Counselling migrant persons concerning their children

Five groups of Greek migrant children 8–10 years old, living with or without their parents in Greece and Germany, were compared to a control group on: a) A behavioural questionnaire concerning child's behaviour on different spheres of life and b) A parents/caretakers' attitudes questionnaire concerning child's behaviour.Results showed that the most high risk children according to their parents/caretakers judgement are those who have recently moved to join their parents in Germany followed by the children who have always lived in Germany with their parents. Children who have recently moved to Greece with or without their parents appear to have less difficulties across the same variables.Results from the attitudes questionnaire showed that problems identified in children of the return group seem to be connected with parental attitudes which is not the case for the other groups. Within this context a framework for counsel ling is proposed.     

A distributed leadership perspective on the Finnish curriculum reform 2014

Bridging curriculum research with educational leadership, we examined the 2014 Finnish curriculum reform compilation and enactment process through the lens of distributed leadership.

As a tool for the examination, we used the resource–agency duality model of distributed leadership. It explicates how organizational members create resources and enact agency to achieve organizational and individual goals. This mixed-methods study had three phases. First, we conducted document analysis to position the 2014 curriculum in a series of curriculum reforms. Second, we analyzed how distributed leadership was interpreted and incorporated in the goals and instructions of the 2014 national core curriculum document. Finally, we surveyed 21 key actors for their insights of distributed leadership in the curriculum compilation and enactment process.

The findings revealed a trend of deepening and expanding distributed leadership in curriculum work over the past decades. This trend mirrored the general societal development in Finland. The 2014 curriculum explicated goals and instructions to use distributed leadership for inclusion, multidisciplinary learning, student-centred assessment and operational culture. The key actors regarded the leadership for the 2014 curriculum work as distributive which enabled resource creation and agentic participation on both national and local levels.