This study examines the civic engagement of early adolescents through the lens of Social Cognitive Theory, focusing on the scope of civic-oriented activities they engage in, along with the spaces and social environments where these activities occur. 

This study examined the implementation of Tier 1 fidelity and sustainability of systemic-level behavior support in the Finnish school context using the ProSchool framework, a Finnish adaption of School-Wide Positive Behavior Interventions and Support. 

Teaching practice periods are a vital part of subject teacher education, and school-based teacher educators are crucial actors in the professional development of student teachers. Using a cross-sectional survey, we collected quantitative data from a rarely studied teacher educator group, namely, Finnish subject teacher educators (N = 118) in university teacher training schools. 

This article focuses on policy implementation in the age of global educational assessment. Its object of study is a large Swedish, governmentally initiated professional development programme for teachers, called the Reading Lift. 

This article explores Black teachers’ experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. 

This study used activity theory to analyze teachers’ needs for a digital policy platform in Chinese primary and secondary schools.

In this paper, we explore how participation and participatory writing can be enhanced through Appraisal theory and reader awareness. Democratic participation by the means of writing is a crucial and powerful tool. 

This paper addresses how the injunction decisions of the Swedish Schools Inspectorate (SSI) align with the legal documents that outline preschool principals’ accountability for systematic quality work. Empirically, it is based on 474 injunction decisions issued by the SSI between 2008 and 2023, five legal documents regulating preschools, three educational policies and one government bill.

This investigation aims to understand teachers’ policy interpretation and sense-making of PBA in disadvantaged schools in Madrid (Spain) and Santiago (Chile). Following a qualitative approach, we examine the discourses of teachers working in vulnerable school settings in these two cities. 

This study aims to analyse how children’s right to participate is conceptualised and contextualised in Brazilian and Norwegian legal early childhood education (ECE) documents. This is a cross-cultural comparative study in which we conducted a qualitative content analysis of the similarities and differences in the two countries’ legal ECE documents. 

The article explores differing conceptions of, or a struggle concerning, the role of compulsory education, the understanding of knowledge, and the authority of teachers. It is based on a discourse theoretical analysis of emails, online media, and parliamentary data from Sweden, initiated by a parent who is active in the nationalist party, the Sweden Democrats.…

This article explores teachers’ experiences of addressing spontaneous controversial issues in Municipal Adult Education (MAE) classrooms, in Sweden.