The objective was to examine trends in low school satisfaction between 1994 and 2022 among 11–15-year-old students in Denmark according to sex, grade, and socioeconomic status. We focused on trends before and after a major school reform in 2014, and before and after COVID-19-related school closures 2020-2021. 

This qualitative study explores pedagogical practices of early childhood education and care (ECEC) teachers in Norway, focusing on promoting participation among 4–6-year-old children. 

This study examined profiles of teachers’ resilience and work burnout using a sample of 331 Finnish elementary school teachers (79% female) who filled out an online questionnaire in the spring of 2022. 

This study examines the relative age effect (RAE) on reading achievement in Denmark, Finland, Norway, and Sweden, and explores the relationships between delayed school start and specific risk factors.

Pedagogical training often aims to solicit changes in teachers’ pedagogical behaviour. However, previous studies have demonstrated that these endeavours are time-consuming and challenging. In the present study, we used the opportunity created by the COVID-19 pandemic to investigate how comprehensive schoolteachers’ approaches to teaching change in response to rapid contextual changes and how these changes…

Drawing from a linguistic ethnographic project in accommodated language education for adult learners with intellectual disability, PTSD or migration stress, this paper engages with the sensing pedagogic body. We explore three language teachers’ recurring physical exercise and relaxation activities in their language courses, including music and images. 

This study evaluated the psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) and the Achievement Emotion Questionnaire – Math Anxiety (AEQ-MA) in a sample of Norwegian primary school students invited to participate during preschool. 

This study investigates the relationship between socio-emotional skills, specifically growth mindset, and academic performance among 9477 Norwegian students transitioning from lower secondary to upper secondary school. 

Subject matter development in education is a highly complex process. Previous studies indicate that time limitations, diversity of subject matter, and goal-oriented management of schools can exacerbate difficulties in selecting content in compulsory school-level education. This study addresses aspects that have received less attention: the formation of subject content (through renegotiation and interpretation of changing…

Teachers’ formative feedback provides motivational and cognitive support for student engagement in learning and raises their achievement. Because feedback arises from assessment, teacher conceptions of both assessment and feedback matter to how feedback is practised. This study determines how teacher conceptions of assessment and feedback are linked to each other and to self-reported practices in…

Teacher support is an essential resource for students learning and well-being at school. This study examines whether teachers’ resources (i.e., perceived social resources in the professional community, work-related stress, and teaching experience) and contextual factors (i.e., class size, school size, and neighborhood socioeconomic status) relate to between class differences in levels and development of students’…

Existing research has independently examined teachers' beliefs, emotions, and knowledge related to technology use, but few studies have explored how these components can be combined to form technological integration competency (TIC). This study employed multilevel latent profile analysis (MLPA) to identify TIC profiles at both teacher and school levels and examineed their associations with continuous…