Schools as Social and Learning Communities: Scotland and Norway

Autor/inn/en	Wrigley, Terry; Lofsnaes, Nina Fjeld
Titel	Schools as Social and Learning Communities: Scotland and Norway
Quelle	In: Improving Schools, 8 (2005) 1, S.23-45 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480205052925
Schlagwörter	Foreign Countries; Social Development; Languages; Students; Vocational Education; Pilot Projects; School Size; Socioeconomic Background; Educational Change; Secondary Schools; Case Studies; Questionnaires; Interviews; Norway; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Soziale Entwicklung; Language; Sprache; Student; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung; Pilot project; Modellversuch; Pilotprojekt; Sozioökonomische Lage; Bildungsreform; Sekundarschule; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Norwegen; Großbritannien
Abstract	This article reports on a pilot study examining the possible impact of the very different structures of Scottish and Norwegian schools. It compares the situation in Scotland, as in other parts of the UK, where lower secondary classes normally have 12-15 teachers, each for one to three hours, and the Norwegian school, where a team of five or six teachers is attached to a year group, providing for the pupils' personal needs and social development as well as the academic curriculum. It seeks to relate these different structures to a greater level of trust and connectedness between Norwegian pupils and teachers, as well as the pupils' sense of personal efficacy. (Contains 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10