THE Pupils' and Teachers' Role Forming Democratic Learning in NORWAY
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This book is both a summary of more than thirty years of my research in upper secondary and primary classrooms. This research can be compared to recent years of research on learning environments influence on democratic relationship between pupils and their teachers. In later years we have had a wave of new research on how and why pupils learn (OECD, 2013). Meta-analyses as we find it in Hattie (2009) point unambiguously to teachers' importance for why, and not at least for how pupils learn. The conclusions of these researchers seem to be: If the teachers are able to shape an efficient and supp...
This book is both a summary of more than thirty years of my research in upper secondary and primary classrooms. This research can be compared to recent years of research on learning environments influence on democratic relationship between pupils and their teachers. In later years we have had a wave of new research on how and why pupils learn (OECD, 2013). Meta-analyses as we find it in Hattie (2009) point unambiguously to teachers' importance for why, and not at least for how pupils learn. The conclusions of these researchers seem to be: If the teachers are able to shape an efficient and supportive learning environment, pupils both want to and do learn better than in environments where these qualities are not so frequent. In the book I try to show how important role relationships between teachers and their pupils are. Without trust an empathy it will be difficult to develop a democratic classroom. Research from more than two generations demonstrate how difficult this can be and that we still have challenges to include all pupils in a trusting relationship with their teachers.
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