistically significant effects at the end of grade 6, on the results in national, standardised tests in Biology, Chemistry, Physics, and Mathematics, and on grades in the same subjects, plus Technology. The effects on the tests and on the grades are not statistically significantly different. The effects can be expressed in terms of merit points, which are associated with letter grades, according to: F (0), E (10), D (12.5), C (15), B (17.5) A (20) where F, denoting Fail, is the lowest grade and A the highest. On average, the NTA effect on the science subjects is 0.8 merit points, i.e., about 1/3 of the differences between two consecutive grades in the E – A range. For Mathematics, the effect is slightly higher, about 1 merit point. The smallest effect is recorded for Technology, 0.4 merit points. Regarding potentially heterogeneous effects across students, no differences were found between girls and boys. However, the scholastic achievements of NTA students with foreign background were 40 % lower than the achievements of native NTA students. With respect to the dose-response relation, the results show that the NTA effects are increasing in the amount of programme participation, as expected. The fact the NTA teachers differ by educational background makes it possible to examine the importance of different forms of treatment. We find that NTA classes taught by persons with pedagogical qualifications yield effects that are twice as high as the effects generated by persons without such qualifications. For persons with pedagogical qualifications it does not matter, however, whether they also have formal subject matter qualifications. Apparently, the extensive teaching instructions, guidance, and preparation provided by the NTA organisation makes up for deficiencies with respect to the latter.References Cakir, M. (2008) Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy, International Journal of Environmental & Science Education, 3(4). 193-206.Gou, S. & M.W. Fraser (2010) Propensity Score Analysis: Statistical methods and applications Advanced Quantitative Techniques in the Social Sciences 11. Los Angeles: Sage Publications.James, M. (2006) Assessment, Teaching and Theories of Learning, in J. Gardner (Ed.) Assessment and Learning (47-60) (London: Sage).Mellander, E. (2017) On the use of register data in educational science research, Nordic Journal of Studies in Educational Policy (NordSTEP), 3(1), 106–118.Mellander, E. & J. Svärdh (2018a) Inquiry-based learning put to the test: Medium-term effects of Science and Technology for Children programme, Review of Education, 6(2), 103–141.Mellander, E. & J. Svärdh (2018b) Context and Implications Document for: Inquiry-based learning put to the test: Medium-term effects of Science and Technology for Children programme, Review of Education, 6(2), 142–145.Slavin, R. E., C. Lake, P. Hanley, & A. Thurston (2014) Experimental evaluations of elementary science programs: A best evidence synthesis, Journal of Research in Science Teaching, 51(7), 870–901.StataCorp. (2019) Stata Statistical Software: Release 16. College Station, TX: StataCorp LLC.Zoblotsky, T., Bertz, C., Gallagher, B. & Ahlberg, M (2016) The LASER Model: A Systemic and Sustainable Approach for Achieving High Standards in Science Education, SSEC i3 Validation Final Report of Confirmatory and
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| 35. |
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| 36. |
|
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| 37. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
“It’s easier to read on the Internet—you just click on what you want to read...” : Abilities and skills needed for reading on the Internet
- 2013
-
Ingår i: Education and Information Technologies. - New York, NY : Springer. - 1360-2357 .- 1573-7608. ; 18:3, s. 401-419
-
Tidskriftsartikel (refereegranskat)abstract
- Today’s youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English.
