Multi-grade Teaching in a Small Rural School in Northern Norway
This chapter investigates multi-grade teaching in a small rural school in Northern Norway. The aims of the chapter are to show what characterizes the teaching practices in a multi-grade school in a small rural community, and how these practices enable inclusion and adapted education. The chapter giv...
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ftunivtroemsoe:oai:munin.uit.no:10037/29908 2023-09-05T13:21:57+02:00 Multi-grade Teaching in a Small Rural School in Northern Norway Bjøru, Anne Mette 2023-01-10 https://hdl.handle.net/10037/29908 https://doi.org/10.1007/978-3-030-97460-2_14 eng eng Springer Nature Bjøru A: Multi-grade Teaching in a Small Rural School in Northern Norway. In: Hirshberg D, Beaton M, Maxwell GR, Turunen T, Peltokorpi. Education, Equity and Inclusion - Teaching and Learning for a Sustainable North, 2023. Springer p. 213-229 FRIDAID 2130044 https://doi.org/10.1007/978-3-030-97460-2_14 978-3-030-97460-2 2510-0475 2510-0483 https://hdl.handle.net/10037/29908 Attribution 4.0 International (CC BY 4.0) openAccess Copyright 2023 The Author(s) https://creativecommons.org/licenses/by/4.0 Chapter Bokkapittel publishedVersion 2023 ftunivtroemsoe https://doi.org/10.1007/978-3-030-97460-2_14 2023-08-16T23:06:45Z This chapter investigates multi-grade teaching in a small rural school in Northern Norway. The aims of the chapter are to show what characterizes the teaching practices in a multi-grade school in a small rural community, and how these practices enable inclusion and adapted education. The chapter gives a brief insight into parts of the Norwegian framework for education; the Education Act and the Core- and Subject Curricula, and theory about didactical tools that are useful in multi-grade school settings. The data were collected during a visit to a small rural school. The field work lasted two full days and included observations of classroom sessions, participation at recess and informal talks with the teachers. Findings show that the three didactical tools student group formation/subject organizing, peer-learning and pupils’ personal working plans are useful when conducting multi-grade teaching in a small school with few pupils. Alongside the subject orientation, the chapter also discusses the Norwegian Core curriculum’s focus on social learning and how this is an important fourth element when working towards a practice that is inclusive and adapted to the individual pupil. Book Part Northern Norway University of Tromsø: Munin Open Research Archive Norway Recess ENVELOPE(-61.516,-61.516,-64.500,-64.500) 213 229 |
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Open Polar |
collection |
University of Tromsø: Munin Open Research Archive |
op_collection_id |
ftunivtroemsoe |
language |
English |
description |
This chapter investigates multi-grade teaching in a small rural school in Northern Norway. The aims of the chapter are to show what characterizes the teaching practices in a multi-grade school in a small rural community, and how these practices enable inclusion and adapted education. The chapter gives a brief insight into parts of the Norwegian framework for education; the Education Act and the Core- and Subject Curricula, and theory about didactical tools that are useful in multi-grade school settings. The data were collected during a visit to a small rural school. The field work lasted two full days and included observations of classroom sessions, participation at recess and informal talks with the teachers. Findings show that the three didactical tools student group formation/subject organizing, peer-learning and pupils’ personal working plans are useful when conducting multi-grade teaching in a small school with few pupils. Alongside the subject orientation, the chapter also discusses the Norwegian Core curriculum’s focus on social learning and how this is an important fourth element when working towards a practice that is inclusive and adapted to the individual pupil. |
format |
Book Part |
author |
Bjøru, Anne Mette |
spellingShingle |
Bjøru, Anne Mette Multi-grade Teaching in a Small Rural School in Northern Norway |
author_facet |
Bjøru, Anne Mette |
author_sort |
Bjøru, Anne Mette |
title |
Multi-grade Teaching in a Small Rural School in Northern Norway |
title_short |
Multi-grade Teaching in a Small Rural School in Northern Norway |
title_full |
Multi-grade Teaching in a Small Rural School in Northern Norway |
title_fullStr |
Multi-grade Teaching in a Small Rural School in Northern Norway |
title_full_unstemmed |
Multi-grade Teaching in a Small Rural School in Northern Norway |
title_sort |
multi-grade teaching in a small rural school in northern norway |
publisher |
Springer Nature |
publishDate |
2023 |
url |
https://hdl.handle.net/10037/29908 https://doi.org/10.1007/978-3-030-97460-2_14 |
long_lat |
ENVELOPE(-61.516,-61.516,-64.500,-64.500) |
geographic |
Norway Recess |
geographic_facet |
Norway Recess |
genre |
Northern Norway |
genre_facet |
Northern Norway |
op_relation |
Bjøru A: Multi-grade Teaching in a Small Rural School in Northern Norway. In: Hirshberg D, Beaton M, Maxwell GR, Turunen T, Peltokorpi. Education, Equity and Inclusion - Teaching and Learning for a Sustainable North, 2023. Springer p. 213-229 FRIDAID 2130044 https://doi.org/10.1007/978-3-030-97460-2_14 978-3-030-97460-2 2510-0475 2510-0483 https://hdl.handle.net/10037/29908 |
op_rights |
Attribution 4.0 International (CC BY 4.0) openAccess Copyright 2023 The Author(s) https://creativecommons.org/licenses/by/4.0 |
op_doi |
https://doi.org/10.1007/978-3-030-97460-2_14 |
container_start_page |
213 |
op_container_end_page |
229 |
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1776202503752253440 |