Samforsk Open
Not a member yet
605 research outputs found
Sort by
Determinants of School Satisfaction in Times of Crisis According to Parents of Children with Special Educational Needs
Get PDFIn the initial phase of the pandemic caused by the coronavirus (SARS-CoV-2), schools were closed, forcing most students to stay home on school days. In this chaotic and stressful situation, facing a potential life-threatening disease, parents needed to handle their family life, their own work, in addition to being teachers of their children. This situation may have been especially stressful for parents of children in need of special education. In this study, we examined possible determinants of parental satisfaction with the school during the lockdown using a sample of parents (N = 476) with children in need of special education. By applying a multivariate regression model, we found that the strongest predictor of parental satisfaction with the school during the lockdown was good communication between the parents and the school (r = .38), followed by how often the teachers were in contact with the children (r = .18) and how well the teachers guided the parents regarding home-schooling (r = .17). Notably, the degree of the children’s difficulties, family climate or socioeconomic status was not related to parental satisfaction with the school during the lockdown.publishedVersio
Learning systems and learning paths in sustainability transitions
Get PDFScholars have stressed the need to better understand the role of learning in sustainability transitions. Even though progress has been made, there is a call for more research, both in the form of large-scale empirical studies and theoretical clarity. Based on pragmatic learning theory, this paper responds to this call by presenting the results of an empirical study on learning within the context of a European large-scale multi-level transition-oriented sustainability project. Following the empirical analysis of the learning in this project, the concept of a learning system is proposed as a theoretical innovation, and the question of how to most effectively facilitate learning in sustainability transitions is rephrased as how such a learning system is best designed. Moreover, the term “learning path” is introduced to describe how individuals or groups maneuver within a learning system. We argue that to understand this maneuvering, the focus needs to be directed at the perceived learning needs of the actors relative to the challenges they are experiencing. Finally, the article discusses how to improve learning in sustainability transition projects and points to the potential value of using the concepts of learning systems and learning paths in doing so.publishedVersio
Overweight children in rural Norway - public health nurses' possibilities and limitations within national guidelines
Get PDFpublishedVersio
Safety first? The effect of studded tyres on traffic accidents and local air pollution
Get PDFThis paper offers empirical insights into the trade-off between local air pollution and traffic accidents by exploiting an annual studded tyre ban in Norway. Studded tyres offer superior traction on icy roads, but also contribute to harmful particulate matter pollution. The use of studs is therefore restricted to certain dates which, due to its dependence on Easter, can differ by over a month from one year to another. I exploit this variation in a type of regression discontinuity in time design. The findings suggest that the use of studded tyres does not decrease the number of traffic accidents. Moreover, there is no evidence that studded tyres increase particulate matter pollution. As studded tyres increases road wear and tear and appears to not contribute to road safety, this paper raises the question of whether North-American and European countries where studded tyres are widely used should revisit their traffic safety policies.publishedVersio
Patients with severe mental illness and the ethical challenges related to confidentiality during family involvement: a scoping review
Get PDFBackground: Despite evidence on the significant potential value of family involvement during the treatment of patients with severe mental illness, research has shown that family involvement is largely underused. The duty of confidentiality is reported to be a key barrier to family involvement. To develop more insight into this barrier, this scoping review focuses on the following question: What are the reported ethical challenges related to confidentiality when involving family in the treatment of patients with severe mental illness? Methods: A systematic search into primary studies was conducted using the following databases: Medline (Ovid), PsycINFO (Ovid), CINAHL (EBSCO), and Web of Science core collection (Clarivate). The PICO (Population, Intervention, Comparison, Outcome) scheme and qualitative content analysis were used to make the ethical challenges more explicit. Results: Twelve studies—both qualitative and quantitative—were included. We identified the following main categories of ethical challenges: (1) the best interest of family members vs. confidentiality, (2) the patient's best interest vs. the right to confidentiality, (3) patient trust and alliance as a reason not to involve the relatives or not to share information, and (4) using confidentiality as a smokescreen. We also identified several subcategories and illustrative and concrete examples of ethical challenges. Conclusions: Through a systematic examination, we discovered various types of ethical challenges related to confidentiality when involving the family in the treatment of patients with severe mental illness. However, research on these ethical challenges and the constituents of these challenges remains limited and often implicit. An ethical analysis will create knowledge which may facilitate a more balanced and nuanced approach to respecting the principle of confidentiality while also considering other moral principles. The duty of confidentiality does not always have to be a major barrier to family involvement; this insight and using this ethical analysis in the training of healthcare professionals may benefit the patient, the family, and the services.Patients with severe mental illness and the ethical challenges related to confidentiality during family involvement: a scoping reviewpublishedVersio
Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand
Get PDFpublishedVersio
Towards a cellular food future: Final recommendations from the Protein 2.0 project to Norwegian policy makers and food system actors
Get PDFpublishedVersio
Ett steg fram og to tilbake Demokratiforståelse, holdninger og deltakelse blant norske ungdomsskoleelever
Get PDFRapporten presenterer sentrale funn fra den norske delen av ICCS 2022, avgrenset til 1) utviklingstrekk for demokratisk kompetanse – det vil si hvordan norske elever og grupper av elever skårer på ICCS-kunnskapsskalaen, og 2) hvilken betydning demokratisk kompetanse har for å stimulere til samfunnsdeltakelse og bygging av en demokratisk beredskap. Begrepet demokratisk kompetanse omfatter både det å vite og det å anvende viten, og er dekkende for hvordan kompetanse er målt (operasjonalisert) i ICCS.
