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| 2. |
- Fredriksson, Ulf, et al.
(author)
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The development of learning to learn in a European context.
- 2007
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In: The Curriculum Journal. - : Wiley. - 1469-3704 .- 0958-5176. ; 18:2, s. 127-134
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Journal article (peer-reviewed)abstract
- There is a growing interest for learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn and are now in the process of establishing how to measure it. These initiatives should be seen in the context of the so called Lisbon process and the detailed work programme on the follow-up of the objectives of education and training systems. The concept �Learning to learn� has been discussed in the context of research; policy and practice. The results of these initiatives have been a variety of definitions, measurements instruments and indicator on learning to learn.
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| 3. |
- Hoskins, Bryony, et al.
(author)
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Civic Competence of Youth in Europe : Measuring Cross National Variation Through the Creation of a Composite Indicator
- 2015
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In: Social Indicators Research. - : Springer Science and Business Media LLC. - 0303-8300 .- 1573-0921. ; 123:2, s. 431-457
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Journal article (peer-reviewed)abstract
- This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.
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| 4. |
- Hoskins, Bryony, et al.
(author)
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Learning to learn : What is it and can it be measured?
- 2008
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Reports (other academic/artistic)abstract
- Measuring Learning to learn is part of a process to establish and monitor the learning processes and outcomes needed to facilitate the development of lifelong learning in Europe. This report highlights the European political developments that have taken place which have placed learning to learn as a political priority within the Lisbon 2010 Education and Training process. It connects these with the move to a competence based approach that emphasises the testing of a holistic and real-world based capability that includes values, attitudes, knowledge and skills.The report analyses how the competence learning to learn has been defined. It highlights different understandings which have been developed from within the social-cultural and cognitive psychological paradigms. It investigates the European definition of learning to learn and how it relates to these epistemological positions. The report also establishes what learning is not by visiting concepts such as intelligence, problem-solving and learning strategies.In a second step the report investigates how learning to learn can be measured. 3 national tests that are combined within the European test are explained: the University of Helsinki test, the Bristol University test and the Dutch test. The European framework is then described and preliminary evaluation of the European learning to learn pre-pilot is briefly given. Existing international tests, in particular PISA, are analysed to see if these tests cover the definition. The results described are that these tests do not cover the full range of aspects of learning to learn and tend only to use the affective questions as explanatory variables for the test results rather than one dimension of the measurable outcomes. Finally, future directions for research to improve the conceptual basis of the European learning to learn test are proposed which highlights the need for more interdisciplinary research in the field of learning.
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| 5. |
- Hoskins, Bryony, et al.
(author)
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Socio-economic inequalities in civic learning in Nordic schools : Identifying the potential of in-school civic participation for disadvantaged students
- 2021
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In: Northern Lights on Civic and Citizenship Education. - Cham : Springer International Publishing. - 9783030667870 - 9783030667900 - 9783030667887 ; , s. 93-122
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Book chapter (peer-reviewed)abstract
- This chapter provides an analysis of the complex role of Nordic schools in both enhancing and reducing socioeconomic inequalities in civic competences. A multilevel analysis method was used to examine the IEA International Civic and Citizenship Education Study (ICCS) 2009 and 2016 data of all four Nordic countries. The results show that unequal access to civic learning (in-school civic participation and open classroom climate) exist in all Nordic countries. We found differences in access within schools in which students with more advantages experienced greater opportunities to participate. Additionally, we found differences between schools. Those schools that had an intake with a higher proportion of socioeconomically advantaged students tended to provide more civic learning opportunities and open classroom climates. Inequalities in access to civic learning activities manifested itself in different ways in schools across the Nordic countries. There is some evidence that this happens more regularly in Sweden than Finland, though Norway recorded the highest levels of unequal access inside schools, and no Nordic country provides equal access to all the forms of civic learning we studied. At the same time, however, there were forms of civic learning in Nordic schools that were found to reduce socioeconomic inequalities in civic competences. The results showed that when disadvantaged students gained access to civic learning, they mostly appeared to benefit either the same or more from the experience than their more advantaged peers. A unique contribution of this chapter to the field of citizenship education is that we found that in-school civic participation can compensate for a disadvantaged background for developing future electoral participation and civic knowledge in students from disadvantaged backgrounds.
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