june 2013 research updatemakes role-play a powerful creative method in healthcare. helle m....
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RESEARCH UPDATE
VOLUME 6 ISSUE 12 June 2013
Research Programme on Learning for Care,
Sustainability and Health
www.edu.au.dk/forskning/omraader/laering-for-omsorg-baeredygtighed-og-sundhed-lobs/
Department of Education Aarhus University Tuborgvej 164
2400 Copenhagen NV Denmark T +45 8716 1300
■ Introduction
■ Update from ongoing projects
■ Selected recent publications
■ Conference presentations
■ New research projects
■ Other news
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Welcome to the 12th issue of Research Update, newsletter of the Research Programme on Care, Sustainability and Health (LOBS), formerly known as the Research Programme on Environmental and Health Education, Department of Education, Aarhus University. We are back online following a break characterized by the uncertainties of the largest university reform in Denmark ever. Parts of this long, complex and challenging process have been outlined in previous issues of Research Update.
The current status is that the research programme lives on in an enhanced version with the addition of several new colleagues, some coming from other research units at the department, and some completing their PhDs and gaining positions as assistant professors or postdoctoral fellows. The “new” research programme maintains a strong profile in exploring forms of learning, teaching and didactics in relation to care, sustainable development and health within both formal and informal learning arenas, in a continuum ranging from childcare and pre-school facilities to schools and lifelong learning. Research undertaken within the programme considers contextual, organizational, societal, as well as individual factors in relation to this overall field of study.
There are five key research themes within the programme: (a) Research on schools for health and sustainability; (b) Health, education and society; (c) Education, society and sustainable development; (d) Early childhood, care and education; and (e) Professional guidance, workplace learning and development of professional competencies. By combining analytical and applied research strategies, and by bringing multidisciplinary perspectives to educational research, LOBS aims to generate new insight into the processes of change that are relevant for learning about care, health and sustainability, as well as to contribute to positive developments with regard to educational outcomes in these areas.
In this issue of Research Update we present a selection of our research, publications, conference presentations and other activities over the course of the last year. Rather than providing a comprehensive overview of activities, the aim is to provide a glimpse into the research landscape that connects us as a programme.
Happy summer reading
Venka Simovska, Programme Director
■ Introduction
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Schools for Health and Sustainability: Lost in translation or prepared for the 21st century? In 2012 the research programme established an AU Ideas pilot centre in the field of school research. The grant was awarded to innovative cross-disciplinary ideas by the Aarhus University Research Fund. The specific goal in establishing the Research in Schools for Health and Sustainability centre is to generate knowledge regarding the transformative processes which occur when political intentions and objectives for teaching in health, the environment and sustainable development are converted into curriculum practice within the school. The research builds on existing national and international educational and cross-disciplinary research, particularly within the fields of health promotion and education for sustainable development. The research strategy is based on an interdisciplinary approach and a combination of analytical research, concept development and research-based practice development. The idea behind this strategy is that the different types of knowledge, and the interplay between them, can inspire, complement and challenge each other in developing the field. The research draws on both quantitative and qualitative research methods and on social and organizational learning theories and critical education. The centre is led by Professor Venka Simovska. It employs two postdoctoral researchers and is supported by a reference group of three senior and one junior member of LOBS. Additionally, an international research advisory board is appointed for feedback and quality assurance of the research. The first report, analysing the international and national policy documents which shape schools‟ work with health education and education for sustainable development, has been finalised and will be published soon. For further information: shs.au.dk. Katrine D. Madsen, Lone L. Nordin and Venka Simovska
Children’s Space and Physical Activity in Vesterbro, Copenhagen (Go-Active) The evaluation of the project Go-Active, which aimed to promote physical activity of children in the Vesterbro area of Copenhagen with a special focus on marginalised and inactive children, has been completed. The final evaluation report was published in collaboration with the University of Southern Denmark (in Danish). Our contribution to the evaluation focused on the children‟s participation processes in the project, the outcomes of this participation, and the related potentials and barriers. Data was generated through observations of the project activities and interviews with the participating children, project staff and parents. Venka Simovska
■ Update from ongoing projects
