FULM
With the educational reforms and quality assessments implemented in recent years, we are now facing a new development paradigm in early childhood education and care as well as in compulsory schooling. This also applies to the municipal administration of the sector. The paradigm can be described as a more coherent and system-wide approach to working with the quality that must ensure that all children and pupils encounter a high‑quality pedagogical learning environment in their daycare settings and schools. Important elements in this approach include the use of data and research-based knowledge. This forms the basis for work with improvement and evaluation in practice, instructional leadership, collaboration, competence and capacity building, and organization in relation to shared goals for well‑being and learning.
In this paradigm, educational research plays an important role, as it can contribute research-based knowledge about what is most likely to work best in pedagogical practice, and how children’s well‑being and learning can be made more visible. Educational research can also contribute to a more evidence‑based knowledge foundation regarding children’s development, learning, well‑being, and inclusion. Research-based knowledge may help qualify the point of departure for pedagogical initiatives in practice and support the documentation and evaluation of these initiatives—including with a focus on their tangible impact on children’s well‑being, learning, and development.
The interplay between educational research and practice takes place, among other ways, through the research and development projects that LSP has conducted since 2011 in collaboration with a number of Danish municipalities. The projects are organized as partnerships between research and practice. One of the ways the work with these projects is documented is through the FULM series.
The series was previously published by Aalborg University Press. See previous publications here.
Editors: Postdoc Line Skov Hansen, Aalborg University, and Professor Charlotte Ringsmose, Aalborg University.
Online ISSN 2246-4395
