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Copyright of Nordic Journal of Pedagogy & Critique / Nordisk Tidsskrift for Pedagogikk & Kritikk is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Early Childhood Educational Research / Nordisk Barnehageforskning is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Journal of Literacy Research is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Journal of Literacy Research is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of FORMakademisk is the property of FORMakademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal for Educational & Vocational Guidance is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The unwanted situations one must be prepared to handle in schools evolve as a response to the risk society. This has led to public guidelines for emergency preparedness work in schools and education in Norway. Based on educational theories, international research, government documents and reports, and a qualitative study, we have investigated how emergency preparedness work regarding incidents of ongoing life-threatening violence is implemented in the schools in this research. Our findings suggest that students and teachers in the schools are not involved in the emergency preparedness work in an appropriate way, and that it may have a negative effect on the school environment in addition to weakened preparedness. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Early Childhood Educational Research / Nordisk Barnehageforskning is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Challenging behaviors are common in nursing homes. Drawing on rich qualitative data from fieldwork and in-depth interviews with staff in a nursing home in Norway, we will explore (a) how challenging behaviors unfolded, and (b) how such incidents were handled and talked about among staff. Our data is presented firstly through Anna's story as an introduction to discussing: (1) the problem of contrasting approaches to avoid challenging behaviors and (2) the importance of knowing the resident. Christopher's story then works as an introduction to discuss (3) the importance of understanding how to prioritize, (4) the importance of caring with connection and concern, and (5) the importance of sharing success stories among staff. In conclusion we argue that we should develop a more flexible organizational culture and a staffing practice in which care workers are empowered to use their discretion and thus to care for the residents with more connection and sensitivity than is currently the case. [ABSTRACT FROM AUTHOR]

This article positions rhetoric as a bridge between oracy and citizenship education. The first comparative curricular study of Scotland, Slovenia and Norway, it demonstrates shared policy aims and practical challenges in the delivery of oracy and citizenship education in these three nations. We argue that the study of rhetoric equips young learners with the skills to think critically, listen actively and speak strategically. But rhetoric goes further than existing policy ambitions for oracy; it includes civic training, and cultivates skills for democratic deliberation and participation in society. Rhetoric empowers young people with the knowledge and skills to construct compelling arguments, and deconstruct the arguments of others, thereby cultivating eloquent and critical citizens. We explore the motivations for the teaching of rhetoric (to learners aged 7–16) in each national educational system, which range from significant coverage (Slovenia) to scant reference (Scotland), with Norway representing the middle ground, and we assess the importance of ancient teachings of rhetoric in contemporary classrooms. We outline the policy and curricular challenges associated with training teachers to teach rhetoric and share testimonies from both staff and students regarding their learning experiences with something which is 'new' to many, yet 'ancient' to some. [ABSTRACT FROM AUTHOR]

Artikkelen drøfter læreplanens vekt på grunnleggende ferdigheter og argumenterer for at grunnleggende ferdigheter lesing og skriving kan studeres som én ferdighet: literacy. Lærerens rolle blir ansett å være avgjørende for innlæring og styrking av denne ferdigheten, også i fag som naturfag og fysikk. Funnene fra to større forskningsprosjekter finansiert av Forskningsrådet ligger til grunn for valg av to case som vi presenterer og analyserer. I prosjektene har lesing og skriving vært undersøkt, og vi har i begge prosjekt sett på sammenhengen mellom de to ferdighetene. Den er så tett at vi derfor argumenterer for én grunnleggende ferdighet: literacy. Muntlighet inntar en viktig plass i undervisningen, og i artikkelen er det særlig lærerens rolle som modellerer og mediator som knyttes til betydningen av muntlig kommunikasjon.

