Suchergebnisse

The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology's interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student's desk are discussed. The teachers' future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues. ; publishedVersion

Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. The aim of this Norwegian study is to get an understanding of what expectations newly-qualified teachers, their mentors and their leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed. Data is collected through questionnaires and focus group conversations. The result shows a discrepancy between school leaders' expectations on one hand and those of mentors' and newly qualified teachers' on the other. While school leaders call for supervision and for teachers' opportunities to join external courses, mentors and newly-qualified teachers ask for mentoring rooted in classroom- activities. One implication of the study is to introduce an induction period for novice teachers where they are gradually included in the organization. Another implication is to use educated mentors as resources for school development, not only for newly-qualified, but also for experienced teachers. Implications for politicians are to provide resources and for school leaders to provide space and protected time for mentoring and professional learning at all levels to ensure sustained school development. ; publishedVersion

Background: Socioeconomic differences in children's food habits are a key public health concern. In order to inform policy makers, cross-country surveillance studies of dietary patterns across socioeconomic groups are required. The purpose of this study was to examine associations between socioeconomic status (SES) and children's food habits. Methods: The study was based on nationally representative data from children aged 6-9 years (n = 129,164) in 23 countries in the World Health Organization (WHO) European Region. Multivariate multilevel analyses were used to explore associations between children's food habits (consumption of fruit, vegetables, and sugar-containing soft drinks) and parental education, perceived family wealth and parental employment status. Results: Overall, the present study suggests that unhealthy food habits are associated with lower SES, particularly as assessed by parental education and family perceived wealth, but not parental employment status. We found cross-national and regional variation in associations between SES and food habits and differences in the extent to which the respective indicators of SES were related to children's diet. Conclusion: Socioeconomic differences in children's food habits exist in the majority of European and Asian countries examined in this study. The results are of relevance when addressing strategies, policy actions, and interventions targeting social inequalities in children's diets. ; The authors gratefully acknowledge support from a grant from the Russian Government in the context of the WHO European Office for the Prevention and Control of NCDs. Data collection in the countries was made possible through funding from Albania: WHO through the Joint Programme on Children, Food Security and Nutrition "Reducing Malnutrition in Children," funded by the Millennium Development Goals Achievement Fund, and the Institute of Public Health; Bulgaria: Ministry of Health, National Center of Public Health and Analyses, WHO Regional Office for Europe; Croatia: Ministry of Health, Croatian Institute of Public Health and WHO Regional Office for Europe; Czechia: Ministry of Health of the Czech Republic, grant nr. AZV MZČR 17-31670 A and MZČ–VO EÚ 00023761; Denmark: Danish Ministry of Health; Georgia: WHO; Ireland: Health Service Executive; Italy: Ministry of Health and Italian National Institute of Health; Kazakhstan: Ministry of Health of the Republic of Kazakhstan and WHO Country Office; Kyrgyzstan: World Health Organization; Latvia: Ministry of Health, Centre for Disease Prevention and Control; Lithuania: Science Foundation of Lithuanian University of Health Sciences and Lithuanian Science Council and WHO; Malta: Ministry of Health; Montenegro: WHO and Institute of Public Health of Montenegro; Norway: Ministry of Health and Norwegian Institute of Public Health; Poland: National Health Programme, Ministry of Health; Portugal: Ministry of Health Institutions, the National Institute of Health, Directorate General of Health, Regional Health Directorates and the kind technical support from the Center for Studies and Research on Social Dynamics and Health (CEIDSS); Romania: Ministry of Health; Russian Federation: WHO; San Marino: Health Ministry, Educational Ministry; Serbia: This study was supported by the World Health Organization (Ref. File 2015-540940); Spain: Spanish Agency for Food Safety and Nutrition (AESAN); Tajikistan: WHO Country Office in Tajikistan and Ministry of Health and Social Protection; Turkmenistan: WHO Country Office in Turkmenistan and Ministry of Health; Turkey: Turkish Ministry of Health and World Bank. The CO-CREATE project has received funding from the European Union's Horizon 2020 research and innovation program under grant agreement No. 774210. ; info:eu-repo/semantics/publishedVersion