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  • 51.
    Boudard, Emmanuel
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell pedagogik.
    Literacy proficiency, earnings, and recurrent training: a ten country comparative study2001Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of the study is to theorise on participation in recurrent training and to estimate a statistical model. The main focus is the links between latent variables, such as observed skills based on literacy proficiency, firm size, literacy practices at work and at home, and other latent correlates, such as educational attainment, labour force status, experience, occupational status and earnings. Three models are specified: A model predicting literacy proficiency; a model predicting earnings; and a model predicting participation in recurrent training. The two first models represent intermediate steps in the construction of the final model.

    The data set employed in this study is derived from the International Adult Literacy Survey. It combines tools from educational assessment and household survey, in order to collect background information about the participants and their labour force experience, and makes use of an innovative measure of human capital stock, namely proficiency on a functional literacy assessment. The analysis also includes countries from different parts of the world: Eastern Europe; Northern Europe; Southern Europe; and North America. Structural Equation Modeling has been used.

    The results show that all three models confirm the importance of educational attainment as one of the main predictors of literacy proficiency, earnings and recurrent training, with the effects of educational attainment most often mediated by other variables. Hence literacy proficiency and educational attainment are both important for modeling earnings or participation in recurrent training. The magnitude of educational attainment is seen to provide justification for signalling theory, job matching theory, and principal agent theory, as earnings and occurrence of recurrent training are related more to employees' educational attainment than to their actual levels of knowledge and skills. Work related learning and home related learning are strong predictors of the outcome variable in all three models. The main policy implication of this finding is that no form of education should be favoured, but rather each should be considered valuable and complementary to the others.

    The total effect of parents' education suggests that parents continue to have an influence on the life careers of their children a long time after the completion of initial, formal education. In other words, the kind of start a child has in life is a very strong predictor of his or her actual level of literacy proficiency, earnings, or whether or not he or she will take part in further training, lending support to social capital theory, as well as to resource conversion theory.

    The importance of the long arm of the job is confirmed for the prediction of earnings, as well as for the prediction of recurrent training. Labour force status, firm size and, to a lesser extent occupational status, are important indicators.

    No particular relationship is observed between men and women as regard to models predicting literacy proficiency and earnings. Conversely, gender differences in recurrent training are evident, with, on the one hand, determining factors for women, for example, earnings, and, on the other hand, determining factors for men, such as firm size and literacy practice at work. Hence, the study suggests that women's participation in recurrent training is determined by different factors than that of men.

  • 52.
    Boya Touma, Antsar
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Synliggör din dolda kompetens!: Några kommuners syn på flyktingars kompetens bedömning2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Kommunerna i Stockholms läns nordöstra del har börjat med ett projekt för att fler flyktingar snabbare skall nå en högre självförsörjningsgrad och delaktighet i samhället. Syftet var att undersöka hur nordostkommunerna analyserar och bedömer nyanlända flyktingars kompetens samt söka finna ut hur de kan förbättra sina verktyg för analys och bedömning. Kvalitativ metod har använts och sju intervjuer har genomförts. Av resultatet framkom att nordostkommunerna arbetar med kompetenskartläggning informellt och med yrkesbedömning genom tre månader praktik på arbetsplats. Men de saknar instrument och verktyg som kan vara ett stöd att nå projektets ändamål. Utifrån den lästa litteraturen och en kompletterande intervju med en annan kommun inom Stockholms län, redovisas flera modeller och verktyg som kan användas för kompetensanalys. Min förhoppning är att undersökningens faktaunderlag kan bli ett underlag för utvecklingsarbete i kommunerna.

  • 53.
    Bragée, Britt W.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kroppens mening: Studier i psykosomatiska lösningar2009Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Stress-related diagnoses such as ‘burnout’ are a growing and alarming social trend, which affect more and more young people, especially women. These diagnoses are expressions of ‘psychosomatic conditions’ in our contemporary society. The focus in this thesis has been to study meaning constitution when it does not lead to solutions to pressing problems but rather results in a psychosomatic breakdown. A phenomenological analysis was carried out that among other things shows that the road to the breakdown starts early in life, having to do with industrious but not successful attempts to win recognition for the persons’ individuality.

    In the second study, physiological measures occurring concomitantly with the informants’ narratives showed that autonomous activity could be distinguished in patterns divided in two groups. One group pattern was linked to helplessness, high arousal and marked stress level and the second group pattern was characterized by hopelessness and a very low level of autonomous activity.

    The conclusion of the thesis is that due to an inability to transform structures of thinking, feeling and behaving in a taxing situation, the psychosomatic breakdown can be understood as bodily attempts at meaning constitution, through bodily symptom and other forms of understanding. This, however, cannot help the person constitute meaning needed in order to solve the problematic situation. The reasons for this body/mind split are discussed.

  • 54.
    Brattlund, Åsa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    What Role of God and National Curriculum in School life?: A Comparative Study of Schools with a Muslim Profile in England and Sweden2009Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of this study is to gain a better understanding of principles and ethics that dominate four schools with a Muslim profile, two in Sweden and two in England.

    The specific objectives of the study are:  to examine educational policies with regard to primary schools with a confessional orientation in Sweden and England; to compare two primary schools with a Muslim profile in Sweden with two such schools in England; and in these four schools to describe and examine the manner in which school heads, teachers and other staff deal with the encounters between the values found in the national curriculum of Sweden and England respectively and the principles and ethics embodied in their private philosophy of life; to describe and examine the views of school heads, teachers and other staff on school leadership and any educational, ideological or personal role model they emulate; to describe and examine the expectations and views of parents with regard to the school with a Muslim profile; and describe the views of the pupils regarding their schools and the norms and values in school and; finally, to examine the attitudes of some local authority politicians in Sweden to MP schools.

    The findings indicate great difference between the two schools with a Muslim profile in Sweden, on the one hand, and the two schools in England, on the other. The fundamental reason for that lies in the parameters which had been established in these countries as the conditions for being permitted to establish and run a school with a confessional orientation. Since the schools in both countries had conformed to the relevant legislation and framework in their respective countries with regard to such schools, they had therefore consequently developed in different directions.      