I denne dramaturgiske studien undersøker vi hvordan lærerstudenter trener på observasjon som ferdighet og metode for å forberede seg til observasjonspraksis i skolen. Treningen foregår i et profesjonsverksted, en arena for undervisning og forskning. Ved hjelp av nasjonale og lokale styringsdokumenter for lærerutdanningen, GLU, samt pensumlitteratur om observasjon, identifiserer vi konkrete observasjonsferdigheter og utforsker hvordan dette kan omsettes til praktisk undervisning. Undervisningen er sentrert rundt ulike former for fiksjonalisering, som i denne konteksten betyr hvordan lærerutdannere bruker rom, kropp, tid og tekst til å iscenesette tenkte hendelser fra skole og klasserom. Vi bruker dramaturgiske analyser for å undersøke undervisningsforløp og hendelser som handler om å observere. Studien viser hvordan fiksjonalisering kan anvendes for å trene på spesifikke ferdigheter som å sanse og tolke, som inngår i det å observere. Vi identifiserer også måter å komponere undervisning på som kan bidra til å innvie studentene i observasjon som metode.

Scandinavian countries have a long tradition of widespread public schooling linked to civic education. In the most recent curriculum reforms, concepts from rhetoric appear in various forms in language arts subject curricula from primary to upper-secondary school. In this article, we examine how current Scandinavian curricula reflect rhetoric and rhetorical education through content analysis based on David Fleming’s update of the classical triad in rhetorical education. We examine explicit and implicit references to rhetorical art, practice, and inquiry to gain insight into how rhetoric is reflected and conceptualized in national curricula, thereby providing a nuanced outlook for future research on the rhetorical turn of education. The analysis shows that the curricula for language arts subjects in all Scandinavian countries include several key components of contemporary rhetorical education, and in Swedish and Norwegian curricula, rhetoric is also explicitly linked to the development of democratic citizenship. However, references to rhetoric in curricula documents are sometimes implicit, and the explicit references that are present might give the impression that rhetoric should be taught only as a technical skill devoid of context or as critical text analysis. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Research in Arts & Sports Education is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we describe the basic principles on how to perform systematic searches for research literature. A well-conducted literature search is based on a clearly formulated question, expressing what one is looking for. Questions regarding effects of interventions can be structured with the aid of PICO, stating the population, intervention and outcomes of interest. The first step is to identify English search terms that describe the different PICO categories. It is important to search for all relevant synonyms and spellings in order to identify as many relevant studies as possible. One may also search for standardized subject headings that are used to describe the content of the publications. Search terms are then combined with the Boolean operators AND and OR. In order to end up with a reasonable amount of references, one can limit the search to specific publication years, age groups and relevant study designs. To ease the process of scanning through the search hits, it is advisable to export the search results into reference management software, such as Reference Manager or Endnote. Many databases also allow saving the searches for use at a later stage. Sometimes it might be necessary to use supplementary search methods, such as searching trials registers, scanning through reference lists of relevant publications, conducting citation searches, and contacting content experts to identify further relevant studies. The search process, including the selected sources and search terms, should be documented and reported. Even though advanced systematic searches often are performed by librarians, everyone can learn how to search for literature. It is a "learning by doing" process, and we recommend contacting a librarian for further guidance and help. [ABSTRACT FROM AUTHOR]

Copyright of Norwegian Journal of Clinical Nursing / Sykepleien Forskning is the property of Sykepleien Forskning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students' writing quality on a functional writing task, after variance due to attitude towards writing, students' language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Journal of Pedagogy & Critique / Nordisk Tidsskrift for Pedagogikk & Kritikk is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Journal of Pedagogy & Critique / Nordisk Tidsskrift for Pedagogikk & Kritikk is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Norwegian Journal of Clinical Nursing / Sykepleien Forskning is the property of Sykepleien Forskning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Norwegian Journal of Clinical Nursing / Sykepleien Forskning is the property of Sykepleien Forskning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article explores whether reading Lene Ask's documentary graphic novel Kjære Rikard ('Dear Rikard') may provide children and adults with training in, and an increased awareness of the importance of, emotional literacy and theory of mind. In order to investigate this question, the authors of the article conduct a close reading of Ask's novel, using terminology from narratology, picture book and comics' theory, and look for connections between the findings from the analyses and insights from reader-response theory and cognitive literary studies. The authors suggest that in combination, Ask's fictive and documentarist drawings and the excerpts from the hand-written correspondence between young Rikard in Stavanger and his father, a missionary in Madagaskar in the 1890s, invite both children and adult readers to develop a keen sense of the value of emotional literacy and theory of mind. [ABSTRACT FROM AUTHOR]

