Kajsa Yang Hansen

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.

Causes of educational segregation in Sweden – school choice or residential segregation

ABSTRACT The aims of the study were to examine changes in school segregation across different types of municipalities between 1998 and 2011 in Sweden, and to explore the extent to which these changes are the consequences of school choice. Multilevel models were applied to register data using a counterfactual approach. The results showed that school segregation with respect to migration background and educational achievement had increased over time, while social segregation remained rather constant. The degree of school segregation varied largely across different municipality types, and it was concluded that school choice was a determinant of school segregation. The findings have strong policy implications and are discussed in relation to the recent educational reforms in Sweden.

Northern Lights on TIMSS and PIRLS 2011 : Differences and similarities in the Nordic countries

How is reading literacy taught in Nordic classrooms, and how is this influenced by the curricula? How can we improve mathematics teaching in Nordic classrooms? What is the relationship between scho ...

School choice and implications for equity: the new political geography of the Swedish upper secondary school market

Abstract The current study investigated the spatial restructuring of the Swedish upper secondary school market over time, which happened as a consequence of school choice reform started in the early 1990s. The school choice reform enabled students to choose and attend schools (public or private) based on preference rather than residential area. Consequently, public and private school providers compete for students in a form of quasi-market. Using register data for Swedish upper secondary school students from 1997 to 2011 (N = 664,895), the study showed two major changes in school market structure: an increase in urbanised commuting patterns and differentiated school choice possibilities within and across municipalities. The assumption of economic balance between supply and demand through school choice is strongly contested by these outcomes. Furthermore, not only is market failure prevalent and creating differences in educational opportunities between places but these tendencies are so far progressively escalating over time and demonstrating how students’ choices today affect and limit educational opportunities for future students.

Changes in the Impact of Family Education on Student Educational Achievement in Sweden 1988–2014

ABSTRACT The main aim of this study was to investigate the development of the correlation between family education and student achievement in Sweden, which previous research has found to be stable, in spite of increasing school segregation and widening differences in levels of achievement between schools. Based on register data for populations of graduates from compulsory school between 1988 and 2014, correlations between parental education and student grades were estimated. The correlation was found to increase by .04 units between the early-1990s and 2014. The main reasons why this has not been found in previous research are that too coarse a categorization of parental education has been used, a declining quality of measurement of grades, and demographic changes related to immigration.

Cognitive Abilities and Educational Outcomes

General fluid intelligence (Gf) is the ability used in inductive and deductive reasoning, particularly with novel material. It can be contrasted with general crystallized ability (Gc) which reflects schooling and acculturated learning, and the two abilities have different developmental trajectories, with Gf peaking earlier in the lifespan. Gustafsson has made key contributions to our understanding of Gf. He (Gustafsson 1984) introduced hierarchical confirmatory factor analytic models to reconcile Thurstonian (non-hierarchical) and Spearman and Cattell-Horn (hierarchical) models of intelligence and in so doing identified Gf as a second-order factor which perfectly correlated with the third-order factor, general ability (g). This has important implications for understanding the nature of general cognitive skill. Subsequent research showed that Gf can be identified separately from g through variation in culture-related opportunities to learn (Valentin Kvist and Gustafsson 2008). Gf has served both as a predictor (Gustafsson and Balke 1993) and outcome (Cliffordson andGustafsson 2008) in the developmental, cognitive training, cognitive aging, international comparative assessment, genetics, neuropsychopharmacological, human capital theory, and behavioral economics literatures. Understanding the nature offluid intelligence and how to improve it has become a topic of renewed and general interest for optimizing human performance in school and in the workplace.

Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis

ABSTRACT This article explores preschool teachers’ professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner’s bio-ecological model. A set of multiple professional indicators related to preschool teachers’ educational background, personal characteristics and their working context were analysed applying latent class analysis as a person-oriented approach. The sample consists of 698 preschool teachers across different preschools in 46 municipalities in Sweden. The analysis revealed two subgroups of preschool teachers’ professional profiles: (a) late educated (after the introduction of preschool curriculum in 1998) and (b) early educated (before the introduction of preschool curriculum in 1998). The pattern of graduation year, experience, continuous professional development and specified assignment in preschool was the most distinctive pattern across these profiles. Findings add to the ongoing debate on preschool teachers’ professionalization suggesting an alternative analytic approach examining multiple indicators characterizing preschool teachers’ professional profiles.