17 research outputs found
Capturing students' needs through collaboration - exploring challenges experienced by Norwegian educational-psychological advisers
A system-based approach to expert assessment work presupposes collaboration between the Educational Psychological Service (EPS) and key stakeholders to capture studentsâ needs. Nevertheless, few studies have explored what challenges to collaboration exist and how they can be resolved. The purpose of this study was therefore to fill this knowledge gap by exploring EPS advisersâ experiences of challenges in collaborating with key stakeholders, including students, parents, teachers and principals. The results of eight interviews revealed challenges for EPS advisers in capturing the studentâs voice, gaining legitimacy from teachers, involving principals, and being parentsâ spokesperson, as well as challenges related to the perceived ambiguity of the EPSâs mandate. The findings suggest a lack of collaborative competence to lead a joint process of knowledge development; such competence could prevent conflicting expectations of EPS`s mandate, confusion about roles and contribute to trustful relationships between EPS and key stakeholders. A two-part strategy for a collaborative approach to expert assessment work is suggested.publishedVersio
Can school nurses improve the school environment in Norwegian primary schools? A protocol for a randomized controlled trial
This protocol describes a randomized controlled trial where additional school nurse resources are assigned to work systemically with schools to improve the school environment and reduce bullying among and absence of 5thâ7th grade students. Approximately 9000 students will have participated each year from 2018 to 2020 from 107 schools located in 12 Norwegian municipalities. Academic performance is studied as a secondary outcome.acceptedVersio
University-school partnerships as arrangements in policy implementation
Purpose â The purpose of this study was to add to the knowledge base of school-university partnerships by exploring such partnerships in terms of policy implementation.
Design/methodology/approach â A qualitative approach using semi-structured interviews.
Findings â To achieve a joint understanding of roles, focus and work in the partnerships based on the schoolsâ needs and scholarsâ competence was crucial. This was not easily achieved in all partnerships. Conflicting expectations were part of the process. Although they were demanding, the partnership arrangements also represented opportunities for the university scholars to learn.
Originality/value âThe findings suggest that partnership arrangements require parties that understand the implications of this collaboration and that respect, mutual trust and joint understanding are needed. It is likely that bringing different parties together will create conflicts that must be resolved. If unfamiliar to the parties, the use of partnership arrangements is itself an implementation that has its own process that operates in parallel to the work in focus.acceptedVersio
Kollegaveiledning â er det verd Ă„ bruke tid pĂ„?
Kollegaveiledning er en arbeidsmÄte der kolleger skal bidra til hverandres
kompetanseutvikling ved Ă„ ta utgangspunkt i hverdagens utfordringer. Tiltaket
er blitt fremhevet som nyttig for Ă„ Ăžke lĂŠreres profesjonalitet og Ă„ bidra til en
kontinuerlig utvikling av lĂŠrerrollen. Men hva vet vi om hvor nyttig denne
arbeidsformen er
University-school partnerships as arrangements in policy implementation
Purpose â The purpose of this study was to add to the knowledge base of school-university partnerships by exploring such partnerships in terms of policy implementation.
Design/methodology/approach â A qualitative approach using semi-structured interviews.
Findings â To achieve a joint understanding of roles, focus and work in the partnerships based on the schoolsâ needs and scholarsâ competence was crucial. This was not easily achieved in all partnerships. Conflicting expectations were part of the process. Although they were demanding, the partnership arrangements also represented opportunities for the university scholars to learn.
