The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program.

This study adopts the methodological lens of narrative ethnography and the concept of key incidents as condensed narratives to examine how narratives of education and cultural normativity emerge in diverse classrooms with migrant adolescents.

While immigrants and their children display bold educational aspirations, less is known about the relationship between their aspirations and educational outcomes. Using longitudinal survey data on students in upper secondary education in Barcelona, Spain, and Bergen, Norway, coupled with register data from Norway, we ask how the aspirations of students with immigrant backgrounds are connected…

In this paper, we describe a study investigating how both horizontal and vertical working relations relate to CIP.

This article explores the significance of peasant culture for sustainability education, the political engagement of the educator with sustainability and the understanding of herself as a political agent of change. 

This study examined the frames the parents of a four-year-old child use to justify the selection of a private ECEC centre for their child. The data comprised qualitative interviews with eight Finnish parents.

In this article, we analyse overarching patterns of social stratification in, and quality differences between, Swedish preschools.

En del av svenska förskollärares uppdrag innebär sedan år 2018 att leda arbetslagets gemensamma arbete i förskolan. Ur ett historiskt perspektiv har den svenska förskolan karaktäriserats av en demokratisk och platt organisationsstruktur, där förskollärare och barnskötare delat ansvaret lika inom arbetslaget. Syftet med studien är att bidra med kunskap om förskollärares föreställningar om sitt ledarskapsuppdrag…

This article sheds light on governance mechanisms at work when decentralised implementation of national educational and welfare policies encounters a heterogeneous sector of private service provider organisations.

I följande studie undersöks hur pedagoger beskriver sitt eget lärande och sin identitetsutveckling i ljuset av införandet av en ny typ av föräldrasamtal. Föräldrasamtalen som genomförts har skett på gruppnivå med föräldragrupper istället för de traditionella utvecklingssamtalen.

This study explores the different ways in which Swedish municipalities act as quasi-market organisers in the preschool setting. Following organisational theory, we analyse their market shaping activities in translating national regulations in efforts to influence, support and control their local preschool quasi-market.

In this context, this study examines how the growth of the private education industry within the education system has influenced preschool principals’ work in Iceland. Our critical theoretical perspective aims to explore how educational trends grounded in neoliberalism have shaped the work of preschool principals.