  • 55.
    Brockstedt, Håkan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Slagsta skola och seminarium och dess föregångare : skolan för sinnesslöa barn i Stockholm: ideologi och praktik i undervisningen av barn med utvecklingsstörning 1870-19502000Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This is a pedagogical-historical thesis. The sources were some guides for teacher training, curricula and pictures. The latter show learning settings and materials for sensory training which were considered important in developing the children's senses, since it was supposed that sensory dysfunction constituted the retardation.

    In Sweden, the education of mentally retarded children started in the 1860s.

    Initially philanthropic, soon the county councils took interest in the work. By the end of the century, institutions had grown up in most of the counties, but the philanthropic institutions continued their work for a long time.

    As far as education went, a school run by The Society for the Care of Mentally Retarded Children in Stockholm became the most important. This school, the first one in Sweden, was founded in 1870. In 1879 a teacher training college was connected to it. Teaching methods were developed and through teachers trained at the college the methods were spread out of the country. Parallel to, or even somewhat earlier than these schools, institutions for other groups of handicapped children, deaf-mute and blind, were founded. The education of "abnormal" people was used as a common concept for these schools.

    An important point concerning the School for Mentally Retarded was the board's efforts to find the best leaders and the best teachers, the most important being the headmistress Thorborg Rappe and the female psychiatrist Alfhild Tamm. In contrast to the common practice in other European countries of engaging male physicians and priests as principals for the institutions, in Sweden it became a task for pedagogically trained women. In 1911 the school in Stockholm was replaced by a new institution in the countryside about 20 kilometres south of Stockholm. That institution adopted the name Slagsta skola och seminarium (The Slagsta School and Teacher-training College).

    The education of the mentally retarded took inspiration from schools on the continent, especially the French ones. There, the two physicians Itard and Séguin, had developed programmes for the training of the motor and sensory functions. At this time it was supposed that retardation was due to disturbances in the sensory organs.

    A second characteristic of the Slagsta method was all-encompassing education. This meant that studies over a period of time were concentrated on a special subject. There was no talk of a curriculum as in general education. While studying the subject the pupils used their abilities in reading, writing, counting, modelling, etc.

    The Slagsta skola och seminarium was run by the Society until 1950. From 1951 the school belonged to Stockholm County. The teacher training activities continued for some years, but in 1959 were replaced by a new organisation for the training of teachers in special education.

  • 56.
    Brodin, Jane
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att tolka barns signaler: gravt utvecklingsstörda flerhandikappade barns lek och kommunikation1991Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this study is to describe interaction between mothers/ caregivers and their profoundly mentally retarded and multiply handicapped children, and to describe the function of play in communicative interaction.

    In the study I describe the communicative interaction of six children aged 1:3 to 10 years. The children have been studied in their homes and preschools or schools. Each child had five or six handicaps in addition to their profound retardation. The study is based on interviews with parents, information from naturally-occurring conversations and videoobservations. Meals and play were selected for video-recording.

    The results indicate that the most important function of play is as a means of communication and learning. Play most often involves sensory stimulation and body play. Communicative interaction is non-verbal and described in terms of gaze/eye contact, facial expressions, gestures and body movements. A pattern of interaction has been found. This consists of four phases: an impression-receiving phase with orientation, an expressive phase with motor activity, a pause with processing and preparation of an answer and finally a break or a limited reaction. These children have, however, a communicative competence. The ability of the mothers to interpret the children’s signals is extremely context-dependent. These mothers adjust their communicative behaviour to the child and facilitate the child’s communicative interaction. The ability of the mothers/ caregivers to interpret the signals of these children is often underestimated by professionals. The living conditions of the parents have emerged as an important factor for play, communication and the development of the child.

  • 57. Broms, Gunnar
    et al.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Development of work and enterprise survival: Introduction2009Inngår i: OSH for development: occupational safety and health for development / [ed] Elgstrand, Kaj & Petersson, Nils, Stockholm: Royal Institute of Technology , 2009, s. 457-460Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Introduction to the section

    Enterprise survival is about competition on growing and shrinking markets. Behind the façade created by such a self-evident statement is however room for what is normally thought of as opposed to competition, namely collaboration. Below a competitive surface lie demands for a variety of forms for co-operation, since to be able to compete today requires collaborative abilities. Abilities to be dealt with and realised within the enterprise as well as in networking between companies.

    This section focuses on development within the enterprise. Our intention is to provide understanding and encourage action for change. The aim is to argue for a changed view on employees and introduce the potential of employees as being decisive contributors to enterprise development and survival. The idea is to move away from the belief that workers have to be controlled and instructed in detail to be able to carry out even a limited work task. The possibilities are explored of a point of departure where workers are regarded as part of the thinking and development of the company, part of production in the sense that workers and teams take responsibility for work tasks and quality. Our hope is that the section as a whole will inspire various organisational actors to take action, and encourage leaders to identify new opportunities for development.

  • 58. Broms, Gunnar
    et al.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Enterprise survival - challenges and options2009Inngår i: OSH for development: occupational safety and health for development / [ed] Elgstrand, Kaj & Petersson, Nils F., Stockholm: Royal Institute of Technology , 2009, s. 461-464Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This introductory chapter has the following structure and content:• Enterprise survival – a background • Globalisation and competition • Staying competitive through the development of work

    Enterprise survival – a background

    Here we will argue for the standpoint where the improvement of working conditions and work organisation is considered an important means of strengthening the enterprise in its striving for keeping competitive. We will argue for a situation where both employees, their unions and the employers look upon the development of work as a way to create safe and developing jobs as well as a way to improve the efficiency of the company and its ability to meet new challenges. The framework that we want to provide and the questions we raise are based on our own lengthy experiences as practitioners and researchers in the fields of work life learning, work and production development, and accident prevention in Sweden as well as in developing countries.

    In order to understand the challenges and options available to develop enterprises and work it is necessary to get a hold of the governing structures, i.e. the conditions under which companies live and compete. The increasing globalisation of markets put new demands on companies. Companies all over the world are now exposed to competition from both domestic as well as international companies. These changes call for development where competence is in focus and where co-operation and participation is encouraged. This is the case in developing countries as well as in the more industrialised part of the world.

