The question addressed in this article is which properties of inclusive education are emphasized in collaborative projects aiming to improve the quality of education for pupils at risk and with special educational needs.

Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week.

The current study focuses on teacher effects on students’ achievement in mathematics and Swedish language in Grade 6. Prior to presentation of our research questions, we review research on competence in teaching early reading and mathematics.

In this article, we aim to deepen the knowledge on teachers’ action research as social learning in collaboration with a research-based PD leader. In this study, we follow two teachers conducting action research in a Swedish upper secondary school, in collaboration with a professional development (PD) leader who is also a doctoral student.

Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building.

Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives.

The trend towards seeing education as a commodity and part of a global industry has transformed the field of education. We argue that these transformations are reducing the autonomy of the field of education as it has incorporated business rhetoric, logic and practice. We examine this through an analysis of discursive formations manifested in two major international edu-business events in Finland – Dare to Learn and XcitED.

International Large-Scale Assessments (ILSAs) have had significant impact on education policy across the globe. But has interest in ILSAs now started to wane? This paper presents new evidence on this issue, exploring how the amount of attention three major ILSAs receive compares across countries, between studies and over time.

The purpose of the present study is to investigate teachers’ and students’ expressions of shared learning community, in light of the teaching form reflective supervision.

The aim of the present article is to analyse and discuss how teachers speak about goals and content of food literacy in teaching about food and health in Home Economics (HE). More specific, what different constructions of food literacy can be identified in teachers' talk about the drive and content of teaching food and health?

This study aims to increase the understanding of how learning environments have been developed for newly arrived immigrant pupils in need of special educational support measures according to special educators.

The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices.