oppdatert april 2015
Det kan dessverre forekomme feil og mangler i pensumlisten. Ved endring vil dette bli bekjentgjort p? emnesiden.
Omr?de 1
Omr?de 1: L?ring og utvikling
Intro:
Greeno, J. G. (2006) ?Learning in activity?. I K. Sawyer (red.) Handbook of the Learning Sciences, Cambridge, MA: Cambridge University Press. Side 79-95, 16 s.
Wertsch, James V. (1998): Mind as action. New York: Oxford University Press. Side 3-72 (69 s.)
Spr?k og utvikling:
Burchinal, M. (2011). Development of early literacy: evidence from major U.S. longitudinal studies (kap 6, s 85-96). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. 11 s.
Dickinson, D., Freiberg, J., & Barnes, E. (2011). Why are so few interventions really effective?: A call for fine-grained research mertodology (kap 22, s. 337-357). ). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. 20 s.
Duke, N. K. & Carlisle, J. (2011). The development of comprehension. I M. Kamil, P.D. Pearson, E. Moje, & P. Afflerbach (Eds.) Handbook of reading research, Volume IV. New York: Routledge (s. 199-228) 30 s.
Hammer, C., Scarpino, S., Davison, M. (2011). Beginning with language: Spanish-English bilingungal preschoolers’ early literacy development (kap 8, s. 118-136). ). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. 18 s.
Harris, J., Golinkoff, R., & Hirsch-Pasek (2011). Lessons from the crib for the classroom: how children really learn vocabulary (kap 4, 49-65). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. 16 s.
Lawrence, J. & Snow, C. (2011). Oral discourse and reading. I M. Kamil, P.D. Pearson, E. Moje, & P. Afflerbach (Eds.) Handbook of reading research, Volume IV. New York: Routledge( s. 320 -337) 17 s.
Paez, M., Bock, K., & Pizzo, L. (2011). Supporting the language and early literacy skills of Englsih language learners: Effective practices and future directions (kap 9, 136-152). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. 16 s.
Rydland, V., Gr?ver., V. & Lawrence, J. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neigborhood. Journal of child language, 41, 352-381. 29 sider
Snow, C. & Uccelli, P. (2009): The challenge of academic language. In D. R. Olson & N. Torrance (Ed.), The Cambridge Handbook of Literacy. Cambridge: Cambridge University Press (s. 112- 133) 21 s.
Vasilyeva, M. & Waterfall, H. (2011). Variability in language development: Relation to socioeconomic status and environmental input (kap 3, s. 36-48). I S. Neuman & D. Dickinson (red.), Handbook of early literacy research, Volume 3, New York: The Guilford Press. 13 s.
Motivasjon:
Cock, Dagfinn & Halvari, Hallgeir (2001): Motivation, performance and satisfaction at school. The Netherlands: Kluwer Academic Publishers. I: Efklides Anastasia (et al.) (red.). Trends and prospects in motivation research. Side 65-82 17 s.
Deci, E. L.,& Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. 40 sider. http://www.jstor.org/stable/1449618
Deci, E. L. (2009). Large-scale school reform as viewed from the self-determination theory perspective. Theory and Research in Education, 7, 244-252. 8 s.. http://tre.sagepub.com/content/7/2.toc
Niemiec, C. P.,& Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144. 11 sider. http://tre.sagepub.com/content/7/2.toc
Schunk, D. & Zimmerman, B.J. (2008). Motivation and self-regulated learning. Theory, Research and Application. New York: LEA Pensum: kap 1, 2, 9 og 5. 98 s.
Thomassen, Tor O. (et al.) (2001): Experimentally induced effects of goal distance in time on the relations between achievement motives, future time orientation and indication of performance in sport. The Netherlands: Kluwer Academic Publishers. I: Efklides Anastasia (et al.) (red.). Trends and prospects in motivation research. Side 47-62 . 15 s.
Rune Waaler, Halgeir Halvari, Knut Skjesol & Tor Egil Bag?ien (2012): Autonomy Support and Intrinsic Goal Progress Expectancy and Its Links to Longitudinal Study Effort and Subjective Wellbeing: The Differential Mediating Effect of Intrinsic and Identified Regulations and the Moderator Effects of Effort and Intrinsic Goals. Scandinavian Journal of Educational Research, DOI:10.1080/00313831.2012.656284 ca 15 s. http://www.tandfonline.com/doi/full/10.1080/00313831.2012.656284
TOTAL: 480 sider.
