Oppdatert mai 2017
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. (s.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:
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,(s. 227-268) http://dx.doi.org/10.1207/S15327965PLI1104_01 39 s
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132. DOI: 10.1146/annurev.psych.53.100901.135153. 27 s.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127. 16 s.
Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: Implications of neuroscientific research. Educational Psychology Review, 28(1), 61-93. doi:10.1007/s10648-015-9307-5. 31 s.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133-144. http://dx.doi.org/10.1177/1477878509104318 . 11 s.
Nolen, S. B., Horn, I. S., & Ward, C. J. (2015). Situating motivation. Educational Psychologist, 50(3), 234-247. http://dx.doi.org/10.1080/00461520.2015.1075399 . 14 s.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341. doi:10.1007/s10648-006-9029-9. 26 s.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667-686. http://dx.doi.org/10.1037/0022-0663.95.4.667 . 19 s.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251-266. https://doi.org/10.1016/j.learninstruc.2007.05.003 14 s.
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of educational psychology, 108(3), 374 - 391. http://psycnet.apa.org/doi/10.1037/edu0000098. 16 s.
TOTALT OMR?DE 1: 486 sider.
Omr?de 2: Undervisning og danning
Danning, og demokratisering:
Benner, D. & Oettingen, A. v. (2005). Tekster til dannelsesfilosofi: mellem etik, p?dagogik og politik. ?rhus: Klim. 75 s
Dewey, J. (1985). Democracy and Education. Carbondale: Southern Illinois Press (Kap. 7. The Democratic Conception in Education, side 87 – 106). 19 s
Dunne, J. (2006). Childhood and Citizenship: A Conversation across Modernity. European Early Childhood Education Research Journal, 14 (1), 5 – 19. 15 s
Gustavsson, B. (2014). Bildung and the road from a classical into a global and postcolonial concept. Confero, 2 (1), 109 – 131. 22 s
Honneth, A. (2015). Education and the Democratic Public Sphere. A neglected Chapter of Political Philosophy. In: Odin Lysaker and Jonas Jakobsen (eds.) Recognition and Freedom: Axel Honneth's Political Thought. Leiden: Brill (kap. 1, side 17 – 32). 15 s
Honneth, A. (2008). Kamp om anerkjennelse. Oslo: Pax (kap. 5. den intersubjektive anerkjennelsens m?nstre: Kj?rlighet, rett, solidaritet, side 101 – 139). 30 s
Masschelein, J. & Ricken, N. (2003). Do We (Still) Need the Concept of Bildung? Educational Philosophy and Theory, 35 (2), 139 – 154. 15 s
Papastephanou, M. (2017). Learning by Undoing. Democracy and Education and John Dewey, the Colonial Traveler. Educational Sciences, 7 (20), 1 – 13. 13 s
Taylor, C. A. (2016). Is a posthumanist Bildung possible? Reclaiming the promise of Bildung for contemporary higher education. Higher Education, 23 (March 2016), 1-17. 17 s
L?replanstudier:
M?lstad, C. E. & Karseth, B. (2016). National curricula in Norway and Finland: the role of learning outcomes. European Education Research Journal, 15 (3). 16 s
Nordin, A. & Sundberg, D. (2016). Travelling concepts in national curriculum policy-making: the example of competencies. European Educational Research Journal, 15 (3). 15 s
Sivesind, K., Afsar, A. & Bachmann, K. (2016). Transnational policy transfer over three curriculum reforms in Finland: the construction of conditional and purposive programs (1994–2016). European Educational Research Journal, 15 (3). 29 s
Tr?hler, D. (2016). Curriculum History or the Educational Construction of Europe in the Long Ninetheen-Century. European Educational Research Journal, 15 (3). 19 s
Wahlstr?m, N. (2015). L?roplansteori och didaktik. Stockholm: Liber. 158 s
Wahlstr?m, N. (2016). A third wave of European education policy: transnational and national conceptions of knowledge in Swedish curricula. European Educational Research Journal, 15 (3). 16s
Yates, L. (2016). Europe, transnational curriculum movements, and comparative curriculum theorizing. European Educational Research Journal, 15 (3). 8 s
TOTAL OMR?DE 2: 482 sider.
Omr?de 3: Sosialisering og oppdragelse
Ball, S. (2003). The risks of social reproduction: the middle class and education markets. London review of education, 1(3), 163-175. 12 s.
Ball, S. J., Reay, D., David M. (2002): 'Ethnic Choosing': Minority ethnic students, social class and higher education choice. Race Ethnicity and Education Vol. 5 (4), 333-357. 24 s.
Boudon, R. (1974): Education, Opportunity, and Social Inequality. Changing Prospects in Western Society. New York/London: John Wiley, S. 21-39. 18 s.
Darnell, F. and Ho?m, A. (1996): Taken to Extremes. Education in the Far North. Oslo: SUP, s. 18-27, 93-110, 264-283. 47 s.
Durkheim, E. (1956): Education and sociology. London: The Free Press. Kap. 1- 3. Side 61 - 134. 74 s.
Furlong, A. & Cartmel, F. (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, M. (2008). Overv?kning og straff. Oslo:Gyldendal. Sidene 139-150 og 157-178. 33 s.
Mead, G. H. (1974): Mind, self and society. Chicago: University Press. Kap. 10, 19, 20 og 22. 33 s.
Music, V. & God?, H. (2011): Skolemotivasjon, anerkjennelse og gatekultur i klasserommet. Tidsskrift for ungdomsforskning. vol 11 (2), 3-24. 20 s.
Sejersted, F. (2005). Sosialdemokratiets tidsalder: Norge og Sverige i det 20. ?rhundre. Oslo: Pax. Innledning og Kap. 2, 9, og 12. 150 s.
Ziehe, T. (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, P. (1977). Learning to Labour. How working class kids get working class jobs. New York: Columbia University press. Introduction og kap 2,. Sidene 1 - 6 og 11-22 16 s.
TOTALT OMR?DE 3: 462 sider
Hele emnet: 1434 sider