  • 59.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Biograficzność w badaniach andragogicznych.2009Inngår i: Dyskursy młodych andragogów, Vol. 10, s. 37-54Artikkel i tidsskrift (Fagfellevurdert)
  • 60.
    Bron, Agnieszka
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lönnheden, Christina
    Opowieść o przebiegu życia jako klucz do uczenia się2009Inngår i: Dyskursy młodych andragogów, ISSN ISBN 978-83-7481-248-1, Vol. 10, s. 81-98Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Story telling as a key to learning

    Reflective, autonomous learning of mature students was the main focus of the research project in which seven European partners were involved over three years[1] (among others Poland). The aim of this article is to find out what reflection about learning students make when they tell their stories. One particular Swedish case from the project is presented to serve this purpose. The way of conducting life history interview is regarded a crucial methodological tool which allows researchers to initiate processes of reflection and self-reflection.

    The story consists of a case of a male mature student who, while narrating his story, is puzzled by a sudden reflection and deepening self-reflection on his way of learning and the possible consequences of such learning for his personal, social and working life is a gro. The article presents an in-depth analysis of the biographical interview with the student. His discovery that learning is not only an individual and unique course, but a social process in its own right, triggers reflection and a spontaneous or even an illuminating reaction based on biographical learning.

    The concept of biographical learning is advanced and link with identity work as well as with notion of the self and the others in the last part of the article. G. H Mead's theory of self is used, with the support from the empirical data. The intention is to challenge the predominant view in contemporary higher education discourse that learners are unique and individual persons who learn in a specific and distinct way without being affected by others. Moreover to go beyond a view of a collective versus individual learning and advance the idea that learning is a profoundly social process from the very start.

     

     

     

     

  • 61.
    Bron, Agnieszka
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lära som vuxen2004Inngår i: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, s. 8-19Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 62.
    Bron, Agnieszka
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, LenaStockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lärprocesser i högre utbildning2004Collection/Antologi (Annet vitenskapelig)
  • 63.
    Brooks, Sheila
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, avdelningen för internationell och jämförande pedagogik.
    Learning Motivation in International Primary Schools: The Voices of Children2005Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The overall aim of this study is to contribute to a greater understanding of learning motivation in primary school education. Particular emphasis is given to investigating how various contextual or situational aspects of the classroom/school environment affect motivation. The study, further, strives to identify, describe and interpret the views and perceptions of students enrolled in two international schools in Switzerland and Sweden.As globalization processes, world cultural flows and personal mobility expand and accelerate, school populations are becoming increasingly multicultural in composition. Educators are challenged to develop and adapt educational programs to fit heterogeneous rather than homogeneous groups of learners. In this study, a multicultural, international population of learners was selected as a sample as they may be representative of diverse student populations becoming more common in the future. Four classes of grade five students, a total of sixty-six children, were selected as participants in this comparative, case study investigation.

    An eclectic conceptual approach guided the research including principles drawn from problem-based, constructivist and humanistic theories of learning. Bandura’s social cognitive motivational theory also provided a background for the choice of methods and data collection procedures employed. An exploratory, mainly qualitative approach was taken during the two phases of fieldwork. Participant observations were made and in-depth interviews were conducted; a short questionnaire was also administered to provide background information and to function as a screening instrument or guide for subsequent interviews.

    The findings indicate that a variety of factors in the classroom/school environment affect students learning motivation. Areas identified and described in the study include what to learn, learning processes, learner autonomy, teacher influences, the physical environment and psycho/social influences. In comparing the results from the two case study schools, notable differences were found in student responses in the areas of learning processes, learner autonomy, teacher influences and overall attitude towards school. Students at the school in Switzerland were consistently more positive than those at the school in Sweden. Most of the differences identified were related to the curriculum model utilized and type of school organization and leadership employed. The findings indicate that the educational program based on constructivist, inquiry-based theories of learning implemented in a cohesive, all-school approach, produced higher levels of motivation in individual students.

  • 64.
    Bulut, Huseyin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lilja, Thomas
    Lärarhögskolan i Stockholm.
    Val och vägledningens betydelse ur ett socioekonomiskt perspektiv: En jämförelse mellan elever från två kommuner2008Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 65.
    Bylin, Nina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Samhällsvetenskapliga fakulteten.
    Gustavsson, Frida
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Samhällsvetenskapliga fakulteten.
    Den arbetslöses mottaglighet för coachingmetoden: Jobbcoaching i början av arbetslösheten2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna kvantitativa enkätstudie var att undersöka om coaching är rätt metod för individer som befinner sig i inledningsskedet av en ofrivillig arbetslöshet. I ett försök att utröna detta har vi undersökt vilka behov individen upplever sig ha i början av sin arbetslöshet, men också om coachingen tillfredsställer några av dessa. Med Maslows behovshierarki som utgångspunkt sammanställdes frågor som sammanlagt 23 arbetslösa, inskrivna vid fem olika arbetsförmedlingar i Stockholms län, svarade på. Resultaten visar att respondenterna har de fyra första mer basala behoven i hierarkin otillfredställda. Via coachingen tycks respondenterna, förutom ett ökat självförtroende, fått bekräftelse och förståelse, vilket kan förklara att respondenterna känner sig motiverade och redo till att förverkliga sig själva i coachingen. Oavsett kön upplevde en klar majoritet av studiens respondenter stödet de fick via coachingen som positivt. Slutsatsen är att coachingen, i denna studie, visat sig vara en passande metod för att öka den arbetslöses självförtroende och förmåga att anta nya yrkesmässiga utmaningar.

  • 66.
    Canarp, Erika
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Bland käpphästar och skapandematerial: En jämförande studie av leksaker inom Reggio Emilia och Waldorf2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    En undersökning om leksakerna på en Reggio Emiliainspirerad förskola och en Waldorfförskola presenteras. Frågeställningen syftar till att ta reda på vilket syfte leksakerna har enligt Reggio Emiliafilosofin respektive Waldorfpedagogiken och hur pedagogernas tankar kring leksakernas syfte överensstämmer med detta. Metoden jag valt att använda för att ta reda på detta är kvalitativa intervjuer med sammanlagt åtta pedagoger på två olika förskolor samt litteraturstudier. Resultatet visar att pedagogernas tankar stämmer väl överens med Reggio Emiliafilosofin och Waldorfpedagogikens syfte men att det också finns vissa skillnader.

