Support for learning in schools

Support for learning in schools
Support for learning in schools

Author(s): Dan Roger Sträng, Bohumíra Lazarová, Roald Jensen, Dag Sørmo
Contributor(s): Terezie Kónigová (Translator), Jan Mattuš (Translator), Petr Pálenský (Translator), Kjersti Enger Jensen (Translator), Tove Sørum (Translator)
Subject(s): Education, School education, State/Government and Education, Methodology and research technology, Management and complex organizations, Pedagogy
Published by: Masarykova univerzita nakladatelství
Keywords: Czech Republic; Norway; education; school education; methods; learning; teaching;
Summary/Abstract: The book is a collection of studies aimed at a wide scope of support for learning in Norwegian and Czech schools. The authors present data of selected surveys on this matter as carried out in recent years. The results are a synthesis of research knowledge as well as a resource for comparison of Czech and Norwegian conditions and support mechanisms for the development of learning and improvement of quality in schools.

E-ISBN-13: 978-80-210-9575-5
Page Count: 155
Publication Year: 2020
Language: English

Education for the future in a European perspective

Education for the future in a European perspective
(Education for the future in a European perspective)

Author(s):Dan Roger Sträng
Language:English
Subject(s):Education, State/Government and Education, Policy, planning, forecast and speculation, EU-Accession / EU-DEvelopment
Page Range:15-22
No. of Pages:8
Keywords:education; European perspective; furure;
Summary/Abstract:Every nation has its own distinctive character. Sometimes we take the complexity of explaining and understanding the characteristics of other nations and ethnic groups too lightly. Knowledge and competence equalize differences between groups and increase young people’s opportunities to choose career and achieve quality of life (Giota, 2014). Without knowledge, we find it harder to relate to the world around us, and our positions on various issues may appear vague and ambiguous. Categorizations and preconceptions lead to prejudice and widening gaps between people. One way to define equality is people’s right to education.

Main challenges for the Norwegian schools during the last decade

Main challenges for the Norwegian schools during the last decade
(Main challenges for the Norwegian schools during the last decade)

Author(s):Roald Jensen, Dag Sørmo
Language:English
Subject(s):Education, School education, History of Education, State/Government and Education, Present Times (2010 - today)
Page Range:23-33
No. of Pages:11
Keywords:Norway; education; schools; last decade; main challenges;
Summary/Abstract:This part of the book deals with elements that show how developments in school and in the teachers’ education are demanding processes. Various aspects are being pointed out as background for the necessity of continuous guidance in a profession that at all times must adapt to a complex and rapidly evolving society. Since the school receives its assignment from the authorities, it should reflect and prepare students for a society that is consistently directed towards the future. At the start of his career, a teacher has a basic education that will help him or her to manage various future challenges. With such a task, it is important that the teacher acknowledges that updates and adjustments of both own competence and interaction must be continuous processes that evolve along the way. It is difficult to be a citizen in the new modern world, but perhaps even more challenging to be a teacher who has to deal with all these changes. Society often expects the teacher to be ahead of the events. At the same time, the teacher is responsible for leading the school in the direction established by the authorities. Often, this can also be in conflict with professional judgement and decisions (Garbo, 2014).

Selected issues that are current in Czech education

Selected issues that are current in Czech education
(Selected issues that are current in Czech education)

Author(s):Bohumíra Lazarová
Language:English
Subject(s):Education, School education, State/Government and Education, Evaluation research
Page Range:35-41
No. of Pages:6
Keywords:Czech republic; education; selected issues;
Summary/Abstract:Since 1989 Czech schools have undergone a process of turbulent change. Decentralization has turned schools into legal entities and provided them with considerable autonomy. Most of the changes that schools have been through in the last 25 years are anchored in the strategic document National Programme for the Development of Education, also called White Book (see MŠMT, 2001), and the legislation documents created in 2004 (MŠMT, 2004). Today we find ourselves in the period of final revisions to and adoption of a new Education Act, which will present schools with more changes and challenges. The wording of the new Act reflects the Strategy for the Education Policy of the Czech Republic until 2020 (MŠMT, 2015), a strategic document that follows Europe-wide trends of development. Two priorities are typical of this document: elimination of unequal access to education and reinforcement of the quality of teachers and teaching. It is considered fundamental to promote these ideas in practice and create corresponding procedures and standards of implementation (EDUin, 2014). As for current challenges related to basic schools, we have chosen three topics that in recent years and months have provoked a lot of discussions as well as emotion: pupils’ educational results, inclusive education and professional development of teachers.