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| 38. |
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| 39. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
Lågstadielärares beskrivning av sin skrivundervisning
- 2021
-
Konferensbidrag (refereegranskat)abstract
- Inom såväl forskning som undervisning har frågan om tidig läs- och skrivundervisning varit starkt polariserad (Liberg, 2012). Formaliserad undervisning har ställts mot funktionaliserad undervisning. Bland andra har Langer (2002) och Ivanič (2004) emellertid pekat på att båda dessa undervisningssätt behöver samspela för att vara framgångsrik. Mot denna forskningsbakgrund och inom ramen för ett socio-kulturellt såväl som ett kritiskt diskursanalytiskt perspektiv är syftet med innevarande studie att som förberedelse inför en kommande fullskalig undersökning utforska dels på vilka sätt man kan kategorisera lågstadielärares sätt att beskriva sin skrivundervisning, dels hur dessa olika undervisningssätt relaterar till varandra och till lärares bakgrund. Materialet utgörs av 43 lärares svar på en enkät som utarbetats inom det norska FUS-projektet (se t.ex. Graham et al., 2021) och översatts till svenska. Den består av skalor som rör exv. undervisning, textval, återkoppling och kartläggning. Analysen består av en stegvis explorativ approach som lett till att enkla index har konstruerats. Korrelationer mellan dessa index samt mellan dem och lärarnas bakgrund har sedan beräknats. I denna studie utgår vi från den enkätskala som rör lärarnas undervisningsval och i vilken tre tydliga index fallit ut: High literacy: grupp av enkätfrågor som indikerar att lärarna har både en formaliserad och en funktionaliserad undervisning.Guided writing: grupp av enkätfrågor som indikerar att undervisningen är lärarstyrd.Formalized writing: grupp av enkätfrågor som indikerar att lärarna har en formaliserad undervisning.Resultaten visar att indexet High literacy korrelerar på ett starkt positivt sätt med flera av de index som rör feedback, textval samt kartläggning av skrivutveckling. Däremot återfinns bara ett svagt samband mellan lärarnas bakgrund och High literacy. De andra två indexen för undervisningsval har låga samband med indexen för feedback och kartläggning. Indexet Formalized writing har inget samband med de tre indexen för textval medan Guided writing har svaga samband med textval. Dessa resultat diskuteras vid presentationen i ljuset av ovan indikerade forskningsområde samt vilken relevans de har för en fullskalig enkätundersökning. Referenser Graham, S., Skar, G.B., & Falk, D.Y. (2021). Teaching writing in the primary grades in Norway: a national survey. Reading and Writing, 34(2), 529-563. Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education, 18(3), 220-245. Langer, J.A. (2002). Effective Literacy Instruction: Building Successful Reading and Writing Programs. National Council of Teachers of English. Liberg, C. (2012). Didaktiskt perspektiv på tidig läs- och skrivinlärning. I S. Ongstad (red.) Nordisk morsmålsdidaktikk, Oslo: Novus Forlag. 142-161.
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| 40. |
- Rasmusson, Maria, 1973-
(författare)
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Läsandet i en digital värld
- 2015
-
Ingår i: Digitala torget.
-
Konferensbidrag (populärvet., debatt m.m.)
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| 41. |
- Rasmusson, Maria, 1973-
(författare)
-
Läsning på papper och skärm
- 2015
-
Ingår i: Matchen börjar i skolan, Almedalen 30 juni 2015.
-
Konferensbidrag (populärvet., debatt m.m.)
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| 42. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
PISA, reading literacy, and computer-based assessment
- 2018
-
Ingår i: Northern Light on TIMSS and PISA 2018. - Köpenhamn : Nordic Council of Ministers. - 9789289355650 - 9789289355667 ; , s. 123-160
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The OECD changed the mode of delivery in PISA 2015 from a paper-based assessment (PBA) to a computer-based assessment (CBA). In PISA 2015, four countries improved their results in all three tested domains, and three of these were Nordic countries (Denmark, Norway, and Sweden). Students in the Nordic countries have significant experience in using digital devices, and this might be a plausible explanation for the improved results. In line with this, the results from South Korea and Turkey, two countries with a low average use of computers and the Internet, deteriorated when the test mode was changed. It is of vital importance to ensure that the PISA results from the computer-based test are comparable to previous results if countries are to make policy decisions based on the results. The overarching purpose of the present study is to explore how the change from PBA to CBA was associated with the Nordic students’ performance on the reading tasks in PISA in relation to item format, gender, computer experience, and the three reading aspects that were assessed. The analysis was performed on the overall results in reading literacy as well as the specific items that were used in both PISA 2012 and PISA 2015, in all the Nordic countries. Among the Nordic countries, there were no dramatic changes in the results on reading literacy in PISA 2015 compared to PISA 2012. Only in Sweden was a major 124Northern Lights on TIMSS and PISA 2018change observed. Our findings show that in comparisonwith the other Nordic countries, Sweden seems to have a larger group of students who spend large amounts of time on the Internet, and this group improved their results on PISA 2015 compared with PISA 2012 more than other groups in Sweden and more than similar groups in the other Nordic countries. All of the Nordic countries showed a decreased proportion of students who gave no response to items and who did not complete all items in the PISA test on reading literacy. At the same time, the proportion of full-credit responses and no-credit responses increased.
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| 43. |
- Rasmusson, Maria, 1973-, et al.
(författare)
-
Quality assurance in the HAND in HAND project
- 2020
-
Ingår i: Social, emotional and intercultural competencies for inclusive school environments across Europe. - Hamburg : Verlag Dr. Kovaè. - 9783339114068 - 9783339114075 ; , s. 219-233
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Bokkapitel (refereegranskat)
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| 44. |
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| 45. |
- Rasmusson, Maria, 1973-
(författare)
-
Reading Paper – Reading Screen : A Comparison of Reading Literacy in Two Different Modes
- 2015
-
Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 35:1, s. 3-19
-
Tidskriftsartikel (refereegranskat)abstract
- An interest in reading literacy in different modes as well as implications for assessment provides the basis for the present study. The design aimed at investigating differences in performance when the same reading literacy test was administered on paper and on screen to a sample of Swedish students. The results showed a minor overall difference in favour of the paper mode. When the analysis was broken down and conducted on different text types, it showed that this pattern applied to shorter texts and texts with much factual information in particular.