  • 67.
    Careborg, Kristina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet.
    Ett begripligt domsspråk, en utopi eller möjlighet?: En studie om ordinarie och blivande domares syn på användningen av svårbegripliga ord i skrivna domar.2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna intervjustudie var att undersöka vad ett antal domare och blivande domare anser om de svårbegripliga ord som används i skrivna domskäl och domslut. Fem personer intervjuades; två fiskaler, två ordinarie domare och en pensionerad domare som fortfarande var aktiv. De fick i samband med intervjuerna även formulera om svårbegripliga meningar från autentiska domar. Forskningsansatsen var dels inspirerad av fenomenologin med avseende att beskriva intervjupersonernas upplevelser av de svåra orden på ett objektivt sätt, men också av hermeneutiken då viss tolkning görs i diskussionsdelen. Intervjupersonerna var medvetna om att vissa ord som används är svårbegripliga för allmänheten, och majoriteten av dem uppgav att de försökte undvika att använda ålderdomliga ord. Andra svårbegripliga ord så som juridiska fackord tagna från lagboken har en hög grad av precision och kan ofta inte bytas ut. Ytterligare faktorer som enligt deltagarna påverkar begripligheten negativt är tidspressen och den traditionella bilden av domare som självständiga individualister som får skriva som de vill. Intervjupersonerna skriver i första hand för parterna och anpassar sig något extra vid ungdomsmål. När juridiska ombud finns närvarande, uppger tre av fem att det då är ombudens uppgift att förklara domen.Samtliga deltagare tror att den yngre generationens domare kommer bidra till ett mer begripligt språk i framtiden. De problematiserar dock notariers användning av äldre domar som mall då det uppfattas ge en återupprepning av svårbegripliga skrivsätt. Även det intensiva effektiviseringsarbetet på domstolarna befaras kunna påverka språket negativt då det tar längre tid att skriva begripligt.Resultatet från omformuleringarna av meningarna visar på en stor variation hos deltagarna om vad som anses vara begripligt. Intervjupersonernas uppfattningar om språket i helhet diskuteras ur ett maktperspektiv.

  • 68.
    Carlsten, Martina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Jansson Storm, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hjälpmedel eller Stjälpmedel?: En studie av ungdomars attityd till intressetester2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Under utbildningen till Studie- och yrkesvägledare kom vi att upptäcka hur intressetester av olika slag blivit ett allt populärare sätt att skaffa sig förslag på lämpliga studie- och yrkesval. Intressetester används av verksamma vägledare inom både skola och arbetsförmedling. Internet är vårt främsta informationsanskaffningsmedel och används alltmer inom vår bransch. Syftet med denna studie är att undersöka elevers attityd till intressetester. Framförallt undersöka om dessa tester genererar i en ökad kunskapsproduktion och om den kunskapen då är giltig. Vi ville även undersöka om intressetester kan ersätta behovet av mer personlig vägledning. En enkätundersökning innehållande 13 frågor kring respondenternas upplevelse av intressetester utfördes på en grupp gymnasieelever i Norrtälje kommun. Med stöd av denna studies undersökningsresultat, karriärutvecklingsteorier och vägledningsmetoder har följande slutsatser kunnat dras: Att intressetester är ett bra verktyg för att finna ny kunskap om sig själv och olika yrken. Att tester har god förmåga att matcha rätt person till rätt yrke men att utfallen av testerna inte bedömdes som helt hundraprocentigt seriösa. Behovet av personlig vägledning ansågs av majoriteten inte direkt kunna ersättas med intressetester. Det finns nästan ingen tidigare forskning kring problemområdet men vi uppmanar för framtida forskning att undersöka konsekvenserna av en alltmer webbaserad vägledning.

  • 69.
    Cars, Mikiko
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    A Meta-evaluative Case Study of Educational Project Evaluations in Tanzania2010Inngår i: Education and Development in the Context of Globalization / [ed] Holger Daun and Görel Strömqvist, New York: Nova Science Publishers , 2010Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    More than a decade after the World Conference on Education for All (WCEA) held in Jomtien, Thailand, March 1990, as well as the goals set a decade later in Dakar at the World Forum of Education for All (EFA) in April 2000, the world still has 72 million out-of-school children, the majority of them (57 %) are girls mostly living in rural areas and city slums. Likewise, there are 774 million adults deprived of their human rights to achieving basic literacy skills, the majority of them women of the poorest segment of the world community living also in rural areas and city slums. This book details the progress, shortcomings and future challenges of EFA during the period 2000-2007.

  • 70.
    Cars, Mikiko
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Project Evaluation in Development Cooperation: A Meta-Evaluative Case Study in Tanzania2006Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The research reported here is a meta-evaluative case study of project evaluation in the context of Official Development Cooperation (ODC) in the education sector in Tanzania, where the particular focus is on capturing the relative values attached to evaluation by various stakeholder groups.

    Perspectives from the constructivist paradigm are adopted, implying relativist ontology, subjectivist epistemology, and naturalistic interpretive methodology. Based on these perspectives, a review is provided of development theories and evaluation theories, including the actor-oriented approach to development, participatory monitoring & evaluation, utilization-focused evaluation, and responsive-constructivist evaluation. An exploratory qualitative case study strategy is taken, combining several complementary methods e.g. in-depth interviews, questionnaires, document analysis, and observations.

    Evaluation is considered as an applied social research, implying a managerial and political purpose. It is a reflective interactive process, where the relevance, effectiveness and impact of an intervention in pursuit of certain objectives are assessed, adding value in order to construct knowledge for the enhancement of decision-making. In order to facilitate understanding of the cases under study, their structural contexts are investigated: 1) ODC evaluation systems and strategies (international/ macro context); and 2) ODC in the education sector in Tanzania (national/meso context). Each case (at local/micro level) is located within these contexts and analyzed applying a meta-evaluative framework.

    Integrating the perspectives of the stakeholders, the study demonstrates the strengths of, and constraints on, each case, factors which are to some extent determined by their respective time-frames. A number of significant discrepancies between theory and practice in ODC evaluation are reported. Findings indicate the significance of constructing consensus values that are based on a synthesis of multiple stakeholders’ values and perspectives complementing each others. The study also find that evaluation ought to be used as a powerful tool in which the values, needs and aspirations of various stakeholder groups can be reflected, especially those of local communities, who are now too often powerless in ODC projects in the education sector.