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Socially Disadvantaged Young People – better wellbeing through physical training and movement The mid-term evaluation of the intervention carried out by the Centre for Socially Disadvantaged Young People in the municipality of Copenhagen has been finalised. The project uses physical training as a means for developing self-confidence, social connectedness and action competence among the participating young people. The target group are residents at one of nine institutions in the municipality housing young people that, for various reasons, cannot live with their families. These young people are often excluded from traditional sports clubs and organizations. The evaluation is situated within the paradigm of empowerment-based health promotion and makes use of qualitative methods. It shows that the project has a great potential for involving the most marginalised young people in a process that improves their health, wellbeing and quality of life. Through participation in the project, the young people enhance their competences – they realise that they are actually good at something. The evaluation illustrates that the young people are able to tell new and positive stories about themselves - their self-confidence and sense of self-esteem are improved. The evaluation also shows that the young people are able to transfer competences gained from participation in the project to other areas of life – for example education. The project is funded by the National Board of Social Services. Jeanette Magne Jensen and Jonas G. Lysgaard
"Did you imagine that old people could be like this?" A kaleidoscope of ageing, health and identity in an urban Danish context The PhD study is in its final phase. Through different themes of ageing, including performance of self, successful ageing, death, body work, group memberships, policy and pedagogy in three institutional settings, the dissertation analyses expressions of health in social relations among elderly people. In a collage of biographical fragments, different perspectives on ageing are explored within a context marked by dominating discourses on ageing which, on the one hand, emphasise positivity, success, health and productivity, while, on the other hand, highlighting the economic burden of the elderly as a bomb under the welfare state. People's experiences of identification are analysed based on data from ethnographic fieldwork, conducted in a club, an activity centre and a senior Qigong class, all in Copenhagen. The three institutional settings provide insights into different pedagogical frames for social interaction and represent different perspectives on identification processes at individual, group, professional and policy levels in the area of health care and welfare services targeted at the elderly. Kamilla Nørtoft
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Voices in the community: Empathy in daycare practices The aim of the project is to:
1. Investigate interactions between children, parents and carers in daycare settings, private homes and public institutions, with a view to capturing and mapping the ways in which empathy plays out between them – verbally and non-verbally
2. Develop a didactical model for empathic practice in a daycare context
Our ambition is to identify the carers‟ ability to sense and meet the emotional intention of the child when being dropped off by parents in the morning. Helle M. Nordentoft and Ole H. Hansen
In dialogue with the patient Over the course of nine interdisciplinary workshops with hospital staff members, we experiment with innovative pedagogical methods with the goal of qualifying the synergy between theory and practice. For instance, we work with different forms of simulated interaction; i.e., role-play – live and performed on video - as a creative approach to facilitate embodied and situated communication skills. These simulated interactions provide the launch pad for participants‟ systematic oral and written reflections. The question is if this methodological combination has the potential to 1) develop professionals‟ sensitivity to the significance of unexpected, embodied and emotional aspects of healthcare practices – and if so how?; and 2) if the multimodal approach has the potential to illustrate challenges and tensions of healthcare practices by bringing to light the differences between participants‟ perspectives on the same situation. The idea is that the dialogical process of raising reflexive awareness of tensions makes role-play a powerful creative method in healthcare. Helle M. Nordentoft (LOBS) and Birgitte R. Olesen (RUC) MultiTrust – Multicriteria assessment and communication of effects of organic food systems After concluding a review work package, including five disciplinary perspectives, with a joint report (see publications), the project is now focusing on developing a prototype for a tool aimed at facilitating multicriteria assessment, communication and learning about organic food systems. This work is undertaken in collaboration with several stakeholders and is expected to be concluded at the end of the year. Simultaneously, a special issue of Ecology and Society is underway with several contributions from the project. Jeppe Læssøe and Anders K. Ljungdalh
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Blum, N., Nazir, J., Breiting, S. Chuan Goh, K. & Pedretti, E. (2013). Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change. Environmental Education Research Volume 19, Issue 2, 2013: pp. 206-217.
He, C., Breiting, S., Perez-Cuetoa F. J.A. (2012). Effect of organic school meals to promote healthy diet in 11–13 year old children. A mixed methods study in four Danish public schools. Appetite, Volume 59, Issue 3, December 2012, pp. 866–876. Broström, S. (2013). Understanding Te Whâriki from a Danish perspective. In: Joce Nutall (ed.) Aotearoa New Zealand’s Early Childhood Curriculum document in theory and practice. Wellington: New Zealand Council for Educational Research. NZCER Press. pp. 240-258.
