This essay examines six persistent myths: that the principal is ‘the instructional leader’; that instructional leadership is the principal’s only responsibility; that it is enacted through top-down authority; that it directly influences student learning; that it focuses on teaching rather than learning; and that it is at odds with social justice leadership. (pdf)

The methodological approach of research-based development is commonly utilised in Finnish universities of applied sciences for educational purposes. However, this methodological approach has gained limited attention in research literature. This scoping review aims to identify previous studies and summarise knowledge on the features of the methodological approach of research-based development in higher education of social…

We investigated early childhood teacher education (ECTE) educators’ attitudes and perceptions toward preparing preservice teachers to use digital technology with children in early childhood education and care (ECEC). (pdf)

Social science teacher educators prepare future teachers for digital citizenship education in AI-infused societies, but the relationship between their professional backgrounds and their professional digital competence (PDC) in this multidisciplinary context is unclear.

This study explores how interdisciplinary work is experienced by science teachers and students, using SD as educational context. A central aim was to compare teachers’ and students’ perspectives to gain nuanced understanding of its practical application. 

This study aimed to explore teachers’ practices in reading and writing education for students with disorders of intellectual development (DID) to enhance understanding of teacher practices and the students’ educational context. (pdf)

This study explored how child-related, family-related, and school-related factors were associated with ISA in 274 adolescents diagnosed with attention-deficit/hyperactivity disorder, autism, and Tourette syndrome. (pdf)

This study examines changes in mental health and meaning in life among students attending Norwegian folk high schools (FHS), a non-formal, residential model emphasising community and personal growth. (pdf)

This study examines how the COVID-19 pandemic shaped young people's educational experiences, psychosocial well-being, and engagement with traditional and local practices in Finnish Lapland. (pdf)

This study investigates the relationship between admission policies to upper secondary education and various forms of school segregation in Norway. (pdf)

Policy implications are seldom more than a paragraph or two at the end of empirical papers. The aim was therefore to explore social determinants of mental health across life through qualitative analysis of meta-synthesis of empirical publications from a 27-year school-leaver cohort. From the actionable empirical results, we suggest policies for primary prevention aimed at…

Some emotional labour performed by school principals can be described as care work. This article explores how care is performed by 40 principals who shared their feelings about managing a critical incident via a national qualitative survey.