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Publications (5 of 5) Show all publications
Johansson, S. & Yang Hansen, K. (2019). Are Mathematics Curricula Harmonizing Globally Over Time?: Evidence from TIMSS National Research Coordinator Data. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), Article ID em1656.
Open this publication in new window or tab >>Are Mathematics Curricula Harmonizing Globally Over Time?: Evidence from TIMSS National Research Coordinator Data
2019 (English)In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, no 2, article id em1656Article in journal (Refereed) Published
Abstract [en]

Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore this issue. In addition to background questionnaires given to students, teachers and schools, a curriculum questionnaire was completed by each national research coordinator (NRC) in all participating countries in each TIMSS cycle. In the present study, data from 2003, 2007, 2011 and 2015 was used. The analyses focused on the information about the extent to which the national mathematics curriculum covered certain topics in the subdomains of mathematics tested in TIMSS Grade 8. Growth curve modeling and latent profile analyses were applied to uncover the development trend and countries’ unobserved profiles in mathematics content domains of Number, Algebra, Geometry, and Data. Three clusters of countries were identified. Most countries belonged to the same profile in the later cycles of TIMSS. The study found indications of a general harmonization with respect to number of topics covered in countries’ curricula over time, thus contributing to discussions of policy implications of a global curriculum.

Keywords
TIMSS, world curriculum, intended curricula, harmonization convergence
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13092 (URN)10.29333/ejmste/99516 (DOI)2-s2.0-85059511183 (Scopus ID)
Funder
Swedish Research Council, 726-2013-296
Available from: 2018-11-02 Created: 2018-11-02 Last updated: 2020-01-29Bibliographically approved
Yang Hansen, K. & Gustafsson, J.-E. (2019). Identifying the key source of deteriorating educational equity in Sweden between 1998 and 2014. International Journal of Educational Research, 93, 79-90
Open this publication in new window or tab >>Identifying the key source of deteriorating educational equity in Sweden between 1998 and 2014
2019 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 93, p. 79-90Article in journal (Refereed) Published
Abstract [en]

Educational equity has deteriorated in Sweden from the late 1980s onwards. However, it is not clear what the main sources behind this trend are. The present study aims therefore to investigate the development of educational equity at different levels of the Swedish educational system inorder to identify possible sources of the change. Students' school grades and family educational background for the cohorts leaving compulsory school between 1998 and 2014 were analysed in three-level hierarchical models. Increased segregation with respect to student composition and academic outcomes across different schools was found to be the main source of the declining educational equity. The findings are discussed in the light of differentiated learning opportunities, as a result of recent school reforms in Sweden.

Keywords
Educational equity, Socioeconomic status, Educational reform, School choice, Three-level analysis
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-13102 (URN)10.1016/j.ijer.2018.09.012 (DOI)000458594000007 ()2-s2.0-85055506389 (Scopus ID)
Funder
Swedish Research Council, 2015-01080
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2020-02-05Bibliographically approved
Strietholt, R., Gustafsson, J.-E., Hogrebe, N., Rolfe, V., Rosén, M., Steinmann, I. & Yang Hansen, K. (2019). The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies. In: Volante, Louis; Schnepf, Sylke V.; Jerrim, John; Klinger, Don A. (Ed.), Socioeconomic Inequality and Student Outcomes: Cross-National Trends, Policies, and Practices (pp. 17-38). Springer
Open this publication in new window or tab >>The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies
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2019 (English)In: Socioeconomic Inequality and Student Outcomes: Cross-National Trends, Policies, and Practices / [ed] Volante, Louis; Schnepf, Sylke V.; Jerrim, John; Klinger, Don A., Springer, 2019, p. 17-38Chapter in book (Other academic)
Abstract [en]

This chapter reviews international comparative studies on the determinants of socioeconomic inequality in student performance. We were interested in studies of explanatory variables that are amenable to educational policy interventions. To identify such publications, we developed a comprehensive search strategy and conducted an electronic search based on six databases. We also manually searched two existing hand-picked reviews. After duplicates were removed, the search resulted in 814 references, of which a total of 35 studies met the eligibility criteria. The included studies investigated diverse topics such as learning environments inside and outside of school, educational expenditure, teacher education, autonomy, accountability, differentiation, and competition from private schools. Most studies are descriptive in nature and their findings are sometimes ambiguous. Despite these limitations, we tentatively conclude that the opportunity of choice reinforces inequality. Measures that target social selection can be effective.

Place, publisher, year, edition, pages
Springer, 2019
Series
Education Policy & Social Inequality, ISSN 2520-1476, E-ISSN 2520-1484 ; Vol 4
Keywords
Student achievemen, t Socioeconomic status, Inequality, Comparative analysis
National Category
Social Sciences Interdisciplinary
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14448 (URN)10.1007/978-981-13-9863-6_2 (DOI)978-981-13-9862-9 (ISBN)978-981-13-9863-6 (ISBN)
Available from: 2019-10-02 Created: 2019-10-02 Last updated: 2019-11-12Bibliographically approved
Yang Hansen, K., Gustafsson, J.-E. & Cliffordson, C. (2010). Changes in the variances of school marks and SES and ethnic background effect between schools and individuals: a multi-level multi-group analysis.. In: Paper presented at the European Conference on Educational Research (25-27, August, 2010), Helsinki, Finland: . Paper presented at ECER 2010.
Open this publication in new window or tab >>Changes in the variances of school marks and SES and ethnic background effect between schools and individuals: a multi-level multi-group analysis.
2010 (English)In: Paper presented at the European Conference on Educational Research (25-27, August, 2010), Helsinki, Finland, 2010Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-2719 (URN)
Conference
ECER 2010
Available from: 2010-10-07 Created: 2010-10-07 Last updated: 2018-09-06Bibliographically approved
Cliffordson, C., Gustafsson, J.-E. & Yang Hansen, K. (2009). Changes in the structure and variances in grades at individual and school levels over time.. In: : . Paper presented at European Conference on Educational Research (ECER), Vienna, Austria, September, 2009..
Open this publication in new window or tab >>Changes in the structure and variances in grades at individual and school levels over time.
2009 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-2117 (URN)
Conference
European Conference on Educational Research (ECER), Vienna, Austria, September, 2009.
Available from: 2010-01-12 Created: 2010-01-12 Last updated: 2018-09-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7071-2482

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