Gro Marte Strand

• Doctor of Education
• Norwegian University of Science and Technology

This chapter presents a qualitative study examining students’ perspectives on their transition from secondary to upper secondary education, focusing on their social, emotional, and personal experiences. The purpose of the chapter is to discuss and highlight what schools must be aware of when facilitating students’ transition processes. The findings...

NTNU report on the "Kattem-modellen", a pilot-project aiming to create better transitions from kindergarten to primary school. URL: https://hdl.handle.net/11250/3165928

Det å ha foreldre som involverer seg og gir støtte, har positiv betydning for hvordan eleven håndterer overgangen til ungdomstrinnet. For å kunne gi den støtten barnet trenger, må foreldrene ha innsikt i overgangsprosessen, slik at de er forberedt og kjent med de endringene som kanskje møter på ungdomstrinnet. I hvilken grad barne- og ungdomstrinne...

https://www.universitetsforlaget.no/overgangen-til-ungdomstrinnet-1 https://norwegianscitechnews.com/2023/05/grades-shouldnt-be-introduced-too-early/

Denne fjerde NAFOL-boken er nok et viktig bidrag til kunnskapsfeltet om og for lærerutdanningen. Som tidligere NAFOL-bøker inneholder den en samling av forskningsartikler om verdi og validitet i lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner og ikke minst utdanningsnivå, fra barnehage til videregående og forskeropplæringen. M...

The chapter explores how students experience the transition to lower secondary school, and what prerequisites promote or hinder a positive transition experience.

This article explores, through semi-structured interviews and observations, how the parents of students in one Norwegian school experience the transition into lower secondary school and how they experience their ability to support their adolescents during this transition. The study shows that the parents primarily have positive experiences with the...

Background: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students’ development. School professionals play an important role in enhancing the students’ transition experience, but international literature calls for more research concerning their perspective...

This study seeks to explore how Norwegian students experience the transition to lower secondary school. Semi-structured interviews, observations, and letters were used to capture these experiences. The findings indicated that the students enjoyed the initial weeks of lower secondary school. Experiencing a safe psychosocial environment seemed to be...

In this chapter we will take a closer look at what experiences children and young people with immigrant background have in terms of affiliation, inclusion and mastery. The chapter is based on theory studies and an interview survey of 71 pupils in 11 schools in mid- Norway.