Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant…

Over the past decades, emerging focus has been on how teachers in Norway can foster citizenship in their classrooms to strengthen democracy. Yet, in conjunction with rising concerns of homegrown terrorism, a new curriculum in Norway draws on democratic education as a bulwark against terrorism. This paper explores the securitisation of the…

Policy documents relating to teacher education in Ireland and Norway from 2008 to 2016, representing periods of change in teacher education in both jurisdictions, were analysed to explore the discursive construction of reflective practice. Employing a discourse analysis, the study found that, while reflective practice was seen as important in both…

This study investigates the correlation between teachers' efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents' mean age?=?44.91 years [SD?=?9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of…

Pupils exposed to bullying may experience severe negative consequences, including reduced academic performance and development of mental health problems. Little is known about effective interventions to prevent and/or reduce such consequences. This study explores how schools can follow up previously bullied pupils. Four focus groups were…

The main issue of this article is inclusive education for pupils with special educational needs (SEN). Inclusion in our study focuses on three core areas: the role of the school leaders, the role of teachers and the practice of curriculum planning. The results are based on interviews with school leaders and teachers in Norwegian primary and lower…

This paper is designed to contribute to the discussion on how to conceptualise and study contextual influence in local school development. We propose a theoretical framework and an empirical illustration to supplement former research on rural school research. Focusing on what the school perceives as important in its community may explain why…

The Eurydice report 'Teaching careers in Europe: access, progression and support' provides a comparative overview of national policies on teacher careers across Europe. It maps existing regulations and policy recommendations at primary and general secondary levels, and covers all the countries of the European Union as well as Albania, Bosnia and…

Teach for All is a good example of a globally travelling educational reform policy. In this article, we examine the rhetoric of the reform through an analysis of its public discourse, specifically the websites for the umbrella organization, 3 of its 35 constituent projects (Teach for America, Teach First and Teach for China) and one associated…

The present study attempts to evaluate the effective teaching practice for children with special learning needs. The research question framed in the present study for investigation is which practice will be effective in different inclusive classroom settings and what are the factors that contribute for effective practices? Qualitative research was…

This paper identifies and critiques literature on the experience of transition between primary and secondary school; how and why it is seen as critical and in what ways it can be supported. The aim of this literature review is to remind readers of this important period on the lives of young people and the diverse range of issues which they face.…

Describes the implementation of computer-based teaching in the Norwegian school system. The government's role is described, evaluation procedures are explained, the role of the teachers and teacher training are discussed, and factors that influence a school's success in implementing the use of computers are explored. (LRW)

Examines the context and organization of Norway's teacher education, discussing teacher roles and responsibilities, preservice and inservice teacher education programs, and society's expectations that teachers will act as masters, mentors, and mothers. The paper describes recent curriculum developments and the organization of Norway's educational…

Describes the public education system in Norway. Discusses steering and decentralization, political and professional responsibility, and proposals for governing by goals. Identifies the EMIL plan, which calls for establishing goals and evaluating results from the view of the government and teachers. Lists political and professional…

Approximately 43 percent of schools in Norway are nongraded schools. A study of teacher thinking and planning in social studies was carried out in six small, nongraded schools in rural Norway. An obligatory social studies theme in the national curriculum is "the human being in society." At each school, one teacher of students aged 11-13…