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  • 1.
    Dahlin, Bo
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Fristående skolor och segregation: Give a dog a bad name and hang him?2007Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, nr 1, s. 31-51Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Non-public schools and segregation: give a dog a bad name and hang him?ABSTRACT. This article analyses three basic assumptions behind the view that a common school for all is better than a so called segregated school system. The assumptions are 1) that segregation makes it difficult for future citizens to communicate and cooperate across social and cultural boundaries; 2) that it inhibits the development of autonomy and critical self-reflection; and 3) that children with low-valued cultural capital will be stuck in low-achievement schools. The tenacity of these assumptions is discussed from empirical and philosophical points of view. Finally, the impossibility of the present corporate state to be neutral with regard to the good life is pointed out. In view of the lack of knowledge about what school system actually contribute to autonomy and a communicative society, as well as of the impossibility of an ethically neutral state, the most just conclusion seems to be that parents should have the possibility to freely choose school for their children

  • 2.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Recension av Camilla Brörup Dyssegaard, Michael Sörgaard Larsen & Neriman Tiftikci C.: Effekt av paedagogisk insatts ved inklusion of born med saerlig behov i grundskolen2013Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, nr 1, s. 137-143Artikkel, omtale (Annet vitenskapelig)
  • 3.
    Hägglund, Solveig
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    FN:s Konvention om barnets rättigheter: en källa till viktiga forskningsfrågor om barn och barns villkor2001Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, nr 2, s. 3-8Artikkel i tidsskrift (Annet vitenskapelig)
  • 4.
    Lödén, Hans
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier. Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Skilda världar?: Om nationell och global identitet2002Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 11, nr 1, s. 37-55Artikkel i tidsskrift (Annet vitenskapelig)
  • 5.
    Nordenstam, Anna
    et al.
    Luleå tekniska universitet; Göteborgs universitet.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Lättläst - en demokratifråga2018Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, nr 3, s. 35-52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Easy reading novelsfor young people have increased rapidly during the last years. Authors,publishers, librarians and teachers regard the novels a tool for teaching,and the books are advocated to offer children and teenagers that areconsidered demotivated and poor readers suitable texts. The democraticargument is vital for the text type is, i.e. that everyone has the right tohave access to literary texts. From a critical literacy perspective, the aimof this article is to highlight and discuss aspects of democracy in Swedishclassrooms. The empirical material consists of 18 interviews with authorsand publishers and text analysis of 17 novels with material for students andteachers. The article shows that authors and publishers use the democraticargument heavily when advocating for the text type. The novels show agender stereotype pattern and the instructions encourage an efferent reading. The article argues that it is important to have a critical perspective ifusing the easy readers in the classroom.

  • 6.
    Tengberg, Michael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Att pröva elevers läsförmåga i årskurs nio.: En analys av uppgiftskonstruktioner i det nationella provet i svenska, delprov A Att läsa och förstå.2014Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 23, nr 2, s. 109-132Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Over the last decade, national tests have become increasinglyimportant to define educational quality. Testing procedures are moretime consuming and take a prominent role as instruments for control andgovernance. This development necessitates critical analyses of prevalenttest constructions and of test validity. The article reports from an analysisof test items and scoring guidelines in the national test of Swedish in 9th grade, focusing specifically on the measurement of literary comprehension.The analysis is based on tests used 2005–2012. Drawing on test theoryand reading process theory, findings indicate that the construct definitionof reading comprehension in these tests is deeply problematic and thatalternative test constructions should be considered.

  • 7.
    Tengberg, Michael
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Skar, Gustaf B
    Skrivesenteret och Norges teknisk-naturvitenskapelige universitet i Trondheim, Norge.
    Hur tillförlitligt är det nationella provet i läsning i åk 9?2017Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 2, s. 113-137Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports from a study of reliability in the Swedish national reading test in ninth grade. Based on a representative sample of 500 students, the study investigates internal consistency and power to discriminate between different levels of reading ability. Data was analyzed using both classical test theory and Rasch modelling. Results from the study suggest that neither the subscales nor the whole scale of items included in the test reach desirable levels of internal consistency. Three out of four subscales include items with strikingly low degree of internal correlation (.23–.46). Furthermore, results from the Rasch analysis suggest that the test is capable of reliable separation between two groups of test-takers only: lower performing students and higher performing students. The empirical support for categorizing student performances into six separate grade levels is therefore questionable. Implications for future development of the national test of reading are discussed.

  • 8.
    Torbjörnsson, Tomas
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Molin, Lena
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Karlberg, Martin
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Measuring attitudes towards three values that underlie sustainable development2011Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, nr 1, s. 97-121Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Freedom, equality, solidarity, tolerance, respect for nature and shared responsibility are, according to UN (2000), specific and fundamental values. According to Shepherd et al. (2009), there is a lack of knowledge about the nature of these sustainability values and more research on these values and how they can be measured are needed. The purpose of this article is to present results from a study that aims to develop more knowledge about young people's attitudes towards sustainability. The study focused on three of these fundamental values: respect for nature, solidarity and equality. The methodology was a questionnaire answered by 918 upper secondary students. A new scale was constructed to measure attitudes towards solidarity and equality. The results show significant differences related to gender, urban or rural living and upper secondary program attended. There is also a positive correlation between solidarity and willingness to preserve nature.

  • 9.
    Torbjörnsson, Tomas
    et al.
    Uppsala universitet, Institutionen för didaktik.
    Molin, Lena
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Karlberg, Martin
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Measuring attitudes towards three values that underlie sustainable development2011Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, nr 1, s. 97-121Artikkel i tidsskrift (Fagfellevurdert)
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