A Fourteen Year Follow-Up Study of Health Promoting Schools in Norway: Principals` Perceptions of Conditions Influencing Sustainability

In this study, we examined the sustainability of health-promoting practices in Norwegian schools that were enrolled in the European Network of Health-Promoting Schools from 1993 to 2003. The research questions were: How do the principals perceive that health-promoting practices have been sustained in the schools following the schools' membership of the health-promoting schools network? In what way is school leadership related to the sustainability of health promotion? The study draws on qualitative data consisting of interviews with seven principals in 2008 and school documents. The schools determined their own priorities for action based on assessment of needs in 1994. After 14 years, health promotion practices were sustained in six of the seven schools. Two factors emerged as vital for sustained health promotion practices: the health-promoting school experience and the maintenance and development of practice. The health-promoting school experience relates to staff who internalized the potential link between health promotion practices, school satisfaction, and learning. This also emphasizes the importance of the transfer of experience in sustaining health promotion practices as the staff turned over. The maintenance of vision and practice relates to the principals' commitment to school health promotion, leadership practices that encourage health promotion practices, and external collaboration with the surrounding community in health promotion.publishedVersio

Literacy Education and Interprofessional Collaboration

The aim of this article is to explore inter-professional collaboration in literacy education. It examines factors that facilitate collaboration between teachers and librarians and the contributions to literacy education. The study was designed as a research and development project in multicultural schools in Norway (2007-2011). Its theoretical framework was cultural-historical theory of activity theory, and the theory of expansive learning. The methods were formative intervention, interviews, participant observation, and qualitative and quantitative analysis of student literacy. In the study, interprofessional collaboration made significant contributions to professional development and literacy education. Interprofessional collaboration was developed as a collective learning process. It was facilitated by research interventions, development of a shared object of activity and work with new theoretical concepts and cultural artefacts. The findings indicate that inter-professional collaboration can make important contributions to realization of the mandate of the teaching and library profession

The Innovative Learning Institute for Circumpolar Health. An International summer school for nursing students in rural and remote areas

This chapter focusses on nursing students’ opportunities for participation in an international summer school specifically aimed at the people living in the circumpolar regions. The Northern Nursing Education Network offers a two-week intensive course for students to meet and to develop contextual knowledge of indigenous people living in Arctic regions. These areas are often challenged by vast distances and specific health issues. The summer school is made possible by collaboration across three continents and rotates between the northern universities. The topics about which the students learn are made relevant for nursing practice through peer student meetings, lectures and field trips. This chapter highlights the experiences of the students

Adult and continuing education in Norway

The European arena of lifelong learning offers rich country-specific portfolios of historical trajectories, policy frameworks and practical evidence of adult and continuing education. This book provides an introduction to the case of Norway and outlines the key features of the Norwegian system alongside issues such as political and legal agendas, schemes of participation, provision and financing or trends in professionalization, research areas and transnational linkages. Through the lens of adult and continuing education, the author invites researchers, practitioners, students and persons interested in international-comparative perspectives to a tour d'horizon of the Norwegian lifelong learning landscape.Der englischsprachige Text beschreibt den Status quo der norwegischen Erwachsenen- und Weiterbildung. Autor Sturla Bjaerkaker ist ein ausgewiesener Kenner des norwegischen Erwachsenenbildungssystems. Auf die kurze Einführung in die historische Entwicklung folgt der Blick auf alle relevanten Aspekte der norwegischen Weiterbildung. Dazu gehören die aktuelle Struktur des Bildungssystems, Akteure, Programmstrukturen sowie rechtliche und finanzielle Bedingungen. Der Schlussteil enthält Definitionen der norwegischen Terminologie sowie einen ausführlichen Adressteil. Das Länderporträt bietet Wissenschaftlern, Bildungsplanern, Studierenden und Praktikern fundiertes Wissen und Orientierung im System der Erwachsenen- und Weiterbildung Norwegens

