Sammendrag
During the fall of 2006, the LP-model was implemented in 105 schools in 33
municipalities in Norway, and in this research report, quantitative and
qualitative results from the project are prestented. Lillegården Resource
Center has been responsible for the implementation process, while Hedmark
University College has carried out the evaluation. Throughout the evaluation,
the aim has been to contribute to an upgrading of skills and competence within
the area of creating good learning environments. Through two survey
investigations, carried out in 2006 and 2008, the participating schools have
been able to decide what areas within the learning environment they should
prioritize and also to assess development and progress in the project period.
The research report focuses on the results that the schools have accomplished,
as well as what relation the results may have with the implementation
processes.
The results show that there has been a positive development within several
areas in the LP schools. Student learning outcomes, learning environment and
teachers? working situation are all areas where there have been improvement.
The teachers experience a more cooperative school culture, more structure in
the teaching situation and less learning-disruptive behavior. Consequently, it
can be argued that teachers have improved their cooperation, teachers apply a
more positive view of the student and lastly, teachers handle emotional and
behaviour problems in a more appropriate way. There has been less development
in the student assessments, but the results show that the students experience
a more positive working atmosphere in the classroom, there is a slight
improvment in learning outcomes and lastly, the students communicate that they
to a greater extent manage to conform and adapt to the school environment. The
share of students receiving special needs education has been reduced by 15 %
compared to the development in Norwegian primary schools as a whole. Further,
the evaluation indicate that the implementation processes has been of
different quality. Many schools, PP-offices and school owners have implemented
according to the intentions in the LP-model, while other schools have not had
a satisfactory implementation. In these schools, a positive development in
teaching practice is absent. Common for several schools are, however, that
some parts of the implementation process has been better than others. Most
schools have succeeded in the training part and in the understanding of the
modell. On the other side, they have reported difficulties with regards to
follow the model of analysis, start up actions and initiatives and lastly, to
make the work sustainable. The evaluation thus highlights that there is a
relation between successful implementation, active support and involvement
from school owner and good guidance and direction from the educational and
psychological counselling service.
Vis fullstendig beskrivelse
Vitenskapelig sammendrag
During the fall of 2006, the LP-model was implemented in 105 schools in 33
municipalities in Norway, and in this research report, quantitative and
qualitative results from the project are prestented. Lillegården Resource
Center has been responsible for the implementation process, while Hedmark
University College has carried out the evaluation. Throughout the evaluation,
the aim has been to contribute to an upgrading of skills and competence within
the area of creating good learning environments. Through two survey
investigations, carried out in 2006 and 2008, the participating schools have
been able to decide what areas within the learning environment they should
prioritize and also to assess development and progress in the project period.
The research report focuses on the results that the schools have accomplished,
as well as what relation the results may have with the implementation
processes.
The results show that there has been a positive development within several
areas in the LP schools. Student learning outcomes, learning environment and
teachers? working situation are all areas where there have been improvement.
The teachers experience a more cooperative school culture, more structure in
the teaching situation and less learning-disruptive behavior. Consequently, it
can be argued that teachers have improved their cooperation, teachers apply a
more positive view of the student and lastly, teachers handle emotional and
behaviour problems in a more appropriate way. There has been less development
in the student assessments, but the results show that the students experience
a more positive working atmosphere in the classroom, there is a slight
improvment in learning outcomes and lastly, the students communicate that they
to a greater extent manage to conform and adapt to the school environment. The
share of students receiving special needs education has been reduced by 15 %
compared to the development in Norwegian primary schools as a whole. Further,
the evaluation indicate that the implementation processes has been of
different quality. Many schools, PP-offices and school owners have implemented
according to the intentions in the LP-model, while other schools have not had
a satisfactory implementation. In these schools, a positive development in
teaching practice is absent. Common for several schools are, however, that
some parts of the implementation process has been better than others. Most
schools have succeeded in the training part and in the understanding of the
modell. On the other side, they have reported difficulties with regards to
follow the model of analysis, start up actions and initiatives and lastly, to
make the work sustainable. The evaluation thus highlights that there is a
relation between successful implementation, active support and involvement
from school owner and good guidance and direction from the educational and
psychological counselling service.
Vis fullstendig beskrivelse
