This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants…

This article reports from a case study investigating enactment of teacher evaluation (TE) policies in two lower secondary schools in a large Norwegian municipality. The aim of the study was to explore teachers' perceptions of TE, and to unpack how new policy initiatives were shaped by translations, mediations, and negotiations in a national…

The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their 'curriculum developer role' in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach…

This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called "Competence for Diversity," puts emphasis on children with minority language background, that is, children with another first language(s) than the Norwegian national languages. In…

Purpose: Over the past decades numerous policies, programmes and interventions have been undertaken to increase students' participation in physical activity in school. Research shows that intervention effects are mostly related to the way in which the program or policy is implemented, nevertheless, few studies have focused on the implementation…

The article is based on a research and development work project (R&D project) conducted in a Norwegian lower secondary school. The purpose of the text is to describe the researchers' and teachers' roles during the initial phase of such a project, and what this phase and the close cooperation between the researcher and teachers mean for the…

The introduction of school-based evaluation as part of a national educational evaluation scheme in Norway was studied through observation, field notes, interviews, and questionnaires in a lower secondary school with a staff of around 50. Findings suggest that school-based evaluation is being implemented with positive teacher attitudes. (SLD)