Broström, S., Frøkjær, T., Johansson, I. & Sandberg, A. (2013). Preschool teacher‟s view on learning in preschool in Sweden and Denmark. European early childhood educational research journal. 1–14, iFirst Article. (ID: 746199 DOI:10.1080/1350293X.2012.746199)
Broström, S. (2012). Children‟s participation in research. Special issue of International Journal of Early Years Education, Volume 20, Number 3, 1 September 2012 , pp. 257-269(13). ID: 715407 DOI:10.1080/09669760.2012.715407 Carlsson, M. (2012). Health Education perspectives on learning and teaching. In: Simovska, V. & Jensen. M.J. (eds.) The Role of Health Education in Health Promotion. Copenhagen: Gad [in Danish]. Carlsson, M. & Hyrve, G. (2012). Evaluation in health education and health promotion. In: Simovska, V. & Jensen. M.J. (eds.) The Role of Health Education in Health promotion. Copenhagen: Gad [in Danish]. Carlsson, M. and Simovska, V. (2012). Exploring learning outcomes of school-based health promotion – a multiple case study. Health Education Research 27 (3): pp. 437-447. Ljungdalh, A.K. (2012). Mapping and reviewing concepts of children’s and young people’s competence, participation and competence development (report). Lillehammer: Lillehammer University College. Ljungdalh, A.K. (2012). Pathoepistemology: An investigation of
■ Selected recent publications
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contemporary lifestyle norms through type 2 diabetes self-care practices and techniques of life. (Ph.D. dissertation, Aarhus University). Feinstein, N. W., Læssøe, J., Blum, N., Chambers, D. (2013). Challenging the premises of international policy review: an introduction to the review symposium. Environmental Education Research, Vol. 19: 2. Læssøe, J., Feinstein, N. W., Blum, N. (2013). Environmental education policy research: challenges and ways research might cope with them. Environmental Education Research, Vol. 19: 2. Læssøe, J., Alrøe, H. F., Noe, E., Christensen, T., Olsen, S. B., Dubgaard, A., Kærgaard, N., Rittenhofer, I. Povlsen, K. K. (2013). Multicriteria Assessment and Communication on Organic Food Systems – Five perspectives on challenges and opportunities as well as cross-disciplinary considerations. Report [in Danish]. Læssøe, J. (2012). 12 ways to promote civil society participation. pp. 68-71 in Chris Butters (Ed): Nordic success stories in sustainability. The Ideas Bank, Oslo. Læssøe, J. (2012). Why do they not do as we say? Barriers for participation and learning in issues on sustainable development. pp. 11-24 in: Thastum, L., Baarstrøm, T., Valbak, M., Pedersen, A. L., Hoffmann, B., Læssøe, J. (eds) Sustainable Development as local, social learning: Barriers and potentials. [in Danish] Copenhagen: RCE Denmark.
Nordentoft, H. M., & Ravn Olesen, B. (2013). Walking the talk: A Micro-Sociological Approach to the Co-production of Knowledge and Power in Action Research. International Journal of Action Research, 9(1), pp. 67-95. doi: DOI 10.1688/1861-9916_IJAR_2013_01 Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013). Collective academic supervision: a model for participation and learning in higher education. Higher Education, 65(5), pp. 581-93. doi: 10.1007/s10734-012-9564-x Nordentoft, H. M., & Wistoft, K. (2012). Collaborative learning and competence development in school health nursing. Health Education Journal, 112(5), pp. 448–464. doi: 10.1108/09654281211253452 Nordentoft, H. M. (2012). Peer collaboration practices and learning in health care. In: Simovska, V., & Jensen, J. M. (eds.). The role of health education in health promotion. pp. 213-229. Copenhagen: Gad. [in Danish].
