Active Learning in Schools. Theoretical underpinnings -interpretations and implementation in compulsory education.

Norwegian educational policy has long sought to promote the extent and quality of learner participation in educational processes, based on an "active learning" educational philosophy whose international status amongst providers of education has perhaps ne ver been greater. However, achievements by way of implementing active learning at school level continue to disappoint, in spite of repeated steps taken to promote them. The research proposed seeks to understand this situation, as a basis for proposing str ategies for its amelioration. It will start with a critical review of the scope, rationale and empirical grounding of active learning philosophy. In relation to this, it will then investigate factors potentially influencing the practical implementation of this philosophy, whether separately or through their interrelationships. These will include: (i) the ways in which active learning messages have been mediated to teachers, (ii) the ways in which school teachers construe and evaluate such messages against their existing ideas and values, (iii) factors in the school context which may promote or hinder active learning implementation, including: - school management attitudes, - organisation of time and personnel, - availability of teaching resources, - provision of in-service training and school development and - physical aspects of school and classroom set-ups.