Lesing i PISA 2000–2018: Norske elevers lesekompetanse iet internasjonalt perspektiv

Jensen, Fredrik; Frønes, Tove Stjern; Kjærnsli, Marit; Roe, Astrid

doi:10.18261/9788215040066-2020-02

Cited by 22 publications

(11 citation statements)

References 9 publications

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“…Norway's PISA scores have remained stable on a high level across PISA cycles in the three main domains assessed (Jensen et al, 2019). However, despite relatively high spending on education, there is still room for improvement in the Norwegian education system, especially on the gender gap and for immigrant students.…”

Section: Country Report On Current International Examinations (Pisa T...mentioning

confidence: 97%

Differentiated Instruction in Teaching from the International Perspective

Maulana¹,

Helms-Lorenz²,

Moorer³

et al. 2023

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This book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement. We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.

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Section: Country Report On Current International Examinations (Pisa T...mentioning

confidence: 97%

Differentiated Instruction in Teaching from the International Perspective

Maulana¹,

Helms-Lorenz²,

Moorer³

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Til tross for satsingen på både skolemiljø og elevers motivasjon har norske elever på ungdomstrinnet hatt en nedgang i prestasjoner i naturfag siden 2015 (Jensen et al, 2019;Kaarstein, Radišić, Lehre, Nilsen & Bergem, 2020). Det er viktig å undersøke hva denne nedgangen kan skyldes.…”

Section: Innledningunclassified

“…For eksempel rapporterte rektorene til 67 prosent av elevene om et veldig trygt skolemiljø i 2015, i 2019 sank dette tallet til 36 prosent. Også elevundersøkelsen finner at digital mobbing har økt fra 2016 til 2019 (Wendelborg et al, 2020), og i PISA ble det rapportert om en forverring av noen typer mobbing (utestenging, gjort narr av) fra 2015 til 2018, mens andre typer mobbing ikke hadde noen endring (Jensen et al, 2019).…”

Section: Diskusjon Av Funn I Lys Av Teoriunclassified

6. Skolemiljø, motivasjon og naturfagprestasjoner fra TIMSS 2015 til TIMSS 2019

Nilsen¹,

Kaarstein²

2021

Med Blikket Mot Naturfag

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Sammendrag På samme måte som motivasjon og skolemiljø (målt ved trygghet, laeringsfokus, psykososialt og fysisk miljø) har betydning for elevenes prestasjoner, har også skolemiljøet en betydning for elevenes motivasjon. Dette kapitlet undersøker om endringer i disse variablene kan forklare nedgangen i naturfagprestasjoner på 9. trinn fra TIMSS 2015 til 2019. Resultatene fra en kvasi-longitudinell metodisk tilnaerming med medieringsmodellering tyder på at skolemiljøet kan forklare en del av nedgangen i motivasjon og at både skolemiljø og motivasjon er med på å forklare noe av nedgangen i elevenes prestasjoner.

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“…In Norway, inclusion is ensured through the establishment of inclusive schools, and the principle of inclusion is incorporated in corresponding legislation and is also highlighted in central steering documents and national curricula for primary, secondary, and upper secondary education [13,14]. However, inclusion remains a challenge and an unrealized wish for many students with SEN [15,16]. However, there has been a clear tendency towards the use of alternative learning areas, such as special education units or bases and, in accordance with national data, 53% of students with SEN receive their SEN support outside of the classroom [4,17,18].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences of Inclusion in Classroom Settings

Lagestad,

Tverbakk,

Valle

et al. 2023

Education Sciences

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Inclusion, as a general term, touches upon the most important social aspects of human life—the experience of being valuable and the sense of belonging. The aim of the study was to examine the assessments of teachers at dyslexia-friendly schools (DFS) on how their students are being included and accepted by other students in class, and if these experiences differ between teachers that work in primary schools, secondary schools, and upper secondary schools. A questionnaire was administered to 433 teachers in Norway working at ordinary schools that were certified as DFS. A main finding was that almost all of the teachers reported a high, or very high, acceptance of differences regarding social and intellectual skills among students with special educational needs (SEN). Our findings about the high levels of social inclusion among students with SEN in DFS point towards the importance of including students with SEN in ordinary classes, not in special schools. Another main result was that teachers from primary schools reported a higher level of inclusion among SEN students than teachers from secondary schools. We argue that an explanation of this finding is that teachers working in primary schools have a relatively greater focus on inclusion in their teacher education. Other explanations may be a lower number of SEN students at primary schools, and that students at secondary schools experience environmental and biological changes that may affect their inclusion. In accordance with previous research, we find that in terms of inclusion in the classroom, the teacher’s role and behavior are of critical importance.

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Lesing i PISA 2000–2018: Norske elevers lesekompetanse iet internasjonalt perspektiv

Cited by 22 publications

References 9 publications

Differentiated Instruction in Teaching from the International Perspective

Differentiated Instruction in Teaching from the International Perspective

6. Skolemiljø, motivasjon og naturfagprestasjoner fra TIMSS 2015 til TIMSS 2019

Teachers’ Experiences of Inclusion in Classroom Settings

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