This paper explores the role of middle leaders in realizing the reform intentions of the Norwegian national curriculum, “Læreplanverket for Kunnskapsløftet 2020” (LK20). The study focuses on how middle leaders navigate the complex interplay of central policy demands while fostering collaboration within the school system. (pdf)

Student well-being is gaining increasing attention in educational research, yet studies that prioritise students’ perspectives remain limited. This scoping review maps existing literature examining student well-being from student perspectives. (pdf)

This study investigates how Finnish class teachers characterize the connection of teacher affiliation and control and classroom skill composition to their practices of teaching mathematics. (pdf)

This study examines how kindergarten staff in Norway perceive lunch meals in light of the expectations in the National Framework Plan. (pdf)

Teachers’ gaze plays an important role in teacher–child interaction. This study aimed to explore whether and how expert (n = 3) and novice (n = 3) early childhood education and care teachers’ visual gaze behaviors vary from each other in teacher–child interactions in pedagogical activities with toddlers. (pdf)

This study explores the complex role of teachers working with newly arrived refugee youth (NARYs) in Norway, with a particular focus on their role as “inclusion agents” and “carers”. (pdf)

The study's aim is to show how ideas regarding teaching and learning in and about aesthetic and cultural expressions in sloyd emerge in steering documents from 1994 to 2022. (pdf)

The analysis focused on the relationship between high-stakes national tests and the low-stakes PISA 2018 assessment in Sweden. (pdf)

It is well understood in the literature that both parents and teachers have the capacity to play a powerful role in STEM learning. Whilst the shared nature of this responsibility has been identified, the vast majority of studies continue to focus on the STEM-related pedagogical practices of educators. Little is known about how parents create…

This article explores democratic education in a Swedish early childhood education and care (ECEC) setting through a collaborative project between a university and a local preschool. (pdf)

This study aims to bridge this knowledge gap by investigating shared book reading perceptions and practices of UK educators in a nursery setting in England. (pdf)

Using the narrative review procedure, this article examines how children’s scientific literacy development in the early years can be linked with the EYLF. The findings reveal little focus on addressing the core concepts (explicit meaning) of scientific literacy in the EYLF; however, the framework guides educators significantly in fostering the long-term impacts and benefits (implicit…