| 11. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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Flickor och pojkar i PISA-undersökningarna
- 2018
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In: PISA under 15 år - resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 131-146
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Book chapter (other academic/artistic)
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| 12. |
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| 13. |
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| 14. |
- Karlsson, Karl Göran, 1948-, et al.
(author)
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Naturvetenskap i PISA
- 2018
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In: Pisa under 15 år. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 86-103
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Book chapter (other academic/artistic)
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| 15. |
- Mornar, Mirta, et al.
(author)
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Students’ Social, Emotional and Intercultural Competencies and their Developmentin School Settings
- 2020
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In: Šolsko polje. - : Educational Research Institute. - 1581-6036 .- 1581-6044. ; 31:3-4, s. 115-137
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Journal article (peer-reviewed)abstract
- Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their students. Despite targeting separate competencies, there seem to be many similarities in approaches to students’ social and emotional learning (SEL) as well as developing intercultural skills, presenting a rationale for their integration and conceptualisation on the social, emotional and intercultural (SEI) level. The myriad of different SEI programmes provides an arsenal of useful tools for school-based SEI learning. However, choosing which programme to use, considering how to implement it and determining whether it will be effective can be quite overwhelming. Existing approaches aimed at teaching SEI competencies vary greatly depending on the programme, as does the content of the programme and its design. In this paper, we seek to tackle the question of how SEI competencies are taught, with particular emphasis on the content and theoretical or conceptual background of existing interventions, together with their methodological and organisational aspects. We also explore whether and how the evaluation of existing programmes has been conducted, the most important results and the aspects of implementation which are key to fostering the development of SEI competencies in educational contexts. This paper presents an overview of relevant aspects worth acknowledging while developing and implementing SEI programmes, and which might prove especially useful when programmes are conceptualised within the overall SEI (instead of the more often used SEL) learning framework. Given the importance of SEI competencies for the overall well-being of students (and hence their parents and school staff), we encourage researchers and practitioners to build upon these insights while developing and implementing comprehensive SEI programmes.
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| 16. |
- Odak, I., et al.
(author)
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Teachers’ Social and Emotional Competencies : A Lever for Social and Emotional Learning in Schools
- 2023
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In: Sociologija i Prostor. - : Institute for Social Research Zagreb. - 1846-5226. ; 61:1, s. 105-122
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Journal article (peer-reviewed)abstract
- The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers’ social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers’ social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers’ social and emotional competencies in various settings. The last part of the paper links teachers’ and students’ social and emotional competencies. We stress the importance of teachers’ social and emotional competencies for healthy teacher-student relationships, and students’ well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms.
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| 17. |
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| 18. |
- Oskarsson, Magnus, 1962-, et al.
(author)
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PISA 2015 - Bakgrund och metoder med exempel
- 2016
-
Reports (other academic/artistic)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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| 19. |
- Oskarsson, Magnus, et al.
(author)
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Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8? : Everyday life context in grade 4 or knowledge without context in grade 8
- 2017
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In: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 13:1, s. 36-51
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Journal article (peer-reviewed)abstract
- International comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students. Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.
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| 20. |
- Pettersson, Astrid, et al.
(author)
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Problemlösning i PISA
- 2018
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In: PISA under 15 år - resultat och trender. - Stockholm : Natur och kultur. - 9789127819818 ; , s. 104-114
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Book chapter (other academic/artistic)
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