INTRAPERSONAL CONFLICT FACTORS OF PRIMARY SCHOOL TEACHERS

An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in situations of intrapersonal conflicts.The purpose of the article is to highlight the results of empirical identification of intrapersonal conflict factors of primary school teachers. To achieve this goal it is necessary to solve the following tasks: 1) to investigate the factors of teachers conflict behaviour at the empirical level; 2) to determine the specifics and nature of the relationship between the level and characteristics of conflict and creativity, between the motivation of achievement and development of subjective qualities of a primary school teacher.Research tools: adapted methods of K.Thomas (N.Hrishyna) on the diagnosis of the style of behaviour in a conflict situation; methods of diagnosis of personality motivation for success (T.Ehlers); methods of studying frustration reactions (S.Rosenzweig); methods of diagnostics of interpersonal relations (L.Sobchyk); A.Rukavyshnikov’s methods for the definition of mental burnout; Drawing Apperceptive Test (DAT); methods of self-actualization A.Maslow adapted by Gozman, Kroz Latinskaya. The total number of respondents - 32 primary school teachers of secondary schools in Drohobych, Lviv region.The analysis of the obtained results showed that: 1) there are specific characteristic connections between the level and features of conflict, creativity, between the motivation of achievement and development of subjective qualities of a person; 2) internal conflict as an interpersonal phenomenon is both a personal characteristic and a determinant of social interaction. It has been found that rivalry, low verbal creativity, lack of communicative competence in combination with extrapunitive type of reactions cause increased conflict. According to the results of the researches, a significant number of primary school teachers under study (32%) have increased intrapersonal conflict. Of course, this alarming indicator prevents the establishment of optimal pedagogical communication and provokes conflict among children of primary school age.

“Getting the approach right: an empowerment analysis of Ghana’s Free Senior High School Programme (FSHSP) based on the perceptions and experiences of students and teachers”.

Postponed access: the file will be accessible after 2022-12-03Accessibility inequalities in formal education is still a growing worldwide concern and of high relevance, as it is known to make a far-reaching contribution to development. Accordingly, global educational reformers are resolved to provide formal educational frameworks through all-inclusive (free) educational empowerment policies or programmes that aim to bridge the educational accessibility gaps within and among developing countries, especially in Africa. Ghana has synchronously introduced several free primary and secondary education programmes to eradicate its non-inclusive educational environment over the past two decades despite most African countries' inability to ensure mass educational participation. Notable among them include the Free Compulsory Universal Basic Education in 1994, Progressive Free Senior High School Programme/Policy in 2015 and the Free Senior High School Programme/Policy in 2017. Undoubtedly, the introduction of these free education initiatives has instigated an exponential increase in student enrolment, both at the primary and senior high/secondary levels. However, the expected empowerment impacts of these programmes are seemingly unconvincing, given their objectives and approaches. It is believed that the efficacy of such programmes is contingent on the underpinning frameworks and approaches to their implementation. Although there have been many empirical free education studies within the Ghanaian context, particularly on the free senior high school programme, there seems to be little evidence on the relationship between the implementation structure (approach and framework) and its impact on the quality of education (empowerment). By addressing the literature gap, this study aims to explore how the initial roll-out of Ghana's free senior high school policy/programme has empowered participating students. From a health promotion perspective, the study also aims to examine the well-being of students and teachers, as good health is deemed an integral part of empowerment. The study adopts the qualitative approach in investigating the research phenomenon. It employs three qualitative data collection methods: in-depth online individual interviews (two participants), written responses to open-ended questions (18 participants), and documentary data (a document from the ministry of education). In addition, the study complementarily employs two theories, the theories of empowerment and Salutogenesis, for theoretical analysis of the study's findings. First, in unravelling how participants perceived and understood the programme, the study findings reveal participants exuding great understanding of the programme. Second, the findings also project the prevalence of several implementation challenges that affect empowerment: poor learning and living conditions, poor attitude of teachers (students' perceptions), increased enrolment related stress, economic-related stress, and other challenges (teachers' perceptions). Other findings also include two different levels of coping strategies (individual and institutional levels) employed by participants to mitigate empowerment challenges; a nearly split perception of the quality of tuition offered and the level of knowledge, skills, and competencies gained under the free secondary programme. Finally, the findings also somewhat project self-dependency as being crucial for student empowerment. Based on the findings, the study concludes by recommending a revision of the existing pedagogy and its pedagogical practices, improving the living and learning resources to help end the double-track system, and making the free senior high school programme health-promoting.Master's ThesisGLODE36

Independent Evaluation of the Jim Joseph Foundation's Education Initiative Year 4 Report

