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Hultin, H., Ferrer-Wreder, L., Eichas, K., Karlberg, M., Grosin, L. & Galanti, M. R. (2018). Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC). Scandinavian Journal of Educational Research, 62(2), 287-306
Open this publication in new window or tab >>Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC)
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2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 287-306Article in journal (Refereed) Published
Abstract [en]

This study investigated the psychometric properties of a teacher-reported version of a Swedish school climate instrument called the Pedagogical and Social Climate (PESOC), which consists of 95 items covering cultural, structural and social factors. A sample of 348 teachers from 19 Swedish secondary schools was used. Multilevel confirmatory factor analysis conducted within a structural equation modelling framework indicated that the PESOC had a two-factor structure at the teacher level and a one-factor at the school level. The PESOC's convergent validity was supported by the school-level correlations between PESOC and another established instrument (i.e., the Team Climate Inventory). Further validation studies of PESOC are needed with larger, more representative samples, and with information on important outcomes such as student achievement and wellbeing.

Keywords
School climate, teachers, psychometric analyses, multilevel confirmatory factor analysis
National Category
Public Health, Global Health, Social Medicine and Epidemiology Pedagogical Work
Identifiers
urn:nbn:se:uu:diva-348783 (URN)10.1080/00313831.2016.1258661 (DOI)000425797100009 ()
Funder
Forte, Swedish Research Council for Health, Working Life and WelfareSwedish Research CouncilSwedish Research Council FormasVINNOVA, 259-2012-48
Available from: 2018-04-24 Created: 2018-04-24 Last updated: 2018-04-24Bibliographically approved
Lidar, M., Karlberg, M., Almqvist, J., Östman, L. & Lundqvist, E. (2018). Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing. Scandinavian Journal of Educational Research, 62(5), 754-768
Open this publication in new window or tab >>Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing
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2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 5, p. 754-768Article in journal (Refereed) Published
Abstract [en]

Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasised by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which is compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
Teaching traditions, science education, standardized tests, teacher survey, educational change
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-293941 (URN)10.1080/00313831.2017.1306802 (DOI)000442296200007 ()
Projects
NATIONELLA PROV I BIOLOGI, FYSIK OCH KEMI: EVENTUELL BETYDELSE FÖR LÄRARES UNDERVISNING OCH BEDÖMNING
Funder
Swedish Research Council, 2010-5153Swedish Research Council, 2012-5023
Available from: 2016-05-15 Created: 2016-05-15 Last updated: 2018-11-05Bibliographically approved
Galanti, M. R., Hultin, H., Dalman, C., Engström, K., Ferrer-Wreder, L., Forsell, Y., . . . Raffetti, E. (2016). School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL). BMC Psychiatry, 16, Article ID 243.
Open this publication in new window or tab >>School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL)
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2016 (English)In: BMC Psychiatry, ISSN 1471-244X, E-ISSN 1471-244X, Vol. 16, article id 243Article in journal (Refereed) Published
Abstract [en]

Background: Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress.

Methods: The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family-and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers.

Discussion: The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school, class, family, and student level. Collaboration and data access: interested investigators should contact the coordinating centre. Additional information is available on the study's website, http://kupolstudien.se/.

Keywords
School environment, Mental health, Adolescence
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-301021 (URN)10.1186/s12888-016-0919-1 (DOI)000379818300001 ()27421757 (PubMedID)
Funder
Swedish Research Council Formas, 259-2012-48Swedish Research Council
Available from: 2016-08-17 Created: 2016-08-17 Last updated: 2017-11-28Bibliographically approved
Karlberg, M., Friberg, P., Sundberg Lax, I. & Palmér, R. (2015). Hemmasittare och vägen tillbaka: Insatser vid långvarig skolfrånvaro (1ed.). Ingarö: Columbus Förlag
Open this publication in new window or tab >>Hemmasittare och vägen tillbaka: Insatser vid långvarig skolfrånvaro
2015 (Swedish)Book (Other (popular science, discussion, etc.))
Alternative title[sv]
Hemmasittare och vägen tillbaka: insatser vid långvarig skolfrånvaro
Abstract [sv]

Att inte gå i skolan innebär ett stort lidande för den unge själv och för familjen runtomkring. Skolfrånvaro övergår ofta i arbetslöshet och utanförskap om inget görs. Det finns många goda skäl till att sätta in resurser tidigt för att hjälpa hemmasittare tillbaka till skolan. Boken Hemmasittare och vägen tillbaka beskriver ett arbetssätt som har hjälpt många elever tillbaka till skolan. Bakom metoden står Magelungen Utveckling AB som erbjuder kvalificerat behandlings- och förändringsarbete för barn, ungdomar, unga vuxna och deras familjer. Nu delar de med sig av sina erfarenheter till bland andra skolans elevhälsoteam, skolledare, BUP och engagerade föräldrar. Hemmasittare och vägen tillbaka tar bland annat upp:

Hur kunde det bli så här och vad innebär det för elevens framtid?

