Mari-Ana Jones
Biographic Data
| ID | 4800108 |
|---|---|
| NAME | Mari-Ana Jones |
| GIVEN NAMES | Mari-Ana |
| FAMILY NAME | Jones |
| SIGNATURE | JONES M |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-3833-6138 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Daring to lead for student voice and participation in Norwegian schools
The paper presents findings from interviews conducted with leaders in schools and municipalities in Norway, capturing their descriptions of and reflections about how they intentionally lead for student voice and participation. Research in this field has gained considerable momentum in recent years; however, there is a need for more knowledge about how educational leaders engage with and sustain voice and participation practices. Findings show tha…
“It’s about creating meaning and being valued”
Expect the unexpected
In this article we utilise interview data to explore the roles of school leaders in a university-school partnership. The partnership was established within a pioneer national initiative in Norway to support persistently underperforming municipalities and paired selected schools with university staff with the aim of building capacity for improvement. Our work as advisers and researchers in the partnership afforded us the opportunity to explore how…
Medvirkning som samskaping i møtepunktet mellom museum og skole
Can we make a TikTok about Grainnbergan? Or build it in Lego? Or make a puppet show?” asked excited students after visiting Grainnbergan, an abandoned homestead in Inderøy municipality in Norway. Employees from Museene Arven and students from the local school tested out participation and co-creation in a shared exploration of the historical site, with exciting results. Participation has been highlighted and mandated in schools and museums in rece…
Redefining student voice
During the past thirty years, student (or pupil) voice has gained attention in education policy especially in many Western countries, accelerated by both the acceptance of the United Nations Convention on the Rights of the Child (UNCRC) in 1990 and an emphasis on accountability in schools. Multifaceted and complex, student voice in schools incorporates a wide variety of practices associated with children expressing their views about their educati…
Learning from the Covid-19 home-schooling experience
In Spring 2020, schools in many countries had to close in response to the COVID-19 virus pandemic and move to remote teaching. This paper explores the views of pupils, parents/carers and teachers of ‘home-school’ in one Norwegian municipality, gathered through parallel online surveys in April 2020 during the peak of the COVID-19 lockdown period. It finds that adaptation happened very quickly and that home-school was well received by pupils and pa…
No prominent works on this page.
Learning from the Covid-19 home-schooling experience
In Spring 2020, schools in many countries had to close in response to the COVID-19 virus pandemic and move to remote teaching. This paper explores the views of pupils, parents/carers and teachers of ‘home-school’ in one Norwegian municipality, gathered through parallel online surveys in April 2020 during the peak of the COVID-19 lockdown period. It finds that adaptation happened very quickly and that home-school was well received by pupils and pa…
Redefining student voice
During the past thirty years, student (or pupil) voice has gained attention in education policy especially in many Western countries, accelerated by both the acceptance of the United Nations Convention on the Rights of the Child (UNCRC) in 1990 and an emphasis on accountability in schools. Multifaceted and complex, student voice in schools incorporates a wide variety of practices associated with children expressing their views about their educati…
Medvirkning som samskaping i møtepunktet mellom museum og skole
Can we make a TikTok about Grainnbergan? Or build it in Lego? Or make a puppet show?” asked excited students after visiting Grainnbergan, an abandoned homestead in Inderøy municipality in Norway. Employees from Museene Arven and students from the local school tested out participation and co-creation in a shared exploration of the historical site, with exciting results. Participation has been highlighted and mandated in schools and museums in rece…
Expect the unexpected
In this article we utilise interview data to explore the roles of school leaders in a university-school partnership. The partnership was established within a pioneer national initiative in Norway to support persistently underperforming municipalities and paired selected schools with university staff with the aim of building capacity for improvement. Our work as advisers and researchers in the partnership afforded us the opportunity to explore how…
Daring to lead for student voice and participation in Norwegian schools
The paper presents findings from interviews conducted with leaders in schools and municipalities in Norway, capturing their descriptions of and reflections about how they intentionally lead for student voice and participation. Research in this field has gained considerable momentum in recent years; however, there is a need for more knowledge about how educational leaders engage with and sustain voice and participation practices. Findings show tha…
“It’s about creating meaning and being valued”
Pedagogy (4 works) · Political science (4 works) · Sociology (3 works) · Children's Rights and Participation (2 works) · Collaborative Teaching and Inclusion (2 works) · Early Childhood Education and Development (2 works) · Norwegian (2 works) · Public relations (2 works) · Teacher Education and Leadership Studies (2 works) · Accountability (1 work)