Rapporten inneholder kun resultater fra elevdata, men senere analyser og publikasjoner vil også omfatte analyser av datamaterialet fra lærere og skoleledere.
23 land deltar i ICCS 2022, og Norge er ett av 13 land som har deltatt i alle tre ICCS-sykluser (2009, 2016 og 2022). Norge nådde IEAs utvalgskrav, og det norske utvalget, som består av 5687 elever på 9. trinn, er representativt for populasjonen av elever på trinnet.
Norske elever skårer i gjennomsnitt 35 skalapoeng lavere på ICCS-kunnskapsskalaen i 2022 enn i 2016. Målt i skalapoeng har Norge den største nedgangen av de 15 landene som deltok både i ICCS 2016 og ICCS 2022. Andelen elever som skårer på laveste kunnskapsnivå (nivå D eller under), har økt fra 4,5 prosent i 2016 til 11,9 prosent i 2022. Sverige og Danmark har også en økning i andel elever på de laveste nivåene, men ikke i samme grad som Norge. Kompetanseforskjellen mellom ulike elevgrupper er imidlertid mer preget av stabilitet enn endring i Norge. På skandinavisk nivå ser vi at Sverige skiller seg ut med en betydelig økning i kompetanseforskjeller mellom elever med og uten innvandrerbakgrunn.
Vi finner ikke grunnlag for å si at resultatene kan forklares av pandemieffekter, men dette er vanskelig å si noe sikkert om, fordi slike effekter er krevende å beregne. Vi har så langt ikke gjennomført grundige analyser med det formål å gi tydelige svar på hvilke forhold som forklarer nedgangen i kunnskapsskår for norske elever, men de analyser som er gjort, indikerer at svekket skolemotivasjon har betydning. Dette underbygges også av andre studier, som tydelig peker på at motivasjonsfaktorer er svekket fra midten av 2010-tallet.
Demokrati- og medborgerskapsopplæringen i norsk skole skal gjøre nye generasjoner rustet til å videreføre demokratiet, blant annet med aktiv samfunnsdeltakelse. Samfunnsdeltakelse omfatter ulike former for aktiviteter og deltakelse, og vi finner at elever med lav demokratisk kunnskap i større grad ser for seg at de vil kunne delta i ulovlige aksjonsformer, mens elever med høy kunnskap i langt større grad ser for seg at de skal bruke stemmeretten sin. Kunnskap påvirker holdninger som tillit og likebehandling av ulike grupper i samfunnet. Vi finner også at kunnskap har en sosial utjevnende effekt på støtte til grunnleggende demokratiske verdier, samt at elevenes evne til å se trusler mot demokratiet øker tydelig med økt kunnskap. Analysene viser betydningen demokratisk kunnskap har for å bygge en demokratisk beredskap både på individ- og samfunnsnivå.publishedVersio
Effectiveness of 'motivational interviewing' on sick leave: a randomized controlled trial in a social insurance setting
Get PDFObjective This study aimed to evaluate the effectiveness of motivational interviewing (MI) – a counselling approach offered by caseworkers at the Norwegian Labor and Welfare Administration (NAV) – on return to work (RTW) for individuals sick-listed for ≥8 weeks due to any diagnoses. MI was compared to usual case management and an active control during 12 months of follow-up.
Methods In a randomized clinical trial with three parallel arms, participants were randomized to MI (N=257), usual case management (N=266), or an active control group (N=252). MI consisted of two MI sessions while the active control involved two sessions without MI, both were offered in addition to usual case management. The primary outcome was number of sickness absence days based on registry data. Secondary outcomes included time to sustainable RTW, defined as four consecutive weeks without medical benefits.
Results The median number of sickness absence days for the MI group was 73 days [interquartile range (IQR) 31–147], 76 days (35–134) for usual care, and 75 days (34–155) for active control. In total 89%, 88% and 86% of the participants, respectively, achieved sustainable RTW. The adjusted hazard ratio (HR) for time to sustainable RTW was 1.12 (95% CI 0.90–1.40) for MI compared to usual case management and HR 1.16 (95% CI 0.93–1.44) compared to the active control.
Conclusions This study did not provide evidence that MI offered by NAV caseworkers to sick-listed individuals was more effective on RTW than usual case management or an active control. Providing MI in this context could be challenging as only half of the MI group received the intervention.publishedVersio