  • 71.
    Chen, Xiaoda
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Quality schooling with limited resources: an international comparison of mathematics and science education in China, Korea and Hungary1996Doktoravhandling, monografi (Annet vitenskapelig)
  • 72.
    Chinapah, Vinayagum
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Education of Quality for All -  A Critical Review2010Inngår i: Education and Development in the Context of Globalization / [ed] Holger Daun and Görel Strömqvist, New York: Nova Science , 2010Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 73.
    Chinapah, Vinayagum
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    From Education for All (EFA) Towards Education of Quality for All (EQFA) - International and Comparative Perspectives2010Inngår i: Printed Keynote Address, The Sultanate of OMAN (available in Arabic also), MOE, Muscat, Oman, 2010Konferansepaper (Annet vitenskapelig)
  • 74.
    Chinapah, Vinayagum
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Towards a Learner-Centred Pedagogy- Education Quality For All (EQFA):Implications International and Comparative Educational Research.2010Inngår i: ICER: 2010, Seoul National University, Seoul, Korea, 2010, s. 33-43Konferansepaper (Annet vitenskapelig)
  • 75.
    Christensen Sköld, Beatrice
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    "Vi kan inte alla passa till hantverkare": Blinda kvinnors bildningsprocess 1879-19232010Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The main aim of my dissertation is to make a contribution to the history of blind women in Sweden from 1879 to 1923 by demonstrating how they were educationally defined and classified during that period. I have chosen this particular period because education for the blind was separated from that of the deaf in 1879, when the first state-funded institute was founded. My study ends in 1923, the year in which state control of the blind ended, to be replaced by a supportive network created by the Organisation for the cooperation with a philanthropic organisation.

    My chief source were the State school for the Blind archives, which contain reports from 1903 to 1923  compiled by inspectors whose task it was to supervise education for the blind.  For my interpretation of these sources I adopted a hermeneutic method. Since blind women have left very few written sources, I concentrated my interpretation on historical events and their external reality, while touching on the current of ideas these events formed part of. However, I have written four mini biographies of blind women who were Professional blind, using the vocabulary of Robert A. Scott. They worked at the organisation for the blind (DBF) most of their life, trying to improve the conditions of their fellow sisters.

    Ideas which were part of a process which was rapidly changing society were adopted by educationalists of the blind, although it often took years before new teaching methods and subjects were assimilated into education for the blind.

    Education for the blind 1879-1923 was a process of normalisation and integration of the disabled, although these concepts have a different meaning today. Normalisation then meant not being a burden to society; self-support was the catchword. There were several dividing mechanisms in education for the blind which contributed to blind women’s dependence on financial support. However, it should be pointed out that this attitude to blind women did not differ much from society’s attitude to women in general. Although there was an effort to make blind women more self-supporting around the time of the Great War, the majority of blind women still desperately needed support in the beginning of the 1920s.

    Private vocational schools for the blind were better informed of the needs of blind women and so provided an education which helped to make them self-supporting. These schools were run by blind persons and employed blind teachers. 

  • 76.
    Christie, Michael
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Assisting engineering educators from developing countries with the design and implementation of online learning2010Inngår i: Proceedings of IGIP-SEFI conference, Trnava, Slovakia, 19-22 September 2010., 2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper the authors report on a course that was given in Cuba in 2010. The funding for the course came from the European Union, within the ALFA III program. The project was called US0+I; Universidad, Sociedad e Innovación and its aim was to facilitate the exchange of educational methodology and pedagogy between the partner countries that made up the US0+I consortium. Within this project the University of Borås was assigned the task of giving the above mentioned  course about the use of Learning Management Systems (LMS) in Higher Education. This paper describes the design and implementation of the course, with emphasis on how it was adapted to meet the needs of lecturers in a developing country. It also analyzes the results of research data that was collected during the duration of the course. The main aim of the research was to more clearly define key questions and issues in the area of cross cultural use of Information Communication Technology (ICT) as part of a larger action research project concerning ICT and cross cultural equity. The basic question that drives this research project is: What technical, social, economic and cultural differences affect the implementation of LMS in developed as compared to developing countries?

     

     

  • 77.
    Christie, Michael
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Adawi, Tom
    Applied IT, Chalmers/GU.
    The impact of a academic development courses on quality learning in Higher Education2010Inngår i: The proceedings of ICED biennial conference, Barcelona, Spain, 28-30 June 2010., 2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we summarize research carried out at a Swedish University of Technology. The research is based on interviews and written reflections and involved one hundred  lecturers enrolled in a Diploma of Higher Education. An analysis of the data showed that a  majority of the teachers could cite examples of how their knowledge, skills and attitudes regarding the facilitation of quality learning changed for the better because of the course modules they did.

  • 78.
    Christie, Michael
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Garrote Jurado, Ramon
    CLU, Högskola i Borås.
    Pettersson, Tomas
    Seoane, Fernando
    Sigrén, Peter
    Training teachers in e-learning without internet access2010Inngår i: EDULEARN10, the annual International Conference on Education and New Learning Technologies, Barcelona (Spain), 5th, 6th and 7th of July, 2010., 2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper the authors present a solution to the problem of giving practical training in handling information and communication technology (ICT) without depending on internet access. The proposed method is to use an USB-memory to emulate selected educational resources that are otherwise available on the internet or on a local network. How this method can influence pedagogical issues is discussed and, it is asserted that the method offers interesting learning advantages beyond the obvious independence of internet connections. The paper describes the planning and implementation of a course about the use of Learning Management Systems (LMS) in higher education and, in particular, how it was designed to meet the needs of educators in a developing country with slow or unreliable internet connections. The course was a part of the project USo+I: Universidad, Sociedad e Innovación. Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica (University and Society: Improving of the relevance of the education in the engineering of Latinoamerica) this project financed by the European Union, within the ALFA III program. The University of Borås was assigned to design and teach a course about LMS to engineering educators in Latin-America.

     

  • 79.
    Claeson, Lisbeth
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Tid och existentiellt meningsskapande: Kvinnors berättelser om sitt liv med allvarlig sjukdom2010Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Being affected by a serious or life-threatening illness implies an existentially changed situation that is accompanied by a number of questions about the illness itself, consequences of the illness in an everyday context and implications for the future. The purpose of this dissertation is to examine people’s meaning-making when they are affected by a serious illness and to determine how the illness acquires meaning in the context of their lives. The dissertation thus deals with what can be referred to as existential meaning-making. A hermeneutical approach was adopted, drawing more specifically on Paul Ricoeur’s narrative theory that emphasises the importance of different dimensions of time and memory in the understanding of narratives.