Landscape of support mechanism in Norway

Landscape of support mechanism in Norway
(Landscape of support mechanism in Norway)

Author(s):Roald Jensen, Dag Sørmo
Language:English
Subject(s):Education, State/Government and Education
Page Range:43-47
No. of Pages:5
Keywords:Norway: landscape; support mechanism; education;
Summary/Abstract:Quality development is closely linked to quality assessment. At national level, a system of quality assessment administered by the Directorate of Education (Utdanningsdirektoratet) has been established. The overall objective of the national system of quality assessment is to contribute to quality improvement at all levels of basic education, in terms of customized education and improved learning outcome for the individual pupil. The quality assessment system will furthermore contribute to openness, transparency and dialogue around the school’s activities and provide information to the education sector as a basis for decisions, founded on documented knowledge about the local and national situation. Locally, the system should form a basis for assessment and development work through facilitation for assessment and follow-up of results on the part of school owners and school leaders. It is intended as the basis for quality improvement in each school. “The different parts of the test and assessment system aim to meet different needs. The system makes it possible to see relations that may provide more information about the education than the individual test and evaluations alone” (UDIR, 2010).

Support for learning: Selected support activities and systems in Czech education

Support for learning: Selected support activities and systems in Czech education
(Support for learning: Selected support activities and systems in Czech education)

Author(s):Bohumíra Lazarová
Language:English
Subject(s):Education, State/Government and Education, Transformation Period (1990 - 2010), Present Times (2010 - today)
Page Range:49-54
No. of Pages:6
Keywords:Czech Republic; education; support activities; support systems;
Summary/Abstract:The 1990s witnessed a change in the paradigm of school management in the Czech Republic. The accent was shifted to the inside of schools; from then on, in an externally delimited scope, they could do whatever they considered useful. Teachers obtained more liberty in the creation of the curriculum and primary attention was on the main process: pupils’ learning. Greater autonomy for schools and teachers generated larger responsibilities, other procedures and, in many cases, more work, creativity and inventiveness. Teachers faced the need to acquire new knowledge and skills as required by work in transforming schools and society. Therefore, learning became an issue for both pupils and teachers.

Conclusion I

Conclusion I
(Conclusion I)

Author(s):Dan Roger Sträng
Language:English
Subject(s):Education, State/Government and Education
Page Range:55-57
No. of Pages:3
Keywords:education; Czech Republic; conclusion;
Summary/Abstract:In recent decades, the Czech schools have been in an ongoing process of change towards greater decentralization and autonomy for individual schools. The current situation is focused on the adaption of a national strategy for education, which most probably will lead to further changes and challenges. This strategy is intended to meet European standards, according to equity, with the elimination of unequal access to education and increased quality of teaching and learning.

Organizational learning as condition

Organizational learning as condition
(Organizational learning as condition)

Author(s):Roald Jensen
Language:English
Subject(s):Education, School education, Management and complex organizations
Page Range:61-67
No. of Pages:7
Keywords:education; schools; organizational learning;
Summary/Abstract:Leadership for learning must be linked to both learning theory and organization theory, which is about how organizations work. Whether leaders succeed in exercising good leadership depends on many factors, but the ability to get the members of the organization to work towards common goals is vital. In this chapter, we show how this is thought in the LOV/LaA project (see Chapter 9).

Mentoring and other consultations as a way to peer learning

Mentoring and other consultations as a way to peer learning
(Mentoring and other consultations as a way to peer learning)

Author(s):Bohumíra Lazarová
Language:English
Subject(s):Education, Pedagogy
Page Range:69-77
No. of Pages:9
Keywords:education; mentoring; consultations; peer learning;
Summary/Abstract:The previous chapters referred to selected activities that support learning processes in schools. In this chapter, attention will be paid to specific persons whose mission is to promote such changes in school that will lead to development of the main tasks: education and training. These are the experts who have been contributing to the development of quality of teaching through the work with adults–in particular teachers and school leaders. They support learning processes and, more generally, they advocate changes in culture of schools. Such people are often referred to as change agents (Erchul & Martens, 2010; Lapsley & Oldfield, 2001; Tomala, Schilling, & Trybus, 2013 and others). An agent, respectively change agent, is perceived as the one who acts and supports people and organizations in shifting their work in favor of higher quality and better results. His/her position in schools can take many forms – but abilities to initiate and manage changes are important (see e.g. Bolam, 1975). It is obvious that the people in the roles of change agents have various foci and specializations. These may be school leaders, teachers (Badley, 1986; Lukacs & Galluzzo, 2014), young students and the aforementioned internal and external cooperators and specialists such as facilitators, mentors (Thornton, 2014), educational consultants, coaches and researchers with the competence to work with data. This chapter focuses only on the work of consultants and especially mentors in schools since the subsequent research from the Czech environment concerns mainly their work.

