• Konservative holdninger til likestilling på Sørlandet: noen kulturhistoriske aspekter 

  Seland, Bjørg (Chapter, 2020)

  Grenseløst Agder. Det som skilte og det som bandt retter søkelyset mot ulike sider av Agders historie, samtidig som landsdelen analyseres i et nåtids- og framtidsperspektiv. Anledningen er at Aust-Agder og Vest-Agder fra ...

• Å fortelje eller bli fortalt: Ein analyse av Olaug Nilssens Tung tids tale (2017) 

  Simonhjell, Nora (Chapter, 2020)

  This article focuses on the Norwegian author Olaug Nilssens’ novel, Tung tids tale (2017). The novel is based on her experiences with her son who gradually grew autistic from the age of three. Until then he was an active ...

• Exposing Potential to Sustainable Future: Pre-service Teachers with an Immigrant Background in Norway 

  Amdal, Irina Ivashenko; Hanssen, Natallia Bahdanovich (Chapter, 2025)

  Many countries, including Norway, adhere to the global education priority defined by the United Nations (UN) Sustainable Development Goal (SDG) 4: to guarantee inclusive and equitable education for all, irrespective of ...

• Handling Pesticides in Horticulture : Norwegian Horticulturists’ Perception of and Praxis with Chemical Plant Protection Products, 1945–2021 

  Røsstad, Hilde Kristin (Doctoral dissertations at University of Agder;no. 535, Doctoral thesis, 2025)

  It has been customary to use chemical plant protection products in conventional Norwegian horticulture since World War II. The foundation for this praxis was established by the end of the 1800s, however it was first in the ...

• A Collaborative Online International Learning (COIL) Experience in Early Childhood Teacher Education 

  Spieler, Kristin Severinsen; Engtrø, Randi; Pedersen, Lovise Lohne; Olsen, Anne Karin Vikstøl (Peer reviewed; Journal article, 2025)

  This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on ...

• The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives 

  Fiskum, Tove Anita; Jegstad, Kirsti Marie; Aspfors, Jessica; Eklund, Gunilla Brita Maria (Peer reviewed; Journal article, 2025)

  Within research-based teacher education, there is still a lack of common understanding and consensus regarding what research-based learning means and how it should be organised. In this study, the aim was to explore how ...

• Systematic motivation work in the language classroom - An action research study from southern Norway 

  Horverak, May Olaug; Aanensen, Mariette; Langeland, Gerd Martina; Olsbu, Inger; Päplow, Thorsten (Peer reviewed; Journal article, 2020)

  This study set out to investigate how teachers can support students in developing a metacognitive language-learning strategy that increases intrinsic motivation to learn. To do so, we carried out an intervention where we ...

• Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains 

  Steen-Johnsen, Tale; Skreland, Lisbeth Ljosdal (Peer reviewed; Journal article, 2025)

  This article uses the theoretical lens of emotional labour to show how the trauma-informed care (TIC) approach has become a dominant discourse which influences ways of reasoning and interacting in a Norwegian kindergarten. ...

• Jakten på det gode eksempelet. CritLit-prosjektets erfaringer med multimodale digitale sakteksters egnethet for kritisk literacy 

  Kvåle, Gunhild (Chapter, 2024)

  Kapittelet undersøker digitale, multimodale sakteksters egnethet for kritisk tilnærming til tekst med basis i en kartlegging av tekstutvalget i alle tekstpakkene i CritLit-prosjektet. Kartleggingen identifiserer tre sentrale ...

• Å bli tekstkritisk. En presentasjon av CritLit-modellen som stillas for kritisk tilnærming til tekst i norskfaget i skolen. 

  Løvland, Anne; Burgess, Marthe Øidvin; Kvåle, Gunhild (Chapter, 2024)

  Kapittelet gir en presentasjon av CritLit-modellen, som er et stillas for kritisk tilnærming til tekst i norskfaget. Den omfatter tre steg og seks komponenter: rundt teksten (kontekstualisering og tekstreaksjon), i teksten ...