    An empirical study was carried out of illness narratives collected in research interviews with six women who had been diagnosed with serious illnesses, such as cancer, stroke and heart attack. The analysis reveals that the discovery of the illness and the period following was characterized by chaos and a lack of time perspective, feelings of lack of freedom and thoughts about death, but also feelings of responsibility towards the family. Experiences of the health services were also important in accounts of this early period, particularly wishes for more empathic encounters with the professionals. In the women’s accounts of the long term living with the illness, death continues to emerge as a back drop to their everyday experiences of the illness, but gradually more as confronting the problem of death rather than giving up life. Over time, relationships to significant others and the importance of everyday life also constitute increasingly important themes. In their expectations for the future, the women account for some experiences that have been important in creating a sense of hope and heightened vitality, and thus a new ‘wholeness’, such as being close to nature as well as their religious or spiritual experiences. These results are discussed in terms of how memories of significant events or places play an important role in existential meaning-making, and also how reflections on these memories can be seen as a process of existential ‘learning’.

  • 80.
    Collmar, Aino
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fredricsson, Susanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    SFINX ett integrationsprojekt: ur deltagarnas perspektiv2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

     

    Abstract

     

    This paper is to examine a specific integration projects by the name of SFINX, the participants' perspective. We chose to highlight three themes that concern the analysis what the participants thought about the content / efficacy, effectiveness and efficiency analysis, which means what the participants thought could be improved in the project. What emerged in our study is that research shows that Swedish education with professional orientation and integrated practice is a key factor for migrants to get into the Swedish labor market. And that Sfx teaching has been implemented in several places with good results. SFINX is also a Sfx project but is addressed to engineers. The participants have had very similar experiences in SFINX as in other Sfx projects. What emerges further is that Swedish education at Sfx directions is much better than ordinary Sfi teaching that municipalities provide. Promised placements are a fundamental problem that emerged among the participants in SFINX. How important it is for the project to have any effect for the individual.

  • 81.
    Dahlgren, Jenny
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Nilsson, Caroline
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kraften i motivation!: Studiemotivation hos elever i åk 92009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Following study is about motivation from a student perspective. Based on the prescribed literature and published research, the concept and field of motivation have been illuminated. The purpose of the study was to examine how students in ninth grade perceived their educational motivation and what kind importance they considered it had for their performance in school. The study is also supposed to base upon the result; clarify the differences if any between schools. In an attempt to get a clear image of this a quantitative method in the form of surveys was made on two schools in the Stockholm region. One of the schools had a really good merit value, and the other had a rather poor merit- value. By choosing a quantitative method a relatively large number of students where able to participate and equally large quantity of statistics have been presented. The result point at motivation in the participating students in both schools can increase and decrease through different factors. These factors, observed in this study, are directly linked to the school and includes among other things the significant of having an influence on the education and inner factors as being able to achieve a certain degree and of external factors as the school environment.

  • 82.
    Daun, Holger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    A Way Forward2010Inngår i: Nordic Voices: Teaching and Researching Comparative and International Education in the Nordic Countries / [ed] Halla B. Holmarsdottir and Mina O'dowd, Sense Publishers , 2010, s. 281-307Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 83.
    Daun, Holger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Childhood learning, life skills and well-being in adult life: a Senegalese case2010Inngår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 46, nr 4, s. 409-428Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Education is not easily converted into human capital and well-being in low-income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an ongoing longitudinal research project in Senegal. The study compares the relationships between educational/learning background, life skills and well-being in adult life among individuals who attended primary school, Quranic, Arabic or Indigenous learning systems at the beginning of the 1980s. The findings illustrate some of the complexities in the relationships between, on the one hand, education and life skills and, on the other hand, individual well-being in a low-income society. Since this study enters into an area that has not been very much researched, this study is explorative and employs concepts heuristically. Some findings in relation to different theoretical approaches are also discussed here.

  • 84.
    Daun, Holger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Globalization, EU-ification and the New Mode of Educational Governance in Europe2011Inngår i: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 43, nr 1, s. 9-32Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The nature of European education systems and their respective modes of governing education were principally determined by factors internal to individual countries until the early 1980s. After the extension of the European Union and the acceleration of globalization, European countries have adopted some features that exist in many countries around the world and that are proposed by the European Union (EU) and other international and supranational bodies. The EU has added a social dimension to the predominantly neoliberal world agenda, and the Europeanizing agenda is disseminated through the Open Method of Coordination, among other measures and channels. However, due to cultural, religious, political, and other national and local patterns, there are still a number of differences among the education systems of Europe. This article reviews the changes in the education sector, especially in governing/governance, during the past two decades in some twenty European countries and then focuses on seven country cases: the Czech Republic, France, Greece, Italy, the Netherlands, Spain, and Sweden.

  • 85.
    Daun, Holger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Globalized Educational Governance, Decentralization and Grassroots Responses2010Inngår i: Decentralisation, School-Based Management, and Quality / [ed] Zajda, Joseph; Gamage, David T, Dordrecht: Springer , 2010, s. 23-51Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 86.
    Daun, Holger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Sweden2010Inngår i: Getting Into Varsity: Comparability, Governance and Congruence / [ed] Barend Vlaardingerbroek and Neil Taylor, New York: Cambia Press , 2010Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 87.
    Daun, Holger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    The Reform of Chinese College English Teaching (CCET) in the Context of Globalization2010Inngår i: The Politics of Education Reforms / [ed] Joseph Zajda, Macleans A. Geo-JaJa, Dordrecht: Springer , 2010Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 88.
    Daun, Holger
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Siminou, P
    Decentralisation and Market Mechanisms in Education: Examples from Six European Countries2010Inngår i: Decentralisation, School-Based Management, and Quality / [ed] Zajda, Joseph; Gamage, David T., Dordrecht: Springer , 2010, s. 77-101Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 89.
    Daun, Holger
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Strömqvist, Görel
    Education and Development in the Context of Globalization2010Collection/Antologi (Annet vitenskapelig)
  • 90. Davies, Peter
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Conceptual change across the disciplines: Researching students’ conceptions of allocation as part of conceptual development in economics.2008Inngår i: 6th international conference on Conceptual Change.: European Association for Research on Learning and Instruction, Turku, Finland., 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research on Conceptual Change has paid relatively less attention to the social than to the physical science domain. In particular, research on conceptual change in economic understanding has been fairly sparse and loosely connected. Given the potential significance of citizen’s economic understanding in delimiting government responses to globalisation (Davies 2006) this topic is worthy of further study. This paper reports on a small project in economics that investigates conceptions about the provision of free goods and services, drawing on evidence from students in different age groups. The paper considers previous work ( Furnham 1994), Leister & Halamachi 2006) of studies younger students, as well as the work within phenomenography (Marton), and students’ development of understanding of price. Results from this work conclude that :price, context, inconsistency, important in rel to citizenship.