Vad kostar det att inte göra något?

Inlärningsteori och beteendeanalys

Att få kunskap om problematiken

Att uppmuntra och förändra beteenden

Om konsten att skapa allianser med elever, föräldrar, skolpersonal

Samverkan och samordning en grundbult Kartläggning och att analysera information Förändringen steg för steg

Vidmakthållande, lika viktigt som alla föregående steg

Författarna ger många praktiska tips, verkliga exempel och även formulär som behövs för insatserna. Hemmasittare och vägen tillbaka ger både en teoretisk, forskningsbaserad grund och är en praktisk handbok.

Place, publisher, year, edition, pages
Ingarö: Columbus Förlag, 2015 Edition: 1
Keywords
skolk hemmasittare psykisk ohälsa skola föräldrar
National Category
Applied Psychology
Research subject
Psychology; Education
Identifiers
urn:nbn:se:uu:diva-251381 (URN)9789185617258 (ISBN)
Available from: 2015-04-17 Created: 2015-04-17 Last updated: 2015-04-17
Karlberg, M. & Woolfolk, A. (2015). Pedagogisk psykologi (1ed.). London: Pearson Education Academic Publisher
Open this publication in new window or tab >>Pedagogisk psykologi
2015 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
London: Pearson Education Academic Publisher, 2015. p. 673 Edition: 1
Keywords
lärande utveckling ledarskap psykologi pedagogik lärarutbildning lärarfortbildning motivation undervisning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-233082 (URN)978-0-273-76186-0 (ISBN)
Available from: 2014-09-29 Created: 2014-09-29 Last updated: 2014-09-29
Forster, M., Sundell, K., Morris, R. J., Karlberg, M. & Melin, L. (2012). A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior. Journal of Emotional and Behavioral Disorders, 20(3), 169-183
Open this publication in new window or tab >>A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior
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2012 (English)In: Journal of Emotional and Behavioral Disorders, ISSN 1063-4266, E-ISSN 1538-4799, Vol. 20, no 3, p. 169-183Article in journal (Refereed) Published
Abstract [en]

This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings.

Keywords
Behavior management, Functional behavioral assessment, Externalizing behavior, Randomized controlled trials, externalizing, efficacy/effectiveness, behavioral, functional, cost-effectiveness
National Category
Applied Psychology
Research subject
Clinical Psychology
Identifiers
urn:nbn:se:uu:diva-129356 (URN)10.1177/1063426610387431 (DOI)000307643200004 ()
Available from: 2010-08-11 Created: 2010-08-11 Last updated: 2017-12-12Bibliographically approved
Lidar, M., Karlberg, M., Lundqvist, E. & Almqvist, J. (2012). Manner of teaching and teaching traditions in Science Education: What do teachers emphasize?. Paper presented at ECER (European Conference on Educational Research), September 18-21th in Càdiz, Spain.
Open this publication in new window or tab >>Manner of teaching and teaching traditions in Science Education: What do teachers emphasize?
2012 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Research questions, objectives and theoretical framework

What the main contents of teaching in different subjects should be is a question that could and ought to be problematized. Different policies for what contents teaching should include and how it should be conducted shapes different presuppositions for teaching and for what the pupils have opportunity learn (cf. Fensham, 2009). That every pupil should be scientific literate to be able to take part in society have in many countries become a prominent goal in Science Education (Roberts, 2007). At the same time, there are goals in Science Education stating that pupils should be prepared for future studies in science, something that is relevant only for a minority of the pupils (Roberts, 1988). The difference between these goals for a teacher in Science Education could either be to put emphasis on the contents of the traditional academic subjects physics, chemistry and biology (to give the pupils a solid foundation for future education) or to focus more on the role of science in questions of ethical, social and political character in connection to questions about for example air pollution or global warming. These different purposes in science education create tensions concerning the subjects character (Ryder & Banner, 2011). Even though teachers are working to meet the same goals in the Science syllabuses, emphasis can be made differently, forming different manners of teaching (Munby & Roberts, 1998) that can be connected to different teaching traditions (Lundqvist, Almqvist & Östman, in press).

The purpose of this study is to survey different manners of teaching practiced in Swedish Science Education in upper secondary schools and to qualify what features are characteristic in these manners, connected to teaching traditions.

 

Teachers develop different manners of teaching that characterise their actions in the classroom (Munby & Roberts, 1998). The concept “manner of teaching” describes teachers’ actions in relation to epistemology since teachers are in a position to show privileged knowledge and values within the practice. The concept of curriculum emphases (Roberts, 1982) was invented to identify and describe the regularity within the epistemological dimension in teaching. Analysing Science syllabuses and Science textbooks, Roberts (in North America) and Östman (in Sweden) found different patterns concerning curriculum emphases in Science Education: correct explanation, structure of science, solid foundation, scientific skill development, self as explainer, everyday coping and science, technology and decisions (Roberts 1982, Östman, 1996). The curriculum emphases can in turn be connected to Roberts’ (2007) two main visions (I & II) in western societies of how science education should be formed in order to make the pupils scientific literate. Vision I is describes as science reproducing its own products of concepts, laws, theories and methods. In Vision II it is accentuated that education must include facts of the subject but it must also include knowledge and skills that make the pupils able to use scientific knowledge in practical, existential, moral and political contexts (e.g. Zeidler, 2003,Wickman et al., forthcoming).

