School achievement and health development in the Nordic countries

Page 107

References Acacio-Claro, P., Doku, D., Koivusilta, L., & Rimpelä, A. (2018). How socioeconomic circumstances, school achievement and reserve capacity in adolescence predict adult education level: A threegeneration study in Finland. International Journal of Adolescence and Youth, 23(3), 382–397. https://doi.org/10.1080/02673843.2017.1389759 Ahrenkiel, A., Nielsen, B. S., Schmidt, C., Sommer, F. M., & Warring, N. (2012). Daginstitutionsarbejde og pædagogisk faglighed. Frederiksberg: Frydenlund. Alexiadou, N., Dovemark, M., Erixon-Arreman. I., Holm, A.-S, Lundahl, L., & Lundström, U. (2016). Managing inclusion in competitive school systems: The cases of Sweden and England. Research in Comparative & International Education, 11(1), 13–33. Alvesson, M., Gabriel, Y., & Paulsen, R. (2017). Return to meaning. A social science with something to say. Oxford: Oxford University Press. Arhonen, S. (2014). A school for all in Finland. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model. ‘A school for all’ encounters neo-liberal policy (p. 91). Dordrecht: Springer. Arhonen, S. (2014). A school for all in Finland. In: U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model. ‘A school for all’ encounters neo-liberal policy (pp. 77–93). Dordrecht: Springer. Arnarsson, A., Potrebny, T., Torsheim, T., & Eriksson, C. (2019). Trends in Nordic adolescents’ communication with their parents. Nordic Welfare Research, 4(2), 88–100. Arnesen, A., Braeken, J., Ogden, T., & Melby-Lervåg, M. (2019) Assessing children’s social functioning and reading proficiency: A systematic review of the quality of educational assessment instruments used in Norwegian elementary schools. Scandinavian Journal of Educational Research, 63(3), 465–490. https://doi.org/10.1080/00313831.2017.1420685 Arnesen, A.-L., & Lundahl, L. (2006). Still social and democratic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research 50(3), 285–300.

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Articles inside

References

37min
pages 107-135

Conclusions

2min
pages 104-106

Knowledge gaps and concerns

2min
pages 95-96

Towards a summary

4min
pages 101-103

5. A provisional list of knowledge gaps and concerns

5min
pages 97-100

What can we do?

13min
pages 89-94

Increased mental health problems and decreasing school achievement among adolescents: a Nordic challenge

6min
pages 86-88

countries

6min
pages 83-85

4. Health development and school achievement

8min
pages 79-82

Knowledge gaps and concerns

4min
pages 69-71

Migration background

1min
page 76

Segregation

2min
page 75

Knowledge gaps and concerns

1min
page 78

3. Socioeconomic inequalities in school achievement

5min
pages 72-74

Physical activity, gender, and school achievement

6min
pages 66-68

School: a setting for both gender and human bodies

4min
pages 64-65

On the political agenda

6min
pages 61-63

Knowledge gaps and concerns

2min
pages 58-59

School achievement according to PISA

1min
page 46

1. School achievement

1min
page 45

NordForsk investing in Education for Tomorrow

5min
pages 40-42

Knowledge gaps and concerns

1min
pages 43-44

Nordic localism

4min
pages 38-39

Equal opportunities and vulnerability

2min
page 37

Iceland

2min
page 36

Norway

2min
page 34

Sweden

4min
pages 32-33

Knowledge gaps and concerns

2min
pages 28-29

Specialisation and going beyond disciplinary borders

4min
pages 22-23

Preface

1min
pages 5-6

Clearing houses and brokerage units

4min
pages 17-19

Aims

2min
pages 13-14

The position of scientific knowledge threatened

8min
pages 24-27

Background

6min
pages 10-12

Executive summary

4min
pages 7-9
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