  • 91.
    Davies, Peter
    et al.
    School of Education, Birmingham University, United Kingdom.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Stockholms universitet, Stockholm Resilience Centre.
    Understanding in Economics: some issues of causality, integration and representation2010Konferansepaper (Fagfellevurdert)
  • 92. Davies, Peter
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Mangan, Jean
    The application of variation theory in undergraduate teaching: addressing some difficulties in the context of students’ understanding of saving.2008Inngår i: 3rd international conference of the Phenomenography and Variation Theory Special Interest Group.: European Association for Research on Learning and Instruction, Kristianstad, Sweden., 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper reports some findings from a small project that aims to address three difficulties that limit the application of variation theory in the teaching of some subjects. The first difficulty is reliance upon intensive methods to uncover different ways in which a phenomenon is understood. For example, phenomenographic research has suggested categorical differences in ways of understanding only a few phenomena in economics and, as far as we are aware, none at all in business studies. A second difficulty lies in the identification of a phenomenon. Current teaching frequently presents a way of understanding a phenomenon as the phenomenon itself. ‘Today we are going to learn about product life cycles’. In these circumstances it is not always a straightforward matter to identify the phenomenon. A third difficulty lies in variation in the ways in which different social phenomena can be experienced.

    The project examined students’ understanding of ‘withdrawals from the economy’. Data were collected through interviews and students’ examination answers. The interviews focused on the effects of changes in saving, first at an individual and then at a collective level. Interview transcripts were analysed by the three researchers to identify differences in ways of understanding the phenomenon of saving and these categories were then compared with those arising from the examination transcripts. These data are used to provide a basis for the discussion of the three difficulties identified above

  • 93.
    Dedze, Indra
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell pedagogik.
    Reading ability of Latvian students: results from an international study1999Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Reading literacy is becoming a crucial skill for the success in the modern society. Since Latvia is an industrialized country, with a relatively small population, it is of a crucial importance that the educational system produces well literate people. This is important both in order to sustain and to improve country's social and economic development.

    The International Association for the Evaluation of Educational Achievement (IEA) was organized in the 1960's as a non-governmental and cooperative organization to conduct comparative studies concentrating on educational policies and practices in order to improve learning within and across systems of education. The IEA Reading Literacy Study was the first national study in the field of comparative education carried out in Latvia in early 90's. About 1000 nine-year-old students from 54 classrooms and 800 fourteen-year-old students from 53 schools participated in the study. The study provides us with important information about student reading habits, home background, as well as about teaching strategies. Whenever it is possible, an international comparison is given.

    Two-level structural equation modeling is applied in a reanalysis of the IEA Reading Literacy Study data from Latvia. The aim is to present the relations between the factors derived from student home conditions and reading performance factors at the individual level and at the classroom level. The results shows that at the nine-year-old student classroom level a general socioeconomic factor has rather high connection with the reading performance, while at the individual level factors called "good reader" and "reading resources" had a strong effect upon student reading achievement. In the fourteen-year-old students group the factors "liking school" and "good reader" have influence upon reading achievement on student level, and the factors "liking school" and "reading resources" - on the classroom level.

    Since the current situation in beginning reading instruction in Latvia is still influenced by the educational policies and practices that were in use during the Soviet era, the analyses on the beginning reading instruction in Latvia is given. Basic terms and categories such as the definition of reading, reading models, and goals of reading instruction are presented as they are used and understood in Latvia and compared with those described in Russia and the literature on reading research in other countries.

    The study has notable implications for teachers and policy makers, as well as for future research.

  • 94.
    Desjardins, Richard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, avdelningen för internationell och jämförande pedagogik.
    A conceptual framework for the analysis of learning outcomesManuskript (Annet vitenskapelig)
  • 95.
    Desjardins, Richard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Determinants of economic and social outcomes from a lifewide learning perspective in Canada2003Inngår i: Education economics, ISSN 0964-5292, Vol. 11, nr 1, s. 11-Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The notion that the knowledge and skills embodied in individuals contribute to the creation of economic and social benefits is not a new concept. But in practice little is known about the extent and relative influence of how different learning activities contribute to the formation of one's knowledge and skills, and in turn their relative influence in generating different kinds of benefits. Studies either focus on one form of learning or the other, and for the most part they tend to focus on indicators of formal education. To improve the understanding of how education and learning lead to the creation of economic and social benefits, a comprehensive approach drawing on all the potential sources of knowledge and skills should be applied. Accordingly, the primary objective of the present article is to measure the relative influence of engaging in various learning activities--Aspanning the 'life-wide' spectrum of learning--Aon economic and social benefits. The study presents a conceptual framework and uses data from the Canadian Adult Literacy Survey to estimate corresponding structural models. The findings provide support for the hypotheses formulated; namely, that the relationship between formal education and economic and social outcomes is complex, with confounding effects. The results indicate that different types of learning activities taken for different reasons lead to different kinds of benefits. The latter finding suggests a potential trade-off between attaining economic and social benefits through different types of learning activities that are taken for either job-related or personal interest-related reasons. The article concludes that further in-depth analyses are required to improve the understanding of the complex relationship between various learning activities and the benefits they generate

  • 96.
    Desjardins, Richard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    Determinants of literacy proficiency: A lifelong-lifewide learning perspective2003Inngår i: International Journal of Educational Research, ISSN 0883-0355, Vol. 39, nr 3, s. 205-245Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    The aim of this article is to investigate the predictive capacity of major determinants of literacy proficiency that are associated with a variety of contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to data for 18 countries. The results show that even after accounting for all factors education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy-related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented by some post-secondary education.

