Practical and exploratory activities are an important part of science education. However, students' learning outcomes from such activities require more than just active participation; their experiences must be linked to scientific ideas. The purpose of this lesson study is to investigate the teacher-student dialogue after exploratory activities in…

This study continues an investigation of how spherical units, compared to cubical units, can facilitate students' units-locating and organizing units in composites. We analyze how Norwegian grade 3 students enumerate 3D arrays with cubical and spherical units. Our results show how spherical units can act as perceptual clues that facilitate…

This study explores teacher talk in the early phase of a project in a Norwegian elementary school where Lesson Study is used as a method for professional development. The study focuses on inclusion and aims to explore what beliefs about student needs and teacher role and responsibilities become evident, and how these beliefs can challenge…

Purpose: This study investigated the political aspects of 1st- to 4th-grade social studies education in Norwegian primary schools through qualitative interviews with 30 social studies teachers. The research examined how and to what extent politics is in focus in initial social studies education using the pre-political perspective as a theoretical…

The quality of teacher-pupil interactions is important for pupils' learning and engagement, and teachers play an important role in facilitating learning. Tablets are often used in primary education. This study evaluated the quality of teacher-pupil interactions during first-grade lessons, with and without tablets, during a typical school day…

Read-alouds are a frequent practice in early childhood classrooms and provide great potential for developing literacy skills for young learners including vocabulary, comprehension, text structure awareness, visual literacy, and fluency. Yet, any potential benefit of read-alouds depends on how the teacher enacts a read-aloud, particularly in…

A sample of 1049 Norwegian teachers in grades 1-3 were surveyed about how they taught writing as well as their preparation and efficacy to do so. Although there was moderate variability in their response to survey items, most teachers provided students with a multi-faceted writing program. Teachers indicated students typically spent 20 min a day…

Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepared for this implementation, which, in turn, makes teacher educators (TEds) important stakeholders in preparing prospective teachers to integrate CT into…

The main contribution of this paper is to highlight the pedagogical orientations of reception teachers in Norwegian schools. I explore reception teachers' approaches and their understanding of their own approaches when interacting with newly arrived minority language pupils (NAMLPs). The theoretical basis of the paper is L.S. Vygotsky's work,…

In previous studies on classroom emotional climate (CEC), factors related to teacher's working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design.…

This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21…

This study examines teachers' instructional practices during seatwork in primary Norwegian Language arts classrooms. Although seatwork is a common activity in classrooms, our knowledge about what teachers actually do during this activity is limited. In this qualitative study, six teachers in third grade primary school were videotaped while pupils…

In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language-minority learners from multiple-language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and…

Introduction: In this paper, Spanish future primary teachers' pedagogical knowledge of numbers and operation, as revealed through their results in the TEDS-M ("Teacher Education and Development Study in Mathematics"), is compared with that of two other groups. The first group are the future primary teachers of other OECD countries that…

This article presents part of a research project where the aim is to investigate six- to seven-year-old children's language use in storytelling. The children's oral texts are based on the picture book "Frog, Where Are You?" The book consists of a series of episodes that more or less directly point to the plot structure. However, it also…