This study aims to broaden the understanding of teachers’ experiences of working with students with DLD in Swedish mainstream secondary schools.

Målstyring har skapt et stress i systemet om å levere resultater, sier professor.

The present study investigated whether different reading mediums impact the text comprehension of students at a Norwegian upper secondary School of Vocational Education and Training (VET; n = 106, M = 16.5), and whether the impact differed according to individual differences in comprehension outcomes and decoding skills.

The purpose of the study was to investigate how the reading skills of monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children in Swedish-medium schools in Finland develop from Grade 1 to Grade 3 and how vocabulary, rapid automatized naming and decoding speed in Grade 1 predict reading fluency and comprehension in Grade 3. 

While the transition from preschool to primary school has been extensively researched, less attention has been paid to the initial period of school, where children face new expectations and demands, academic and social, and become pupils. Following an observational approach, this study explores how teachers support school starters with the social aspect of becoming pupils…

School absenteeism is a growing problem. To develop targeted interventions for different types of individuals, more knowledge of underlying risk and protective factors is needed. This study examined the developmental trajectories of school absences from primary school (Grade 6) to lower secondary school (Grade 9) and related risk and protective factors. 

This study examines the civic engagement of early adolescents through the lens of Social Cognitive Theory, focusing on the scope of civic-oriented activities they engage in, along with the spaces and social environments where these activities occur. 

This study examined the implementation of Tier 1 fidelity and sustainability of systemic-level behavior support in the Finnish school context using the ProSchool framework, a Finnish adaption of School-Wide Positive Behavior Interventions and Support. 

Teaching practice periods are a vital part of subject teacher education, and school-based teacher educators are crucial actors in the professional development of student teachers. Using a cross-sectional survey, we collected quantitative data from a rarely studied teacher educator group, namely, Finnish subject teacher educators (N = 118) in university teacher training schools. 

This article focuses on policy implementation in the age of global educational assessment. Its object of study is a large Swedish, governmentally initiated professional development programme for teachers, called the Reading Lift. 

This article explores Black teachers’ experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. 

This study used activity theory to analyze teachers’ needs for a digital policy platform in Chinese primary and secondary schools.