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Standardisation and diversification – policy tools to govern early childhood education and care
Scandinavian Journal of Educational Research
The report describes the Scandinavian, empirical early childhood education and care research for the years 2018 and 2019, in addition to the development from 2006–2019. It is based on research registered in the database Nordic Base of Early Childhood Education and Care (NB-ECEC).
The rise in the use of scientific evidence as a basis for educational policymaking has been a noticeable feature globally. In this study, we describe and discuss how educational research is used to make policy and governing evidence-based. To illustrate this, we use the Swedish Schools Inspectorate (SSI) as a case and focus on two of the processes it performs: regular supervision and quality audit. We present interviews with inspection personnel and researchers involved in these processes along with observations and documents. Our case description shows that despite the SSI’s efforts to base its work on knowledge (evidence) gained through educational research, it also had to use both embodied and enacted forms of knowledge. Research knowledge was chosen and redrafted to form a unified picture of how to act in educational practice, thus giving the work of school inspection a governing power that legitimises and sustains particular national policies.
The aim of this study was to explore whether the classroom implementation of the
International Child Development Programme (ICDP) for secondary school students (grade 9) was linked to better school achievement. The goal of the ICDP is to increase school
achievement by promoting positive teacher-student relationships. The study, performed in
Sweden, applied a pre-post design (four years) with matched intervention and control schools (N = 148). The post-intervention assessments showed that there were significant differences in school achievement in Grade 9 between the intervention school and the control school. Specifically, a greater proportion of students at the intervention school demonstrated improvement in school subjects and achieved the competency requirements to enter an upper secondary school programme. Based on the results, the ICDP can be considered an important intervention to promote student learning by promoting positive teacher-student relationships.
Early Childhood Education and Care (ECEC) has become a strategic component of the Social Investment (SI) paradigm. Growth in this field of social policy – quantified as an increase in public spending and coverage rates – is often taken as indicative of a wider attempt to reformulate welfare state intervention through an SI approach. However, SI agendas have produced differentiated impacts in different contexts. In scenarios of budget restraints, some governments have increased coverage and controlled costs at the same time by allowing for higher staff-to-child ratios and group sizes, externalizing management costs or worsening the working conditions of professionals. These strategies can severely compromise the quality of the provision offered. This is likely to have more effect in those contexts in which provision needs to be developed under more stringent conditions of financial viability. The article analyses two such cases, Italy and Spain, where general conditions of permanent austerity are combined with a comparatively reduced capacity for public spending. Focusing on the qualifications and the working conditions of professionals working in ECEC as a fundamental aspect of the quality of provision, this article compares the two segments of ECEC: early child development (0–2) and pre-primary education (3–5), in both Italy and Spain since the early 1990s. The working conditions of primary school teachers are taken as a frame of reference. We conclude that, despite the fact that there has been an overall expansion of ECEC in both countries, only the (early) policy developments in pre-schooling can be seen as conforming to what have lately been codified as the principles of an SI strategy; at the same time an evident tension exists between the expansion and the quality of provision in the more recent development of childcare services for very young children.
This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (dw = 0.19), while effects on change in students problem behavior were less than small (dw < 0.20). When the program is implemented as school-wide universal preventive intervention, results suggest a small preventive impact of the IYTCM program in regular school settings for some of the outcomes measured in the study.
This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective.
Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Using background and foreground ideas and coordinative and communicative discourses on three analytically distinct levels, this article proposes and discusses a framework for empirically analysing, explaining and understanding education reforms on the transnational and local levels. The introduced conceptual framework represents an integration of discursive institutionalism (DI) and curriculum theory (CT) to provide a more multifaceted set of concepts to explore the lending and borrowing of transnational education policies and their application at both national and local levels. These concepts have been applied as analytical tools in a research study on the most recent curriculum reform in Sweden, and they may serve as an example of how different ideas, discourses and levels can be distinguished in research studies to maintain the complexity of education reforms.
