Search

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many teachers consider the profession as stressful and that the teaching profession involves ever-increasing demands for efficiency. There is a tendency in society among policy makers to regard a better school as a more cost effective school. Increased class sizes is often a consequence of this understanding. In this study, we have examined the consequences of a school reorganization where classes were increased. The study was conducted using focus group interviews with the teachers. The results showed that the reorganization had a great impact on the educational activities at school and thus also for both teachers and students' everyday life at school. The article discusses how increased demands for efficiency influences the teachers' job satisfaction, and the consequences increased class sizes have in regard to curriculum principles. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At the 9th form level in the Danish Folkeskole, a mandatory project assignment gives students the opportunity to complete and present an interdisciplinary project, it has sometimes been raised as a critique of the project assignment that it discriminates against students from certain social backgrounds and that it does not connect with the school subjects. In the discussion of such critique different ways of understanding subject knowledge play an important role. Drawing on classroom research at two schools of different socioeconomic student backgrounds we discuss the conception of knowledge and learning in the students' completion of the project assignment, it appears that the conceptions and demands of knowledge that relate to the framing and assessment of the project assignment also relate to socio-economic conditions. [ABSTRACT FROM AUTHOR]