| 1. |
- Sparf, Maria, 1973-
(author)
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Grundskoleelevers design i lärande : En studie om lärprocesser i programmering
- 2020
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Licentiate thesis (other academic/artistic)abstract
- The aim of this study is to contribute to the knowledge about how pupils design their learning in programming. It is mainly the learning process, how pupils deal with problems in programming and how they become, are and remain engaged in the tasks, which is of interest. Programming can be understood in many ways; coding, a digital competence, creativity, or ways to solve problems. The digitalisation of society has also evoked a need to learn programming from an early age in compulsory school. In this study, programming is seen as a part of the digital competence that all pupils should have the opportunity to develop, which is a common thread that runs throughout compulsory school. The study was conducted during programming lessons at three science centres in Sweden. The centres had previous experience in teaching programming. This was used at the time of the study by schools that in this way could offer pupils to try programming even before it became part of the compulsory teaching. The lessons were adapted for novices in programming and were conducted as part of the regular school day for pupils in grades 1-8. The theoretical framework is based on design-oriented theory with a focus on how settings and design for learning includes both opportunities and dilemmas for learning. It provides a basis for the analysis of pupils’ approaches when learning programming as well as how different types of engagement relates to their design in learning. The results are presented in two articles, which contribute with different aspects of learning. Together the articles provide a picture of pupils’ learning design within programming in compulsory school. The first article highlights knowledge of five different approaches that pupils used to solve assignments using programming. The qualitatively different ways that pupils used during the observed lessons were mathematically, trial and error, step-by-step, routine as well as aesthetically. Each of these approaches allows pupils to use and practice different abilities that are important for programming. The abilities are compared to, but not equal to computational thinking (CT), which (in its turn) is linked to competencies that are important for an active participation in a digital society. The second article contributes to the understanding of how behavioural, emotional, and cognitive engagement can be identified when pupils are learning programming. To understand how the different types of engagement are individually important, yet intertwined and influencing each other, is keen knowledge. The results show how different types of engagement become visible during programming lessons. Furthermore, it is discussed how the pupils’ identified engagement can be related to how their learning process is designed. In the study, taken as a whole, the results of the two articles show how pupils become designers in their programming learning process. The pupils designed their learning throughout their learning process regarding to the settings, to the approach they used and in the way they became engaged.
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| 2. |
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| 3. |
- Engvall, Margareta, et al.
(author)
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Strukturerad problemlösning : observationer från japanska klassrum
- 2015
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In: Nämnaren. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 0348-2723. ; :3, s. 25-31
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Journal article (other academic/artistic)abstract
- Hur ser den japanska matematikundervisningen ut i de tidiga skolåren? Två forskare har slagit ihop sina intressen och rest till Japan för att observera och skaffa intryck från klassrum. De beskriver här vad som kännetecknar det lärare och elever gör då problemlösning är utgångspunkten för undervisning i aritmetik. De belyser också de förutsättningar för lärande som kan uppstå när undervisningen utgår från strukturerad problemlösning.
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| 4. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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A Decade of International and Comparative Education Research at the Department of Education, Stockholm University : Challenges and Achievements [Ett decennium av internationell och jämförande pedagogisk forskning vid institutionen för pedagogik och didaktik, Stockholms universitet: Utmaningar och resultat]
- 2022
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In: The Department of Education at Stockholm University. - Stockholm : Bokförlaget Atlas. - 9789174450385 ; , s. 95-120
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Book chapter (peer-reviewed)abstract
- The research group on International and Comparative Education builds on earlier traditions in the field from Stockholm University and is nowadays an integrated part of the Department of Education. This chapter begins with a retrospective view of the history of international and comparative education at Stockholm University. It describes the development of this research field at the Department of Education and the work with partner organisations, universities and colleagues. The chapter will also touch on the Master’s Program in International and Comparative Education. The current function of international and comparative education at the department in 2021 will be described and discussed as the group continues to develop research with local, national and international scholars, research organisations, colleagues and other educational actors.
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| 5. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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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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In: Nordic Journal of Comparative and International Education (NJCIE). - 2535-4051. ; 7:1
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Journal article (peer-reviewed)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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| 6. |
- Fredriksson, Ulf, 1954-, et al.