Omr?de 2: Undervisning og danning
Danning:
B?yum, Steinar (2013) ?John Rawls: danning til rettferd?. I Straume, I. (red.) Danningens filosofihistorie. Oslo: Gyldendal, s 287-295. 8 sider
Dobson, Stephen (2013) ?Dannelse som selvteknologi. Michel Foucaults flerfaglige forst?else?. I Straume, I. (red.) Danningens filosofihistorie. Oslo: Gyldendal, s. 308-320. 12 s.
Fossheim, Hallvard J. (2013) ?Platon og Aristoteles om dannelse?. I Straume, I. (red.) Danningens filosofihistorie. Oslo: Gyldendal, s. 67-80 14 s.
Hansen, Turid L?yte (2013) ?Johann Gottfried Herder: danning til autentisitet?. I Straume, I. (red.) Danningens filosofihistorie. Oslo: Gyldendal, s. 171-184 13 s.
Jakobsen, Jonas (2013). Axel Honneth - Anerkjennelse, danning og utdanning. I: Ingerid,S. Straume (red): Danningens filosofihistorie. Oslo: Gyldendal, s 357-367. 11s.
Straume, Ingerid (2013) danningens filosofihistorie: en innf?ring. I: Ingerid, S. Straume (red): Danningens filosofihistorie. Oslo: Gyldendal, s 15-51.
37 s.
Straume, Ingerid (2013) ?Wilhelm von Humboldt: fra antikkens Hellas til det moderne universitetet?. I Straume, I. (red.) Danningens filosofihistorie. Oslo: Gyldendal, s. 185-196. 10 s.
Undervisning og danning:
Afsar, Azita, Skedsmo og Sivesind (2006): Evaluering og kunnskapsutvikling i ledelse av utdanning. I: K. Sivesind, G. Langfeldt og G. Skedsmo (Red.), Utdanningsledelse. (s. 202-222). Gj?vik: Cappelen Akademisk forlag. 20 s.
Bernstein, B: ?Vertical and Horisontal Discource?, i British Journal of Sociology of Education, Vol. 20, No. 2 (Jun., 1999), s. 157-173. 17 s.
Cuban L: Hugging the Middle. Teaching in an Era of Testing and Accountability, 1980-2005, i Education Policy Analysis Archives vol. 15, 2007, s. 1-27. 27 s.
Dahll?f, U: Allm?nbildning, specialisering – och sedan? I: Abrahamsson, K. (red): Bildningssyn och utbildiningsreformer (s. 21-32) Stockholm. 11 s
Dale, Erling Lars (2009): ”Utdanningens samfunnsmandat og velferdsrett om skolefaglig l?ring for alle”. I: Dale, Erling Lars (red.) (2009): L?replan i et forskningsperspektiv. Oslo: Universitetsforlaget. S. 187-212. 25 s.
Dale, Erling Lars (2006): Pedagogiske handlinger, pedagogikk og utdanningsvitenskap. I: K. Sivesind, G. Langfeldt og G. Skedsmo (Red.), Utdanningsledelse. (s. 117- 135). Gj?vik: Cappelen Akademisk forlag. 17 s.
Dewey, John: Democracy and Education. Kap 6-8 og 11-14. http://www.gutenberg.org/files/852/852-h/852-h.htm
Dokka, H. J. (1975) : Enhetssskoleproblemet i den norske skoles historie, i Harbo, T mfl. red. Skolen og samfunnet. (s.79-94). Oslo 1975. 16 s.
Erstad, Ola (2010). Digital kompetanse i skolen. 2. utg. Oslo: Universitetsforlaget. Kap 4, s 69-92. 24 s.
Hopmann, Stefan T. (2003): On the Evaluation of Curriculum Reforms. I: Peder Haug, Thomas A. Schwandt (red.): Evaluating Educational Reforms. Scandinavian Perspectives. Connecticut: Infomation Age Publishing. S 111-133. 22 s.
Karseth, Berit og Sivesind (2009): ”L?replanstudier – perspektiver og posisjoner”. I: Dale, Erling Lars (red.) (2009): L?replan i et forskningsperspektiv. Oslo: Universitetsforlaget. S 23- 54. 31 s.