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Nordentoft, H. M., & Just, E. (2012). Interdisciplinary practice. Copenhagen: Hans Reitzel. [in Danish]. Simovska, V. (2013). Student participation as an important dimension of the health promotion school: experience from a European project. In: Samdal, O., & Rowling, L. (eds.), The Implementation of Health Promoting Schools. pp. 132-138. London and New York: Routledge Falmer. Simovska, V., & Carlsson, M. (2012). Evidence based practice: dilemmas and challenges [in Danish] In: Simovska, V., & Magne Jensen, J. (eds.), The role of health education in health promotion. (pp. 281-297). Copenhagen: Gad. [in Danish]. Simovska, V., Dadaczynski, K., & Woynarowska, B. (2012). Healthy eating and physical activity in schools in Europe: a toolkit for policy development and its implementation. Health Education, 112(6), pp. 513-524. Doi: 10.1108/09654281211275863
Griebler Mager, U., Rojatz, D., Simovska, V., & Forster, R. (2012). Evidence for effects of student participation in designing, planning, implementing and evaluating school health promotion: systematic literature review. Vienna: Ludwig Boltzmann Institute for Health Promotion Research. (Working Paper Nr. 12). Simovska, V. (2012). Guest Editorial. What do health-promoting schools promote? Processes and outcomes of health-promoting schools. Health Education, 122(2), 84-87. Simovska, V. (2012). Case Study of a Participatory Health Promotion Intervention in School. Democracy & Education, 20(1). Simovska, V. (2012). Participation: a key concept, principle and strategy within health education and health promotion. In: Simovska, V., & Magne Jensen, J. (eds.), The role of health education in health promotion. pp. 85-107. Copenhagen: Gad.[in Danish]. Carlsson, M., & Simovska, V. (2012). Exploring Learning Outcomes of School-based Health Promotion: a multiple case study. Health Education Research, 27(3), pp. 437-447. doi: 10.1093/her/cys011 Simovska, V., & Carlsson, M. (2012). Health-promoting changes with children as agents: findings from a multiple case study research. Health Education, 112(3), pp. 292-304. Simovska, V. (2012). What is health? In: Simovska, V., & Magne Jensen, J. (eds.), The role of health education in health promotion. pp. 33-51.Copenhagen: Gad. [in Danish].
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Simovska, V. (2012). Guest editorial. Processes and outcomes in school health promotion: engaging with the evidence discourse. Health Education, 112(3). Simovska, V., & Magne Jensen, J. (2012). Health education and health promotion: principles and relations. In: Simovska, V., & Magne Jensen, J. (eds.), The role of health education in health promotion. pp.19-33.Copenhagen: Gad. [in Danish]. Simovska, V., & Jensen, J. M. (eds.) (2012). The role of health education in health promotion. Copenhagen: Gad. [in Danish].
Søren Breiting Paper presentation: Positive psychology in the classroom – developing students’ action competence. 6th European Conference on Positive Psychology, Moscow, Russia, June 2012. Søren Breiting Paper presentation: Education for sustainable development – challenges for reality. Conference on education for sustainable development (ESD) in Scania and the region of Øresund, Eslöv, Sweden, 11 October 2012. Søren Breiting Paper presentations: Education for sustainable development in the school, and In-service teacher training. Oslo University, Norway, 28. February 2013. Søren Breiting Keynote: Education for sustainable development in practice – potential and risks, - from behaviour modification to active, engaged citizens. Conference on learning for sustainable development in practice, Malmö Högskola, Sweden, 14. March 2013.
Monica Carlsson The European Conference on Educational Research, Cadiz, September, 2012. Health Education Research Network. Symposium paper: Action Competence as an Outcome of Health Promotion in School. Symposium chair: Health Education and Education for Sustainable Development: Key perspectives and challenges related to implementation. Kamilla Nørtoft Paper presentation: Managing the old body through mind in a current of ‘maintenance perspectives’ – an example from a senior qi gong class, The Body, Public Health and Social Theory, CBS, Copenhagen, Denmark, April 2013
■ Conference presentations
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Kamilla Nørtoft & Anne-Katrine Hansen Workshop: Experiment in sharing and discussing ethnographic analysis through film, Qualitative and Ethnographic Research (QER): Sharing and shaping pedagogies - learning through doing, University of Exeter, UK, May 2013. Jeppe Læssøe Paper presentation: Professionalism, Enthusiasm, Norms, Tensions and Competences among Municipality Local Agenda 21 Employees in Denmark. Conference „The Normative Anatomy of Society‟, Lund, Sweden. 24 April, 2012. Jeppe Læssøe Paper presentation: Theories on motivation and their implications for supporting communication, learning and decision-making in relation to organic food systems. 10th International Farming Systems Association Symposium, Aarhus University. 4 July, 2012.
Jeppe Læssøe Invited talk: Change Agents and the Tension Between Green Enthusiasm and Social Complexity. International research community seminar 'Learning Nature-Society Interactions”, arranged by Leuven University, Brussels, Belgium , 11-12 May, 2012. Jeppe Læssøe Keynote: ESD and Socio-Cultural Change: on contextualizing ESD in time and space. At EEASA 30th Annual Conference on „Environmental Learning, Agency and Social Change‟, Rhodes University, South Africa, 11-14 September, 2012. Jeppe Læssøe
Keynote: The challenge of making complex sustainability issues available for learning. At the GRESD conference on „Trans- boundary learning beyond disciplines: Sustainable development opening up research dialogues‟ 09-11 October, 2012. Jeppe Læssøe Invited talk: New dimensions in pedagogical thinking. „Education for Sustainable Development in the Nordic Countries‟. Roskilde University, Denmark, 16 October 2012. Jeppe Læssøe General rapporteur presentation: What do we do now? Input to the concluding plenary discussion. At the international SWEDESD conference: „The Power of ESD: Exploring Evidence and Promise‟, Visby, Sweden, 24-26 October, 2012.
