Vitenskapelige publiseringer

Publiseringer

Her finner du et utvalg av forskergruppas relevante publiseringer:


2018:

Aamaas, Å. & Nodeland, T. S. (2018). Local and global challenges in a Nordic context: working with teacher students in the Spica networkResearch in Action, 4, pp. 59-65.

Biseth, H., Madsen, J. & Christensen, I. R. (2018). Student Teachers Promoting Democratic Engagement Using Social Media in TeachingNordic Journal of Comparative and International Education (NJCIE)2(4), 37-52. DOI: https://doi.org/10.7577/njcie.2796

Biseth, H. & Lyden, S. C. (2018). Norwegian Teacher Educators' Attentiveness to Democracy and Their Practices. International Journal of Learning, Teaching and Educational Research, 17(2), 26-42. DOI: https://doi.org/10.26803/ijlter.17.7.2.

Eriksen, K. (2018). The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses. Human Rights Education Review1(2), 25-45. https://doi.org/10.7577/hrer.2852

Eriksen, K. (2018). Teaching About the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks. Journal of Social Science Education, 17(2), 57-67.

Eriksen, K. (2018). Bringing Democratic Theory into Didactical Practice. Concepts of Education for Democracy Among Norwegian Pre-service Teachers. Interchange: a quarterly review of education, 49(3), 393-409.

2017:

Davidsen, A. (2017). "Vi prøvde å grave oss inn i hjernen." Om bruk av tabu som læringsstrategi på mellomtrinnet i grunnskolen. I L. Frers, K. Hognestad & M. Bøe (red.), Metode mellom forskning og læring: Refleksjon i praksis (kap. 7). DOI: https://doi.org/10.23865/noasp.25

Davidsen, A. & Aamas, Å. (2017). Mysterier som læringsstrategi i lærerutdanning - en casestudie ved Høgskolen i Sørøst-Norge. I L. Frers, K. Hognestad & M. Bøe (red.), Metode mellom forskning og læring: Refleksjon i praksis (kap. 8). DOI: https://doi.org/10.23865/noasp.25 

Lauritzen, S. M. & Nodeland, T. S. (2017). What happened and why? Considering the role of truth and memory in peace education curricula. Journal of Curriculum Studies, 49(4), 437-455. DOI: http://dx.doi.org/10.1080/00220272.2016.1278041.Huang, L. and

Earlier:

Huang, L. & Biseth, H. (2016). Openness in Scandinavian Classrooms: Student Perceptions of Teaching Practices and High Achievers of Civic Knowledge. Creative Education, 7(5), 713-723.

Madsen, J. & Biseth, H. (red.) (2014). Må vi snakke om demokrati? Om demokratisk praksis i skolen. Oslo: Universitetsforlaget