The main objective of this study is to identify and understand interprofessional collaboration practices in schools using a mixed-methods design. First, we conducted a literature review on interprofessional collaboration in schools to give insights into the ways teachers and other professions collaborate with each other, and what kind of interprofessional interventions show positive effects on teaching and learning. Second, we collected data from five Norwegian elementary schools to gain knowledge of factors that facilitate and hinder interprofessional collaboration. The results show that interprofessional collaboration was defined differently in the literature, and that research is lacking on interprofessional collaboration that involves multiple professions in school. Interventions in which social workers and school nurses were involved gave positive, though small-to-moderate, effects on a range of outcome measures. However, interventions that targeted the whole school were found to be the most promising for making changes that persist over time.
This study examines how working hard in school contributes to explaining gender differences in academic achievement between students of Norwegian (n = 8,002) and Pakistani (n = 862) descent in secondary schools in Oslo, Norway. Path analyses show that reported school effort explains a significant part of the gender differences in school achievement for the Pakistani sample, but not as much of the gender variation in the ethnic Norwegian sample. Working hard in school is characteristic for the Pakistani sample, especially the girls. Explanations that may account for the differences in the two samples are discussed, with particular emphasis on cultural distinctions in such areas as being native within a culture, expectations and pressure from home, social control and self-reporting.
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