Oppdatert mai 2017
Litteratur for delemne Læreplan og utdanningsreformer
Bok
Dale, Erling Lars, Elstad, Eyvind, Engelsen, Britt Ulstrup, Hjardemaal, Finn, Morken, Ivar, Karseth, Berit, Sivesind, Kirsten… Læreplanstudier: utdanning og reformer, styring og vurderingssystemer. (2009). Læreplan : et forskningsperspektiv. Oslo: Universitetsforl. (250 s)
Artikler/kapitler:
Au, Wayne (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45. (20 sider) Elektronisk versjon
Granheim, Marit K., & Lundgren, Ulf P. (1991). Steering by goals and evaluation in the Norwegian education system: a report from the Emil project. Journal of Curriculum Studies, 23(6), 481-505 Elektronisk versjon
Gundem, B.B. (1992b). Notes on the Development of Nordic Didactis. Curriculum Studies, 24(1), 61-70. (9 sider) Elektronisk versjon
Hopmann, S.T. (1999). The curriculum as a Standard of Public Education. Studies in Philosophy and Education, 18, Kluwer Academic Publisher, Netherland, 89-105. (16 sider)
Elektronisk versjon
Maroy, Christian. (2008). The New Regulation Forms of Educational Systems in Europe: Towards a Post-bureaucratic Regime. In N. C. Soguel & P. Jaccard (Eds.), Governance and Performance of Education Systems (pp. 13-33). London: Springer. Elektronisk versjon
Pinar, W.F. (2008). Crisis, reconceptualization, internationalization: US curriculum theory since 1950. Presented in Shanghai. (28 sider)
Scholl, Daniel. (2012). Are the Traditional Curricula Dispensable? A Feature Pattern to Compare Different Types of Curriculum and a Critical View of Educational Standards and Essential Curricula in Germany. European Euducational Research Journal, 11(3), 328–341. (13 s) Elektronisk versjon
Yates, L. (2009). From curriculum to pedagogy and back again: knowledge, the person and the changing world. Pedagogy, Culture & Society, 17(1), 17-28. doi: 10.1080/14681360902742837. (11 sider) Elektronisk versjon
Young, M. (2010). Alternative Edaucational Futures for a Knowledge Society. European Educational Research Journal, 9(1), 1-12. (11 sider) Elektronisk versjon
Litteratur for delemne Approaches to studies for Teaching and Learning
Bøker:
Alexander, R. (2008). Essays on pedagogy. London: Routledge. Kap. 4, 5, 6, s. 72-153. (81 sider)
Krogh, Ellen, Christensen, Torben Spanget, & Qvortrup, Ane. (2016). Almendidaktik og fagdidaktik: Frydenlund Academic. (97 s)
Artikler/kapitler om undervisning og læring:
Dalland, Cecilie P., & Klette, Kirsti. (2016). Individual teaching methods: Work plans as a tool for promoting self-regulated learning in lower secondary classrooms? Education Inquiry, 7(4), 28249. doi:10.3402/edui.v7.28249 s 381-404 (23 s) Elektronisk versjon
Kerchner, Charles Taylor & Øzerk, Kamil (2014). Teaching language minority students in Oslo and Los Angeles-A metropolitan perspective nr 1. International Electronic Journal of Elementary Education. ISSN 1307-9298. 6(2), s 315- 331. (16 sider)
Knight, Simon, Buckingham Shum, Simon, & Littleton, Karen. (2014). Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space. 2014, 1(2), 25. S. 23-47 doi:10.18608/jla.2014.12.3 (22 s) Elektronisk versjon
Sahlström, F. (2008). Från lärare till elever, från undervisning til lärande - utveklingslinjer i svensk, nordisk och internationell klassromsforskning. 9, 8-71. (63 sider)
Turner, J. C. & Meyer, D.K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35, 69-85. (16 sider) Elektronisk versjon
Øzerk, Kamil & Kerchner, Charles Taylor (2014). Diversity and Educational Challenges in Oslo and Los Angeles - A Metropolitan Perspective nr 2. International Electronic Journal of Elementary Education. ISSN 1307-9298. 6(3), s 441- 462 (21 s)
Artikler/kapitler om reformarbeid og profesjonalisering:
Englund, T. (2010). The Potential of Education for Creating Mutual Trust: Schools as sites for deliberation. Educational Philosophy and Theory. (13 sider)
Elektronisk versjon
Ensor, P. (2004). Contesting Discourses in Higher Education Curriculum Restructuring in South Africa, Higher Education, 48, 339-359. (20 sider) Elektronisk versjon
Fenwick, Tara, & Edwards, Richard. (2014). Network alliances: precarious governance through data, standards and code. S 44-57 (13 s)
Grimen, Harald. (2017). Skjønn som resonneringsform. Profesjonsledelse og kunnskapsorganisering. (7 s) Elektronisk versjon
Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2013). Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33-57. doi: 10.1080/00220272.2013.834077. (24 sider) Elektronisk versjon
Shalem, Yael. What binds professional judgement? The case of teaching. In Michael Young & Johan Muller (Eds.), Knowledge, expertise and the professions (pp. 93-105). London: Routlegde. (12 s) Elektronisk versjon
