Teachers’ assessment experiences and perceptions in the practical-aesthetic subjects

A challenge for the practical-aesthetic subjects is the perception that they are less important than theoretical knowledge subjects. These subjects are among the non-core subjects receiving highest grades in Norwegian lower secondary schools, but also represent the highest number of complaints about grading. This study investigates teachers’ experience and perceptions of assessment in the practical-aesthetic subjects, through the response to an open-ended questionnaire from 28 teachers, and individual semi-structured interviews with four of these teachers. Results suggest that teachers of the practical-aesthetic subjects promote low status for these subjects, through their teaching and assessment practice.     

Curriculum and Curriculum Development. Grounds for an Eclectic Approach Based on Different Viewpoints

Curriculum theories and approaches often only focus certain aspects of the curriculum field. Here three different perspectives are presented, compared and evaluated: Phenix's philosophy of the curriculum (often called a traditional viewpoint), Schwab's practical alternative angle and Goodson's curriculum history perspective. The aim is to explore the possible basis for an eclectic approach.

As Johnansen died unexpectedly shortly after having submitted this article, mail regarding the article may be addressed to the Norwegian national editor.     

Research on Teachers and Teacher Education in Scandinavia: a retrospective review

The important role in learning and upbringing played by teachers has been acknowledged for a long time. However, research on this question belongs with few exceptions, to the post‐war area in all the Nordic countries. During the last few decades a extensive research within a variety of studies have addressed the question. And, in accord with realistic expectations, the research conducted within this area since the middle of the 1950ties reflects a change in the interest of researchers similar to that found outside the Nordic countries, from studies of teacher behaviour to research on teacher cognition and analyses of the interactions between students and teachers in the classroom. The review also reveals a clear and significant change in the use of research methods: quantitative methods have declined while qualitative methods have expanded. It seems characteristic of research within this area that a great number of studies have been explorative in nature and that few of them have been followed up by more intensive and theoretically grounded research. It is the authors' opinion that, considering the great number of unanswered questions and the importance of solid knowledge of the questions related to teachers' qualifications and to teacher education, it seems that research within this area is still in its infancy stage.     

Rankings,Diversity and the Power of Renewal in Science. A Comparison between Germany,the UK and the US

Rankings are part and parcel of the neoliberal agenda in science aiming at increasing the competitive allocation of funds among universities. This article focuses on the decreasing power of renewal in science as a result of this agenda particularly because of its increasingly consolidated stratification of the academic system into élite and mass institutions. A comparison based on data from the Academic Ranking of World Universities of the Shanghai Jiao Tong University between the less stratified German system, the more strongly stratified British system, and the most strongly stratified, though at its heart still diverse US-American system provides a first test of the hypotheses.     

Curriculum debate and policy change

This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools—progressivism and essentialism—completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society.     

University Teaching Taught to Teachers

Mr. Ole B. Thomsen is one of those very rare university professors, who not only admit that even university teaching can and should be learned, but who also do something about it.

The present contribution describes the problems and ways and means for solutions. It also gives an account of two experimental courses for university teachers organized at the University of Copenhagen. In this account he carefully points out the still persisting problems and unanswered questions. Aside of his apparent gift for writing the author is obviously quite good at solving the problems caused by mislaying one's photographs.     

Social capital practices as adaptive drivers for local adjustment of new public management in schools

New public management (NPM) reforms have typically undermined teachers’ autonomy, values, and status in society. This article questions whether such reforms automatically have these outcomes or whether and how possibilities for local adjustment of such reforms may prevent negative outcomes. Drawing on empirical case studies from two Danish municipal schools and the concept of organisational social capital, we investigate how two reform initiatives – ‘student plan-based school–home collaboration’ and ‘teamwork’ – were locally adjusted into collaborative practices. The analysis demonstrates surprising local adjustments of the reform initiatives, while also revealing some ambiguities. The results demonstrate that some reform initiatives can lead to new collaborative leadership and management practices in schools that solve the central school leadership and management tasks of coordination and planning. This indicates that collaborative leadership and management practices may emerge from NPM reforms, and that such practices can prevent negative outcomes of such reforms.