When the responsibility for ECEC institutions was placed under Ministry of Education and Research in 2006, the ECEC institution as a learning area was brought in to the foreground in early education and care policy. Norwegian ECEC institutions have been subject to a greater degree of state control, and we can ask if the state is trying to undermine the profession’s autonomy through a strong degree of control over the content in education. This article is based on interviews with eight preschool teachers with long experience working in ECEC institutions. I will illuminate their subjective experiences of the ECEC institution as a learning arena for children, and discuss how they position themselves as agents due to a greater degree of state control. Thus, the relation between the pedagogic and the official recontextualising field will be discussed. Autonomy and the concept of framing will be central.
The current study provides a systematic examination of child care quality around the globe, using the Environment Rating Scales (ERS). Additional goals of this study are to examine associations between ERS process quality and structural features (group size, caregiver–child ratio) that underpin quality and between ERS and more proximal aspects of child care quality (caregiver sensitivity). Furthermore, we consider possible differences in ERS associations arising from scale characteristics (infant vs early childhood version, original version vs revised scale, full version vs shortened version). The reported meta-analysis combines results of ERS child care quality reported in 72 studies from 23 countries across five international geographic regions. Group center care appeared to be of average quality with higher quality levels in Australia/New Zealand and North America. Our results suggest that: (1) ERS characteristics are not associated with differences in ERS scores and (2) ERS scores are related to indicators of proximal quality of care (caregiver sensitivity) and, to a lesser degree, structural quality of care (caregiver–child ratio). The meta-analysis provided cross-cultural comparisons on child care quality on a common instrument as a means to advance discussion on child care quality internationally.
Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be ‘implemented’ by schools. In response to this, a great deal of attention has been given to evaluating ‘how well’ policies are realised in practice – implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources – how they are enacted! Based on a long-term qualitative study of four ‘ordinary’ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on
Evaluating quality in early childhood education and care (ECEC) service internationally is increasingly important. Research to date indicates that it is ‘high-quality’ programmes that boost and sustain children's achievement outcomes over time. There is also growing interest in the accountability of public funds used for ECEC programmes and the types of measures that assess ECEC quality. This article reviews eleven existing instruments that were designed to assess global ECEC programmes and examines them in terms of their strengths and weaknesses as quality measurement tools and the adequacy of the measures to sufficiently reflect the context and purposes of the assessment. Through this process the authors identify directions for the development of new measures that are both theoretically and psychometrically sound.
Education is in a state of continual change and schools ever more diverse. People want more participation and meaning in their lives; organisations want more creativity and flexibility. Building on these trends, this timely book argues that a new paradigm is emerging in education, sowing the seeds of a self-organising system that values holistic democracy. It is an essential read for anyone (academics, policy-makers, practitioners, students, parents, school sponsors and partners) who is interested in how education can broaden its horizons.
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The Incredible Years (IY) universal child Classroom Dinosaur and Teacher Classroom Management programmes are delivered in all 102 primary schools in Gwynedd County, Wales. This article describes a pilot study of the IY Therapeutic (small group) Dinosaur School social and emotional coaching programme, developed as a treatment programme, in one such school. The aim was to assess the added benefit of this programme for young high-risk children in order to inform a larger randomized controlled trial. Twenty-four children, aged between 5- and 9-years-old, were identified as likely to benefit from the programme. Twelve children received ten two-hour sessions, the other 12 were wait-list control. The-programme was reduced to ten weeks to fit the school and research timetable. A full set of pre- and post-intervention data was collected for 19 children, using child and researcher completed measures. No significant differences between conditions were found post-intervention. Sub-sample analysis of 12 children rated by teachers as high-risk demonstrated significant benefits for the intervention children by comparison with control in terms of increases in problem-solving skills. These findings suggest an important role for psychologists in training and supporting schools in implementing the evidence-based IY interventions as is currently happening across Wales. The study also provided guidance on targeting and evaluation measures for a more rigorous study using the full programme.