  • 97.
    Desjardins, Richard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, avdelningen för internationell och jämförande pedagogik.
    Learning for well being: Studies using the International Adult Literacy Survey2004Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis is a collection of five independent but closely related studies. The overall purpose is to approach the analysis of learning outcomes from a perspective that combines three major elements, namely lifelonglifewide learning, human capital, and the benefits of learning. The approach is based on an interdisciplinary perspective of the human capital paradigm. It considers the multiple learning contexts that are responsible for the development of embodied potential – including formal, nonformal and informal learning – and the multiple outcomes – including knowledge, skills, economic, social and others– that result from learning. The studies also seek to examine the extent and relative influence of learning in different contexts on the formation of embodied potential and how in turn that affects economic and social well being. The first study combines the three major elements, lifelonglifewide

    learning, human capital, and the benefits of learning into one common conceptual framework. This study forms a common basis for the four empirical studies that follow. All four empirical studies use data from the International Adult Literacy Survey (IALS) to investigate the relationships among the major elements of the conceptual framework presented in the first study.

    Study I. A conceptual framework for the analysis of learning outcomes

    This study brings together some key concepts and theories that are relevant for the analysis of learning outcomes. Many of the concepts and theories have emerged from varied disciplines including economics, educational psychology, cognitive science and sociology, to name only a few. Accordingly, some of the research questions inherent in the framework relate to different disciplinary perspectives. The primary purpose is to create a common basis for formulating and testing hypotheses as well as to interpret the findings in the empirical studies that follow. In particular, the framework facilitates the process of theorizing and hypothesizing on the relationships and processes concerning lifelong learning as well as their antecedents and consequences.

    Study II. Determinants of literacy proficiency: A lifelong-lifewide learning perspective

    This study investigates lifelong and lifewide processes of skill formation. In particular, it seeks to estimate the substitutability and complementarity effects of learning in multiple settings over the lifespan on literacy skill formation. This is done by investigating the predictive capacity of major determinants of literacy proficiency that are associated with a variety of learning contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to the IALS data for 18 countries. The results show that even after accounting for all factors, education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented with some post-secondary education.

    Study III. The effect of literacy proficiency on earnings: An aggregated occupational approach using the Canadian IALS data

    This study uses data from the Canadian Adult Literacy Survey to estimate the earnings return to literacy skills. The approach adapts a labour segmented view of the labour market by aggregating occupations into seven types, enabling the estimation of the variable impact of literacy proficiency on earnings, both within and between different types of occupations. This is done using Hierarchical Linear Modeling (HLM). The method used to construct the aggregated occupational classification is based on analysis that considers the role of cognitive and other skills in relation to the nature of occupational tasks. Substantial premiums are found to be associated with some occupational types even after adjusting for within occupational differences in individual characteristics such as schooling, literacy proficiency, labour force experience and gender. Average years of schooling and average levels of literacy proficiency at the between level account for over two-thirds of the premiums. Within occupations, there are significant returns to schooling but they vary depending on the type of occupations. In contrast, the within occupational return of literacy proficiency is not necessarily significant. The latter depends on the type of occupation.

    Study IV: Determinants of economic and social outcomes from a lifewide learning perspective in Canada

    In this study the relationship between learning in different contexts, which span the lifewide learning dimension, and individual earnings on the one hand and community participation on the other are examined in separate but comparable models. Data from the Canadian Adult Literacy Survey are used to estimate structural models, which correspond closely to the common conceptual framework outlined in Study I. The findings suggest that the relationship between formal education and economic and social outcomes is complex with confounding effects. The results indicate that learning occurring in different contexts and for different reasons leads to different kinds of benefits. The latter finding suggests a potential trade-off between realizing economic and social benefits through learning that are taken for either job-related or personal-interest related reasons.

    Study V: The effects of learning on economic and social well being: A comparative analysis

    Using the same structural model as in Study IV, hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, the Netherlands, Norway, the United Kingdom, and the United States. The main finding from Study IV is confirmed for an additional five countries, namely that the effect of initial schooling on well being is more complex than a direct one and it is significantly mediated by subsequent learning. Additionally, findings suggest that people who devote more time to learning for job-related reasons than learning for personal-interest related reasons experience higher levels of economic well being. Moreover, devoting too much time to learning for personal-interest related reasons has a negative effect on earnings except in Denmark. But the more time people devote to learning for personal-interest related reasons tends to contribute to higher levels of social well being. These results again suggest a trade-off in learning for different reasons and in different contexts.

  • 98.
    Desjardins, Richard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    The effect of literacy proficiency on earnings: An aggregatde occupational approach using the Canadian IALS data2003Manuskript (preprint) (Annet vitenskapelig)
  • 99.
    Desjardins, Richard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen, Avdelningen för internationell och jämförande pedagogik.
    The effects of learning on economic and social well being: A comparative analysis2001Inngår i: Peabody journal of education, ISSN 0161-956X, Vol. 76, nr 3/4, s. 222-246Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Drawing on the changing view and attitude toward the concept of human capital in recent years, this article empirically investigates the broad effects of learning. Using the structural model presented in Desjardins (in press), hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, The Netherlands, Norway, the United Kingdom, and the United States. The model acknowledges all potential sources of knowledge and skills relevant to economic as well as social well being by constructing indicators spanning the entire spectrum of life-wide learning. Moreover, learning undertaken for job-related reasons and personal interest reasons are examined separately to identify heterogeneity in the effects of learning for different reasons. The model is constructed on the premise that initial schooling has profound effects on adults' readiness to learn in their productive years and that this is the mechanism that will affect their well-being. Only the adult populations aged 25 to 55 are considered, in which initial schooling is taken as a stock measure of initial formal learning that has already occurred. The extent of how the stock of initial formal learning affects the flow of subsequent learning and in turn the flow of well-being is examined.

  • 100.
    Dyrvik, Kristian
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Bolinder, Martin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En bra lyssnare är aldrig fel: Förväntningar kring mötet med en coach2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

     

    The aim with this essay is to examine the individual's expectations in the meeting with a job coach. It has become all more common with job coaches, in order to meet the unemployment in the society. The survey builds on a quantitative method, where 29 individuals who are linked to a changeover-program towards new jobs, have replied to a questionnaire. The survey shows that the participants have expectations on the coach as a supporting function. There is also a trust to that the contact with a coach will lead to new employment. In conclusion, there is among some of the participants a view about that there is someone else than themselves that has a responsibility in order to reach employment.

     

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