Strengthening teachers in their role to identify and address bullying among students in elementary schools

This dissertation examined how elementary school teachers can be strengthened in identifying and addressing bullying through a school-wide anti-bullying policy, and the effects of such programs on teacher competencies and student bullying behavior. A meta-analysis, a qualitative study, and an experimental study were conducted. The results of the meta-analysis showed that teachers can be strengthened in their competencies to intervene more frequently in bullying behavior and the extent to which they intervene. The qualitative study found that teachers need support in specific situations, such as identifying bullying in places with little supervision (including digital bullying), assessing the seriousness of a bullying situation, dealing with bullying and bullied children with socio-emotional behavioral problems, and dealing with resistance from parents when they want to work with them to find a solution to stop the bullying behavior. In contrast to the findings of the meta-analysis, the RCT study showed no improvements in teachers' competencies after the use of PRIMA. However, a relationship was found between competencies and the specific strategies a teacher deployed to address bullying. Furthermore, the RCT study showed significant decreases in peer-reported victimization of bullying when teachers implemented all universal program components. This finding suggests the importance of strengthening both students and teachers. Bullying remains a complex phenomenon for teachers, and implementation of such programs is fragile. It is possible that a school-wide program with multiple components requires a great deal of effort on the part of teachers. Based on our findings, we argue that elementary schools can benefit from evidence-based anti-bullying programs if indeed multiple components are adequately implemented

Scaling Point-Scale (Pedo)transfer Functions to Seamless Large-Domain Parameter Estimates for High-Resolution Distributed Hydrologic Modeling : An Example for the Rhine River

Moving toward high-resolution gridded hydrologic models asks for novel parametrization approaches. A high-resolution conceptual hydrologic model (wflow_sbm) was parameterized for the Rhine basin in Europe based on point-scale (pedo)transfer functions, without further calibration of effective model parameters on discharge. Parameters were estimated on the data resolution, followed by upscaling of parameter fields to the model resolution. The method was tested using a 6-hourly time step at four model resolutions (1.2, 2.4, 3.6, and 4.8 km), followed by a validation with discharge observations and a comparison with actual evapotranspiration (ETact) estimates from an independent model (DMET Land Surface Analysis Satellite Application Facility). Additionally, the scalability of parameter fields and simulated fluxes was tested. Validation of simulated discharges yielded Kling-Gupta Efficiency (KGE) values ranging from 0.6 to 0.9, except for the Alps where a volume bias caused lower performance. Catchment-averaged temporal ETact dynamics were comparable with independent ET estimates (KGE ≈ 0.7), although wflow_sbm model simulations were on average 115 mm yr−1 higher. Spatially, the two models were less in agreement (SPAEF = 0.10), especially around the Rhine valley. Consistent parameter fields were obtained, and by running the model at the different resolutions, preserved ETact fluxes were found across the scales. For recharge, fluxes were less consistent with relative errors around 30% for regions with high drainage densities. However, catchment-averaged fluxes were better preserved. Routed discharge in headwaters was not consistent across scales, although simulations for the main Rhine River were. Better processing (scale independent) of the river and drainage network may overcome this issue.</p

