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  • “They’re coming into school hungry, they’re not ready to learn”. Scottish teachers’ perceptions of marginalization in school mathematics 

    Xenofontos, Constantinos; Hizli Alkan, Sinem (EURASIA Journal of Mathematics, Science and Technology Education;Volume 18 Issue 6, Article No: em2116, Peer reviewed; Journal article, 2022-05-07)
    In recent years, many studies have highlighted significant differences between the mathematical performances of white middle-class boys and several other groups of children with other demographic characteristics. The ways ...
  • “Men da blir det urettferdig for dem som ikke får!” Bildebøker som utgangspunkt for kritisk tenkning på barnetrinnet 

    Andersson-Bakken, Emilia; Heggernes, Sissil Lea; Svanes, Ingvill Krogstad; Tørnby, Hilde (Acta Didactica Norden (ADNO);Vol. 16, Nr. 2, Art. 11, Peer reviewed; Journal article, 2022-09-06)
    Kritisk tenkning er en av de sentrale ferdighetene for det 21. århundret og framheves i den norske læreplanen (Kunnskapsdepartementet, 2017). Det er imidlertid ikke entydig hvordan denne ferdigheten kan fremmes i klasserom ...
  • Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education 

    Andersen, Renate; Mørch, Anders; Litherland, Kristina Torine (Behaviour and Information Technology;Volume 41, 2022 - Issue 9: Democratizing AI, Peer reviewed; Journal article, 2022-06-01)
    In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based ...
  • For dem som ønsker å gå en annen vei: Implementering og praktisering av praksisbrevordningen i fylkeskommunene 

    Schmid, Evi; Breilid, Nils (Søkelys på arbeidslivet;Årgang 39, nr. 2-2022, Peer reviewed; Journal article, 2022-05-30)
    Artikkelen omhandler praksisbrevordningen, et toårig praksisbasert løp i videregående opplæring som ble innført som tiltak mot frafall på yrkesfag. I 2016 fikk fylkeskommunene plikt til å ha minst ett tilbud om praksisbrev. ...
  • Student teachers`professional learning on and across learning arenas of teacher education 

    Raaen, Finn Daniel; Thorsen, Kirsten Elisabeth (Nordic Journal of Comparative and International Education (NJCIE);Vol. 4 No. 3-4 (2020): Special Issue: Perspectives on teachers’ transdisciplinary professional competence, Peer reviewed; Journal article, 2020-12-29)
    Teacher education is supposed to be able to offer student teachers professional learning that will enable them to deal with the academic and social needs they may be confronted with in school. This calls for teacher education ...
  • Hvordan skriver barnetrinnselever om og fra hjemmeskolen sin? 

    Bjørkvold, Tuva; Øgreid, Anne Kristine; Svanes, Ingvill Krogstad (Nordic Journal of Literacy Research;Vol. 8 | Nr. 1 | 2022, Peer reviewed; Journal article, 2022-03-16)
    Våren 2020 hadde norske elever hjemmeskole som et resultat av covid-19-pandemien. Denne artikkelen bygger på 203 tekster om hjemmeskolen skrevet av elever på barnetrinnet i denne perioden. I artikkelen undersøker vi hva ...
  • Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial 

    Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo Annika; Scherer, Ronny; Melby-Lervåg, Monica (Remedial and special education;, Peer reviewed; Journal article, 2022-07-04)
    Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) ...
  • Inkluderingsbegrepet under utvikling? En analyse av de norske læreplanverkene L97, LK06 og LK20 

    Faldet, Ann-Cathrin; Knudsmoen, Hege; Nes, Kari (Nordisk tidsskrift for pedagogikk og kritikk;Volum 8 | 2022, Peer reviewed; Journal article, 2022-08-26)
    Etter Salamanca-erklæringen i 1994 om inkluderende opplæring er inkluderingsbegrepet – og tilstøtende begreper – flittig anvendt både globalt og nasjonalt. Det er likevel betydelig uklarhet om hva inkludering kan bety, ...
  • Teaching health in physical education: An action research project 

    Mong, Hanne Herigstad; Standal, Øyvind Førland (European Physical Education Review;Volume 28, Issue 3, Peer reviewed; Journal article, 2022-02-25)
    In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and ...
  • 'Sted' som utgangspunkt for kritisk tenkning i geografi 

    Wetlesen, Annika; Eie, Siv (Acta Didactica Norden (ADNO);Vol 16 Nr. 2 (2022): Kritisk literacy på fagenes premisser, Peer reviewed; Journal article, 2022-09-06)
    Geografi var tidligere et av hovedområdene i den norske grunnskolens samfunnsfag, men i læreplanen Kunnskapsløftet 2020 har geografifaget blitt mindre tydelig. Samtidig kan et mer gjennomgående geografisk perspektiv og økt ...
  • Primary Mathematics Teachers’ Understanding of Computational Thinking 

