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  • 1. Bähr, Hans
    et al.
    Fredriksson, Ulf
    Mittuniversitetet.
    ETUCE and the development of new technologies in education2007In: A voice for European teachers: 30 years of ETUCE action for Europe's teachers and education, Brussles: European Trade Union Committee for Education , 2007, p. 261-266Chapter in book (Other academic)
  • 2.
    Eklund, Monica
    et al.
    Högskolan i Halmstad.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Taube, Karin
    Umeå universitet.
    Differences in reading between boys and girls2010Conference paper (Refereed)
  • 3.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Allt sämre skolresultat2015In: Socionomen, ISSN 0283-1929, no 1, p. 26-31Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Differences in reading literacy between students in schools in rural areas and other students in the light of data from PISA 20092013In: Education for Rural Transformation (ERT): Good Practices from National and International Perspectives. Volume 1 From Theory to Practice / [ed] Vinayagum Chinapah, Stockholm: Institute of International Education , 2013, p. 253-271Chapter in book (Refereed)
  • 5.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Differences in reading literacy between students in schools in rural areas and other students in the light of data from PISA 20092012In: Education for Rural Transformation: Good Practices from National and International Perspective / [ed] Vinayagum Chinapah, 2012Conference paper (Refereed)
  • 6.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förbättrade resultat i läsning på PISA, men också långsiktiga hot mot läsningen2017In: Dyslexi, ISSN 1401-2480, no 1, p. 12-17Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hur 15-åringars läsning förändrats mellan 2000 och 2009: Resultat från PISA undersökningarna2012In: Läsarnas marknad, marknadens läsare: en forskningsantologi / [ed] Ulla Carlsson och Jenny Johannisson, Stockholm: Statens offentliga utredningar , 2012, p. 95-110Chapter in book (Other academic)
  • 8.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Internationella kunskapsundersökningar2010In: Utvärdering och bedömning i skolan: för vem och varför? / [ed] Agneta Hult & Anders Olofsson, Stockholm: Natur och kultur, 2010, p. 31-48Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Teachers and Their Situation in Europe2010In: Education and Development in the Context of Globalization / [ed] Holger Daun & Görel Strömqvist, New York: Nova Science Publishers, Inc., 2010, p. 147-172Chapter in book (Other academic)
  • 10.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Utbildning och specialundervisning i Schweiz2016In: Dyslexi, ISSN 1401-2480, no 1Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Comparing classes within a municipality in respect of the degree of autonomy given to the students when developing reading skills.2011Conference paper (Refereed)
  • 12.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet.
    Eklund, Monica
    Taube, Karin
    Reading and education for students of immigrant origin in some Swedish municipalities2009In: US – China Education Review, ISSN 1548-6613, Vol. 6, no 11, p. 17-33Article in journal (Refereed)
  • 13.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eklund, Monica
    Högskolan i Halmstad.
    Taube, Karin
    Umeå universitet.
    Reading, well-being in school, perspectives on the future and experiences of school work among 8th grade students in a Swedish municipality2010Conference paper (Refereed)
  • 14.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet.
    Gajek, Elzbieta
    Jedeskog, Gunilla
    Ways to use ICT in schools to optimize the impact on teaching and learning2009In: Acta Didactica Napocensia, ISSN 2065-1430, Vol. 2, no 4, p. 21-32Article in journal (Refereed)
    Abstract [en]

    The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education) and builds on the conclusion of its predecessor ELFE1. ELFE2 aims, as ELFE1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. It identifies ways used to optimize the benefits of ICT in education. To explore how ICT can be used to support teaching and learning two schools each in Denmark, England, Latvia, Poland, and Slovenia were selected based on information that indicated that they were regarded nationally as schools with an advanced ICT practice. The idea behind this selection is that by studying schools with what is experienced as an advance practice it will be possible to get some hints about problems and challenges other schools will be faced with. ELFE2 indicates that a number of ways are used in the schools to optimize the positive impact of ICT. Most of these ways are perceived by teachers and students as positive, but there are also factors that make the picture more complex. Some factors seem to be an obstacle for the introduction of ICT in the schools.

  • 15.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet.
    Holzer, Thomas
    McCluskey-Cavin, Huguette
    Taube, Karin
    Strengths and Weaknesses in the Swedish and Swiss Education Systems2009In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 8, no 1, p. 54-68Article in journal (Refereed)
    Abstract [en]

    Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.

  • 16.
    Fredriksson, Ulf
    et al.
    CRELL (Centre for Research on Lifelong Learning)/ European Commission Joint Research Centre, Ispra, Italy.
    Hoskins, Bryony
    The development of learning to learn in a European context2007In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 18, no 2, p. 127-134Article in journal (Refereed)
    Abstract [en]

    The article reports on the development of learning to learn in a European context. It is noted that learning to learn has been identified in many considerations as one of the basic skills for success in the knowledge society. Globalization, the fast enhancement of technologies, and the increase of societal needs underline the need for citizens to learn in order that they could cope with the demands of employment and civil society.

