30. Schaarup, Tine; Christoffersen, Mette & Kehlet, Karin (Educational psychologists).
The Educational Psychological Assessment – How is it Used, and to
What Extent? Pædagogisk Psykologisk Tidsskrift,Vol.46, 349 – 363. – EPAs are required
by law, bur to what extent are they utilized by the recipients? A questionnaire
survey was answered by 110 teachers at primary schools. Almost 50 % did not read
assessments, 30 % did not remember the proposals made by the psychologists. 56
% did not feel involved in the proceedings. Teachers are generally more satisfied by
talking with the psychologists than by reading their EPAs – etc. Their conception
is that problems in schools can be ascribed to pupil difficulties – a position shared
by most psychologists. This deplorable situation – seen in the light of systemic approaches,
supervision etc. – is discussed. – Bjørn Glæsel.
31. Nissen, Dorte (Educational psychologist, consultant). The Cooperative Meeting
as Consultative Practice. Pædagogisk Psykologisk Tidsskrift, Vol.46, 364 –
382. - “I don´t know if I want to continue as an educational psychologist – it is almost
always meetings and little psychological work”. This quotation from a supervision
conversation is discussed by the author, who wonders how meetings might be made
more useful. Narrative thinking (Michael White) seems a promising element, defining
the problems as the problem. The suggested cooperative meeting involves all
participants, it should be governed by principles: steering is important, participants
should all be interviewed, time should be shared equally, and a solid framework
should be established. – Bjørn Glæsel.
32. Andresen; Bent, E.; Egelund, Niels & Nordahl, Thomas (Research director;
professor at The University School of The University of Aarhus; professor at The
Høgskolen in Hedmark). The LP-Model – Research Findings and Preliminary
Results. Pædagogisk Psykologisk Tidsskrift, Vol.46, 383 – 391. – The LP-model was
developed in Norway, and has since then been implemented in many schools in Norway
and Denmark. LP means learning environment and pedagogical analysis. This
model inspires teachers to develop adequate methods to deal with educational challenges
such as pupils with behavioral problems in the classroom. Its aim is to analyze
and define the factors in the environment that trigger, influence and sustain behavioral
and learning problems. It involves all teachers, they receive supervision, and
they participate in group discussions. While results about changes in the teaching
and the consequences of these are yet to be expected, the general impression is that
the teaching climate in the schools has already been positively influenced. – Bjørn
33. Svendsen; Gøye, Thorn (Psychologist, PMT-O and PALS director). PALS – A
New Evidence Based School Development Program in Denmark. Pædagogisk
Psykologisk Tidsskrift, vol.46, 392 – 403. - PALS is a pilot project focusing on
positive behavior in learning and cooperation. It has been implemented in 12 schools
in Denmark in 2008-09. The project is funded by The Ministry of Social Services, and
it supports the training of municipal counselors who help schools to develop. The
training takes 1 ½ ys. The implementation requires a willingness to change, new
thinking, and a growth of cross-sector cooperation within the municipal system as
well as a redirection of resources. In return the implementation supports the neces-
sary shifts of paradigms if the growth in the percentage of children needing special
education is to be brought down, and if the schools in proactive ways are to become
more inclusive and appreciative. – Gøye Thorn Svendsen.
34. Nordenbo; Svend, Erik (Professor, Director of The Danish Clearinghouse of Educational
Research, The University of Aarhus). About the Uses of Tests in Teaching.
Pædagogisk Psykologisk tidsskrift, vol.46, 404 – 415. – In 2005 a new law introduced
national, obligatory tests in Denmark. The Clearinghouse decided to collect
evidence of testing of this kind, nationally and internationally. 61 studies from abt.
15 countries from 1980–2008 were localized, and 43 were found to be sound research.
The main results are: there is as yet no evidence that test results further pupil learning,
teachers prefer tests that are adapted to their actual teaching, teachers do use
tests to plan their teaching, especially if they do not know their pupils very well, correcting
errors found by tests does not further learning, centrally administered tests
have markedly negative consequences: simplified curriculum, more teaching spent
on subjects that are tested, and an simplification of teaching such as training and
rote-learning being emphasized. Furthermore there are feed-back consequences for
the pupils. Finally: test results do improve learning, but only after some years, but
the advantages of centrally administered tests may be outweighed by the negative
consequences for the under average performing pupils. – Bjørn Glæsel.
35. Lamscheck-Nielsen, Regina (Consultant and lecturer). Remember Your Mobile
– You Have to Learn. Pædagogisk Psykologisk Tidsskrift, Vol.46, 416-427.
– An international project deals with the use of smart phones in the teaching of
youngsters in vocational training. Inspired by a.o. Rita Dunn and Csikzentmihalyi’s
works, many ideas have been introduced in the curriculum. As a result pupils have
become more active, their sense of responsibility has been improved, and their selfesteem
heightened. – Bjørn Glæsel.