Gifted students’ experiences with participation in enrichment programs at talent centers in Norway

2024-9-11

“We tend to underestimate the children!” – a qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition

2024-9-2

Life purposes of Finnish adolescents

2024-8-30

Anxious boys and girls under the teacher’s radar: Students’ perceptions of academic problems and help in compulsory school

2024-8-28

Exploring follow-up work at school for students previously exposed to bullying

2024-8-27

How do social interaction and group-level regulation shape task perceptions in collaborative learning task?

2024-8-27

Sustainably on the seas of academia: comparing metaphors of social and independent academic writing

2024-8-27

Examining the reciprocal influence between undergraduate students’ self-regulation and approaches to learning

2024-8-27

Primary school teachers’ perception of digital transformation and their teaching role

2024-8-27

Correction

2024-7-17

Unpacking the multi-dimensional nature of teacher competencies: a systematic review

2024-7-3

Standardisation and diversification – policy tools to govern early childhood education and care

2024-7-1

A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development

2024-7-1

Institutionalizing international internships in business education: an action research approach to overcoming barriers and driving systemic change in Norwegian business schools

2024-6-27

The effect of educational intervention on hybrid teaching competence of health sciences and medical educators’ – a mixed methods study

2024-6-27

Student voices: a longitudinal study of students’ perceptions of their schooling and special education lessons in Iceland

2024-6-25

Turbulence throughout teacher education: a case study of negotiating teacher identity

2024-6-17

Correction

2024-6-10

What’s in it? – schoolbags in the lives of pupils and classrooms

2024-6-5

Teachers’ ethical responsibility in teaching; to guide the children about right and wrong

2024-6-4

Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions

2024-6-4

Towards constructive ambiguity: changing views during secondary mathematics teacher education?

2024-6-3

A comparative analysis of master’s theses in STEM-related disciplines published in Türkiye and Finland

2024-5-30

Sustaining the ethos of togetherness in multicultural schools in Denmark: student teachers’ reflections and experiences

2024-5-30

Health education in Swedish schools – what’s on offer?

2024-5-29

Multidisciplinary perspective on a Finnish general upper-secondary school’s educational change: strengthening and hindering factors

2024-5-29

When antisemitism is left out: Swedish teachers’ educational strategies and students’ understanding of the Holocaust during a study trip to memorial sites

2024-5-29

Digital systems for special educational needs documentation in Swedish preschools: new organisational maps for municipalities and professionals

2024-5-22

Examining the structural validity of the teacher-rated SSIS-RS and SSIS SEL scales

2024-5-17

The Campbellian construct validity: some comments

2024-5-13

Leader support in relation to teacher self-efficacy, classroom emotional climate and students’ literacy skills in elementary school

2024-5-9

When fairness is an abstraction: equity and AI in Swedish compulsory education

2024-5-8

Autonomy need satisfaction and frustration during a learning session affect perceived value, interest, and vitality among higher education students

2024-5-6

Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners

2024-5-6

Rethinking peer interaction in language classrooms: students and L1 peers as mediators and experts in higher education

2024-5-6

Relations between linguistic diversity, classroom social climate, and reading comprehension in Norwegian elementary classrooms

2024-3-27

Teacher preparation for the digital age: Is it still an instrumental endeavor?

2024-3-25

Temporal trends and inequalities in school-related stress in three cohorts in compulsory school in Sweden

2024-3-20

Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms

2024-3-14

Icelandic municipalities’ response to students with an immigrant background

2024-3-12

Scientific basis and teaching of values: a survey of politicians’, central bureaucrats’, and teachers’ interpretations

2024-3-10

Diversity in Norwegian mathematics examinations, 1962–2020

2024-3-10

Correction

2024-3-4

Medical e-learning during the COVID-19 pandemic and students’ burnout: a narrative review

2024-3-3

Teacher leadership: leading professional learning among peers

2024-2-29

How do teacher educators from Denmark, Finland, Norway and Sweden teach for active democratic participation?

2024-2-28

Relating academic reading with academic vocabulary and general English proficiency to assess standards of students’ university-preparedness – the case of IELTS and CEFR B2

2024-2-26

Exploring experiences and challenges in implementing youth participatory action research in Norwegian lower secondary schools

2024-2-25

“I am maybe half-and-half Swedish. 50-50.” – Young adolescents’ national identity negotiation in a diverse school setting

2024-2-22

You know it, you like it – student appreciation of active learning methods

2024-2-22