Students require feedback literacy to increase the potential impact of peer feedback on learning. This study investigates upper secondary students’ feedback literacy in both formal and informal peer feedback situations. (pdf).

This longitudinal study examines the relationship of psychosocial safety climate and psychosocial work factors with teacher turnover rates at 12- and 24-months follow-ups using objective turnover data from 14 schools in two Swedish municipalities. (pdf).

Research on student-active learning emphasises that engagement is crucial for developing competence. Yet, how engagement and study habits, especially lesson preparation and self-study, affect students’ perceived competence over time remains unclear. This study investigates these relationships in a flipped classroom mathematics course for early childhood teacher education in Norway. (pdf).

Math self-efficacy and test anxiety represent key aspects of motivation that play a crucial role in student learning, yet they are often studied separately. This study investigated (i) the relationships between math self-efficacy, test anxiety, and performance, and (ii) whether these were predicted by the teaching condition (co-teaching vs. solo-teaching). (pdf).

Good classroom behavioral climate (CBC) can be defined as an environment that is safe, where behavioral disruptions are rare, and which supports engagement in learning. The objective of this study was to find out what factors predict CBC. (pdf).

This study used a pre- and post-test intervention design, supplied with post-test interviews, to investigate to what extent an English foreign language lesson plan focusing on communication (in)directness and face would improve students’ intercultural competence. (pdf).

This article explores how ten Norwegian upper secondary school teachers narrated the inclusion of minority language students (MLSs) in their mainstream classrooms. Using narrative content analysis of in-depth interviews, two distinct master-narratives were identified. (pdf).

This article contributes to understanding school attendance during and after the COVID-19 pandemic in Germany and Sweden. Sweden presents a unique European case, as compulsory schools largely remained open with only brief closures, while Germany, opted for extended school closures. (pdf).

Around 10% of school children receive special education (SE), however, we know little about what characterizes these children. This study examined the relationships between parental and child factors in children with SE. (pdf).

Simulation gaming is an interactive method to simulate complex problems, allowing learners to experience, explore, and experiment with dynamic situations and processes. Simulation gaming sessions usually consist of three key phases – briefing, gameplay, and debriefing. Often, debriefing is seen as the most important part of such a session. (pdf).

Children's engagement in play and learning is becoming increasingly complex as educational spaces integrate digital experiences. While engagement is often seen as a multifaceted construct, there is often no clear and generally accepted definition or understanding of what is meant when the term ‘engagement’ is used. This scoping review synthesised the ways in which engagement…

School Behavioral Threat Assessment (SBTA) is a key process in managing school threats and preventing violence. Using Self-Determination Theory and other theories related to motivation and emotional experiences, researchers examined the implementation of SBTA by school personnel. (pdf)