Research indicates that well-prepared educators help produce strong learning outcomes for students. For the continued health of Jewish education, higher education institutions should have the capacity to prepare sufficient numbers of highly qualified educators and education leaders for careers in Jewish education. Teachers, division heads, and school heads represent a substantial segment of the educator population in Jewish day schools. More than 5,000 educators enter new positions in Jewish day schools every year and are in need of adequate preparation. The most frequent obstacle to instructional quality in Jewish day schools is the difficulty in recruiting qualified teachers (Ben-Avie & Kress, 2006; Jewish Education Service of North America, 2008; Kidron et al., in press; Krakowski, 2011; Sales, 2007).A similar problem has been observed in supplementary schools in congregational or communal settings. These schools enroll the majority of Jewish children and adolescents receiving a Jewish education in the United States (Wertheimer, 2008). In recent years, congregations have begun to replace traditional educational programs with new approaches that aim to raise the quality of instruction and the level of parent and student satisfaction relative to their programs. These new approaches may include greater integration of experiential Jewish education and community service, family learning, and the integration of all aspects of congregational learning under the leadership of one director (Rechtschaffen, 2011; Sales, Samuel, Koren, & Shain, 2010). High-quality programs that are updated or reconstructed across time to meet the needs of the Jewish community require well-prepared directors and educators. However, many directors and educators in congregational schools have not participated in teacher preparation programs, and the depth of Jewish content knowledge among these teachers is highly variable (Stodolsky, Dorph, & Rosov, 2008)

Resources in Europe of interest to mathematics teachers,

Thesis (M.A.)--Boston University. This thesis was written in conjunction with Dennis J. Roberts, Mary Lee McLaughlin and Robert F. Pierce.Statement of the problem: It is the purpose of this thesis to formulate plans for a guided tour throughout Western Europe for secondary-school teachers with emphasis on present and past mathematical and allied science contributions. This study will serve as an answer to four fundamental questions: 1. What are the resources available in Europe of value to mathematics teachers? 2. From the standpoint of marginal utility, which of these would be the most important? 3. where are they to be found? 4. How long would it take to see each of them profitably in a limited amount of time? [TRUNCATED

Changer l'Université : le rôle d'accompagnement des Réseaux Thématiques Erasmus (trois années d'expérience)

*Ecole Nationale Superieure Agronomique de Rennes 65 rue de Saint-Brieuc 35042 RENNES CEDEX (FRA) Diffusion du document : Ecole Nationale Superieure Agronomique de Rennes 65 rue de Saint-Brieuc 35042 RENNES CEDEX (FRA)The thematic Network pilot experiment launched three years ago completed its first cycle of activities in August 1999, with the completion of the first projects that were funded over the 1996-1999 period. Following a report of 1998 based on the activity reports from the first year of functioning, this document is an update of the initial study and focusses on the contents, on the actual scope of the results of the first generation of Networks. With 43 projects underway, the Thematic Networks undoubtedly represent an original and interesting potential of collective mobilisation of university forces, to support and sustain an innovating and transforming higher education policy that takes future stakes into account. They can also participate in the elaboration of policy recommendations.With the benefit of hindsight, the Networks eventually came out as a combination of a tool, an approach and a framework at the service of universities. They are indeed an effective analytical and debating tool to promote prospective, disciplineoriented reflection at the European level, as well as pedagogical innovation. The proposedapproach favours the comparative method and a meso-institutional approach involving the intermediate levels of university institutions (faculties, departments, institutes), where the reality and unity of the pedagogical project is tangible. lt is also based on direct involvement of the various actors of the educational scene.L'expérience pilote des Réseaux Thématiques ERASMUS, lancée il y a trois ans, est arrivée au terme d'un premier cycle d'activités en août 1999 avec la fin des premiers projets financés sur la période 1996 - 1999. Suite à un premier rapport publié en 1998 sur la base d'une exploitation des rapports d'activité de la première année de fonctionnement, ce document met à jour cette première étude en s'intéressant plus particulièrement au contenu,à la portée réelle des résultats et des produits de la première génération de Réseaux. Avec 43 projets en activité, les Réseaux Thématiques présentent incontestablement un potentiel original et intéressant de mobilisation collective des œuvres vives de l'université, pour soutenir une politique d'innovation et de transformation de l'enseignement supérieur qui tienne compte des nouveaux enjeux pour l'avenir. Ils sont, également, en mesure de contribuer à l'élaboration de recommandations à caractère politique

Adult and Continuing Education in Norway

The European arena of lifelong learning offers rich country-specific portfolios of historical trajectories, policy frameworks and practical evidence of adult and continuing education. This book provides an introduction to the case of Norway and outlines the key features of the Norwegian system alongside issues such as political and legal agendas, schemes of participation, provision and financing or trends in professionalization, research areas and transnational linkages. Through the lens of adult and continuing education, the author invites researchers, practitioners, students and persons interested in international-comparative perspectives to a tour d'horizon of the Norwegian lifelong learning landscape