Hydro-biogeochemical coupling at the hillslope and catchment scale

The specific objectives of this dissertation are to determine subsurface flow behaviors across different antecedent wetness conditions from a top-down perspective and to mechanistically assess the hydrological controls on DOC and N transport at the hillslope and catchment scale. The study area is a small catchment where hillslopes issue directly to the stream witho ut any riparian zone modulation. Subsurface flow is measured from a 10 m wide trench. Streamflow is measured at the catchment outlet. Tree regression of subsurface flow and soil matric potential with controlling variables rainfall history and antecedent wetness show three different subsurface flow behaviors. Furthermore, unsaturated zone dynamics that follow the Darcy-Richard’s equation are a dominant control on rainfall pulse propagation. DOC and DON concentrations in subsurface flow and in stream water decrease from the transition (Fall) period to the wet (Winter-Spring) period, suggesting supply-limited DOC and DON at the seasonal scale. Specific UV absorbance (SUVA), a tool to “fingerprint” sources, is always lower in subsurface flow compared to stream water, suggesting transient groundwater (high SUVA) mixes differently with seepage groundwater (low SUVA) at the hillslope and catchment scale, even when subsurface flow and stream water are ‘in sync’ with respect to DOC and N during the wet period. The dominant flushing mechanism at the hillslope and catchment scale is vertical transport of nutrients, by ‘preferential flow’ to the soil-bedrock interface and then laterally downslope with limited supply of nutrients in the organic horizon, and higher contributions of deep soil water/seepage groundwater during the falling limb compared to the rising limb of the hydrograph. Two dominant flowpaths: vertical flow and then lateral along the soil-bedrock interface, mass transfer between a small mobile zone and a large immobile zone, and dispersive mixing, in combination with supplylimited DOC in the organic horizon/shallow layer lead to a conceptual model that resolves the double paradox: rapid mobilization of old water but variable runoff chemistry. Overall these findings result in a mechanistically plausible conceptual model how DOC and N are transported at the hillslope and catchment scale

Omineca Miner, October, 03, 1914

In het innovatieproject PACT trekken wetenschap, praktijk en beleid samen op om de kwaliteit van de pedagogische voorzieningen voor jonge kinderen te versterken. Doel is een inclusieve speelleeromgeving waarin ieder kind mee telt, mee kan doen en zich optimaal kan ontwikkelen. Het middel is het bevorderen van interprofessionele samenwerking tussen kinderopvang, basisonderwijs en zorg. Overal in het land zijn proeftuinen opgezet om die ambitie in praktijk te brengen. Het wetenschapsteam volgde, begeleidde en onderzocht de PACT-proeftuinen met meerdere instrumenten: een kwalitatieve casestudy, de Monitor Interprofessionele Samenwerking en een enquête onder projectleiders naar meetbare resultaten. Deze publicatie gaat over de resultaten van het onderzoek en wordt afgesloten met conclusies en adviezen

