Since the 1990s and up to 2003 there has been a strong commitment in Norwegian education policy to reforming the teaching methods in the schools: more project work and problem-based learning, less blackboard teaching. The pupils were to work independently and in groups on problematic issues they had developed themselves. The teachers were to be supervisors rather than lecturers, and ICT was to force the coming into being of new teaching methods. The educational authorities have rewarded schools that have distinguished themselves in implementing this pedagogical idea. One of these schools is analysed in this research project. This school constituted the empirical material (observations, survey and interview material).
Publications
International published in peer reviewed journals:
Elstad, E. (2008) Towards a theory of mutual dependency between school administrators and teachers. Bargaining theory as research heuristic. Educational Management, Administration and Leadership 36 (3): 383-404. (Award for best article in 2008 by British Educational Leadership Management & Administration Society)
Elstad, E. (2008) Building self-discipline to promote learning: Students’ volitional strategies to navigate the demands of schooling. Learning Inquiry vol.2 (1): 53-71.
Elstad, E. (2006) Understanding the nature of accountability failures in the technology-filled classroom: Disaffected students and teachers who give in. Journal of Curriculum Studies, 38 (4): 459-481.
Elstad, E. (2006) The Relevance of Rhetoric to the Study of Power in Communication and Communicative Adequacy. The International Electronic Journal for Leadership in Learning, 11(1): 1-11.
Elstad, E. (2005) Om prosesstyring og resultatorientering i utdanningspolitikken. Norsk Pedagogisk Tidsskrift nr 2: 132-145.
The theoretical framework of the project is outlined in this article:
Elstad, E. (2002) Towards a Model of Strategic Actions in the Classroom: Games theory as research heuristic. Scandinavian Journal of Educational Research, 46(1): 65-82.