Living environments and learning ecosystems are changing rapidly, therefore urbanization has revised the notion of well-being learning places and spaces. In this study the following question was answered: Which places and spaces are meaningful to children and young people and why? Interviews (N = 21) and group interviews (N = 49) were made; also, a questionnaire (N = 467) was used. Places outside school are important and stimulating, but unrecognized, learning spaces. Unbuilt places between blocks of flats can offer children a natural park to explore. Young people search for informal places to hang around in (e.g. shopping centres and natural areas). Culturally constructed urban everyday life experiences should be noted and taken into consideration in the curriculum.
This study examines pupils’ social relations and especially social exclusion in leisure-time centres (LTCs). Based on categorization of the material from the field, exclusion has emerged as a key action in pupils’ relationships with each other. The result shows various types of exclusion events and how exclusion is made possible in the LTC context. In LTCs, the events of conditional participation, invisibility, and rejection are actions through which pupils in LTCs exclude other pupils. No or little teacher presence is characteristic of these events, and the pupils themselves are left to negotiate inclusion and exclusion with each other. For some pupils, this means a socially vulnerable situation, and these events can be interpreted as social actions that may lead to, or be interpreted as, bullying.
Teachers play a crucial role in stopping bullying, but react in different ways. Could their competence profile explain these differences? In the literature, self-regulation is understood as being part of teacher competence and is known to be important for other aspects of teaching. However, it has not yet been studied in relation to bullying interventions. In the present study, we examined this interaction for the first time using a sample of 556 teachers. Contrary to our expectations, self-regulation appears not to be relevant in teachers’ intervention behaviour. Possible reasons and implications are discussed.
This case study focuses on if, and eventually how, teachers’ didactical choices in technology-dense learning environments can stimulate students’ ability to self-regulate, and if this can contribute to the learning outcomes for an exam. The study took place in a class in media and information in upper secondary school in Norway, where the students who went up for the centrally-given exam received a higher grade for the exam than they received for their overall achievement. The study indicates that the teacher’s teaching design with educational technology contributed to the pupils’ learning outcomes increasing. Through the teacher’s didactical choices, there is evidence that the teacher, by creating a learning community focusing on assessment for learning and technology, established flexible and transparent learning processes that developed the pupils’ self-regulation. The study shows that the critical success factor is the teacher and his ability to create a didactics where technology use is justified by didactic choices and not vice versa.
This study explores learning when professionals return to education and use their professional work experience to fulfil their study objectives. The research question is: How do students learn from experiences in two contexts—a master’s course at a university and their organisations of employment—by attending a blended learning course? The study builds on Engeström’s (2001) expansive learning model of two interacting activity systems, namely, the students’ master’s degree programme and their professional workplaces. As the study context is an online learning environment it follows a “netnographic” approach. The findings show that the students integrated requirements from their university studies with interventions in their professional work situations. The online learning environment enabled reification of reflections which the students could use later in their study and supported them to become more skilled professionals and influencers in their organisations of employment.
2-2019, 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