I denne artikkelen undersøker vi potensielle sammenhenger mellom skriving og forståelse i matematikkfaget. Materialet består av 28 elevtekster der elever fra 7. og 10. trinn løser en regneoppgave og skriver om hvordan de tenker og går frem for å løse den. Ved å analysere elevtekster har vi søkt innsikt i hva elever vektlegger når de individuelt løser en oppgave skriftlig. Artikkelen har utspring i erfaringer fra satsingen på Ungdomstrinn i utvikling, særlig med kunnskapsområdet skriving som grunnleggende ferdighet. Der viste det seg at et fåtall av matematikklærerne ser på seg selv som skrivelærere, noe som også støttes i forskningslitteraturen. Analysene av elevtekstene viser hvordan elever posisjonerer seg som skrivere i matematikk gjennom språk, forklaringsmåte og utregning, og hvordan de anvender ulike representasjoner. Avslutningsvis diskuteres forholdet mellom å forklare og å tenke i elevtekstene. Vi finner at en kombinasjon av utregning og forklarende tekst gir mer informasjon om elevens matematikkforståelse og holdning til faget enn utregningen med tall alene. Skrivingen kan dessuten utvikle fagspråk og bidra til læring i matematikk. Vi finner også at selve oppgavedesignet gir føringer for hvordan elevene løser oppgaven. I tillegg kan elevenes skriving gi læreren et bedre utgangspunkt for å veilede elevene i matematikk.

Copyright of Norwegian Journal of Clinical Nursing / Sykepleien Forskning is the property of Sykepleien Forskning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordic Research in Music Education is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nordlit is the property of Universitetet i Tromsoe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study addresses the question of how different aspects of students' writing achievement can be recognised and evaluated. We developed a linguistically based framework for criteria-based assessment, anchored in a functional view of language and language learning. The framework was used to determine what traits characterise texts at different Proficiency Groups based on comparative judgement and what traits characterise texts assessed differently. Altogether, 100 texts (written by students ages 6-9) representing four text genres were assessed and ranked using both comparative judgement (holistic assessment) and criteria-based analysis. The results indicate that texts generally are assessed as stronger (i.e., placed in a higher Proficiency Group) when comparative judgement is used than what the assessment of a specific language resource indicates. The results also indicate that assessment differences might be a result of different quality expectations for different genres. This points towards the need for genre- and subject-specific assessment criteria to scaffold students in their emergent disciplinary writing development. [ABSTRACT FROM AUTHOR]

Copyright of FORMakademisk is the property of FORMakademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of FORMakademisk is the property of FORMakademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative researchand development methods for the future. [ABSTRACT FROM AUTHOR]

Feltarbeid har en lang tradisjon i geografiundervisningen, men er fremdeles utfordrende å gjennomføre i skolefaget geografi. Denne artikkelen tar utgangspunkt i et kompetansemål i den nye læreplanen i geografi for videregående skole, utviklet gjennom Fagfornyelsen 2020. I kompetansemålet heter det at elevene skal kunne «gjennomføre eit feltarbeid for å undersøkje og presentere geografiske forhold». Dybdelæring er et viktig begrep i Fagfornyelsen, som blant annet innebærer å utvikle forståelse av begreper og sammenhenger i faget. Dette er ambisiøst for elever som får undervisning i geografi to timer per uke i ett år i videregående skole. I artikkelen undersøkes elementer som kan være viktige å ta hensyn til i undervisning av det overnevnte kompetansemålet. Gjennom drøfting av teori og empiriske eksempler identifiseres elementer som kan fremme dybdelæring: gi et oppdrag om å løse en arealsak og åpne for at elevene kan trekke inn egne etno-geografiske erfaringer, forbered elevene på feltarbeidet gjennom å øve på ferdigheter, gjennomfør feltarbeidet i nærmiljøet, diskuter data i lys av teori og etno-geografiske erfaringer, og reflekter over egne beslutninger i arealsaken. Disse elementene kan til sammen fungere som et rammeverk for lærere og forskere som skal designe feltarbeid i geografiundervisning som fremmer dybdelæring. [ABSTRACT FROM AUTHOR]