This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland.

This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities.

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.

Research finds verbal abuse leaves young people at greater risk of self-harm, drug use and going to prison.

Relativa, centralt rättade betyg leder inte till rättvisare betyg men till lägre motivation hos eleverna och minskat förtroende för lärarkåren. Så argumenterar Per Måhl i sitt svar till artikeln “Dagens system är byggt för att skapa orättvisa betyg.

Metoden ”Shanazi hjältar” kan kraftfullt påverka och förändra ungdomars attityder kopplade till hedersrelaterat våld. Det visar ny forskning från Högskolan i Gävle.

Det finns uppenbara brister i många förskolors arbete med att uppmuntra barn till läsning och skrivande, visar ny forskning. Använd högläsningen på ett mer strukturerat sätt och se över ert bokbestånd, råder forskarna Elisabeth Mellgren och Pia Williams.

Fedre kan gi sine barn et læringsmessig fortrinn på småskolen om de leser, tegner, synger og leker med dem mens de er smårollinger. Det viser en engelsk studie.