Spillane, J og Burch, P. (2006). The institutional Environment and Instructional Practice: Changing Patterns of Guidance and Control in Public Education. In: H-D. Meyer og B.Rowan (eds.). The New Institutionalism in Education. New York: Suny, pp. 87-102. (15 sider) Elektronisk versjon
Suchman, Mark C. (2003). The contract as social artifact. Law & Society Review, 37(1), 91-142. (51 s) Elektronisk versjon
Vermeir, Karen, Kelchtermans, Geert, & März, Virginie. (2017). Implementing artifacts: An interactive frame analysis of innovative educational practices. Teaching and Teacher Education, 63, 116-125. (9 s) Elektronisk versjon
Winch, Christopher, Young, M, & Muller, J. (2014). Know-how and knowledge in the professional curriculum. Knowledge, expertise and the professions, 47-60. (13 s)
Elektronisk versjon
Yelland, Nicola J., & Wai Man Vivienne, Leung. (2016). Policy into practice in Hong Kong pre-primary kindergartens: the impact of a reform agenda viewing early childhood as the foundation for lifelong learning. Early Years, 1-16. doi:10.1080/09575146.2016.1234433 (15 s) Elektronisk versjon
Litteratur for delemne Utdanningsistorie og samfunnskontekst
Bok:
Volckmar, Nina. (2016), m. Karl Arne Næss, Heidun Oldervik, Hans Petter Ulleberg, og Susanne Wiborg Utdanningshistorie : grunnskolen som samfunnsintegrerende institusjon. Oslo: Gyldendal akademisk. (284 s)
Artikler/kapitler med en historisk vinkling:
Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 33-46. doi: 10.1007/s11092-008-9064-9 (13 s) Elektronisk versjon
Hopmann, S.T. (2008). No child, no school, no state left behind: schooling in the age of accountability. Journal of Curriculum Studies. 40(4), 417-456. (39 sider) Elektronisk versjon
Laberee, D. (2009). Educational Formalism and the Language of Goals in American Education, Educational Reform, and Educational History. In: P. Smeyers, M. Depaepe (eds.). Educational Research: Proofs, Arguments, and Other Reasonings, pp.41-60. (20 sider) Elektronisk versjon
Lauglo, J. (1995). Populism and Education in Norway. Comparative Education Review, 39(3), 255-279. doi: 10.2307/1188908 (24 s)
Popkewitz, T.S. (2009). Curriculum study, curriculum history, and curriculum theory: the reason of reason. Journal of Curriculum Studies, 41(3), 301-319 . (18 sider). Elektronisk versjon
Tröhler, D. (2016). Curriculum History or the Educational Construction of Europe in the Long Ninetheen-Century. European Educational Research Journal, 15 (3). 19 s
Elektronisk versjon
Wiborg, S. (2004). Education and Social Integration: A Comparative Study of the Comprehensive School System in Scandinavia. London Review of Education, 2(2), 83-93. doi: 10.1080/1474846042000229430 (10 s) Elektronisk versjon
Artikler/kapitler med en samfunnsorientering:
Binkley, Marilyn, Erstad, Ola, Herman, Joan, Raizen, Senta, Ripley, Martin, Miller-Ricci, May, & Rumble, Mike. (2012). Defining twenty-first century skills Assessment and teaching of 21st century skills (pp. 17-66): Springer. (49 s) Elektronisk versjon
Dahler-Larsen, Peter, (2009). Learning-oriented educational evaluation in contemporary society. I E. Rayan and J. B. Cousins (red) Sage international handbook for educational evaluation, s. 307-322. Elektronisk versjon
Dembour, M.-B. (2010). What Are Human Rights? Four Schools of Thought. Human Rights Quarterly, 32(1), pp. 1-20. (19 sider) Elektronisk versjon
Fredriksson, A. (2009). On the Consequences of the Marketisation of Public Education in Sweden: for-profit charter schools and the emergence of the ‘market-oriented teacher’. European Educational Research Journal, 8(2), 299-310. (11 sider) Elektronisk versjon
Grek, S., Lawn, M., Lingard, B., Ozga, J., Rinne., Segerholm, C. & Simola, H. (2009). National policy brokering and the Construction of the European Education Space in England, Sweden, Finland and Scotland. Comaparative Education. 45(1), 5-21. (16 sider) Elektronisk versjon
McEneaney, Elizabeth H. (2003). The Worldwide Cachet of Scientific Literacy. Comparative Education Review, 47(2), 217-237. doi: 10.1086/376539 s. 217-237. (20 sider)
Nespor, J. (2002). Neworks and contexts of reform. Journal of educational change 3(3-4), 365–382. (17sider) Elektronisk versjon
Steiner-Khamsi, G. (2013). What is Wrong with the ‘What-Went-Right’ Approach in Educational Policy? European Educational Research Journal, 12(1). S 20-33 (13 s)
Elektronisk versjon
Williamson, Ben. (2014). New governing experts in education: Self-learning software, policy labs and transactional pedagogies. S. 218-231 (13 s) Elektronisk versjon
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