(author)
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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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In: PLOS ONE. - 1932-6203. ; 19:5
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Journal article (peer-reviewed)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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| 7. |
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Gender Dynamics and Globalization : Perspectives on Japan within Asia
- 2007
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Editorial collection (other academic/artistic)abstract
- This volume applies a gender-sensitive perspective on Japan, discussing issues such as national identity, the changing appeal of role models, legacies of a misogynous past, gendered education policies, female imaging in the media, or working women’s networks. The transnational dimension of this perspective is highlighted by comparisons drawn between Japan and other countries of the region such as Philippines and South Korea. Authors attend to concepts of gender and gendered identities as well as to actors within gendered spaces of society.
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| 8. |
- Hellsten, Meeri, 1962-, et al.
(author)
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Sustainable Internationalisation of Higher Education : Long term promises and short term delivery?
- 2019
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Conference paper (other academic/artistic)abstract
- This paper considers what value of comparability exists across national IHE strategies. It focuses on examining what comparative, country-specific sustainable conditions might influence the future development of IHE. We explore comparative patterns articulating sustainability across policy directionality looking specifically at the junctures between thought and enactment, visibility and performance and the progression between the imagined and authentic in policy development (Meyer, 2010). In what ways might such comparisons yield indications for developing sustainability across IHE? The paper examines how world society theory and sustainability intersect in IHE policy.
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| 9. |
- Kreitz-Sandberg, Susanne
(author)
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„Andere Welten?“ : Soziale Integration von Jugendlichen in Japan und Deutschland im Vergleich
- 2002
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In: Jugendliche in Japan und Deutschland. - Opladen : Leske; Budrich. - 3810030961 - 9783810030962 ; , s. 1-49
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Book chapter (other academic/artistic)abstract
- Der Beitrag leitet in die Thematik des vorliegenden Sammelbandes zur sozialen Integration von Jugendlichen in Japan und Deutschland ein. Es wird zunächst erläutert, warum sich Japan für eine vergleichende Betrachtung von Integrationsprozessen Jugendlicher in die Gesellschaft eignet und es folgt eine kritische Auseinandersetzung mit dem "Beispiel Japan". Eine anschließende kurze Darstellung der wichtigsten Entwicklungen und Themen in der internationalen Jugendforschung soll die Verwurzelung sowohl deutscher als auch japanischer Jugendstudien in diesem Bereich verdeutlichen. Um zu zeigen, dass sich die Auseinandersetzung mit dem Vergleichsfall Japan für andere Bereiche der Sozialwissenschaften in der Vergangenheit als durchaus fruchtbar erwiesen hat, wird auch die Entwicklung der sozialwissenschaftlichen Japanforschung kurz skizziert. Dabei liegt der Schwerpunkt auf den Diskussionsbereichen um eine "andere Moderne", die Individualisierung der japanischen Gesellschaft und die auf Japan bezogene Wertwandeldebatte. Die vorliegende Einleitung schließt mit Überlegungen zu Möglichkeiten des Vergleichs in der Jugendforschung, die in eine kurze Darstellung der Struktur des Bandes und Hinweise auf die darin enthaltenen Beiträge münden.
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| 10. |
- Kreitz-Sandberg, Susanne
(author)
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‘As an educator you have to fix many things on your own’ : A study of teachers’ perspectives on organizing inclusion in various welfare contexts.
- 2015
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In: Rights of Children in the Nordic Welfare States. - Århus : NSU Press. - 9788787564960 ; , s. 145-167
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Book chapter (peer-reviewed)abstract
- Although the school and welfare systems in Japan, Germany, and Sweden are organized differently, public school teachers from each of these countries express common concerns about the possibilities and challenges of organizing inclusive educational settings in general school contexts. These results come from a comparative study based on focus group interviews with teachers in these three countries. The teachers discuss the possibilities and challenges of multiprofessional collaboration in their respective school systems. Rather than analysing differences between the systems, this chapter focuses on common needs from a teacher’s perspective. The purpose of this chapter is to describe possible dilemmas occurring in relation to the inclusion paradigm of schools in different national school systems. This chapter illustrates how taking teachers’ perspectives into account is an important precondition for developing inclusive practices in school settings. Children meet the welfare system through the teachers; with their central position in schools, teachers have the potential to facilitate the meeting between the individual and the social institutions. Accessibility of services and communication that functions well with and between different professional groups is crucial when organizing support structures. The chapter takes as its point of departure discourses on inclusion as part of a human rights agenda.
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