Selected publications 2011 - 2013

Here is a selection of publications by TPE-members from 2011 to date. The list applies to books and peer-reviewed articles in journals. A more detailed overview of each member can be found here.

 

Selected publications by internal members

2013

Danielsen, A. G. & Tjomsland, H. E. (skal trykkes). Mestringsforventning, trivsel og frafall. I: R. Säljö og R. J. Krumsvik (red.) Grunnbok i pedagogikk for PPU. Bergen: Fagbokforlaget.

Danielsen, A. G. (2013). Lesson study og Problembasert læring (PBL) – case-studier som forskningstilnærming (s. 189-203). I: M. Brekke og T. Tiller (red.) Læreren som forsker. En innføring i forskningsarbeid for studenter og lærere. Oslo: Universitetsforlaget.

Danielsen, A. G. (2013). Kunnskapsbygging i skolen via kvantitative verktøy – statistikk og spørreskjema (s. 138-154). I: M. Brekke og T. Tiller (red.) Læreren som forsker. En innføring i forskningsarbeid for studenter og lærere. Oslo: Universitetsforlaget.

Roberts, Peter; Sæverot, Herner. Education and the limits of reason: Reading Dostoevsky, Tolstoy, and Nabokov. New York & London, Routledge (under contract). [an authored book]

Raaheim, A. (2013). Lehren und Lernen.  Das Hochshulwesen, Vol. 61.0, No.3, pp.74-81.

Raaheim, A. (2013).  Råd og tips til deg som underviser.  Oslo: Gyldendal Akademiske Forlag.

Smith, K., Ulvik, M., & Helleve, I. (2013). Førstereisen. Lærdom hentet fra nye læreres fortellinger. Oslo: Gyldendal.

Smith, K. & Engelsen, K.S. (2013- forthcoming), Assessment Literacy. In C. Wyatt-Smith, V. Klenowski, V and P. Colbert Eds.) The enabling Power of Assessment, New York; Springer.

Smith, K. & Ulvik, M. (2013- forthcoming). Learning to teach in Norway- A shared responsibility. In McNamara, J. Murray and M. Jones (Eds.) Teacher learning in the workplace: widening perspectives on practice and policy. New York: Springer

Sæverot, Herner.  Du er en pedagog, jeg er ikke en pedagog! Et ironisk-aporetisk innlegg. Norsk pedagogisk tidsskrift, 97(3). [a journal article]

Sæverot, Herner. Irony, Deception, and Subjective Truth: Principles for Existential Teaching. Studies in Philosophy and Education, 32(1). [a journal article]

Sæverot, Herner.  On the need to ask educational questions about education: An inter-view with Gert Biesta. Policy Futures in Education, 11(2). [a journal article]

Sæverot, Herner. Indirect pedagogy: Some lessons in existential education. Rotterdam, Sense Publishers. ISBN 978-94-6209-193-1 [authored book]  

Sæverot, Herner; Sævi, Tone; Turmo, Are.  Innledning: Glemte sammenhenger? Utdannelse – dannelse – pedagogikk. Norsk pedagogisk tidsskrift, 97(3). [a journal article] 

Sæverot, Herner; Reindal, Solveig; Wivestad, Stein. Introduction: Reconnecting with existentialism in an age of human capital. Studies in Philosophy and Education, 32(1). [a journal article]

Ulvik, M., & Sunde, E. (2013). The impact of mentor education: does mentor education matter?, Professional Development in Education, DOI:10.1080/19415257.2012.754783.
 

2012

Danielsen, A. G. (2012). Hva henger sammen med skoletrivselen til norske ungdomsskoleelever? Nordic Studies of Education, 32(2), 114-125.

Diseth, Å., Danielsen, A.G. & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among elementary school students. Educational Psychology, 32(1), 1-20.

Havnes, A., Smith, K, Dysthe, O., & Ludvigsen, K. (2012) .Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, (38), 21-27.

