A Systemic Approach to School Development
Technical Report on the Project School-In
1st Edition
Published on 9. May 2022
Book
Paperback/Softback
190 pages
978-3-8309-4502-4 (ISBN)
Description
The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector.
This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
More details
Persons
Editor
Dalehefte, Inger Marie is an associate professor and head of the Department of Education at the University of Agder in Kristiansand/Grimstad (Norway). Her previous work at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel (Germany) mainly considers research from the 'IPN Video Study' in physics instruction and the professional teacher development programme 'SINUS for Primary School' with a focus on mathematics and science. At present, her research interest addresses the school development programme 'School-In' at the University of Agder. With a particular passion for video as a tool for improving instruction and reflection, her main research focuses are improving instruction, professional development, and assessment and evaluation within the field of education.
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Jorunn H. Midtsundstad is a full professor at the Department of Education at the University of Agder in Kristiansand/Grimstad (Norway). She has considerable experience with research on general didactics, local school development, and inclusion in kindergarten and school. Her present research is a follow up of former findings from the project 'Learning Regions'. She is currently the project leader of the research project School-In, a programme investigating conditions for an inclusive learning environment and local school development.
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Contributions
Dalehefte, Inger Marie is an associate professor and head of the Department of Education at the University of Agder in Kristiansand/Grimstad (Norway). Her previous work at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel (Germany) mainly considers research from the 'IPN Video Study' in physics instruction and the professional teacher development programme 'SINUS for Primary School' with a focus on mathematics and science. At present, her research interest addresses the school development programme 'School-In' at the University of Agder. With a particular passion for video as a tool for improving instruction and reflection, her main research focuses are improving instruction, professional development, and assessment and evaluation within the field of education.
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Hillen, Stefanie A. works as a professor at the Department of Education at the University of Agder (UiA). She is head of the research group on school development, evaluation, and digital assessment. She has worked as a visiting professor at Florida State University (USA). She has also held a post-doctoral position at the Department of ICT Grimstad (UiA), where she developed digital learning environments for topics on integrated operations to connect off-shore and on-shore working needs. She holds a Ph.D. in business education from the University of Mainz, Germany. Her research is comprised of digital assessment and evaluation, technology-based learning, general didactics, didactics in VET, democratic education, and comparative education. At the Teacher Training Center, Wiesbaden, Germany, Dr. Hillen fulfilled a full-time, two-year education programme and received her degree as a teacher for vocational schools with ICT, economics, and business administration. Stefanie Hillen's focus during the School-In project was to look at school development from a systemic perspective and appropriate working methods that create collective responsibility.
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Kirsten J. Horrigmo is an associate professor at the Department of Sociology and Social Work at the University of Agder in Kristiansand/Grimstad (Norway). She is a sociologist and former preschool teacher interested in social science in kindergarten and the connection between the kindergarten and school. As part of the teacher education at the University of Agder, she focuses on social science tied to the meaning of place in education and Early Childhood Education (ECE). Local conditions as prerequisites for learning and inclusion have been a leading research interest. At present, her research interest addresses the project School-In and the prerequisites of schools for inclusion.
Grethe Ingebrigtsvold Sæbø is an assistant professor at the Department of Education at the University of Agder in Kristiansand (Norway). She has previously worked as a career adviser for the Norwegian Labour and Welfare Administration and as an HR adviser for Molde municipality (Norway). Her main areas for lecturing and research are school development, guidance in higher education, career guidance, and peer guidance. Since 2016 she has been part of the research group of the research project School-In, and her main issues in research address practitioners' reflective processes in school development.
Jorunn H. Midtsundstad is a full professor at the Department of Education at the University of Agder in Kristiansand/Grimstad (Norway). She has considerable experience with research on general didactics, local school development, and inclusion in kindergarten and school. Her present research is a follow up of former findings from the project 'Learning Regions'. She is currently the project leader of the research project School-In, a programme investigating conditions for an inclusive learning environment and local school development.
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Andrea Marie E. Olsen completed her master's study programme in education at the University of Agder in spring 2020. She was part of the Student in Research Projects initiative at the University of Agder and wrote her master's thesis on the project School-In, in which she analysed videos of mathematics instruction with the aim of identifying conditions that foster deep learning processes. She has experience from the Educational and Psychological Counselling Service (PPT) and is currently working as a teacher in primary school.