The main purpose of this study is to explore the relationship between Norwegian grade 9 students’ ICT use for recreation and their academic achievement. The analyses are based on questionnaire data from the ICILS 2013 study. Findings show that boys engage in gaming and chatting more frequently than girls do. Students who are gaming and chatting daily have slightly poorer school performance. Regression analysis shows that students’ educational aspirations and socioeconomic background explain a considerable amount of the variance in their academic achievement. Gender was also associated with school performance.
This article examines how attention-promoting activities like mini-meditations and various creative activities are part of teachers’ leadership of students' way of being present in a sixth grade primary school class and in a fifth grade class at a Waldorf school. With a socio-cultural and cultural-phenomenological basis, there is an analysis of how various activities appear in the transitions between, and in the lead up to, subject activities. There is also a discussion of how awareness-promoting activities should be understood as part of school's civilizing and disciplining of students, and thus as a governance ambiguity.
Behaviour among students in Swedish schools that was previously described as teasing and fighting has, during the last decade, become part of a legal discourse. The purpose of the present study was to investigate how school officials at nine schools described various measures taken to handle school violence. The results showed that the school official mainly reported physical violence to the police. However, reporting to the police was not necessarily linked to the degree of violence inflicted on students. Furthermore, the results show that professionals report to the police in order to underline clearly what behaviour is not tolerated.
The education for teaching in the Danish gymnasium, which constitutes the general upper secondary level schooling in Denmark, has a tradition more than 200 years old. The education and training for teaching is called pædagogikum and takes place in the beginning of a teaching career, after graduation from university. A crucial dimension in pædagogikum is socialising graduates into becoming teachers. This paper presents an analysis of this socialisation process during the theoretical part of the teacher course in the subjects Danish, Mathematics and Social Science. Based on ethnographic fieldwork, and inspired by Bourdieu’s sociological theory, practices and discourses in the teaching – including the use of pedagogic theories and research results – are analysed. Based on this, possible consequences of the pædagogikum are discussed in the light of the objectives of gymnasium schooling.
Since the 1970s, gender equality has been an aim in international educational politics and policies. Finland has also evidenced a history of hundreds of projects and reports that have repeated the same aims, ideas, and practical innovations for promoting equality; many of them have teacher education as one of the foci. However, the actual pace of change has been very slow. In this paper, we focus on the sustainable impact of a national project on gender awareness in teacher education (2008–2011). We analyze changes in cultures and curricula in relation to gender awareness in teacher education. The data includes documents of the project, curricula of teacher education, responses of the former activists of the project and interviews with teachers in one teacher education unit. We also use auto-ethnographic methodology. We suggest that the mission of gender awareness is difficult, but not an impossible mission.
1-2019, årgang 39
Nordic Studies in Education kommer med 4 nummer i året.
John B. Krejsler (+45) 871 63 835
Christian Ydesen (+45) 994 02 320
Anna Slotte (+358) 294 140 972
Satu Perälä-Littunen (+358) 408 053 770
Elisabeth Bjørnestad +47 22452055