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Teachers' Potential to Promote Students' Deeper Learning in Whole-Class Teaching: An Observation Study in Norwegian Classrooms
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Sølvik, Randi M.; Glenna, Anne E. H. – Journal of Educational Change, 2022
Teachers worldwide are challenged to adjust their teaching to meet students' needs for deeper learning. The lack of mutual understanding among researchers, policymakers and teachers tends to blur the discussion on how to enhance deeper learning through teaching, which further challenges teachers in making changes in their classroom practices. This…
Descriptors: Foreign Countries, Experienced Teachers, Teaching Methods, Elementary School Students
Building Social and Emotional Competencies for Coping with Academic Stress among Students in Lower Secondary School
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Vestad, Lene; Tharaldsen, Kjersti B. – Scandinavian Journal of Educational Research, 2022
This qualitative study explores lower secondary school students' experiences with components of a universal school-based social and emotional learning (SEL) intervention in relation to coping with academic stress. The intervention aimed at promoting the following five social and emotional competencies (SEC): relationship skills, emotional…
Descriptors: Social Emotional Learning, Secondary School Students, Intervention, Coping
Social Inequalities, Meta-Awareness and Literacy in Mathematics Education
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Kleve, Bodil – Research in Mathematics Education, 2013
Pupils start school with different prior understandings about its activities and goals. They have different experiences with books, literature and calculation, and different affinities in relation to letters and numbers. These prior understandings, which encompass experiences, language, habits, affinities and feelings, constitute what Gee (2003)…
Descriptors: Mathematics Education, School Activities, Metacognition, Student Centered Curriculum
Self-Regulated Pupils in Teaching: Teachers' Experiences
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Postholm, May Britt – Teachers and Teaching: Theory and Practice, 2010
This article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. The teachers presented in the article were taking part in a research and development (R&D) work project in which they were cooperating both with each other and…
Descriptors: Research and Development, Learning Strategies, Metacognition, Learning Processes
Is "Excellent" Good Enough?
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Engelsen, Knut; Smith, Kari – Education Inquiry, 2010
Both national and international evaluation studies have criticised Norwegian teachers for not being sufficiently specific and learning-oriented in their feedback practice. The feedback is largely characterised by general comments such as "Excellent" and "Good work", and less by feed-forward-oriented messages informing students…
Descriptors: Criticism, Self Efficacy, Foreign Countries, Feedback (Response)
Teachers' Workplace and Professional Certainty
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Munthe, Elaine – Teaching and Teacher Education: An International Journal of Research and Studies, 2003
The study focuses on teachers' perceived certainty, a concept which is understood as being made up of didactic, practical and relational certainty, and its relationship with teacher collaboration, role ambiguity and job satisfaction. Analyses draw on data from 1,153 Norwegian elementary and junior high school teachers. Results indicate that there…
Descriptors: Job Satisfaction, Structural Equation Models, Role Conflict, Teacher Collaboration