    Nordby, Siri Krogh; Bjerke, Annette Hessen; Mifsud, Louise (Künstliche Intelligenz;Volume 36, issue 1, March 2022, Peer reviewed; Journal article, 2022-02-23)
    Computational thinking (CT) is often regarded as providing a ‘soft start’ for later involvement with artificial intelligence and, hence, as a crucial twenty-first century skill. The introduction of CT in primary mathematics ...
  • Value of travel time by road type 

    Flugel, Stefan Markus; Halse, Askill Harkjerr; Hartveit, Knut Johannes Liland; Ukkonen, Aino (European Transport Research Review;14, Article number: 35 (2022), Peer reviewed; Journal article, 2022-08-03)
    Travel time is less costly if it is comfortable or can be used productively. One could hence argue that the value of travel time (VTT) of car travellers in economic appraisal should be differentiated by road type, reflecting ...
  • The multiplicity of preservice music teachers' positioning in a participatory action research 

    Onsrud, Silje Valde; Fredriksen, Bendik; Rinholm, Hanne; Lindgren, Monica (Research Studies in Music Education;, Peer reviewed; Journal article, 2022-05-04)
    This article reports the results of a participatory action research study into Norwegian generalist music teacher education, that intended to develop spaces for preservice music teachers to foster agency and prepare for ...
  • Burde Greta heller vært på skolen? Om vilkårene for systemkritisk tenkning i skolen, med elevenes klimaopprør som utgangspunkt 

    Ferrer, Marlen; Johannesen, Hedvig; Wetlesen, Annika; Aas, Per Anders (Peer reviewed; Journal article, 2021)
    Å fremme kritisk tenkning er en viktig del av skolens mandat. Det aksentueres i læreplanverket Kunnskapsløftet 2020 (Kunnskapsdepartementet, 2019), den såkalte fagfornyelsen. Men hvis kritisk tenkning også innebærer ...
  • Using the metaphor of orchestration to make sense of facilitating teacher educator professional development 

    Hordvik, Mats Melvold; Fletcher, Tim; Haugen, Anders L. Hage; Engebretsen, Berit; Møller, Lasse (European Journal of Teacher Education;, Peer reviewed; Journal article, 2021-07-14)
    The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice ...
  • The longitudinal stability of rating characteristics in an EFL examination: methodological and substantive considerations 

    Lamprianou, Iasonas; Tsagari, Dina; Kyriakou, Nansia (Language Testing;Volume: 38, issue: 2, Peer reviewed; Journal article, 2020-08-17)
    This longitudinal study (i.e. 2002-2014) investigates the stability of rating characteristics of a large group of raters over time in the context of the writing paper of a national high-stakes examination. The study uses ...
  • Hvordan kan vi forstå lærerrollen når skolen foregår hjemme? 

    Andersson-Bakken, Emilia; Svanes, Ingvill Krogstad; Bjørkvold, Tuva (Studier i Pædagogisk Filosofi;Årgang 10 | Nr. 1 | 2021, Peer reviewed; Journal article, 2022-12-30)
    Under Covid-19 utbruddet i mars 2020 ble alle norske barneskoler ble stengt, og både elever og lærere måtte flytte skolen hjem. Dette utfordret den etablerte lærerrollen og førte til endringer i lærernes undervisningspraksis. ...
  • Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan 

    Aukland, Knut (Prismet;Årgang 73, hefte 1-2: Utforsking av religioner og livssyn med ulike metoder, Peer reviewed; Journal article, 2022-06-22)
    Hvilken kunnskap skal utforsking med ulike metoder lede til? Som et bidrag til å svare på dette spørsmålet presenterer artikkelen en kunnskapstabell som tilbyr et fagspesifikt språk for å beskrive ulike kunnskapsformer i ...
  • Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses 

    Bjørkvold, Tuva; Ryen, Erik (Journal of Curriculum Studies;Volume 53, 2021 - Issue 6, Peer reviewed; Journal article, 2021-02-09)
    This study investigates how students and teachers perceive learning outcomes when employing an inquiry-based learning approach, and how this relates to two conflicting perspectives on teaching and learning in the Norwegian ...
  • Language Beliefs of English Teachers in Norway: Trajectories in Transition? 

    Tishakov, Therese Marie; Tsagari, Dina (Languages;Volume 7 / Issue 2, Peer reviewed; Journal article, 2022-06-01)
    Language teachers struggle to shift from monolingual ideologies and pedagogical practices, as advocated for in the promotion of multilingualism and inclusive pedagogy. Additionally, the role of English as a multilingua ...

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