Kajsa Yang Hansen

FORSKNINGSOMRÅDE

Jag är professor i pedagogik vid Högskolan Väst. Mina forskningsintressen ligger inom området internationella jämförelser av utbildningssystem, så kallad komparativ pedagogik, med fokus på likvärdighetsfrågor. En av de frågor som jag försöker besvara är varför det finns stora skillnader mellan skolors resultat i vissa länder medan de är små i andra. Elevers sociala bakgrund betyder också olika mycket för deras studieresultat i olika länder. För att besvara sådana frågor har jag utnyttjat de stora datamaterialen från undersökningar som IEA Reading Literacy Study, PIRLS och TIMSS. De stora datamaterialen kräver särskilda analytiska ansatser, till exempel flernivåanalys och latent variabelmodellering. Metodutveckling inom detta område har kommit att bli ett annat av mina huvudintressen.

Undervisning/Handledning

Undervisar för tillfället i kursen Pedagogikens forskningsmetoder samt Tillämpad forskningsmetodik för pedagogik med inriktning mot arbetsintegerat lärande

Nyckelord

Comparative Education, Educational Equity, Educational Assessment, Opportunity to Learn, Quantitative Research Methods

Research gate

Till Research gate

Publikationer

Peer reviewed journal articles

Yang Hansen, K. & Streitholt, R. (2018). Does schooling actually perpetuate educational inequality in mathematics performance? A question of validity. ZDM International Journal of Mathematics Education. https://doi.org/10.1007/s11858-018-0935-3

Fjellman, A. M., Yang Hansen, K., & Beach, D. (2018). School choice and implications for equity: The new political geography of the Swedish upper secondary school market. Educational Review. https://doi.org/10.1080/00131911.2018.1457009

Gustafsson, J.-E., & Yang Hansen, K. (2017). Changes in the impact of family education on student educational achievement in Sweden 1998 – 2014. Scandinavian Journal of Educational Research. 

Nasiopoulou, P., Williams, P., Sheridan, S., & Yang Hansen, K. (2017). Exploring preschool teachers' professional profiles in Swedish preschool: a latent class analysis. Early Child Development and Care. 

Yang Hansen, K., & Gustafsson, J.-E. (2016). Determinants of Country Differences in Effects of Parental Education on Children's Academic Achievement. Submitted to Large Scale Assessments in Education. 4(1), 11. DOI 10.1186/s40536-016-0027-1.

Yang Hansen, K., & Gustafsson, J. E. (2016). Causes of educational segregation in Sweden–school choice or residential segregation. Educational Research and Evaluation, 22(1-2), 23-44.

Gustafsson, J.-E., Nielsen, T., & Yang Hansen, K. (2016). School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011. Studies in Educational Evaluation. 

Yang Hansen, K., & Munck, I. (2012). Exploring the Measurement Profiles of Socioeconomic Background Indicators and their differences in Reading Achievement: A Two-level Latent Class Analysis. The IERI Monograph Series 5: 67-95. Award paper in 2014 IEA Wolf Award.

Yang Hansen, K., Rosén, M., & Gustafsson, J. E. (2011). Changes in the multi‐level effects of socio‐economic status on reading achievement in Sweden in 1991 and 2001. Scandinavian Journal of Educational Research, 55(2), 197-211. 

Gustafsson, J. E., & Yang Hansen, K. (2011). Förändringar i kommunskillnader i grundskoleresultat mellan 1998 och 2008. Pedagogisk forskning i Sverige, 16(3), 161.

Yang Hansen, K. (2008). Ten-year Trend in SES Effects on Reading Achievement at School and Individual Levels: A Cross-country Comparison. Educational Research and Evaluation, 14 (6): 521 – 537. 

Yang‐Hansen, K., Rosén, M., & Gustafsson, J. E. (2006). Measures of self‐reported reading resources, attitudes and activities based on latent variable modeling. International Journal of Research & Method in Education, 29(2), 221-237. doi: 10.1080/17437270600891721.

Davidov, E., Yang Hansen, K., Gustafsson, J. E., Schmidt, P., & Bamberg, S. (2006). Does money matter? A theory-driven growth mixture model to explain travel-mode choice with experimental data. Methodology, 2(3), 124-134. doi: 10.1027/1614-2241.2.3.124.

Yang, Y., & Gustafsson, J. E. (2004). Measuring socioeconomic status at individual and collective levels. Educational Research and Evaluation, 10(3), 259-288.

Yang, Y. (2003a). Dimensions of socio-economic status and their relationship to mathematics and science achievement at individual and collective levels. Scandinavian journal of educational research, 47(1), 21-41. 

Yang, Y. (1998). Variance differences in reading achievement at classroom and individual level in 24 countries. Journal of Nordic Educational Research. 18 (4):165-175.

Doctoral Dissertation

Yang, Y. (2003b). Measuring Socioeconomic Status and its Effects at Individual and Collective Levels: A Cross-Country Comparison. Acta Universitatis Gothoburgensis, Gothenburg Studies in Educational Sciences 193, Gothenburg.

Edited book and book chapters

Rosén, M., Yang Hansen, K., & Wolff, U. (2016, Eds). Cognitive Abilities and Educational Outcomes: A Festschrift in Honor of Jan-Eric Gustafsson. Springer International Publishing. DOI: 10.1007/978-3-319-43473-5

Yang Hansen, K., Gustafsson, J.-E., & Rosén, M. (2014). School Performance Differences and Policy Variations in Finland, Norway and Sweden. In A. B. Kavli & T. Hallvard. (Eds.) Northern Lights on TIMSS and PIRLS 2011: Differences and similarities in the Nordic countries (pp. 25-48). Nordon: Nordic Council of Ministers.

Yang Hansen, K., Aslaksen, H., Borge, I., & Grønmo, L. (2013). Hjemmebakgrunn og prestasjoner. In L. S. Grønmo & T. Onstad (Eds.), Opptur og nedtur. Analyser av TIMSS data for Norge og Sverige. Pp. 139-162. Oslo: Akademika forlag.

Gustafsson, J.-E., Yang Hansen, K., & Rosén, M. (2013)."Effects of Home Background on Student Achievement in Reading, Mathematics, and Science at the Fourth Grade. In M. O. Martin and I. V. S. Mullis (Eds) TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade -Implications for Early Learning. Boston College, USA.

Gustafsson J.-E., & Yang Hansen, K. (2009). Resultatförändringar i svensk grundskola, In L. M. Olsson (ed.) Vad påverkar resultaten i svensk grundskola? Kunskapsöversikt om betydelsen av olika faktorer, 40-85, Skolverket, Stockholm.

Wallentin, F., & Yang Hansen, K. (2009). Non-linear Structural Equation Modeling: an analysis of Reading Literacy Data in Sweden, In T. Teo & M. S. Khine (Eds), Structural Equation Modeling in Educational Research: Concepts and Applications, 317-328. Sense Publishers.

Yang Hansen, K. (2004). A cross-country Comparison on the Effects of Socio-economic Status at Individual and Collective Levels. In L. M. Herrera & G. Francia (Eds.), Educational Policies: Implications for Equity, Equality and Equivalence. 175-201. Örebro University.

Popular scientific paper

Nilsen, T., Blömeke, S., Yang Hansen, K., & Gustafsson, J. E. (2016). Are School Characteristics Related to Equity? The Answer May Depend on a Country's Developmental Level. Policy Brief No. 10. International Association for the Evaluation of Educational Achievement. 

Yang Hansen, K. (2009). What happened to Educational Inequality? Resultatdislog 2009: forskning inom utbildningsvetenskap 169-174.