This study examines practices for newly arrived students in Nordic schools. Using a scoping review methodology, we analysed 51 peer-reviewed articles. The findings indicate that practices in the Nordic countries prioritise three interrelated dimensions.

This study explores discursive encounters between school leaders, teachers, and local education authority (LEA) officials within a local school improvement initiative in Sweden. Using a primary school case, the research examines how competing discourses, focused on results- oriented accountability and professional autonomy, are interpreted and enacted locally, and how this shapes interactions between teacher leaders,…

Paul Thomas taught in South Carolina public high schools for many years, then became a professor of education at Furman University. He is an articulate critic of the decades-old “crisis in education".

Students need mental friction — the work of brainstorming, evidence-gathering, sentence crafting and more — to actually learn.

Classroom routines, assuming they are reasonable and well thought out, can help students and teachers alike.

When teachers own their learning, connect across disciplines, and lead research, real professional growth follows.

School trips are often remembered as a highlight of childhood education. Whether it’s exploring a castle, visiting a museum or spending the day at a farm or zoo, these experiences offer something the classroom often cannot: learning that is immersive, memorable and often exciting.

Different teaching approaches in mathematics classrooms can influence student engagement and motivation. This study explores the impact that the Thinking Classroom teaching approach has on students’ motivation by examining the case of Zoe, a 16-year-old student who initially found mathematics boring and difficult.

Denna artikel undersöker samspelet mellan lärare och elever i realtid under en historielektion på gymnasiets naturvetenskapsprogram. Med hjälp av mikroskopisk relationsanalys (MRA) analyseras tre klassrumsepisoder genom begreppen pedagogisk takt (van Manen), subjektifiering (Biesta) och det pedagogiska mellanrummet (Biesta’s ”gap”).

Reagerer læreren på afbrydelsen ved at smide barnet ud, kan det give mere uro og ødelægge klassefællesskabet.

This study examines how teacher educators in primary school teacher education programmes at three Swedish universities conceptualise language and multilingualism within their disciplines and how they express critical multilingual awareness (CMLA) in their teaching. 

This article examines everyday encounters between preschool educators and guardians with migrant backgrounds in Swedish preschools, focusing on how resistance, adaptation, and emergent practices are articulated in the in-between space where they meet.