• Digital teknologi i kunst-og håndverks-undervisning–en lærerrolle i kontinuerlig endring 

  Elmies-Vestergren, Anne (Peer reviewed; Journal article, 2024)

  I 2017 ble det utarbeidet et rammeverk for lærerens profesjonsfaglig digitale kompetanse (PfDK) for å skape en felles forståelse av hva som ble forventet av lærere i digitale omgivelser og for å øke lærerens digitale ...

• Samskaping av kunnskap og kompetanse. Et tverrfaglig bidrag til regional kompetanseutvikling i barnehagen, skolen og UH-sektoren 

  Midtsundstad, Jorunn H. (Book, 2024)

  I 2021 ble tilskuddsordning for lokal kompetanseutvikling i barnehage og grunnopplæringen innført. Ordningen skal styrke den kollektive kompetansen i barnehager og skoler ut fra lokale behov gjennom partnerskap med universitet ...

• Det tekstkritiske klasserommet. Funn og erfaringer fra CritLit-prosjektet 

  Veum, Aslaug; Kvåle, Gunhild (Book, 2024)

  Hvordan kan lærere arbeide for å ruste elever til å bli kritiske lesere og tekstprodusenter? Forskningsprosjektet Critical Literacy in a Digital and Global Textual World (CritLit) har hatt som mål å utvikle ny kunnskap om ...

• Implementing Learning Analytics in Norway: Four Central Dilemmas 

  Lillehaug, Barbara Wasson; Giannakos, Michail; Blikstad-Balas, Marte; Uppstad, Per Henning; Langford, Malcolm; Bøhn, Einar Duenger (Peer reviewed; Journal article, 2024)

  In June 2022, the Norwegian Expert Commission on Learning Analytics delivered an interim report to the Norwegian Minister of Education and Research. Motivated by the need to establish a solid foundation upon which to ...

• Translators’ distributed selves and relational adaptability 

  Gebbia, Chiara Astrid (Peer reviewed; Journal article, 2024)

  The spatial metaphors adopted in sociological approaches to Translation Studies (e.g in-between and network metaphors) have mostly relegated the translator within linear topologies. If used to elicit self-narratives, ...

• Framing or Being Framed? A qualitative study of the use of feature films in confirmation teaching within the Church of Norway. 

  Kro, Ingvild Thu (Doctoral dissertations at University of Agder;no. 529, Doctoral thesis, 2025)

  In an increasingly media-saturated world, understanding how popular media influence (young) people’s engagement with religion and religious faith, including within formal religious education such as formal faith education, ...

• Om lesepraksiser i den norske barnehagen 

  Hoel, Trude; Fodstad, Cecilie Dyrkorn; Bjorvand, Agnes-Margrethe; Stangeland, Elisabeth Brekke (Journal article; Peer reviewed, 2025)

  Målet med denne studien er å få innsikt i lesepraksiser i norske barnehager slik de kommer til uttrykk i en nasjonal spørreundersøkelse og fem semistrukturerte fokusgruppeintervju med barnehagelærere. I studien forstår vi ...

• The special education profession in four Nordic countries in light of evolving policies on inclusion and special needs education 

  Cameron, David Lansing; Herlofsen, Camilla; Jensen, Charlotte Riis; Lindqvist, Gunilla; Molbæk, Mette; Ström, Kristina; Sundqvist, Christel (Peer reviewed; Journal article, 2024)

  The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context ...

• A Database of Post-2002 Dead Sea Scrolls-like Fragments 

  Kjeldsberg, Ludvik Andreas; Justnes, Årstein; Deborah, Hilda (Journal article; Peer reviewed, 2024)

  Since 2002, over 100 “new” Dead Sea Scrolls fragments have appeared on the antiquities market. They are commonly described as “post-2002 Dead Sea Scrolls-like fragments”. In this article, we present a comprehensive dataset ...

• Student Teachers’ Transfer of Knowledge to the School Community 

  Henriksson, John; Eklund, Gunilla Brita Maria; Aspfors, Jessica Marianne (Journal article; Peer reviewed, 2024)

  Previous studies have revealed some ambiguity regarding the role of research in teacher education and teachers’ use of research in their profession. In view of this, a research project was started in 2019 with the aim of ...

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