Karseth, Berit og Engrelsen, Britt Ulstrup (2013): L?replanen for Kunnskapsl?ftet: Velkjente tr?kk og nye spor. I:B. Karseth, J. M?ller og P. Aasen (Red.) Reformtakter Om fornyelse og stabilitet i grunnoppl?ringen. (s. 43-57). Oslo: Universitetsforlaget 14 s.
Klafki,Wolfgang (2001): Dannelsesteori og didaktikk – nye studier. ?rhus : Forlaget Klim. Side 59-100. 41 s.
Kunzli, Rudolf (2000): German Didaktik: Models of Re-presentation, of Intercourse, and of Experience I: Westbury, I. mfl. (Red): Teaching as a Reflective Practice. LEA Publishers, New Jersey (s. 41-54.) 14 s.
Olsen, O.J (2011): Yrkesutdanning under det moderne, i Sosiologisk tidsskrift: ?rgang 19, s. 29–47, Universitetsforlaget: Oslo 18 s.
Steiner-Khamsi, Gita (2013). What is Wrong with the ‘What-Went-Right’ Approach in Educational Policy? European Educational Research Journal, Volume 12 Number 1. Hentet 30. januar 2013, fra www.wwwords.eu/EERJ 12 s.
Telhaug, A.O (2006). Velferdsstat og utdanning i Norge – to sider av samme sak. s 33-57. 26 s.
Westbury, Ian (2000): Teaching as a Reflective Practice: What might Didaktik Teach Curriculum. I: Westbury, I. mfl. (Red): Teaching as a Reflective Practice. LEA Publishers, New Jersey (s. 15-39) 24 s..
TOTAL: ca 464 sider.
Omr?de 3: Sosialisering og oppdragelse
Archer, Margaret S. (2003). Structure, Agency and the internal Conversation. Cambridge: University Press. S 1-16. 16 s.
Ball, Stephen J., Reay, Diane., David Miriam. (2002): 'Ethnic Choosing': Minority ethnic students, social class and higher education choice. Race Ethnicity and Education Vol. 5 (4): 333-357. 24 s.
Bauman, Zygmunt (2001): Savnet fellesskap. Oslo Cappelens Akademiske Forlag. S. 15-29 og 154-170. 40 s.
Biesta, Gert (2014): Utdanningens vidunderlige risiko. Fagbokforlaget: Bergen. Innledning, kap. 3, 4, 6, 7, og etterord. 83 s.
Boudon, Raymond. (1974): . Education, Opportunity, and Social Inequality. Changing Prospects in Western Society. New York/London: John Wiley, S. 21-39. 18 s.
Darnell, Frank and Anton Ho?m (1996): Taken to Extremes. Education in the Far North. Oslo: SUP, s. 18-27, 93-110, 264-283. 47s.
Douglas, Mary (1984): The Cultural anthrophology of Mary Douglas. I: Wuthnow, Robert [et al.] (ed). Cultural analysis. London: Routledge & Keagan Paul. Side 77-92, 102-111 og 119 - 128. 36 s.
Durkheim, Emile (1956): Education and sociology. London: The Free Press. Kap. 1- 3. Side 61 - 134. 74 s.
Furlong, Andy & Cartmel, Fred (2007): Young people and Social Change. Kap 1: The risk society og Kap 9: The epistemological fallacy of late modernity S 1-12 og 138-144. 18 s.
Foucault, Michel (2008): Overv?kning og straff. Oslo:Gyldendal. S. 139-150 og 157-178. 33 s.
Mead, George Herbert (1974): Mind, self and society. Chicago: University Press. Kap. 10, 19, 20 og 22. 33 s.
Music, Vedran. & God?, Helene. (2011): Skolemotivasjon, anerkjennelse og gatekultur i klasserommet. Tidsskrift for ungdomsforskning. vol 11 (2): 3-24. 20 s. http://www.hioa.no/asset/6497/1/6497_1.pdf
Ziehe, Thomas (2006): Post-aftraditionalisering. Unges ?ndrede generationsforhold i dag. I: Tom Ritchie (red.): Relationer i skolen. Perspektiver p? liv og l?ring. Billes? og Baltzer, Danmark. Side 198-215 . 17 s.
Willis, Paul (1977): Learning to Labour. Introduction og kap 2: Elements of a Culture – Opposition to Authority and Rejection of the Conformist. S 1 - 6 og 11-22 16 s. http://www.uky.edu/~tmute2/geography_methods/readingPDFs/willis.pdf
Totalt 475
Hele emnet: ca 1419 s