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Träfflista för sökning "WFRF:(Yang Hansen Kajsa) srt2:(2010-2014)"

Sökning: WFRF:(Yang Hansen Kajsa) > (2010-2014)

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  • 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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  • Rosén, Monica, 1962, et al. (författare)
  • Influences of early home factors on later achievement in reading, math and science: An analysis of the Swedish data from PIRLS and TIMSS 2011
  • 2013
  • Ingår i: 5th IEA International Research Conference.
  • Konferensbidrag (refereegranskat)abstract
    • The purpose is to investigate the influence from early home background factors on achievement in reading, math and science. The effect of SES on school achievement has in Sweden been shown to be fairly large and stable across studies. However, less is known about what role early educational activities at home and early skills may have on achievement differences found in grade 4. With the TIMSS and PIRLS 2011 study a unique opportunity to investigate this matter in some detail is offered, as pupils in grade 4 have been tested in the three subject domains, and their parents provide information on a wide range of early home activities, early reading and numerical skills and other potential influences from the children’s homes. In this paper the data from the Swedish participation has been utilized for analyzing such relationships. A latent variable approach was adopted and the effects of early home factors were investigated in a path analysis, which allowed determination of direct and indirect effects. The results show a somewhat differential pattern of relations for math achievement as compared to science and reading. No gender differences were found in any of the factors that were related to achievement in grade 4, whilst boys were found to have a higher average performance in math and science and girls in reading.
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  • Rosén, Monica, 1962, et al. (författare)
  • Path analyses is early influences from home on grade 4 achievement in PIRLS and TIMSS 2011: A Nordic comparison
  • 2013
  • Ingår i: The European Conference on Educational Research.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The purpose of this study has been to investigate the influence from early home background factors on achievement in reading, math and science and compare such paths and patterns among the Nordic countries. While the effect of SES on school achievement has been shown to be fairly large and stable across studies, substantially less is known about what role early educational activities at home and early skills may have on achievement differences found in grade 4. Data from TIMSS and PIRLS 2011 allow this matter to be investigated in some detail, as pupils in grade 4 have been tested in three subject domains, and their parent has provided information on a wide range of early home factors. In this paper the data from Sweden, Norway and Finland has been utilized for analyzing and compare such relationships. We adopted a latent variable approach and the effects of early home factors were investigated in separate path analysis for each country. The same path model obtained satisfying fit indices in all countries and the results show a complex but fairly similar patterns of direct and indirect effects across the Nordic countries.
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  • Yang Hansen, Kajsa, 1969, et al. (författare)
  • Changes in the Multi-Level Effects of Socio-Economic Status on Reading Achievement in Sweden in 1991 and 2001
  • 2011
  • Ingår i: Scandinavian Journal of Educational Research. - 0031-3831. ; 55:2, s. 197-211
  • Tidskriftsartikel (refereegranskat)abstract
    • This study examines the changes in educational inequality at the school- and individual-levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10-Year Trend Study in PIRLS 2001. The between-school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school-level are the two main focuses. Applying a two-level structural equation modeling technique, it was found that the between-school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.
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  • Yang Hansen, Kajsa, 1969, et al. (författare)
  • Gender Difference in the SweSAT Test Taking
  • 2010
  • Ingår i: ISA, 2010-07-12, Göteborg.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Would men and women perform the same results on the Swedish Scholastic Assessment Test (SweSAT) if they had been exposed to the same type of education, and were coming from the same type of family background? To answer such a question, a propensity score analysis (PSA) was used to organise comparable groups of men and women test takers. There is a great influence of self selection in test taking. The selection of the Swedish test takers can be studied thanks to comprehensive register data, which is available for the total population. In this study, the birth cohort of 1972 was analysed. Information on individual school trajectories were mirrored with some 50 variables. The PSA placed individuals into different homogenous strata according to their earlier achievement, and provided a description of “who” takes the SweSAT test. The strata, in addition to background variables, were further explored as independent variables with SweSAT test taking as dependent variable. The PSA approach contributes to reduce selection bias and to achieve more credible inferences. The potential of this approach to adjust the SweSAT test outcome for gender bias will be discussed in the paper.
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  • Yang Hansen, Kajsa, 1969, et al. (författare)
  • Hjemmebakgrunn og prestasjoner.
  • 2013
  • Ingår i: Opptur og Nedtur. Analyser av TIMSS-data for Norge og Sverige. - Oslo, Norway : Akademika forlag. - 9788232103324
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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