All three of the traditionally recognized new institutionalisms – rational choice, historical, and sociological – have increasingly sought to ‘endogenize’ change, which has often meant a turn to ideas and discourse. This article shows that the approaches of scholars coming out of each of these three institutionalist traditions who take ideas and discourse seriously can best be classified as part of a fourth ‘new institutionalism’ – discursive institutionalism (DI) – which is concerned with both the substantive content of ideas and the interactive processes of discourse in institutional context. It argues that this newest of the ‘new institutionalisms’ has the greatest potential for providing insights into the dynamics of institutional change by explaining the actual preferences, strategies, and normative orientations of actors. The article identifies the wide range of approaches that fit this analytic framework, illustrating the ways in which scholars of DI have gone beyond the limits of the traditional institutionalisms on questions of interests and uncertainty, critical junctures and incremental change, norms and culture. It defines institutions dynamically – in contrast to the older neo-institutionalisms’ more static external rule-following structures of incentives, path-dependencies, and cultural framing – as structures and constructs of meaning internal to agents whose ‘background ideational abilities’ enable them to create (and maintain) institutions while their ‘foreground discursive abilities’ enable them to communicate critically about them, to change (or maintain) them. But the article also points to areas for improvement in DI, including the theoretical analysis of processes of ideational change, the use of the older neo-institutionalisms for background information, and the incorporation of the power of interests and position into accounts of the power of ideas and discourse.
The newest new institutionalism, discursive institutionalism, lends insight into the role of ideas and discourse in politics while providing a more dynamic approach to institutional change than the older three new institutionalisms. Ideas are the substantive content of discourse. They exist at three levels - policies, programs, and philosophies - and can be categorized into two types, cognitive and normative. Discourse is the interactive process of conveying ideas. It comes in two forms: the coordinative discourse among policy actors and the communicative discourse between political actors and the public. These forms differ in two formal institutional contexts; simple polities have a stronger communicative discourse and compound polities a stronger coordinative discourse. The institutions of discursive institutionalism, moreover, are not external-rule-following structures but rather are simultaneously structures and constructs internal to agents whose "background ideational abilities" within a given "meaning context" explain how institutions are created and exist and whose foreground discursive abilities, following a logic of communication, explain how institutions change or persist. Interests are subjective ideas, which, though real, are neither objective nor material. Norms are dynamic, intersubjective constructs rather than static structures.
Early learning agendas are currently being introduced in early childhood education and care (ECEC) by transnational organizations such as the EU and OECD. In this paper, we focus on Denmark, where such agendas interweave with a pedagogical tradition emphasizing a child-centered approach and children’s play. Based on ethnographic research, we explore learning agendas as part of practice in ECEC centers, pursuing the situated meanings of a learning program as part of everyday practice in ECEC centers from three different perspectives: of children, professionals and managers. Informed by psychological and anthropological traditions, this design employs an agentic stance and conceptualizes children, professionals and managers as subjects actively contributing to the co-creation, transformation and translation of policies in everyday contexts. Key findings suggest that the appropriation of national and international learning agendas in ECEC settings characterized by local traditions is an ambiguous process. On the one hand, the learning program’s structure can support existing professional practices and traditions. On the other hand, the program’s focus on learning goals and evaluation practices reduces the focus on pedagogy and supports administrative and political logics, which in turn marginalizes important knowledge about children and their engagements.
The purpose of this chapter is to investigate some aspects that influence the quality of Swedish preschools via reviewing studies on preschool quality in Sweden. According to the Swedish school law, which entered into force on 1 July 2011, preschool is a separate school form and is part of the educational school system. In recent years, there has been concern that quality in Swedish preschools is declining. Studies have reported on increasing group sizes within preschools, stress among preschool teachers, child stress and a low quality of activities that require adult involvement, interaction and communication with the children in terms of teaching, which affects preschool quality (Sheridan et al., Educational Research, 56, 79–397, 2014; Williams et al., Scandinavian Journal of Educational Research, 6, 696–711. https://doi.org/10.1080/00313831.2018.1434823, 2018). Furthermore, inequality has increased and children’s rights to a good and equal start in life have deteriorated (Persson & Tallberg Broman, Hög sjukfrånvaro och ökad psykisk ohälsa. Om dilemman i förskollärares uppdrag [High sickness absence and increased mental illness. About the dilemma in preschool teachers’ assignments]. Rapport. Malmö: Avdelningen för kvalitet och myndighet, förskoleförvaltningen, Malmö Stad, 2019). In Sweden, education equality is viewed through the lens of ‘equivalence’. This means that all children should be offered a place in high-quality preschools, and that children from any background can reach their full potential. The chapter will conclude with suggestions for moving forward to enhance preschool quality in Sweden through a deeper understanding of how early childhood education and care can support children’s development and learning outcomes (Siraj et al., Asia-Pacific Journal of Research in Early Childhood Education, 13, 49–68, 2019).
