Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore…

Purpose: This study aimed to explore the relationship between the psycho-social working conditions of novice school leaders and their turnover intentions, focusing on potential variations across public- and private schools and school levels. Research Methods: We invited all novice school leaders (n = 3,389) enrolled in the in-service Swedish…

Research has identified several aspects that influence students' transition to mathematics studies at university, but these aspects have often been studied separately. Our study contributes to the field's understanding of the transition between upper secondary and university mathematics by taking a multifaceted perspective not previously explored.…

Purpose: The aim of this study was to critically examine previous studies' claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students' (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures…

Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of…

In biotechnology education research (BTER), the multifaceted construct of attitude has seldom been problematised in depth despite that the majority of studies in BTER during the last two decades have focused on students' attitudes towards modern biotechnology. Most studies on attitudes in science education use a single-factor model in…

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2020/21 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary…

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2019/20 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary…

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2018/19 school and academic year. It includes national schematic diagrams, an explanatory guide and a map showing visually the main organisational models of compulsory education. They also reveal that there are…

The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12-13 years old) during the academic year 2012-2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils'…

This report focuses on the structure of mainstream education in European countries from preprimary to tertiary level for the 2017/18 school and academic year. Forty-three education systems are included covering 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, the former…

While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers' perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid…

The purpose of the present study was to examine validity aspects of teachers' judgements of pupils' reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers' judgements of…

In recent years, there has been a rapid growth of interest in Sweden in vertically integrated classes in compulsory schools, especially at junior high school and intermediate grade levels. This development is supported in various ways by the curriculum, partly because it puts more emphasis than previous curricula on the occurrence of teaching…

In 1971, the specialized schools serving 16-to-19-year-olds were consolidated into integrated upper secondary schools. This report describes the rationale and course structure of the new type of school and its impact on vocational education. Conclusions about comprehensive vs specialized schools are drawn. (SJL)