Originality/value âThe findings suggest that partnership arrangements require parties that understand the implications of this collaboration and that respect, mutual trust and joint understanding are needed. It is likely that bringing different parties together will create conflicts that must be resolved. If unfamiliar to the parties, the use of partnership arrangements is itself an implementation that has its own process that operates in parallel to the work in focus
LĂŠringsmuligheter i kollegamĂžter med strukturerte drĂžftinger : erfaringer fra et prosjekt om klasseromsledelse
Studien undersÞker lÊreres opplevde lÊringsmuligheter fra kolleger i et prosjekt der mÄlet var Ä utvikle en hÄndbok i klasseledelse gjennom strukturerte gruppemÞter. 10 skoler i en kommune deltok i prosjektet. Datagrunnlaget er intervju med fem lÊrere, ansatt ved tre skoler. Skolene var omtrent halvveis i prosjektet da intervjuene ble foretatt. Gjennom intervjuene peker lÊrerne pÄ forhold de opplevde ga lÊringsmuligheter sÄ vel som forhold som kunne motvirke dette
Utfordringer ved implementering av skoleomfattende endringsarbeid : erfaringer fra seks skolers gjennomfĂžring av Zero-programmet
Hva er rektors motivasjon for Ă„ gjennomfĂžre et skolebasert program og hvor klar er skolen for oppgaven de gĂ„r i gang med? Hvordan pĂ„virker hvor klare de er, implementeringsarbeidet? Artikkelen bygger pĂ„ artikkelen âSchools implementing Zero: The process of implementing an anti-bullying program in six Norwegian compulsory schoolsâ (Midthassel og ErtesvĂ„g, 2008) De skolene som var best forberedt pĂ„ arbeidet mĂžtte fĂŠrrest utfordringer underveis. I disse skolene gled arbeidet i programmet godt sammen med Ăžvrig arbeid, uten at det krevde for mye energi. Et viktig spĂžrsmĂ„l denne studien reiser er hvordan en kan hjelpe skoler som bare er delvis klare til en vellykket implementering
A system-based approach to expert assessment work - exploring experiences among professionals in the Norwegian Educational Psychological Service and schools
ABSTRACT The focus of this Q methodological study was to explore how professionals in the Educational Psychological Service (EPS) and schools experienced a system-based approach to expert assessment work. Forty informants from the EPS and schools sorted 60 statements about the assessment process. The following two shared viewpoints were identified: (1) teacher-focused EPS advisers and (2) principal-focused EPS advisers. While the two groups of EPS advisers seem to approach the school via either the teacher or the principal, joint collaboration on developing knowledge during the assessment process seems scarce in both viewpoints. The studentsâ experience with school life is the least emphasized. Challenges related to collaboration on developing expert knowledge between the EPS and the student, teacher and principal are discussed. Three practical implications for the realization of a system-based approach to expert assessment work are suggested and further linked to implications for understanding and interpreting EPS's statutory task. KEYWORDS: Educational Psychological Service, system work, inter-professional collaboration, special educational needs, school improvement, Q methodologypublishedVersio
Upper Secondary Teachersâ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms
FormĂ„let med studien var Ă„ undersĂžke hvilke erfaringer lĂŠrere hadde med Ă„ fremme tilhĂžrighet og engasjement i flerkulturelle klasser i videregĂ„ende skole. LĂŠrerne som deltok i denne studien, var fra to videregĂ„ende skoler og hadde lang erfaring fra flerÂkulturelle klasser. De deltok i fokusgruppeintervju for Ă„ diskutere sine erfaringer. Tema som ble tatt opp i intervjuene var relasjoner i klassen, akademisk og sosial lĂŠring, diskriminering og mobbing, akademiske ressurser og forventninger, tilpasning og stĂžtte i lĂŠringsaktiviteter. Intervjudata ble transkribert, analysert og diskutert ved bruk av tematisk analyse. Funnene viste at lĂŠrerne mente at 1) lĂŠrer-elev relasjoner, 2) aksept for mangfold og elev-elev relasjoner, og 3) deltakelse i lĂŠringsaktiviteter var viktige aspekt for elevenes opplevelse av tilhĂžrighet og engasjement. Funnene indikerer videre at det er vanskelig Ă„ etablere kryss-kulturelle vennskap. For Ă„ lĂžse dette trenger lĂŠrere strategier for Ă„ utvikle kryss-kulturelle vennskap mellom elever. Videre implikasjoner av funnene tilsier at lĂŠrere har behov for Ă„ vite hvordan og nĂ„r de skal intervenere i situasjoner hvor det oppstĂ„r ekskludering eller segregering. For Ă„ forebygge ekskluÂdering og segregering er det nĂždvendig med mer kunnskap om hvordan fremme tilÂhĂžrighet og engasjement blant elever i flerkulturelle klasser.publishedVersio
Finding the balance between collaboration and autonomy among school nurses in interactions with schools
In Norway, new national guidelines for school service emphasize the importance of establishing structured collaboration with schools. Nevertheless, few studies have explored the characteristics of such collaboration. The purpose of the present study is to explore how principals, teachers, and school nurses collaborate and to identify barriers and facilitators of structured collaboration. The study is based on 46 qualitative interviews conducted in five Norwegian municipalities in 2018 and 2019. The results reveal that school nurses are highly valued among the school staff but collaborations between teachers and school nurses varied both within and between schools, often for arbitrary reasons such as personal relations and office locations at schools. Personal relationships built over time as well as regular meetings, seemed to foster stronger collaboration, while discontinuity in personnel, recruitment difficulties, and sick and maternity leaves were frequently reported factors that seemed to have negative impacts on collaboration