Collaboration of Child Protective Services and Early Childhood Educators: Enhancing the Well-Being of Children in Need     

Toros  Karmen  Tart  Keidy  Falch-Eriksen  Asgeir 《Early Childhood Education Journal》2021,49(5):995-1006

This paper examines the role of interprofessional collaboration in the identification and reporting of a child in need. Such collaboration is especially important in the context of the global pandemic caused by the novel Coronavirus disease of 2019, known as COVID-19. The child protection system must have the capacity and resources to respond to increased demands during this time, and early childhood educators serve as an essential link for child protective services in identifying and reporting a child in need. As an effective system to accomplish these two aims requires a working collaboration among its participants, Bronstein’s interdisciplinary collaboration model was used as a framework to interpret this practice. A small-scale qualitative study was conducted that included principals of nursery schools and child protection workers from one region in Estonia. Findings indicate that effective collaboration was believed to require communication and ongoing systematic relationship building. Collaboration in practice varied, as principals reported a high turnover rate for the child protection workers, which hindered the development of a working relationship and support for the process of noticing and thereby identifying a child in need. In contrast, child protection workers assessed collaboration more positively, recognizing the need to have a supportive system in place for nursery schools. Both groups of collaborators acknowledged the need to train teachers, particularly to conduct joint training exercises to foster a common understanding of the child in need and of the intervention process itself.

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Creative Thinking in the Classroom   总被引：1，自引：0，他引：1  

Ingolfur Asgeir Johannesson  Sverker Lindblad  Hannu Simola 《Scandinavian Journal of Educational Research》2013,57(3):325-339

The article discusses how current changes in the system of reasoning about education in Finland, Iceland and Sweden are characterised by culturally woven patterns where marketisation strategies, for instance budget reform, are introduced as technically effective devices both for educating the best and to increase inclusion. This system of reason presupposes that the neo-liberalist restructuring changes are inevitable global phenomena and that they are a progress compared with the old arrangements, but is silent about socio-economic issues and the equity goals of the 1960s-1980s. The article also argues that school-based self-evaluation as a practice and as a language is a normalising technique that ensures that school actors will identify the obstacles encountered in the restructuring transition so that neither state nor other authorities intervene.  相似文献   

Modern Educational Sagas: Legitimation of ideas and practices in Icelandic education   总被引：1，自引：0，他引：1  

Ingolfur Asgeir Johannesson  Gudrun Geirsdottir  Gunnar E. Finnbogason 《Scandinavian Journal of Educational Research》2013,57(3):265-282

The article tells the story of changes in governance discourse and practices in Icelandic primary and secondary education in the late 1990s. Budget reform, curriculum changes and school-based self-evaluation aimed at a greater financial and pedagogical accountability of school professionals, especially principals, has changed the roles of principals and teachers. A clinical approach to diagnosing special educational needs views inclusion as a technical matter rather than as a social goal and enhances the emphases on the individual and her or his needs, proposed in the curriculum discourse. These kinds of reform have entered the educational discourse in Iceland, looking as if they were inevitable steps towards progress in the new millennium. They are modern educational sagas about Iceland and its place and role in global competition.  相似文献   

Education Governance in Transition: An introduction   总被引：1，自引：0，他引：1  

Sverker Lindblad  Ingolfur Asgeir Johannesson  Hannu Simola 《Scandinavian Journal of Educational Research》2013,57(3):237-245

The purpose of this article is to present concepts and research problems dealing with education governance and social inclusion and exclusion. Education restructuring, as a recent international movement, is regarded as a combination of transitions in governing and new managerialism. Social inclusion and exclusion is conceived of as a duplet concept, mutually defining each other. The relation between new governance - deregulation, decentralisation, privatisation and steering by goals and results - and social inclusion/exclusion is conceptualised as an equity problematic and a knowledge problematic. It is argued that there is a need to understand the system of reason in order to capture the implications of education governing in transition.  相似文献   

The northern light: from mystery to modern space science     

Alv Egeland Ph.D.  Asgeir Brekke Ph.D. 《Endeavour》1984,8(4):188-193

As the name implies, the northern light is visible only at high latitudes, and it is therefore not surprising that Scandinavian scientists have been prominent in research on its origin and nature. This article reviews the history of its observation and the development of an understanding of its true origin.  相似文献