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Aksjonsforskning i Norge: Teoretisk og empirisk mangfold

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ISBN: 9788202529819 9788202567781 9788202567798 9788202567804 Year: Pages: 471 DOI: 10.23865/noasp.17 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education
Added to DOAB on : 2017-09-30 11:01:45
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Action Research in Norway. Theoretical and empirical diversity is an anthology consisting of twenty scientific articles from the fields of education, health, science centers, arts and working life. The anthology provides an insight into historical development, basic principles and theoretical and methodological discussions within the field of action research. The book addresses questions about participation, experience and dialogue as a basis for knowledge development. It includes topics such as professional development, development of school subjects, practice development, and organizational development. The empirical articles emphasizes on bridging the gap between theory and practice to understand, change and develop practices. Questions about the researcher´s role in action research are brought to attention, by highlighting issues such as the researcher's responsibility to contribute to reflection and clarification, and to raise critical questions, as well as to ensure that all voices are being heard. Furthermore, the anthology shows how exploratory methods, self-study and research in one’s own organization can contribute to learning and knowledge creation. The anthology underscores the importance of developing good education in action research at Master and Ph.D. level and argues for the importance of strengthening the research teaching in this field. Overall, the anthology shows how action research as a research tradition contributes to clarify and develop its epistemological and methodological foundation, to provide valid research results and to convey relevant and credible new knowledge. Such knowledge has an impact on how we practice, communicate and understand research in a variety of contexts.

Keywords

working life --- science centers --- education --- health --- arts

Prioritering og progresjon i skolematematikken

Authors: ---
ISBN: 9788202585280 Year: Pages: 318 DOI: 10.23865/noasp.26 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: University of Oslo
Subject: Mathematics --- Education
Added to DOAB on : 2018-01-29 13:32:13
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Norway is a leading country in the world when it comes to not prioritizing algebra in school mathematics, the mathematical language many students will need for further education and professions. Analysis of data from TIMSS, TIMSS Advanced and other international comparative studies have concluded that this result is consistent across 20 years of research. Norwegian students perform well in domains such as statistics/data, and alarmingly low in algebra. This conclusion is based on data from all levels in school: Primary school, lower secondary school, upper secondary school, and teacher education. The international studies indicate that East Asian, Eastern European and Latin European countries prioritize algebra more strongly than Norway or other Nordic and English-speaking countries. Several of the countries performing well in algebra, also seem to have some sort of balance between teaching algebra and teaching statistics, while there is a huge difference between the student scores on these domains in Norway. It almost seems as though “students learn statistics instead of learning algebra”. The importance of taking into account the type of mathematical content which is tested in different studies before drawing conclusions, is also addressed in the book. For instance, PISA mathematics is compared to TIMSS grade 8 mathematics when it comes to mathematical theory involvement. On the other hand, it is emphasized that it is necessary to have information from different studies to make valid conclusions concerning mathematics in schools. The importance of cooperation between countries all over the world in developing school mathematics, with countries learning from each other, is also discussed. The book is a result of cooperation between researchers at the Department of teacher education and school research (ILS) and the Department of mathematics, both at the University of Oslo, and school teachers in an upper secondary school. The results are discussed from a teacher education perspective, a school teacher perspective and from the perspective of the national curriculum for schools in Norway. Some of the chapters in the book are devoted to going through all the test items in TIMSS Advanced 2015 which can be published, and it is described how these items can be used both by teachers in school and in teacher education at universities.

Keywords

timms --- mathematics --- algebra --- undervisning --- skole --- matematikk --- education

4 Workshop-Didaktik for Cooperation in a Contingent World (Book chapter)

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ISBN: 9788202535025 Year: Pages: 16 DOI: 10.23865/noasp.36.ch4 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
Added to DOAB on : 2019-01-15 13:34:09
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"Based on the idea that contingency frames people’s view of the world, the&#xD;text examines how cooperation is still possible. It is argued that cooperation is a human&#xD;constant (Tomsello), as well as a skill and craft to be unfolded again (Sennett).&#xD;In order to facilitate teaching and learning processes focussing on the emergence&#xD;of cooperation, a “Workshop Didactic” is developed. Such a didactic is particularly&#xD;powerful in enabling people to deal with the challenges of unforeseen situations."&#xD;

Men in Manual Occupations

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ISBN: 9788202530945 Year: DOI: 10.17585/noasp.10.28 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education --- Social Sciences
Added to DOAB on : 2017-09-30 11:01:45
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A shortage of skilled workers is currently emerging in many countries. Yet public discourse and much research literature convey the impression that manual labor is somehow outmoded, requiring competencies that are no longer necessary in today’s «post-industrial, information-based society». The question of how to achieve the right balance between different types of work in a society is one that transcends national borders.