Reflection and reflective processes

Reflection and reflective processes
(Reflection and reflective processes)

Author(s):Dag Sørmo
Language:English
Subject(s):Education
Page Range:79-86
No. of Pages:8
Keywords:education; reflection; reflective processes;
Summary/Abstract:Most people understand reflection from the word reflex. It is something that happens automatically, and is often used about the process that occurs when light hits an object and is emitted (reflected) in different directions. A reflection on the surface of water may seem to mirror an image identical to the reality that it reflects. However, our experience tells us that this is not the case. A small disturbance in the water-mirror will change the reflection and prevent a perception of similarity between reality and reflection. Besides, we have to rely on our experiences within the world we are familiar with (Biggs, 1999). If this image is used as a metaphor and transferred to mental systems, communication and perception of reality, it seems that we sometimes fail to distinguish one reality from another (Bateson, 1973). We may find it difficult to distinguish our own ideas and perceptions from other peoples’ experienced realities. The terms and words we use may trap us into notions of what the world looks like, and how our own experiences blend with a perception of our surroundings. Bateson says that we form an image of something, and that this “something” is what stands out from the background. It is what distinguishes itself from the surroundings, although we see both the surroundings and the object at the same time. From what stands out, we get a sense of the object. Naturally, other elements may be distinctive, such as smell and taste, what we see, feel and hear. Moreover, he points out that the concepts we use are not objects we have inside our heads. He takes “the chair” as an example. He says that a picture of a “chair” is not a chair, but a depiction of a chair. If we grasp the chair and hold it, this means that the word “chair” is not merely an image. We do not have a chair inside our head, but we agree that there is a connection between the image and the chair (Bateson, 1972). Based on such an understanding, a mentor’s thoughts around the conversation with his/her mentee might be decisive. The task may be how the mentor manages to distinguish what is important in the attempt to understand the mentee, or “the other” as Kierkegaard calls it (Kierkegaard, 1859).

Conclusion II

Conclusion II
(Conclusion II)

Author(s):Dan Roger Sträng
Language:English
Subject(s):Education, State/Government and Education, Management and complex organizations
Page Range:87-88
No. of Pages:2
Keywords:education; learning; Czech Republic; conclusion;
Summary/Abstract:Learning is substantial to educational institutions and leaders of education have their most important rule in enhancing the learning outcomes of their students. The relations between leadership and learning is an important issue in enhancing the effectiveness of educational organizations (Brundrett & Rhodes, 2010).

Learning and Assessment – a Norwegian research and developmental project

Learning and Assessment – a Norwegian research and developmental project
(Learning and Assessment – a Norwegian research and developmental project)

Author(s):Roald Jensen
Language:English
Subject(s):Education, State/Government and Education, Management and complex organizations
Page Range:91-99
No. of Pages:9
Keywords:Norway; education; learning; assessment;
Summary/Abstract:The research and development project LOV – Læring og Vurdering (LaA – Learning and Assessment), which stands for Learning and Assessment, is a work that was carried out in the period 2007–2012 under the auspices of Østfold University College, where a number of schools tried out some measures to increase their focus and awareness of learning.

Peer support of teachers from the perspective of organizational learning – Czech evaluation research

Peer support of teachers from the perspective of organizational learning – Czech evaluation research
(Peer support of teachers from the perspective of organizational learning – Czech evaluation research)

Author(s):Bohumíra Lazarová
Language:English
Subject(s):Education, School education, Management and complex organizations
Page Range:101-112
No. of Pages:12
Keywords:education; Czech Republic; teachers; peer support;
Summary/Abstract:In the Czech Republic there also exist schools that benefit from continuous and systematic peer or other professional external support, but they are still quite exceptional. There is also an evident lack of relevant research that would seek understanding of benefits/ effects the continual support brings to schools and teachers. The action and evaluation research is focused on various forms of support for teachers that might describe both the character of supporting interventions and indicate some risks and formulate challenges for school leaders, teachers, teacher-workers in specialized positions (mentors, consultants, etc.) and also least, but not last the school policy.

The impact of reflecting team – selected data from Norwegian projects

The impact of reflecting team – selected data from Norwegian projects
(The impact of reflecting team – selected data from Norwegian projects)

Author(s):Dag Sørmo
Language:English
Subject(s):Education, School education, Methodology and research technology
Page Range:113-119
No. of Pages:7
Keywords:Norway; education; reflecting team; Norwegian projects; selected data;
Summary/Abstract:Reflecting team has its origins in therapy. When Tom Andersen (2007) launched this conversation form, it was partly motivated by the experience he had in his meetings with sick people. Andersen often felt that it was difficult to be of help to many of his patients. This made him more curious about the relationship between the life they told about and what experiences they related to their anxiety, depression and other mental disorders (Andersen 2007). In the beginning, he was not interested in measuring the impact of the conversation form he applied, but he experienced something new in the meetings around these talks. Andersen writes that he sees changes or differences – as he chooses to call them, with reference to what Bateson (1972) describes as “a difference that makes a difference.” The differences in Andersen‘s work with reflecting teams has significance for the individual‘s encounter with Andersen. He does not give a summary of one general effect. A difference that makes a difference means a change, in the therapy through a change in your life.

Conclusion III

Conclusion III
(Conclusion III)

Author(s):Dan Roger Sträng
Language:English
Subject(s):Education, School education, State/Government and Education, Methodology and research technology, Management and complex organizations
Page Range:121-122
No. of Pages:2
Keywords:education; school education; conclusion;
Summary/Abstract:School self-evaluation and reflective practice are two possible paths to improve students’ learning.

Support for learning in schools