To explore young adolescents’ negotiation of their national identity in an educational context, we individually interviewed nine students (ages 10–14) with different backgrounds attending an ethnically diverse school in Sweden.

This study analyses how “active democratic participation” is conceptualised by sixteen teacher educators from eight institutions of higher education across four Nordic countries and how these conceptualisations are translated into their own teaching.

Research has shown the importance of teacher leaders in improving professional learning and schools. This case study investigates the development of a new teacher leader position at a Norwegian upper-secondary school with the responsibility for leading peer teachers’ collective professional development. Our aim is to understand the interplay between cultural/structural conditions and dynamic processes in…

The study examined how legislators, central bureaucrats, and teachers interpret the Swedish School Act's formulation that education should be based on science. A special focus was on education about values.

Increasingly, mathematics educators see the importance of representation of diversity in pedagogical texts. The number of identity markers often considered has increased over the previous half century, and now includes, for instance, gender, class, ethnicity, religion, functionality, and sexual orientation. We investigate representation of different identity markers in Norwegian mathematics exams in compulsory school (Grunnskolen)…

This systematic literature review analyzed findings from 191 relevant primary studies published between 2000 and 2020 and identified four broad themes: developing a reform-ready school climate, comprehensive planning, preparation for implementation, and building capacity.

This article aims to deepen our knowledge about the work and competences of local education authority (LEA) officials when implementing new policy directives for documentation in the decentralized Swedish school system.

This study explores ways in which a group of teacher educators co-construct knowledge about students’ academic writing and aspects of academic writing instruction in collegial conversations.

The aim of this study was to assess the association between having breakfast often versus rarely and reading literacy achievement based on Progress in International Reading Literacy Study (PIRLS) from 2016.

The aim in this mixed method case study was to reveal the impact of storytelling, when used as an instructional tool, on students’ learning experience when exposed to a unit of work entitled “Light”.

In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors’ experiences of mentorship in the setting of a training school.

This article presents an interview study with seven newly-graduated male teachers in Icelandic compulsory schools.