Metode mellom forskning og læring

Authors: --- ---
ISBN: 9788202549817 Year: Pages: 185 DOI: 10.23865/noasp.25 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: The University College of Southeast Norway
Subject: Education
Added to DOAB on : 2018-01-29 13:32:12
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This book employs a range of approaches to answer the question of how to use qualitative methods in a way that opens for reflections on the development and the study of professional practice in teacher education. Knowledge is displayed in action. Since this is also true for professional practice, the methods used by the contributors to this book are oriented towards practical action in the field of education, from early childhood education to higher education. Development, reflection, learning and research are tightly interwoven, as is displayed by researchers, teachers, and students when they participate and reflect upon different kinds of learning processes. The book is dealt in three parts, all of which examine reflection in relation to the fundamental terms method, research, and learning. The first part discusses method in a field of tension between everyday practice, research, and learning. The second part focuses on reflection in different areas of university students practicum during their education. The third and final part highlights the different ways in which processes of reflection are relevant in the context of classroom studies. All contributors to Method between research and learning – Reflection in practice are members of the interdisciplinary research group Qualitative methods in professional practice at University College of Southeast Norway.

25 Military Strategies for Samhandling in Unforeseen Situations (Book chapter)

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ISBN: 9788202535025 Year: Pages: 14 DOI: 10.23865/noasp.36.ch25 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
Added to DOAB on : 2019-01-15 13:34:08
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"The purpose of this chapter is twofold. Firstly, a rather paradoxical situation&#xD;will be discussed. Even though most military practitioners seem to agree&#xD;on the characteristics of war, two almost diametrically-opposed norms for how to&#xD;samhandle have arisen: a centralized one and a decentralized one. We argue that the&#xD;decentralized approach, called Auftragstaktik, is the most effective. In the second&#xD;part of the chapter we discuss the pedagogical challenge of educating personnel to&#xD;thrive in a decentralized organization, which must operate effectively in unforeseen&#xD;and threatening environments. Based on the teachings of Moltke the Elder (1800–&#xD;1891) and the much more recent writings of Torgersen, Steiro and Saeverot (2015),&#xD;we argue that a crucial step in educating for the unforeseen is to give the students&#xD;the opportunity to solve new problems by themselves, gaining experience that is, as&#xD;far as possible, self-generated and thereby becoming more aware and confident in&#xD;dealing with new situations."&#xD;

6 Apprenticeship Learning in Preparation for Meeting the Unforeseen (Book chapter)

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ISBN: 9788202535025 Year: Pages: 34 DOI: 10.23865/noasp.36.ch6 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
Added to DOAB on : 2019-01-15 13:34:09
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"The chapter analyzes teaching where the goal is to enable students at the&#xD;Armed Forces Staff College to master unforeseen events. The students are all participants&#xD;in a program for joint operations in which different military branches are placed&#xD;together to solve complex tasks. How can the supervisor contribute to increased&#xD;samhandling when facing the unforeseen? The goal is for students to be able to cope&#xD;with the roles that exist in a normal NATO headquarters and to learn how to use&#xD;NATO’s operational planning strategy. The group supervisor becomes a form of&#xD;master who greatly influences the approach of students to the training community.&#xD;From a sample of one hundred students, five groups consisting of four to five students&#xD;of both sexes, with varied defense-force affiliations, backgrounds and experience&#xD;were selected to be interviewed. A total of 23 informants participated in the&#xD;interviews. In addition, observations were carried out. Apprenticeship Learning as a&#xD;method is appropriate to prepare the students better for samhandling in anticipation&#xD;of the unforeseen. The way the supervisor manages his or her role has a great deal of&#xD;impact on samhandling and learning outcomes. The supervisor’s insight and expertise&#xD;in what is needed to make groups work together is decisive. Strengthening and&#xD;developing samhandling in exercises is a suitable educational method for military&#xD;forces in meeting unforeseen events, provided that it is done properly."&#xD;

