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Ida Spangsberg; Christian Ydesen – European Journal of Special Needs Education, 2024
This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Students with Disabilities
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A. Qvortrup – Scandinavian Journal of Educational Research, 2024
Due to COVID-19, 2020 was a strange and different school year for many students around the world. Based on a survey of primary school students (N = 2665) conducted in December 2020, this article examines students' well-being and stress levels one year after the first COVID-19 outbreak. It also examines how students emotionally relate to the…
Descriptors: Stress Variables, Well Being, COVID-19, Pandemics
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Martin Brygger Andersen – International Journal of Inclusive Education, 2024
In the literature, marginalisation is vaguely defined as a state, a process, or both. Qualitative research has indicated that many students experience temporary marginalisation at some point in school, suggesting that the phenomenon is best characterised as fleeting. This presents a challenge for researchers in terms of measuring marginalisation…
Descriptors: Minority Group Students, Public Schools, Elementary Secondary Education, Students
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Makransky, Guido; Wandall, Jakob; Madsen, Simon Ryberg; Hood, Michelle; Creed, Peter – Scandinavian Journal of Educational Research, 2020
Abundant research has pointed to the importance of non-cognitive skills for success in life. This paper describes the development and validation of the "UiL", designed to measure 19 non-cognitive skills that have been identified as being important for school children in Denmark. First, we describe the development of the scales, and then…
Descriptors: Test Construction, Test Validity, Daily Living Skills, Skill Development
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Holt, Anne-Didde; Smedegaard, Søren; Pawlowski, Charlotte Skau; Skovgaard, Thomas; Christiansen, Lars Breum – European Physical Education Review, 2019
Physical activity at school can be beneficial to children's psychosocial well-being. To realise this potential, a school environment that supports physical activity is crucial. Self-Determination Theory provides the basis for one approach, namely to focus on pupils' need to feel competent, autonomous and related. The purpose of this study was to…
Descriptors: Intervention, Self Determination, Personal Autonomy, Competence
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Christiansen, Lars B.; Clausen, Kristine; Smedegaard, Søren; Skovgaard, Thomas – SAGE Open, 2021
School-based physical activity can promote health and improve learning outcomes, but efforts to increase school physical activity have had limited success. This study evaluates the sustainability of a multicomponent school-based physical activity intervention and identifies important factors for implementation and sustainability. Results are based…
Descriptors: Physical Activities, Physical Activity Level, Program Implementation, Sustainability
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Pawlowski, Charlotte Skau; Schipperijn, Jasper; Tjørnhøj-Thomsen, Tine; Troelsen, Jens – European Physical Education Review, 2018
Facilitators and barriers to recess physical activity are not well understood. To date, research on recess physical activity has predominantly focused on quantitative measures typically focusing on a narrow set of predefined factors, often constructed by adults. To really understand the factors affecting recess physical activity it is crucial to…
Descriptors: Qualitative Research, Recess Breaks, Physical Activities, Performance Factors
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Magnussen, Rikke; Zachariassen, Maria; Kharlamov, Nikita; Larsen, Birger – Electronic Journal of e-Learning, 2017
This paper presents a methodological discussion of the potential and challenges of involving mobile eye tracking technology in studies of knowledge generation and learning in a science centre context. The methodological exploration is based on eye-tracking studies of audience interaction and knowledge generation in the technology-enhanced health…
Descriptors: Eye Movements, Electronic Learning, Informal Education, Foreign Countries
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Bohn, Annette; Berntsen, Dorthe – Developmental Psychology, 2013
When do children develop the ability to imagine their future lives in terms of a coherent prospective life story? We investigated whether this ability develops in parallel with the ability to construct a life story for the past and narratives about single autobiographical events in the past and future. Four groups of school children aged 9 to 15…
Descriptors: Child Development, Adolescent Development, Autobiographies, Imagination
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Frost, Jorgen; Madsbjerg, Sigrid; Niedersoe, Jan; Olofsson, Ake; Sorensen, Peer Moller – Dyslexia, 2005
The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a…
Descriptors: Reading Comprehension, Sentences, Semantics, Reading Tests