Developing a universal quality standard for thematic analysis (TA) is complicated by the existence of numerous iterations of TA that differ paradigmatically, philosophically and procedurally. This plurality in TA is often not recognised by editors, reviewers or authors, who promote ‘coding reliability measures’ as universal requirements of quality TA. Focusing particularly on our reflexive TA approach, we discuss quality in TA with reference to ten common problems we have identified in published TA research that cites or claims to follow our guidance. Many of the common problems are underpinned by an assumption of homogeneity in TA. We end by outlining guidelines for reviewers and editors – in the form of twenty critical questions – to support them in promoting high(er) standards in TA research, and more deliberative and reflexive engagement with TA as method and practice.
Professional development (PD) appears to be an important lever for improving practice in Early Childhood Education and Care (ECEC) programs. However, the availability of a large number of PD programs targeting different content areas makes it difficult to know where to invest limited resources. The primary goal of this review is to integrate the evidence on associations between PD programs targeting different content areas and outcomes that are conceptually linked to those content areas among preschool children. Where possible, PD mode of delivery, dose, study design, and author effects were also reviewed. Three electronic databases (Medline, PsycINFO, ERIC), websites of large datasets, and reference sections of all included articles, were searched up to February 5, 2018. Sixty-four studies of 30,209 preschool-aged children from 3327 classrooms in 1568 centers were included in the systematic review and 20 were included in meta-analyses. Over 400 unique child outcome measures were used. We conducted 13 meta-analyses on PD programs that targeted: School Readiness, Social/Emotional Functioning through Interactions, and Language/Literacy. Ten of the 13 meta-analyses were significant (effect sizes ranged from 0.07–0.26). Positive associations were identified when child outcomes aligned with the content of PD programs (e.g., Language/Literacy PD and identifying letters). The systematic review similarly identified more associations when outcomes were related to PD content and for programs that included a coaching component, were shorter, and used author-created outcome measures. Limitations, future research, and policy implications are discussed.
Since initially writing on thematic analysis in 2006, the popularity of the method we outlined has exploded, the variety of TA approaches have expanded, and, not least, our thinking has developed and shifted. In this reflexive commentary, we look back at some of the unspoken assumptions that informed how we wrote our 2006 paper. We connect some of these un-identified assumptions, and developments in the method over the years, with some conceptual mismatches and confusions we see in published TA studies. In order to facilitate better TA practice, we reflect on how our thinking has evolved – and in some cases sedimented – since the publication of our 2006 paper, and clarify and revise some of the ways we phrased or conceptualised TA, and the elements of, and processes around, a method we now prefer to call reflexive TA.
Between 1996–1998, England, Scotland and Sweden moved responsibility for all early childhood education and care (ECEC) and school-age childcare (SACC) services from welfare into education. Following an earlier study researching these reforms up to 2003, this article examines and compares subsequent developments and consequences of the initial reform, from 2003–2017. These differed widely. Sweden succeeded in achieving further integration and better access to services, while services in England and Scotland remained divided and fragmented. England’s attempt at major reform did not survive political change; while Scotland’s more ambitious universalist approach was constrained by lack of appropriate devolved powers and a clear vision of how ECEC and SACC might fit into the education agenda. Undue dominance of the school and the teaching profession posed risks in all three countries. The article considers possible reasons for the differing responses to a common policy change, including the different histories of ECEC and SACC prior to transfer, processes of subsequent policy development, and the effects of differing welfare regimes and path dependency.
