09 SES 04 B, Developments in Education Systems – Trend Perspectives
Declining achievement levels among students in Sweden in several core subjects has led to a debate concerning strategies for improving student achievement. A significant amount of research has been conducted in Sweden regarding students' performance, and these studies have looked at factors that influence students' success at different levels of the educational system, also from different perspectives. The link between students’ socioeconomic backgrounds and academic achievement is well established (see e.g., Swedish National Agency for Education 2009). However, OECD (2013) emphasize that education can make a difference based on observations that there are countries that manage to narrow the gap between advantaged and disadvantaged students while simultaneously improving overall performance. Unfortunately Sweden is not among these countries. Instead, Sweden is one of the countries that exhibit losses over the years, both in performance and in equity level. Results from the PISA (Programme for International Student Assessment) 2012 assessment, show that Swedish students performed below the OECD mean in all three subjects (OECD 2013). The overall performance of other Scandinavian countries like Denmark and Norway is also below the international average achievement. However, Finland, contrary to the other Nordic countries, is among the top performing countries.
Results also revealed that there are significant differences between schools with reference to students’ performance. The school segregation, previously considered as keen to counter, rather have become increasingly prominent in Sweden in recent years (Swedish National Agency for Education 2012, OECD 2013). Davidsson et al. (2013) have analyzed performance in PISA science in several European countries and have concluded that countries with descending results also have increasing between-school variance, while countries with improving students’ performance have decreasing between-school variance. In this light, it is important also to explore factors of importance for students’ performance in other subjects and among different group of students. The aim of this study is to identify factors associated with students’ performance in PISA in mathematics at different performance levels in the Nordic countries.
Davidsson, E., Karlsson, K.G. & Oskarsson, M. (2013). Trender och likvärdighet. Svenska elevers resultat på PISA naturvetenskap i en internationell jämförelse. [Trends and equity. Swedish students’ performance in PISA science in an international comparison]. Utbildning & Demokrati 2013, 22(3), p. 37-52. Gelman, A., Hill, J. (2006). Data analysis using regression and multilevel/hierarchical models. New York, NY: Cambridge University Press. MPLUS (Version 7) [computer software]. Los Angeles, CA: Muthén & Muthén. Neuschmidt, O., Henke, J., Rutkowski, L., & Rutkowski, D. (2003). Effective schools in Arab educational systems: An analysis of TIMSS 2003. IRC 2008 – TIMSS–Mathematics. International Association for the Evaluation of Educational Achievement. Rolfsman, E., Wiberg, M. & Laukaityte, I. (2013). School effectiveness in the Nordic countries in relation to PISA and TIMSS. Paper presented at IEA International research conference, Singapore, June 26-28, 2013. OECD (2013). Are countries mowing towards more equitable education systems? PISA in Focus, 2013/02 (February). Swedish National Agency for Education (2009): Vad påverkar resultaten i svensk grundskola. Kunskapsöversikt om betydelsen av olika faktorer [What influences the results in Swedish compulsory school? An overview of the importance of different factors, in Swedish]. Stockholm: Skolverket. Stockholm: Skolverket Swedish National Agency for Education (2012): Likvärdig utbildning i svensk grundskola? En kvantitativ analys av likvärdighet över tid [Equity in Swedish comprehensive school? A quantitative analysis over time] (rapport 374): Stockholm: Skolverket.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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