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  • 1.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ability Grouping in Swedish Upper Secondary Schools: - A Census Survey2012Conference paper (Refereed)
  • 2.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Focus on Special Educational Support in Swedish High Schools: Provision within or outside the students' regular classes?2017In: Marginalization Processes across Different Settings: Going beyond the Mainstream / [ed] Sangeeta Bagga-Gupta, Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2017Chapter in book (Refereed)
    Abstract [en]

    In a society that increasingly requires educational skills, academic success is fundamental to overcoming social exclusion and marginalization. The longer a child stays in school and the more opportunities he/she gets to finish high school education, the better chances he/she gets to be included in the labor market and also become a participating member of a democratic society (Includ-ED 2006). The Include-ED report highlights that there is a relationship between academic success and social inclusion, which means that schools themselves must be inclusive institutions that can provide opportunities for learning for all students. Inclusive institutions can be described in many ways and on many levels. However, one important factor that is decisive for inclusive education is where the educational support is provided (Includ-ED 2006).

    This chapter focuses on how special educational support is organized in Swedish high schools, and especially where the special educational support is provided, by the schools’ special educational professionals and other school staff, including how these issues are related to marginalization processes. Most research within the field of special education in Swedish high schools, targets specific schools and/or specific programs. This study is a contrast in that it covers all Swedish high schools and the data focused on here builds on 764 schools.

    The chapter starts with a brief description of the Swedish high school education system and policy documents appropriate to special education.

    This is followed by a section which focuses on the concepts of marginalization, social exclusion, social inclusion and dropout. Then the results are presented and discussed in relation to previous research.

  • 3.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Special Education in Swedish Upper Secondary Schools: Resources, Ability Grouping and Organisation2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice.

    The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics.

    The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources.

    Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources.

    Special education support is primarily provided outside the students’ regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students’ regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact.   

    Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students’ regular teaching groups.

  • 4.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Special Education Needs in Upper Secondary Schools: Resources and Organization - A Total Survey of Sweden2012In: ECER 2012: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Other academic)
  • 5.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Special educational resources in the Swedish upper secondary schools: a total population survey2013In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, no 4, p. 440-462Article in journal (Refereed)
    Abstract [en]

    This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important.

  • 6.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Specialpedagogiska resurser i de svenska gymnasieskolorna: en totalundersökning2013In: Venue, ISSN 2001-788XArticle in journal (Other (popular science, discussion, etc.))
  • 7.
    Ramberg, Joacim
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The extent of ability grouping in Swedish upper secondary schools: a national survey2016In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 20, no 7, p. 685-710Article in journal (Refereed)
    Abstract [en]

    Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity.

  • 8.
    Ramberg, Joacim
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Brolin Låftman, Sara
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Almquist, Ylva B.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    School effectiveness and students' perceptions of teacher caring: A multilevel study2019In: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 22, no 1, p. 55-71Article in journal (Refereed)
    Abstract [en]

    The effective schools literature has shown that school-contextual aspects matter for students’ academic and social outcomes. A potential link here may be the quality of the relationships between teachers and students, but few studies have investigated whether features of school effectiveness are in fact associated with students’ perceptions of teacher caring, which is the main purpose of this study. Based on recently collected data from 150 senior-level school units in Stockholm, school effectiveness in terms of teacher-assessed ‘school leadership’, ‘teacher cooperation and consensus’, and ‘school ethos’ (n = 2073) was analyzed in relation to perceived teacher caring as reported by students (n = 8022). Two-level linear regression analyses showed that all three aspects of school effectiveness were predictive of higher levels of perceived teacher caring among students. The findings suggest that these features of school effectiveness constitute an important foundation for promoting the quality of teachers’ relationships with their students.

  • 9.
    Ramberg, Joacim
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    Brolin Låftman, Sara
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    Fransson, Emma
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.
    School effectiveness and truancy: a multilevel study of upper secondary schools in Stockholm2019In: International Journal of Adolescence and Youth, ISSN 0267-3843, E-ISSN 2164-4527, Vol. 24, no 2, p. 185-198Article in journal (Refereed)
    Abstract [en]

    Truancy is a problem associated with a range of negative consequences at the individual and societal level, both in the short and the long term. Few earlier studies have investigated the association between school effectiveness and truancy. The aim of this study is to examine the links between three teacher-rated features of school effectiveness – school leadership, teacher cooperation and consensus, and school ethos – and student-reported truancy. Data were collected in 2016 among 4,956 students and 1,045 teachers in 46 upper secondary schools in Stockholm. Results from two-level binary logistic regression analyses show that higher teacher ratings of the school leadership and of the school ethos (but not of teacher cooperation and consensus) are associated with a lower likelihood of truancy at the student-level, even when adjusting for student- and school-level sociodemographic characteristics. The findings indicate that effective school characteristics may contribute to reducing students’ inclination to play truant.

  • 10.
    Ramberg, Joacim
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Brolin Låftman, Sara
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Åkerstedt, Torbjörn
    Stockholm University, Faculty of Social Sciences, Stress Research Institute.
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Stress and stress-related complaints such as fatigue and depressed mood are common among teachers. Yet, knowledge about the links between the overall level of teacher stress within a school and individual student outcomes is scarce. This study investigates if the levels of teacher-reported stress, fatigue and depressed mood within a school are associated with students’ ratings of their school satisfaction and perceived teacher caring, respectively. Data derives from two separate data collections performed in upper secondary schools in 2016, the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), which were linked together (5367 students and 1045 teachers in 46 schools). Two-level linear regression analyses were performed. Results showed negative associations between school-level teacher stress, fatigue, and depressed mood and students’ school satisfaction and perceived teacher caring, even when controlling for student- and school-level sociodemographic characteristics. The findings suggest that teacher stress may have negative implications for students.

  • 11.
    Ramberg, Joacim
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    Modin, Bitte
    Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences, Centre for Health Equity Studies (CHESS).
    School effectiveness and student cheating: Do students’ grades and moral standards matter for this relationship?2019In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 22, no 3, p. 517-538Article in journal (Refereed)
    Abstract [en]

    Cheating is a more or less prominent feature of all educational contexts, but few studies have examined its association with aspects of school effectiveness theory. With recently collected data from upper-secondary school students and their teachers, this study aims to examine whether three aspects of school effectiveness—school leadership, teacher cooperation and consensus, and school ethos—are predictive of student’s self-reported cheating, while also taking student- and school-level sociodemographic characteristics as well as student grades and moral standards into consideration. The study is based on combined data from two surveys: one targeting students and the other targeting teachers. The data cover upper secondary schools in Stockholm and includes information from 4529 students and 1045 teachers in 46 schools. Due to the hierarchical data, multilevel modelling was applied, using two-level binary logistic regression analyses. Results show significant negative associations between all three aspects of school effectiveness and student cheating, indicating that these conditions are important to consider in the pursuit of a more ethical, legitimate and equitable education system. Our findings also indicate that the relationship between school effectiveness and student cheating is partly mediated by student grades and moral standards.

1 - 11 of 11
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