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Jeppe Læssøe Invited virtual presentation: ESD, CCE and DRR Policy – what’s happening? Input from a cross-national desk study on policy documents since 2008. Presented virtually to the „Regional Experts Meeting on Climate Change Education for Sustainable Development‟, arranged by UNESCO, Mauritius, 20-22 March, 2013. Jeppe Læssøe Invited talk: Education for Sustainable Development: Inspiration for innovation of education and pedagogy.. Conference at University College Sealand, Sorø, arranged by Region Sealand, Denmark, 13 March, 2013.
Values in education in Nordic preschools: Basis of education for tomorrow NordForsk has provided 9 million kr. to fund a three-year research project on values education in early childhood settings in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The research project is led by Professor Eva Johansson, University of Stavanger, and with participation of Doctor Anette Emilson, Linnæus University. Other participants are Professor Johanna Einarsdóttir, University of Iceland, Associate Professor Anna-Maija Puroila, University of Oulu, and finally, from the LOBS programme, Professor mso PhD Stig Broström, Research Assistant PhD Ole Henrik Hansen and Research Assistant MA (Ed) Anders Skriver Jensen.
What kind of future citizens do we foster in early childhood education and care (ECEC) in order to build democratic societies in Nordic countries? The aim is both to contribute to a change and to create knowledge about the work with values in Nordic preschools. We will investigate how values are prioritized and communicated on different levels and settings ranging from the Nordic level to national policy document-tation, preschool communities, and individual practitioners.
The study is built on close collaboration between practitioners and researchers. The practitioners‟ role is to identify issues that need to be developed and work towards the developmental process in preschools. The researchers' role is to initiate, challenge, and encourage the practitioners to reflect upon values and values education. We will use multiple sets of data: group interviews, individual interviews, video observations, political documents, diaries, narratives, drawings and seminars. Focus is on the practitioners‟ perspectives of values. In Denmark we carry out the study in preschools in three different municipalities: Copenhagen, Brøndby and Hillerød. Stig Broström, Ole Henrik Hansen and Anders Skriver Jensen
■ New research projects and initiatives
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Laboratory for critical democratic preschool education An action research study with focus on the development of democratic processes in preschools is in progress with participating pedagogues from three different municipalities: Køge, Rudersdal and Helsingør. This is led by Research Assistant Anders Skriver Jensen and Professor mso Stig Broström. The pedagogues formulate their own research questions and collect data via child interviews and observations. Data is analysed from a socio-cultural and narrative perspective. „Democracy stories‟ (a documentation tool) are introduced and developed to this end. Stig Broström and Anders Skriver Jensen The Child in the Centre At the beginning of February, a two-year action research project commenced with the participation of almost 500 pedagogues from 19 municipalities. The aim is to generate knowledge on children aged 0-3 years and the educational processes in crèches and family daycare. The project aims to create new theoretical and practical approaches that inspire the participants to rethink and further develop aspects of their practice. Data is collected by various means, partly decided by the participating practitioners working alone or in smaller groups. This data is analysed and reflected upon at the laboratory meetings. The study is organised in nine local laboratories which are led by Research Assistant PhD Ole Henrik Hansen, Research Assistant MA(Ed) Anders Skriver Jensen, and Research Assistant PhD fellow Lone Svinth. Professor mso Stig Broström heads the project. Stig Broström, Anders Skriver Jensen and Lone Svinth Pilot evaluation of Green Flag – Green Schools (GFGS) In this project we will apply a realistic evaluation approach to evaluating GFGS. The pilot study will develop the „programme theory‟ on which the evaluation will be focused. Furthermore, visits and interviews with school managers, teachers and pupils will be conducted in order to qualify the design of a formative evaluation. The pilot evaluation is situated within the AU Ideas Pilot Centre Schools for health and Sustainable Development as an associated project. Jonas Greve Lysgaard, Niels Larsen, Jeppe Læssøe and Monica Carlsson
Presence at distance? Research on distance teaching in the Greenlandic school A joint PhD degree study between Ilisimatusarfik, University of Greenland and Aarhus University. It is funded by the two universities and Tele, the internet provider in Greenland. Supervisor: Karen Wistoft
■ New PhD grants
