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Editorial
(side 73-78)
av John B. Krejsler, Kasper Kofod og Lejf Moos
Special issue: Social technologies in comprehensive schooling
(side 79-92)
av Lejf Moos
In the Preface, we claim that social technologies, many of which are emerging from supra- and trans-national agencies, are flooding the contemporary educational system. However, this tide only became ...
(side 93-105)
av John B. Krejsler
Schools in Nordic countries and beyond increasingly introduce social technology templates to meet the growing complexity of internal and external demands they are expected to deal with. One advantage of ...
(side 106-119)
av Klaus Kasper Kofod
On a formal level, the influence of «big» parliamentary democracy is enhanced because parliamentary control in individual schools has become stronger, and the formal democratic influence of parents has been ...
(side 120-136)
av Kirsten Marie Bovbjerg og Marianne Søgaard Sørensen
This article deals with teamwork as one of the social technologies that, also within the teaching sector, currently contributes to changing employee understanding of their work life, in this case ...
(side 137-148)
av Lars Holm
Testing and evaluation have been given a very high priority in the governmental educational policy in the Nordic countries in recent years. Computer-adaptive tests have been introduced in several ...
(side 149-162)
av Hanne Knudsen
The family class is a relatively new phenomenon. It is aimed at primary and lower secondary school pupils whom the schools have difficulties in accommodating, and it is described as ...
(side 163-173)
av Niels Kryger And Birte Ravn og Birte Ravn
This article discusses how social technologies designed for home-school co-operation in Denmark promote and hinder the development of democratic Bildung in schools. This article discusses how social technologies ...