The number of educational paraprofessionals is increasing in Swedish schools. Despite their growing presence, these support roles have gone largely unnoticed in Swedish educational research. This study addresses this gap by mapping this group through examining the frequency of their deployment, the nature of their professional titles, job duties, job requirements and employment terms using…

This article centres on three prominent and influential reading promoters in Sweden. The purpose is to highlight some of the passions, values, and contradictions that characterize discourses on reading and reading promotion (pdf).

Mathematics anxiety (MA) has a severe effect on students’ ability to learn mathematics. The current study assessed the reliability and validity of a Swedish translation of the modified Abbreviated mathematics anxiety scale, in a sample of 12-year-olds (pdf).

Open innovation (OI) offers new strategies for educational innovation and change. Whereas collective knowledge creation and external knowledge inputs are essential to OI, schools must embrace knowledge sourcing and exchange. Especially leadership and social interactions are key to OI. A microfoundational perspective on OI posits that micro-level organisational actions and interactions mediate macro-level associations. 

This article draws on empirical evidence collected from new-in-post leaders in schools in challenging contexts which are part of different Multi-Academy Trusts (MATs) in England. It explores the school improvement trajectory of trust schools. It seeks to understand trust leaders’ emerging dynamics and power relationships, which followed the interplay of loose and tight coupling that…

Learning Area Leaders (LALs) work closely with teachers to support teaching and learning in their subject departments. However, historically, these leaders have been provided little support to develop their leadership skills and knowledge. This mixed method study investigated the middle leadership practices of LALs in Catholic and independent secondary schools in the Australian context. 

When transitioning within early childhood education and care (ECEC), children experience institutional changes which regulate ways of engaging in institutional life. This article aims to explore the possible tensions of transitioning when addressing teachers' perspectives on transitions within ECEC institutions (i.e. from a toddler group to a group for older children). (pdf).

This study explores multilingual study guidance (MSG) teachers design for learning and the potential of immersive and interactive Virtual Reality (VR) technology to support students’ development of disciplinary knowledge through multilingual conceptual learning. 

Since the 1990s, privately managed schools have expanded dramatically—drivenentirely by for-profit providers—and now enroll nearly half of urban high school students.Unlike in many other settings, there are no schools operating outside of the public system: allschools rely on equal public funding, cannot charge top-up fees, and are subject to the sameregulation. Using a combination of…

Secondary students in who have strong learning-oriented internet usage have higher math scores than those who have strong entertainment- or social-oriented usage, according to a study from Beijing Normal University that used 2022 Program for International Student Assessment results from China, where various policies now address minors' internet usage. (pdf)

Although there are often calls for teachers to gain professional digital competency so they can provide appropriate experiences to the coming generations, there have been few insights about what knowledge and skills are needed by early childhood teachers, especially when engaging children with mathematics. In this article, the six areas of professional digital competency, outlined…

Gjennom pedagogisk ledelse av barnehagebasert kompetanseutvikling skal pedagogiske ledere utvikle barnehagens kultur og kvalitet i en tid med nye forventninger og krav. Samtidig bidrar de til kollektiv læring og utvikling på avdelingsnivå. Pedagogiske ledere har i denne studien, gjennom kvalitative forskningsintervjuer, bidratt til å belyse forskningsspørsmålet hvordan erfarer pedagogiske ledere pedagogisk ledelse av barnehagebasert kompetanseutvikling? (pdf)