5 Human Interaction (Book chapter)

Authors: ---
ISBN: 9788202535025 Year: Pages: 16 DOI: 10.23865/noasp.36.ch5 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
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"During military exercises, crisis situations give the participants mood experiences.&#xD;By exploring the concept of “mood”, our aim is to contribute to the development&#xD;of new interaction theory. We will explore three perspectives related to mood&#xD;and the possibility of changing mood: (1) A Mood-Based Perspective: Heidegger&#xD;ascribes moods a fundamental role in human life. Before a human being can think&#xD;or feel something, he or she is already attuned, already in a mood that structures&#xD;how reality appears to them; (2) A Rhetorical Perspective: Even though Heidegger&#xD;understands moods as a non-thematized horizon, our moods can nevertheless be&#xD;changed. Here we elaborate on Aristotle’s ideas on rhetoric as the first systematic&#xD;hermeneutics of the interacting, everyday human being; and (3) A Pedagogical&#xD;Perspective: Pedagogy here refers to learning about the development of humans in&#xD;society. An existential part of human existence is to sense moods and be attuned&#xD;to “the other”. Then we have the possibility of changing the mood and establishing&#xD;harmony. Finally, a conceptual model is presented to show the theoretical and practical&#xD;implications beyond the military exercise that has been the point of departure&#xD;for this text."&#xD;

Teaterproduksjon

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ISBN: 9788202590253 Year: Pages: 267 DOI: 10.23865/noasp.43 Language: Norwegian|English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Performing Arts --- Arts in general
Added to DOAB on : 2019-03-01 11:21:02
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This anthology presents research in theatre studies developed by a group of colleagues at the Department of Arts and Media Studies at the Norwegian University of Science and Technology. The research is conducted through arts-based research and practical-theoretical teaching at the department. Theatre production is a central arts-and knowledge-creating field of work for students and teachers in theatre studies. The work is characterized by a dynamic relationship between body, text, visuality and sound, media methods and techniques and the relationship between professionals and students. Theatre production is a complex learning arena; it is both multimodal and developed in dynamic movements between experience, dissemination, response and reflection. There is a need for a rich range of strategies, methods and techniques. The anthology presents ten different inputs to theatre production. Laboratory with experimental methods is the framework for articles on scenography, sound, the body and text of the actor. Production processes setting the creative and reflective student in the centre is the frame for articles on dramaturgy, text processing, production phases and target group- oriented work. The role and function of the university teacher in supervision and assessment is themed in two closing articles. In discussing the different aesthetical inputs to theatre production the authors use examples, images and audio material.&#xD;

9 Digital Samhandling in Education for the Unforeseen Future (Book chapter)

Authors: --- ---
ISBN: 9788202535025 Year: Pages: 20 DOI: 10.23865/noasp.36.ch9 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
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"This chapter aims to discuss whether digital interaction (samhandling) in&#xD;education requires a new pedagogy, which, to a greater extent than before, takes into&#xD;account risks and unforeseen events. The major focus is on digital samhandling between&#xD;teachers and students. Future education should prepare students for a world&#xD;in which samhandling between individuals is predicted to be increasingly digital. At&#xD;the same time, teachers currently refrain from using digital tools in order to interact&#xD;pedagogically with students. A “mixed methods” survey of 96 randomly-chosen&#xD;schoolteachers in primary and secondary schools in Norway shows that the respondents&#xD;give various reasons for using Learning Management Systems (LMS) to a greater&#xD;extent for administrative purposes than for pedagogical ones. The main obstacle&#xD;is that teachers do not know exactly how digital samhandling should be facilitated&#xD;educationally and what the consequences may be for the students and education in&#xD;general. The conclusion is that the future is unknown, and the unforeseen is partly&#xD;learned through teachers’ professional judgment. Therefore, “new” pedagogy need&#xD;not necessarily consist of more educational models and theories of “what works.”&#xD;Perhaps the “new” pedagogy should be, to a greater extent, based on samhandling&#xD;literacy and problem-based learning?"&#xD;

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