Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied.

This study utilizes extensive longitudinal register data and employs a propensity score matching framework to investigate the disparities in upper secondary education completion between students educated in regular and segregated learning environments.

Evidence suggests that the pandemic sparked a major research wave on leadership approaches that deal with change and uncertainty. It also points to an increased focus on the human, emotional side of leadership, most specifically but not exclusively, highlighting a renewed interest in ‘compassionate leadership.

This paper contextualises ECE within the wider field of Education, exploring some of those framings to address an important question for human development: What is the purpose of Education?

The article reports from a design-based study comprising two classroom interventions where assessment of students’ multimodal texts was conducted separately by peer groups and the teacher and researcher in collaboration, applying assessment criteria informed by multimodal social semiotic theory and operationalisations of communicative competence.

I den här texten beskrivs hur en förskollärare tar vara på en situation där hon upptäckt att hon tidigare har ”gjort fel” och sedan mycket medvetet koordinerar gester, tal, mimik, intonation och liknande för att undervisa om ett naturvetenskapligt fenomen – tromber.