  • 17.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet.
    Jedeskog, Gunilla
    Plomp, Tjeerd
    Innovative use of ICT in schools based on the findings in ELFE project2008In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, no 2, p. 83-101Article in journal (Refereed)
    Abstract [en]

    Abstract  The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.

  • 18.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Oskarsson, Magnus
    Mittuniversitetet.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Karlsson, K.G
    Mittuniversitetet.
    Sollerman, Samule
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Eliasson, Nina
    Mittuniversitetet.
    Rasmusson, Maria
    Mittuniversitetet.
    Sundgren, Marcus
    Mittuniversitetet.
    PISA 2012: 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap2013Report (Other academic)
  • 19.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rasmusson, Maria
    Mittuniversitetet.
    Eleverna och nätet: PISA 2009 om 15-åringars förmåga att söka, läsa och värdera digital information2011Report (Other academic)
  • 20.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rasmusson, Maria
    PISA visar på ökade skillnader i läsförståelse mellan skolor och elever2014In: Svenskläraren, ISSN 0346-2412, no 1, p. 14-15Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rasmusson, Maria
    Mittuniversitetet.
    Sundgren, Marcus
    Mittuniversitetet.
    Weak readers in the Nordic countries: gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors2012In: Northern Lights on PISA 2009 – focus on reading / [ed] Niels Egelund, Köpenhamn: Nordisk ministerråd, 2012, p. 23-43Chapter in book (Refereed)
  • 22.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sundgren, Marcus
    Mittuniversitetet.
    Lundgren, Maria
    Mittuniversitetet.
    Oskarsson, Magnus
    Mittuniversitetet.
    Digital och traditionell läsning: analys av olika elevgruppers läsning utifrån PISA 20092013Report (Other academic)
  • 23.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Taube, Karin
    Umeå universitet.
    Läsning, läsvanor och läsundersökningar2012Book (Other (popular science, discussion, etc.))
  • 24.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Taube, Karin
    Umeå universitet.
    Svenska elevers läsning2012In: Svenskämnet i går, i dag, i morgon: Svensklärarföreningen 100 år 1912-2012 / [ed] Gustaf Skar & Michael Tengberg, Stockholm: Svensklärarföreningen , 2012Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Humanities, Department of Education in Languages and Language Development.
    Taube, Karin
    Eklund, Monica
    Reading among students of immigrant origin2010In: The educational challenge of cultural diversity in the international context / [ed] Christos Govaris, Stavroula Kaldi, Münster: Waxman , 2010Chapter in book (Other academic)
  • 26.
    Fredriksson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Villalba, Ernesto
    CEDEFOP.
    Taube, Karin
    Umeå universitet.
    Do students correctly estimate their reading ability?: A study of Stockholm students in grades 3 and 82011In: Reading Psychology, ISSN 0270-2711, Vol. 32, no 4, p. 301-321Article in journal (Refereed)
    Abstract [en]

    Data from a survey in Stockholm are used to look at differences between how students’ self-concepts and self-efficacy relate to actual reading skills, differences between how boys and girls estimate their reading, and differences between how older and younger students estimate their reading.A quarter of the students made correct self-assessments of their reading. A majority overestimated their skills. The ability to self-assess reading skills among boys and girls seems to depend on how they are asked. There was only a small difference in favor of older students when students in Grades 3 and 8 were compared.

  • 27. Oskarsson, Magnus
    et al.
    Eliasson, Nina
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Karlsson, K. G.
    Lundgren, Maria
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rasmusson, Maria
    Sollerman, Samuel
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    PISA 2015 - Bakgrund och metoder med exempel2016Report (Other academic)
  • 28.
    Schmelkes, Sylvia
    et al.
    Universidad Iberoamericana.
    Aguerrondo, Inés
    Benavides, Francisco
    OECD.
    Cox, Cristian
    Catholic University of Chile.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hobson, Andrew
    University of Nottingham.
    Levin, Ben
    University of Toronto.
    Matthews, Peter
    Univerity of London.
    Moorman, Hunter
    Pont, Beatriz
    OECD.
    Schwartz, Robert
    Harvard Graduate School of Education.
    Toledo Figueroa, Diana
    OECD.
    Zorilla, Margarita
    Instituto Nacional para la Evaluación de Educación.
    Improving Schools: Strategies for Action in Mexico2010Report (Other (popular science, discussion, etc.))
  • 29.
    Taube, Karin
    et al.
    Umeå universitet.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Oskarsson, Magnus
    Mittuniversitetet.
    Karlsson, K.G
    Mittuniversitetet.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Ingemansson, Ingmar
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
    Hammarberg, Nina
    Mittuniversitetet.
    Lundgren, Maria
    Mittuniversitetet.
    Rasmusson, Maria
    Mittuniversitetet.
    Sundgren, Marcus
    Mittuniversitetet.
    Rustad att möta framtiden? PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap2010Report (Other academic)
1 - 29 of 29
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