Fysisk skolemiljø og pedagogikk. En kunnskapsoversikt

I norsk grunnopplæring har elevene rett til et fysisk skolemiljø som fremmer helse, trivsel og læring. Forskning viser at kvaliteten på det fysiske læringsmiljøet har stor betydning som ramme for å oppfylle sosiale og pedagogiske mål (Bjurstrøm, 2017). Forskning på betydningen av skolens fysiske miljø er preget av mange ulike perspektiver og tilnærminger: estetiske faktorer og design, trivsel, pedagogisk materiell, helsefremmende faktorer, læringsstøtte med mer (de Laval, 2017). Den fysiske utformingen av skolene dikterer ikke nødvendigvis pedagogisk praksis, men det kan være relevant å si at ulike lærings- og undervisningsmetoder eksemplifiseres ved ulike skoledesign (Shield, Greenland & Dockrell, 2010). Læringsprosessene som finner sted i skolen, er tett knyttet til den materielle konteksten, og skolebygninger må over tid tilpasses ulike pedagogiske trender og skiftende læreplaner. Flere studier viser at skolens fysiske miljø har betydning for elevenes læring, trivsel og deltakelse, og at det fysiske skolemiljøet ute og inne påvirker både lærings- og arbeidsmiljøet (Plotka, 2016). I løpet av de siste tjue årene har det skjedd en innsats for å modernisere skole og utdanning både i Norge og i mange andre land, noe som også har medført endringer og nytenking i utforming av skolers bygninger og rom. Skolebyggene er i endring på grunn av pedagogiske reformer i skolesystemet, både nasjonalt og internasjonalt. Det er satt søkelys på ferdigheter som er nødvendige for det 21. århundret og inkluderende opplæring. Nye skolebygg blir i dag utformet med fleksible læringsrom og moderne teknologi og utstyr for å skape rom for en mer tilpasningsdyktig og variert læreplan og for å legge til rette for tilpassede arbeids- og læringsformer. Blackmore, Bateman, Loughlin, O’Mara & Aranda (2011) viser i en litteraturgjennomgang at mye faglitteratur og forskning på skolebygg og læringsmiljøer har satt søkelyset på areal preget av fleksibilitet og mobilitet. Tradisjonelle klasserom med rader av pulter og lærere som instruktører og formidlere foran elevene blir i vår tid beskrevet som utdaterte. Fleksible og utvidede læringsarealer for større elevgrupper tenkes å bedre støtte og forbedre undervisning og elevaktivt læringsarbeid (Frelin & Grannäs, 2022). Slike læringsmiljøer introduseres som aktivitetsbaserte og fleksible, med mål om å tilrettelegge for innovative former for undervisning og læring, som igjen skal fremme framtidsrettet kompetanse. Det er imidlertid lite kjent hvor godt de nye skolebyggene støtter pedagogiske mål, og om det fysiske miljøet og utstyret blir brukt etter hensikten eller oppleves hensiktsmessig for brukerne. Siden starten av 2000-tallet har mengden av forskning på det fysiske skolemiljøets betydning for undervisning, læring, trivsel og tilhørighet i skolen vokst. I tråd med prosjektet "Morgendagens skoler" har vår tilnærming til denne kunnskapsoversikten primært vært å se på hva forskning på fleksible og innovative læringsmiljøer forteller oss. Kunnskapskapsoversikten er dermed et bidrag til å systematisere nyere studier og samle forskningsbasert kunnskap om forholdet mellom pedagogikk og skolens arkitektur, med vekt på erfaringene som spesielt lærere og elever har med nye eller ombygde skolebygg.In Norwegian basic education, students have the right to a physical school environment that promotes health, well-being, and learning. Research shows that the quality of the physical learning environment is of great importance as a framework for fulfilling social and educational goals (Bjurstrøm, 2017). Research into the importance of the school's physical environment is characterized by many different perspectives and approaches: aesthetic factors and design, well-being, educational materials, health-promoting factors, learning support and more (de Laval, 2017). The physical design of schools does not necessarily dictate pedagogical practice, but it may be relevant to say that different learning and teaching methods are exemplified by different school designs (Shield, Greenland and Dockrell, 2010). The learning processes that take place in schools are closely linked to the material context, and school buildings must be adapted over time to various educational trends and changing curricula. Several studies show that the school's physical environment is important for pupils' learning, well-being, and participation, and that the physical environment outside and inside schools affects both the learning and working environment (Plotka, 2016). Over the past twenty years, both in Norway and in many other countries there has been an effort to modernize schools and education, which has also led to changes and new thinking in the design of school buildings and learning spaces. School buildings are changing due to educational reforms in the school system, both nationally and internationally. In recent years, there has been an international focus on skills needed for the 21st century and inclusive education. New school buildings are today being designed with flexible learning spaces and modern technology and equipment to create room for a more adaptable and varied curriculum and to facilitate adapted forms of teachers’ work and students learning. Blackmore, Bateman, Loughlin, O'Mara and Aranda’s (2011) literature review found that much literature and research on school buildings and learning environments has focused on learning spaces characterized by flexibility and mobility. Traditional classrooms, with rows of desks and teachers as instructors and mediators in front of the students, are nowadays described as outdated. Flexible and extended learning spaces for larger student groups are thought to better support and improve teaching and student-active learning (Frelin & Grannäs, 2022). Such learning environments are introduced as activity-based and flexible, with the aim of facilitating innovative forms of teaching and learning which in turn will promote futureoriented competences. However, little is known about how well the new school buildings support educational goals, and whether the physical environment and equipment are used as intended or are experienced as appropriate for the users. Since the beginning of the 2000s, the amount of research on the importance of the physical school environment for teaching, learning, well-being and belonging in school has grown. In line with the "Morgendagens skoler" (Schools of Tomorrow) project, our approach to this present knowledge overview has been to study what research on flexible and innovative learning environments tells us. The knowledge overview is thus a contribution to systematizing recent studies and gathering research-based knowledge about the relationship between pedagogy and the school's architecture, with an emphasis on the experiences that especially teachers and students have with new or transformed school buildings.publishedVersio