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Project outline: The current school act in Greenland dates back to 2002, setting the school on a progressive path. The objectives are responsibility, cooperation, tolerance and self-reliance. But the conditions for schooling in Greenland are challenging. There is a big educational divide between a centre (Nuuk) and a periphery, with many small isolated communities and settlements. The teachers are a very heterogeneous group: some with teacher qualifications and some with very limited resources. Distance teaching could be a tool to share resources and to give pupils a wider outlook, to strengthen national identity, and to connect to the world. This PhD project will generate knowledge on the possibilities and consequences of distance teaching in schools in Greenland. The method is qualitative case studies drawing on focus group interviews, observation of teaching situations and document analysis. A central part of the method will be to generate empirical findings through new experiments. Anders Øgaard Science didactics in schools in Greenland A joint PhD degree study between Ilisimatusarfik, University of Greenland and Aarhus University. Supervisor: Karen Wistoft Project outline: The study focuses on science education in the Greenlandic public school. It aims to identify the evidence for what works and doesn‟t work in science education in Greenland, in relation to concepts including building, nature, language and teachers‟ educational comprehension of science and nature. The theoretical foundation rests on Dewey‟s (1938) theory of experiential learning and Lave‟s theory of situated learning (1991 & 2009). The study is based on a qualitative approach through a multi-site methodology. Lars Poort
Søren Breiting has since September 2012 been appointed as emeritus associate professor at the Department and continues as such to be an active member of the LOBS research programme. Monica Carlsson is appointed as Head of the Doctoral School Programme in Curriculum Research and Education, Faculty of Arts, AU from February 2012. The research programme hosted the Øresunds Seminar on Education for Sustainable Development (ESD) on 28 May 2013 with participants from University of Lund and Malmö University College. The seminar focused on transition
■ Other News
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processes within Health Education and ESD – from policy to practice, and on ESD curriculum in Higher Education. Katrine D. Madsen has been employed as a Postdoctoral fellow within the AU Ideas Pilot Centre Research on Schools for Health and Sustainability. Lone L. Nordin has successfully defended her PhD study: From Policy to Practice – Implementation of a Municipal Health Promotion Intervention focusing on diet and physical activity: teachers’ perspectives. Following the award of the PhD degree, Lone L. Nordin continues her research as a Postdoctoral fellow within the AU Ideas Pilot Centre Research on Schools for Health and Sustainability. The first knowledge-sharing event within the AU Ideas Pilot Centre Research on Schools for Health and Sustainability took place on 29 May 2013. Researchers from the centre and educational consultants from municipalities in Denmark, school leaders and school teachers exchanged research findings and experiences from practice in the field of health education and education for sustainable development in schools, the potentials and barriers of the cross-sectorial collaboration and the value of the cross-curricular topics such as health and sustainability for the general school outcomes. The event was organised by the Research Centre on Schools for Health and Sustainability with the help of the National Centre for Culture and Learning at the Department of Education (DPU). It will be organised twice a year over the next five years and be part of the activities of the AU Ideas Pilot Centre. Monica Carlsson is a link convenor for the EERA Network on Health Education Research this year, and responsible for the scientific conference programme within the network at the European Conference on Educational Research, to take place in Istanbul, Turkey, September 2013. Venka Simovska is chairing the International Scientific Committee for the 4th European Conference on Health Promotion Schools: Equity, Education and Health and is a member of the Conference Management Board and Steering Committee. The conference will take place in Odense, Denmark, October 2013. Would you like to follow us? Free subscription for Research Update at the website: http://edu.au.dk/en/research/research-areas/environmental-and-health-education/publications/researchupdate/
Edited by: Lise Wendelboe Email: [email protected] Published: June 2013
The Research Programme Members Anders Kruse Ljungdalh [email protected] Anders Skriver Jensen [email protected]
Anders Øgaard [email protected]
Geir Høyrve [email protected] Helle N. Jakobsen [email protected] Jeanette Magne Jensen [email protected] Jeppe Læssøe [email protected] Jette Benn [email protected] Jonas G. Lysgaard [email protected] Kamilla P. J. Nørtoft [email protected] Karen Wistoft [email protected]
Katrine D. Madsen [email protected]
Lars Poort [email protected] Linda Kragelund [email protected] Lone Lindegard Nordin [email protected] Monica Carlsson [email protected] Nanna J. Jørgensen [email protected] Ole Henrik Hansen [email protected] Stig Broström [email protected] Søren Breiting [email protected] Venka Simovska [email protected]