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Sjöberg, Gunnar, Universitetslektor docent
Publications (6 of 6) Show all publications
Silfver, E., Sjöberg, G. & Bagger, A. (2016). An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden. Ethnography and Education, 11(3), 237-252
Open this publication in new window or tab >>An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden
2016 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, p. 237-252Article in journal (Refereed) Published
Abstract [en]

This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
children, classroom, competition, mathematics, testing discourse, video data
National Category
Pedagogical Work
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70250 (URN)10.1080/17457823.2015.1085323 (DOI)000388410700001 ()2-s2.0-84945217081 (Scopus ID)
Projects
Vad gör testandet med eleven?
Funder
Swedish Research Council, Dnr 721-2008-4646
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-21Bibliographically approved
Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A. & Sjöberg, G. (2015). Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils. International Journal of School & Educational Psychology, 3(1), 37-48
Open this publication in new window or tab >>Cultural and Gender Differences in Experiences and Expression of Test Anxiety Among Chinese, Finnish, and Swedish Grade 3 Pupils
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2015 (English)In: International Journal of School & Educational Psychology, ISSN 2168-3603, E-ISSN 2168-3611, Vol. 3, no 1, p. 37-48Article in journal (Refereed) Published
Abstract [en]

While test anxiety has been studied extensively, little consideration has been given to the cultural impacts of children's experiences and expressions of test anxiety. The aim of this work was to examine whether variance in test anxiety scores can be predicted based on gender and cultural setting. Three hundred and ninety-eight pupils in Grade 3 in China, Finland, and Sweden, each of which has different testing realities, completed the Children's Test Anxiety Scale (CTAS). Exploratory structural equation modeling (ESEM) results indicated that the Chinese sample scored more highly on the autonomic reactions component, whereas the Nordic sample scored higher on the off-task behaviors component. Significant interaction effects between gender and culture were also observed: The Nordic girls exhibited higher levels of autonomic reactions, but the opposite was seen in the Chinese sample, with boys reporting higher levels of the cognitive component. The conceptualization of test anxiety encompassing the off-task behaviors component does not appear to be universal for children. It is also suggested that gender differences vary as a function of culture.

Place, publisher, year, edition, pages
Routledge, 2015
Keywords
Children, Confucianism, cross-cultural, exploratory structural equation modeling, gender, high-stakes testing, test anxiety
National Category
Psychology Educational Sciences
Research subject
Psychology; educational work
Identifiers
urn:nbn:se:oru:diva-70249 (URN)10.1080/21683603.2014.915773 (DOI)2-s2.0-85046612107 (Scopus ID)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
Sjöberg, G., Silfver, E. & Bagger, A. (2015). Disciplined by tests. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 20(1), 55-75
Open this publication in new window or tab >>Disciplined by tests
2015 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 20, no 1, p. 55-75Article in journal (Refereed) Published
Abstract [en]

This article reports on a Swedish research project on the reintroduction of national tests in mathematics for nine- to ten-year-old pupils. Data were collected over a period of three years (2010-2012) by video recording test situations in different classrooms and by conducting video-stimulated recall interviews with children. The aim is to explore and analyse the testing situation and how it creates different positions for children. We conclude that discourses of testing, caring and competition, sometimes strengthening and sometimes shadowing each other and thereby, produce knowledge in children about success and failure in mathematics, positioning children as ‘winners’ or ‘losers’. The tests are interpreted as a technology – a form of disciplinary power that functions at the level of the body (Foucault, 1980).

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2015
Keywords
ethnographic study, children's perspective, grade three, mathematics, national tests, success, failure
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70252 (URN)
Projects
Vad gör testandet med eleven? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-32226-60932-55
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-21Bibliographically approved
Silfver, E., Sjöberg, G. & Bagger, A. (2013). Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms. International Journal of Qualitative Methods, 12, 39-51
Open this publication in new window or tab >>Changing Our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms
2013 (English)In: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 12, p. 39-51Article in journal (Refereed) Published
Abstract [en]

This article reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (nine and ten years old). The project’s main research concerns the students’ ideas about and reactions towardthese tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories that suggest identities are more fluid than static, we want to understand how students with special needs are “created.” The specific aim of this article is to discuss how our research methods have been refined during the various phases of data collection and report on the resulting implications. It discusses issues surrounding child research and how methods involving video recording and video stimulated recall dialogue (VSRD) can contribute to research on children’s experiences. Particular attention is given to methodological and ethical issues and how to disrupt power relations. In this article, we argue that the context of the test situation not only impacted upon the students but also affected how we changed, developed, and adapted our approaches as the project evolved. 

Place, publisher, year, edition, pages
Edmonton, Canada: International Institute for Qualitative Methodology, 2013
Keywords
Child research, classroom research, power relations, test situations, video recording, video stimulated recall dialogues
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70251 (URN)10.1177/160940691301200119 (DOI)000326863800003 ()2-s2.0-84883227993 (Scopus ID)
Projects
Vad gör tyestandet med eleverna? En studie kring nationella prov i matematik
Funder
Swedish Research Council, 2008-31116-60932-55
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-21Bibliographically approved
Nyroos, M., Bagger, A., Silfver, E. & Sjöberg, G. (2012). Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 3. Paper presented at The Eighth Swedish Mathematics Education Research Seminar (MADIF8), Umeå, Sweden, January 24-25, 2012. Skrifter från Svensk förening för matematikdidaktisk forskning, 151-160
Open this publication in new window or tab >>Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 3
2012 (English)In: Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274, p. 151-160Article in journal (Refereed) Published
Abstract [en]

The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.

Place, publisher, year, edition, pages
Linköping: Svensk förening för matematikdidaktisk forskning, 2012
National Category
Other Mathematics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:oru:diva-70247 (URN)
Conference
The Eighth Swedish Mathematics Education Research Seminar (MADIF8), Umeå, Sweden, January 24-25, 2012
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
Nyroos, M., Korhonen, J., Peng, A., Linnanmäki, K., Svens-Liavåg, C., Bagger, A. & Sjöberg, G.A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupils.
Open this publication in new window or tab >>A cross-cultural analysis of test anxiety among Chinese, Finnish and Swedish pupils
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(English)Manuscript (preprint) (Other academic)
National Category
Applied Psychology
Identifiers
urn:nbn:se:oru:diva-70248 (URN)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-22Bibliographically approved
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