 

Methodology

This investigation is done by constructing a questionnaire which aims at elucidating teachers teaching practice according to teaching goals, choice of content and methods used in the classroom including the assessment of students. The alternatives in the questionnaire have been elaborated emanating from the concept of curriculum emphases. In the questionnaire, the teachers were asked to rate several alternative goals, contents, methods, and form of assessment in a five point Likert scale from “not important” to “very important”. The questionnaire was sent to ~1000 teachers teaching grades 6-9 all over Sweden.

The answers to the questions concerning teachers’ goals and contents in teaching were analysed in order to see if it was possible to find patterns in the collected materials. Factor analysis was used in order to estimate the patterns among the indicators of the teacher’ goals and contents in teaching.  Descriptive analyses of what qualifies the different factors in how the respondents combine alternatives for goals, contents and mode of operation were performed. Furthermore we look in to other aspects e.g. gender, teaching experience and assessment principles to see how these vary within the different manners of teaching.

Expected outcomes

The data was suitable for factor analysis (Kaiser’s MSA=0,81). The factor analysis resulted in four distinctive clusters; emphasizing goals and contents concerning 1) scientific methods and ways of reasoning, 2) application of societal, political, moral and existential questions, 3) to prepare pupils for future studies, the future every day and working life, and 4) facts and contents of science. Furthermore, the analysis show that there are statistic significant differences regarding goals and contents depending on gender. It was however no statistic significant differences regarding how many years the teachers had been in the profession.

With a comparative approach, we find that the four clusters coincide in good measure with the teaching traditions found from analyses of subject content, subject focus and curriculum emphases in the Science syllabuses and Science textbooks (cf. Östman 1996), but not entirely. We attribute the clusters to be a constructivist tradition, a moral tradition, an applied tradition and an academic tradition. The paper discusses central features of teachers’ manners of teaching practice in the different traditions.

National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-182616 (URN)
Conference
ECER (European Conference on Educational Research), September 18-21th in Càdiz, Spain
Funder
Swedish Research Council, dnr 2010-5153
Available from: 2012-10-12 Created: 2012-10-12 Last updated: 2012-10-23Bibliographically approved
Torbjörnsson, T., Molin, L. & Karlberg, M. (2011). Measuring attitudes towards three values that underlie sustainable development. Utbildning och Demokrati, 20(1), 97-121
Open this publication in new window or tab >>Measuring attitudes towards three values that underlie sustainable development
2011 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 97-121Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2011
Keywords
Education för Sustainable Development, ESD, survey, attitudes, values, respect for nature, solidarity, equality, Hållbar utveckling, enkät, respekt för naturen, solidaritet, jämlikhet, attityder, attitydmätning, värden
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-159891 (URN)
Available from: 2011-10-11 Created: 2011-10-11 Last updated: 2017-12-08
Karlberg, M. (2011). Skol-Komet skapar ömsesidig respekt och arbetsro. Pedagogiska Magasinet
Open this publication in new window or tab >>Skol-Komet skapar ömsesidig respekt och arbetsro
2011 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Tomas Englund och Ingemar Engström har fel när de skriver att Skol-Komet saknar vetenskapligt stöd. Det menar forskaren Martin Karlberg i ett svar på artikeln "Behaviorismens återkomst i svensk skola" i Pedagogiska magasinet nr 2/11.

Place, publisher, year, edition, pages
Stockholm: Lärarförbundet, 2011
Keywords
Skol-Komet, behaviorism, Englund, Engström, Karlberg
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-159274 (URN)
Available from: 2011-09-29 Created: 2011-09-26 Last updated: 2017-12-08Bibliographically approved
Karlberg, M. (2011). Skol-Komet skapar ömsesidig respekt och arbetsro. Pedagogiska Magasinet
Open this publication in new window or tab >>Skol-Komet skapar ömsesidig respekt och arbetsro
2011 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Tomas Englund och Ingemar Engström har fel när de skriver att Skol-Komet saknar vetenskapligt stöd. Det menar forskaren Martin Karlberg i ett svar på artikeln "Behaviorismens återkomst i svensk skola" i Pedagogiska magasinet nr 2/11.

Place, publisher, year, edition, pages
Stockholm: Lärarförbundet, 2011
Keywords
Skol-Komet, behaviorism, Englund, Engström, Karlberg
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-161669 (URN)
Available from: 2011-11-16 Created: 2011-11-16 Last updated: 2017-12-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/martinkarlberg@me.com

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