Leversen, I., Danielsen, A. G., Skogbrott, M., & Samdal, 0. (2012). Basic Psychological Need Satisfaction in Leisure Activities and Adolescents’ Life Satisfaction. Journal of Youth and Adolescence, DOI 10.1007/s10964-012-9776-5

Raaheim, A. (2012).  Hva er god undervisning?  Uddannelsesnyt, Vol 23, Nr. 2, 21-30.

Raaheim, A. & Karjalainen, A. (2012). Centres of excellence in university education – Finland 1999-2012.  An evaluation.  PUBLICATIONS OF THE FINNISH HIGHER EDUCATION EVALUATION COUNCIL 13:2012.

Smith, K. & Engelsen, K. S. (2012). Utvikling av vurderingskultur i skolen: rektors stemme. Ledelse og profesjonsutøvelse i barnehage og skole. Oslo: Universitetsforlaget, 139-149.

Smith, K. (2012). Formative assessment of teacher learning: issues about quality, design characteristics and impact on teacher learning. Teachers and Teaching: theory and practice. DOI:10.1080/13540602.2013.741835

Smith, K. (2012). Vurderingens rolle i styrking av motivasjon for læring. Cepra-striben 2012 ; Volume November, 2012, 19-25.

Smith, K. & Engelsen, K. S. (2012). Developing an assessment for learning (AfL) culture in school: the voice of the principals. International Journal of Leadership in Education, 1-20. DOI: 10.1080/13603124.2012.699639

Smith, K. (2012). The multi-faceted teacher educator- a Norwegian perspective. Journal of Education for Teaching, 37(3), 337-349.

Sæverot, Herner. Danning og demokrati – læreres og skolelederes oppgaver. I:Lærere i skolen som organisasjon, red. May-Britt Postholm, Peder Haug, Elaine Munthe og Rune Krumsvik. Kristansand, Cappelen Damm Høyskoleforlaget. ISBN 978-82-7634-883-5 [book chapter]

Sæverot, Herner. Ironiens oppdragende og livsbejaende vesen. I: Om nytte og unytte, red. Øivind Varkøy. Oslo, Abstrakt forlag AS. ISBN 978-82-7935-334-8 [book chapter]

Sæverot, Herner. Time, individualisation, and ethics: Relating Vladimir Nabokov and education. Educational Philosophy and Theory, 44(11). [journal article]

Torgersen, Glenn-Egil; Sæverot, Herner. Danningens nye ansikt i risikosamfunnet – digital vekking mot virtuell terrorisme. Norsk Filosofisk Tidsskrift, 47(3), 170-179. [a journal article]

Sæverot, Herner; Torgersen, Glenn-Egil. Pedagogikk er ikke et bindestreksfag.Norsk pedagogisk tidsskrift, 96(1), 70-75. [journal article]

Sæverot, Herner; Torgersen, Glenn-Egil. Education and its borderlines. An essay about the nature of education. Phenomenology & Practice, 6(2). [journal article]

Ulvik, M., & Krüger, K. (2012). Lærerutdanneren som modell. Hvordan forbedre egne forelesninger gjennom aksjonsforskning [The teacher educator as a model. How to improve own lectures through action research]? Tidsskriftet FoU i praksis, [The Journal Research and Developmental Work in Practice]6(1), 61–79.

Ulvik, M., & Langørgen, K. (2012). What is there to learn from a new teacher? Newly qualified teachers as a resource in schools. Teachers and Teaching: Theory and Practice, 18(1), 43-57.

 

2011

Allern, M., R. Mathisen, A. Raaheim, T. de Lange, M. B. Johansen, G. Bjørke og A. K. Rønnsen (2011): Universitets- og høgskolepedagogisk basiskompetanse – en utredning fra en arbeidsgruppe under UHped-nettverket, nettpublisert artikkel fra Norsk nettverk fra universitets- og høgskolepedagogikk.

Danielsen, A. G., Breivik, K., & Wold, B. (2011). Do perceived academic competence and school satisfaction mediate the relationships between perceived support provided by teachers and classmates, and academic initiative? Scandinavian Journal of Educational Research, 55(4), 379-401.