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| 46. |
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| 47. |
- Rasmusson, Maria, 1973-
(författare)
-
The concept of electronic reading
- 2008
-
Konferensbidrag (refereegranskat)abstract
- Reading ability and digital competence are becoming more and more important in our knowledge-based society. The Education Council at the European Union has stressed eight key-competencies that are considered necessary and among them are communication in the mother tongue and digital competence (Education Council, 2006). Electronic reading is an element in both communication in mother tongue and in digital competence, and there is a need for further research in this area. Slightly more than ten years ago questions of how electronic texts differ from printed texts were asked and there were suggestions that educators must include electronic forms of reading and writing in their conception of literacy. Today, with increasing time spent on the Internet e.g., this subject is even more important. The aim of this paper is to categorize similar concepts of electronic reading and to describe similarities and differences between these in order to formulate a definition of the concept ‘electronic reading’. There are many concepts that border on or overlap each other e.g. electronic reading, digital literacy, and electronic literacy and there is a need for clarification.
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| 48. |
- Rasmusson, Maria, 1973-
(författare)
-
What happens to the adult men’s reading performance?
- 2016
-
Konferensbidrag (refereegranskat)abstract
- Girls outperform boys in large-scale assessments in reading literacy up to the age of 15 years (Mullis, Martin, Foy, and Drucker, 2012; OECD, 2014). However, in the survey of adult skills, Programme for the International Assessment of Adult Competencies (PIAAC), the gender difference seems to disappear. It is not yet fully revealed why the gender pattern changes in the adult survey. The present study aims at exploring aspects that may have different influence on the Swedish men and women’s reading performance in the PIAAC-survey. The PIAAC assessment in 2012 was administered on a computer and some of the items were traditional texts presented on a screen. Digital texts were also included, that is items that are similar to texts on the Internet. As shown in previous studies digital reading demands somewhat different skills than traditional reading (see e.g. Rasmusson & Eklund, 2013). The study draws on a previous study using structural equation modelling with Swedish PISA data (Rasmusson & Åberg-Bengtsson, 2015) showing that the boy’s computer-game playing explained a gender difference in the unique aspects of the digital reading test when the overall reading was accounted for. Thus, the analysis in the present study will explore the influence of factors such as type of job, grades from compulsory school as well as upper secondary school in different age cohorts’ reading performance. The study will take advantage from register data from Statistics Sweden that is added to the Swedish PIAAC results. Further, an analysis on item level may be performed on items classified as traditional as well as digital. The expected findings will hopefully cast light on the changed gender patterns in the Swedish performance on the PIAAC reading literacy test.
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| 49. |
- Stjern Frønes, Tove, et al.
(författare)
-
Equity and Diversity in Reading Comprehension— : A Case Study of PISA 2000–2018
- 2020
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Ingår i: Equity, Equality and Diversity in the Nordic Model of Education. - Switzerland : Springer Nature. - 9783030616472 ; , s. 303-335
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Bokkapitel (refereegranskat)abstract
- This chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
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- Welin, Amanda, et al.
(författare)
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Incorporation of Mycobacterium tuberculosis lipoarabinomannan into macrophage membrane rafts is a prerequisite for the phagosomal maturation block.
- 2008
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Ingår i: Infection and Immunity. - Washington DC, USA : American society for microbiology. - 0019-9567 .- 1098-5522. ; 76:7, s. 2882-2887
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Tidskriftsartikel (refereegranskat)abstract
- Lipoarabinomannan (LAM) is one of the key virulence factors for Mycobacterium tuberculosis, the etiological agent of tuberculosis. During uptake of mycobacteria, LAM interacts with the cell membrane of the host macrophage and can be detected throughout the cell upon infection. LAM can inhibit phagosomal maturation as well as induce a proinflammatory response in bystander cells. The aim of this study was to investigate how LAM exerts its action on human macrophages. We show that LAM is incorporated into membrane rafts of the macrophage cell membrane via its glycosylphosphatidylinositol anchor and that incorporation of mannose-capped LAM from M. tuberculosis results in reduced phagosomal maturation. This is dependent on successful insertion of the glycosylphosphatidylinositol anchor. LAM does not, however, induce the phagosomal maturation block through activation of p38 mitogen-activated protein kinase, contradicting some previous suggestions.
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