Since the second edition of this book, the education debate has fiercened. Education policy must ensure economic productivity and competitiveness, but in recent years, debates about its contribution to the worsening of social inequality, particularly in relation to grammar schools, have become increasingly divisive. Ever-changing, stuttering policy can make this a field that’s hard to keep track of… a problem that this book solves. Along with extensive updates, this third edition includes a new introduction and updated examples and references throughout. Ball examines new areas of focus, including the emphasis on neuroscience, the increased interest of business in education and the impact of austerity and precarity. Unlike so many other books on education policy, The education debate doesn’t simply describe education policy, but captures key debates and themes in this fast-changing field.
An expanding body of research demonstrates that high quality early childhood education and care (ECEC) programmes generate positive outcomes for children; in response, policy makers in number of countries are making significant programme investments. No research consensus, however, has emerged around the specific types of policy intervention that are most effective. Much remains to be clarified in terms of specific policy interventions that flow from the evidence base. To respond to these important gaps in ECEC knowledge, we advance a call for a research agenda that will systematically examine the effects of early years policy instruments and settings.
A number of studies in the past few decades address how the governing of educational systems are changing as a result of intensified measurement and use of statistics. This article suggests that another consequence may be the construction of solutions, tools, and methods which target the problems constructed through comparable indicators and benchmarks. An increased proliferation and accessibility of models, methods, and outcomes has inspired both governments and practitioners to look beyond their national borders for solutions to specific problems or challenges. As a consequence, ideas, methods, and approaches increasingly resemble commodities in the global marketplace. The article investigates the diffusion of a method for school development, namely the model for learning environment and pedagogical analysis (the LP-model). The model was developed in Norway in 2005 and later spread to a number of schools and municipalities across the country, and subsequently to Denmark. We analyse the cross-national borrowing process by applying the framework of policy borrowing. The framework serves as a heuristic in our analysis of information from the LP-model's websites, evaluation reports and booklets. The analysis shows that similar descriptions of problems and high policy expectations for addressing the problems constitute central preconditions for the borrowing process. We also find that claims that the model works play an important part in marketing the model. Moreover, the model was warranted by high-profile researchers in Norway and Denmark constituting powerful personal and professional networks.
Drawing on Foucauldian genealogy, the article maps major sources and trajectories of the evidence discourse. This enables scrutiny of the current struggle about evidence for What Works in education and social welfare. Evidence discourse is identified as emerging from the medical field as a bottom-up professional strategy. It is subsequently reworked and launched into education and social welfare in moves that largely bypass professionals to serve policy-maker and market needs to enable evidence-based choices among public services. From this perspective, the author argues that education and social welfare professions may profit from adopting evidence as a floating signifier. An analytical distinction between external and internal forms of evidence is introduced to facilitate alternative strategies to dealing with the evidence discourse.
The aim of this article is to initiate a change of view on quality that goes beyond assumed dichotomies of subjectivity and objectivity. In the view presented here, pedagogical quality is seen as an educational phenomenon of “sustainable dynamism,” that is a phenomenon that has structural characteristics and is culturally sensitive. The underlying assumption is that quality cannot be assessed and improved without an understanding of its constitution and meaning. The ecological framework presented in this article demonstrates how quality can be discerned as dimensions and aspects through a meta‐analytical process of deconstruction and reconstruction based on four empirical studies in early childhood education. From this analytical process a dynamic, cultural, and contextual sensitive definition of the structural constitution of pedagogical quality emerged, helping to identify characteristics of quality in preschool.
This article investigates the extent to which early childhood education and care (ECEC) issues have been internationalized to become the focus of attention of a number of international organizations (IOs). Through an examination of policy statements and other primary documents, the article explores how these IOs frame the ECEC policy debate. While a great deal of those IOs' recommendations are increasingly cast in human capital development terms, multiple and competing frames are in evidence: one that rests on more social pedagogic norms that promote a concern for the well-being of the “whole child”; another that focuses on children's rights to services and countries' obligations to deliver services; and another that focuses on parental employment concerns and the connection between ECEC policies and programs and women's employment. The article examines each of the frames in evidence and evaluates their ability to address concerns of both gender justice and child well-being.