Haara, F. O. & Smith, K. (2011). Kappen: One size fits all? Uniped, 34, (3): 79-86.

Haara, F. O. & Smith, K. (2012). Increasing the use of Practical Activities through Changed Practice. The Mathematics Enthusiast, 9, (1 & 2): 77-110.

Helleve I., & Ulvik, M. (2011). Is individual mentoring the only answer? Education Inquiry, 2(1), 127-139.

Raaheim, A. (2011). Læring og undervisning. Bergen: Fagbokforlaget.

Smith, K. (2011). The multi-faceted teacher educator- a Norwegian perspective. Journal of Education for Teaching, 37, (3): 337–349.

Smith, K. (2011). Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom, Studies in Educational Evaluation, 37 : 55–61.

Smith, K. (2011). Vurdere vurdering- for å fremme læring. (Assessing assessment- to promote learning). I M.B. Postholm, P. Haug, E. Munthe & R. Krumsvik (red.) Lærerarbeid for elevenes læring (1-7), Kristiansand, Høyskoleforlaget: 209-224.

Smith, K. (2011). Vurdere vurdering- for å fremme læring. (Assessing assessment- to promote learning). I M.B. Postholm, P. Haug, E. Munthe & R. Krumsvik (red.) Lærerarbeid for elevenes læring (5-10), Kristiansand, Høyskoleforlaget: 213-230.

Smith, K. (2011) Forskning er utvikling i lærerutdanningen (Research is development in teacher education). I T. Løkensgard Hoel, T.M. Guldal, C.F. Dons, S. Sagberg, T. Solhaug & K. Wæge (red). FOU I Praksis 2010. Trondheim, Tapir akademisk forlag: 31-44.

Sæverot, Herner. An essay on friendship, tolerance, and education with continual reference to Wole Soyinka. Nigerian Journal of Educational Philosophy, 22(1), 10-17. [journal article]

Sæverot, Herner. Kierkegaard, seduction, and existential education. Studies in Philosophy and Education, 30(6), 557-572. [a journal article]

Sæverot, Herner. Nabokov, moral og pedagogikk. Læringsforlaget (ISBN 978-82-93003-15-1). [an authored book] 

Sæverot, Herner. Pedagogikk, tid og individualisering. Utbildning & Demokrati, 20(2), 113-134 [journal article]

Sæverot, Herner. Praising Otherwise. Journal of Philosophy of Education, 45(3), 455-473. [a journal article]

Sæverot, Herner. Rhetorical Caricature: An Educational Reading of Nabokov's Treatment of Freud. Phenomenology & Practice, 5(1), 84-99. [a journal article]

Tillema, H., Smith, K. & Leshem, S.(2011), Dual roles- conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum, European Journal of Teacher Education, Vol. 34, No. 2, 139–159.

Ulvik, M. & Smith, K. (2011). What characterises a good practicum in teacher education? Education Inquiry Vol 2 No 3, 517-536.

Ulvik, M. & Smith, K.(2011). Veilederrollen- En profesjon innenfor profesjonen. Bedre Skole, Volume 4, 83-87.

Ulvik, M. & Smith, K. (2011). Veiledning av nye lærere. Hvem, hva og hvorfor. Bedre Skole (1), 52-55.

Ulvik, M., & Smith, K. (2011). What characterise a good practice situation in teacher education? Education Inquiry, 2(3), 517-536.

 

Selected publications by external members

2013

Gamlem, S.M. & Smith, K. (2013) Student perceptions of classroom feedback.Assessment in Education: Principles, Policy & Practice.http://www.tandfonline.com/doi/full/10.1080/0969594X.2012.749212

 

2012

Sandal, A.K. & Smith, K. (2012). Møte med yrkesfagleg utdanning i den norske vidaregåande skulen, Nordic Journal of Vocational Education and Training, Vol. 2 No. 1 2012:1-17.

Vindal-Halvorsen, K. & Smith, K. (2012). Utvikling av partnerskap i en førskolelærerutdanning, sett fra et økologisk perspektiv. Norsk pedagogisk tidsskrift, Volume 3, 237-247.