Globalization has increased mobility of people, resources, and ideas. It is also affecting how governments think about education
and what schools teach to their students. Attributes related to education for a knowledge society, sustainable development,
or 21st century skills are parts of current national educational policies and reforms. A powerful pretext for global educational
reform thinking is current international student assessments. As a consequence, particular educational reform orthodoxy has
emerged that relies on a set of basic assumptions in order to improve the quality of education and fix other educational deficiencies.
This article describes the beginning of the present global educational reform movement discussing some of its key characteristics
and implications in practice. Although overlooked by many policy analysts, Finland represents a striking and highly successful
alternative to this global educational reform movement. The scholarly work of Andy Hargreaves is seen as essential in understanding
the requirements and resources that are needed in securing good public education for all in the future.
KeywordsEducational change–Educational reform–Educational policy–Globalization
This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for high-quality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.
Carrots, sticks and sermons: Policy instruments and their evaluation
- M.-L Bemelmans-Videc
- R C Rist
- E O Vedung
- Bemelmans-Videc M.-L
Barnehageeigarar mellom stat, marknad og sivilsamfunn [Kindergarten owners between state, market and civil society
- K Børhaug
- Børhaug K.
Alle teller mer. En evaluering av hvordan Rammeplan for barnehagens innhold og oppgaver blir innført brukt og erfart [Everyone counts more. An evaluation of how the framework plan for kindergarten's content and tasks is introduced used and experienced
- S Østrem
- H Bjar
- L I R Føsker
- H D Hogsnes
- T T Jansen
- S Nordtømme
- K R Tholin
Proposal for key principles of a quality framework for early childhood education and care
- European Commission
Kvalitet som masteridé i barnehagesektoren [Quality as a master idea in the kindergarten sector]
- K-Å Gotvassli
- B I Vannebo
- Gotvassli K-Å
Statleg styring av barnehagesektoren [State governance of the kindergarten sector
- S Borgund
- K Børhaug
- Borgund S.
Viden der virker - en etnografisk undersøgelse af forbindelser mellem småbørnspædagogik og evidensbaseret metode [Knowledge that works - an ethnographic study of connections between early childhood pedagogy and evidence-based methodology
- A M Buus
Men … I er jo venner i virkeligheden! Sammenstød mellem evidensbaserede anvisninger på socialt samvær og børns sociale liv i børnehaven [But … After all, you are friends in real life! Clashes between evidence-based instructions on socializing and children's social life in kindergarten]
- A M Buus
- Buus A. M.
Butikk eller pedagogikk?: En studie av store private barnehagekjeder i Norge [Shop or pedagogy?: A study of large private kindergarten chains in Norway
- H F Dahle
Caring and learning together: A cross-national study on the integration of early childhood care and education within education
- Y Kaga
- J Bennett
- P Moss
- Kaga Y.
Problembarna: Metoder og manualer i barnehage, skole og barnevern [Problem children: Methods and manuals in kindergartens, schools and child welfare
- M Pettersvold
- S Østrem
- Pettersvold M.
Profesjonalisering av førskolelæreryrket? [Professionalization of the early childhood education profession?]
- J.-C Smeby
- Smeby J.-C
Barnehagens rammeplan mellom styring og skjønn-en kunnskapsstatus om implementering og gjennomføring med videre anbefalinger [The kindergarten's framework plan between governance and discretion - a knowledge status on implementation and implementation with further recommendations
- B Ljunggren
- K H Moen
- M Seland
- L Naper
- R A Fagerholt
- E Leirset
- K-Å Gotvassli
Global education reform movement: Challenge to Nordic childhood
- C Ringsmose
- Ringsmose C.
Reformideer i norsk skole: spredning oversettelse og implementering
- K A Røvik
- T V Eilertsen
- E M Furu
En studie av programbasert arbeid med sosial kompetanse i barnehagen [When evidence meets practice. A study of programme-based work on social competence in kindergartens
- M Seland