| Research team: Norway |
 |
 |
 |
|
Name: KIRSTE KLETTE
Position: Contact details: Klette - Selected publications: Klette, K. (1997): Teacher individuality, teacher collaboration and repertoire building. Some principal dilemmas. In Teachers and Teaching: Theory and Practice, Vol. 3, No 2/1997 (pp243-257) Klette, K. (1997): Restructuring Teachers work: From autonomous professionals to obedient technicians? ["Lærerarbeidet i forandring: Fra fritt arbeid til lønnsmottaker?"] In Teachers Union Journal ’Better School’ [Bedre Skole], no.2/ 1997. Klette, K. (1999): Moral Life in Schools and Challenges to Teacher professionalism. In M.Lang, J.Olson, H. Hansen, W. Bünder (Eds): Changing Schools/ Changing practices: Perspectives on Educational Reform and Teacher Professionalism. (pp99-109), Louvain: Garant. Klette, K. (2000): ”Working Time Blues. On Teachers' Experience of Restructuring in Education in Norway". In Day, Fernandez, Hauge & Møller (Eds.) The Life and Work of Teachers (pp 146-159) London: The Falmer Press K. Klette, I. Carlgren, J. Rasmussen, H. Simola, M. Sundkvist (Eds.) (2000):Restructuring Nordic Teachers: An Analysis of Policy Texts from Finland, Denmark, Sweden and Norway. Report no.10/2000 Oslo: University of Oslo, Institute for Educational Research. Klette K. (2002): Reform Policy and Teacher Professionalism in Four Nordic Countries. In Journal of Educational Change (JEC): Special issue on Social Geographies of Educational Change, Vol.3, Nos.3/4, 2002 (pp265-282) Klette, K. (2003): Teachers’ classroom work: Instructional patterns and interaction in Norwegian classrooms after the 1997 National Curriculum Reform[”Lærernes klasseromsarbeid: Interaksjon og arbeidsformer i norskeklasserom etter Reform 97”]. In Klette. K (Ed.) Classroom practices after the 1997Curriculum Reform [“Klasserommets praksisformer etter Reform 97”]. Oslo: Unipub AS, University of Oslo (pp39-76). Klette K. (2004): School Subjects and Instructional Repertoires in change?[“Fag og arbeidsmåter i endring?”] Oslo: Oslo University Press. Klette K (2004). Classroom Business as Usual? What do researchers and policymakers learn from classroom studies? In M.J. Hoines and A.B. Fuglestad (Eds.) PME 28 Proceedings from the Conference. Norway, Bergen: Bergen University College. Carlgren I., Klette K. , Myrdal S., Schnack K. and H. Simola (2006). Changes inNordic Teaching Practices: From individualized teaching to teaching of individuals.Scandinavian Journal of Educational Research (in press). Carlgren I. and Klette K. (2007). Reconstruction of the Nordic Teachers: Reform policies and teachers’ work during the 1990s. Scandinavian Journal of Educational Research (forthcoming). Klette K. (2007): Trends in Research on teaching and Learning in Schools: Didactics meets Classroom studies. In European Educational Research Journal, Vol.6, No 2 (pp147-161). Carlgren I. and Klette K. (2008). Reconstruction of the Nordic Teachers: Reform policies and teachers’ work during the 1990s. Scandinavian Journal of Educational Research, Vol. 52, No 2 pp. (117-133). Klette K. (2009). Challenges in Strategies for Complexity Reduction in Video Studies. Experiences from the PISA+ Study: A video study of teaching and learning in Norway. In T. Janik & T. Seidel (eds.) The power of video studies in investigating teaching and learning in the classroom. Waxmann Publishing. Bergem O.K., Klette K.(2010). Mathematical Tasks as Catalysts for Student Talk: Analysing discourse in a Norwegian mathematics classroom. In Y Shimizu, B. Kaur, R. Huang,a nd David Clark (eds.) Mathematical Tasks in Classrooms Around the World. Sense Publishers, (pp. 35 -62). Klette K. (2010). Blindness to Change during Processes of Change: What do Educational Researchers Learn from Classroom Studies? In A. Hargreaves, A.Libermann and M. Fullan Second International Handbook of Educational Change. Springer. Klette K. (2010) ‘Recipes for Busy Kitchens: Arbetsplaner som lärandeverktyg. I Uppdrag undervisning – kunskap och lärande. Stockholm: Studentlitteratur, (pp127-147). Bergem, O. K., & Klette, K. (in press). Differences in Student Strategies in Work Plan Regulated Mathematics Classrooms in Norway. An analysis based on six 9th grade classrooms. In C. Keitel, E. Jablonka & D.J. Clark (Eds.),Investigating differences in mathematical classrooms around the world. Sense Publishers. Ødegaard, M., & Klette, K. (in press). Teaching Activities and Language Use in Science Classrooms: Scales and Analytical Categories as Pillars for Possible interpretations. In J. Dillon & D. Jorde (Eds.), The World of Science Education: Europe. (Series editors: K. Tobin & w. M. Roth). Sense Publishers. Klette, K., & Carlsten, T. C. (in press). Knowledge in Teacher Learning: New Professional Challenges. In K. Jensen, M. Nerland & L. Lahn (Eds.), Professional learning in the knowledge society. Sense Publishers. Klette, K., & Smeby, J.-C. (in press). Professional training and knowledge sources. In K. Jensen, M. Nerland & L. Lahn (Eds.), Professional learning in the knowledge society. Sense Publishers. Dalland, C, & Klette, K. (submitted). Student strategies when working with individualised tasks in lower secondary classrooms: Individualised and gendered patterns? European Educational Research Journal. Klette, K., Bergem, O. K., & Roe, A. (forthcoming). Exploring life in classrooms within the area of PISA: Experiences from the Norwegian PISA+ video study. Scandinavian University Press.
Name: BIRGIT PEPIN
Position: Contact details: G. Gueudet, B. Pepin & L. Trouche (eds) (2011- in press) Mathematics Curriculum Material and Teacher Development: from text to ‘lived’ resources, Dordrecht, NL: Springer. Pepin, B. (2010) ‘How educational systems and cultures mediate teacher knowledge: teacher ‘listening’ in English, French and German classrooms, in Ruthven, K. and Rowlands, T. (eds) Mathematical knowledge in teaching, Dordrecht: Springer. Pepin, B. (2009) ‘The role of textbooks in the ‘figured world’ of English, French and German classrooms- a comparative perspective’ in Black, L. Mendick, H and Solomon, Y. (Eds.) Mathematical Relationships: identities and participation. London: Routledge Pepin, B. (2009) ‘Negativity’ and learner identity: classroom tasks, the ‘minus sign’ and classroom environments in English, French and German classrooms, in J.Maass & W. Schlöglmann (eds) Beliefs and Attitude in Mathematics Education- New Research Results, Rotterdam, NL: Sense Publishers. Pepin, B. (2007) Culture, language and mathematics education: aspects of language in English, French and German mathematics education, in S.Ongstad (ed) Language in Mathematics?- A comparative study of four national curricula (Norway, Sweden, UK, Romania), Report to the Council of Europe, May 07. Ongstad, S., Hudson, B., Pepin, B., Imsen, G. and Kansanen, P. (2005) Didaktik and Mathematics Education. Comparative and communicational perspectives, Oslo: Oslo University College Press. Pepin, B. and Haggarty, L. (2003) 'Mathematics textbooks and their use by teachers: a window into the education world of particular countries?, in Van den Akker, J. , Kuiper, W. and Hameyer, U. (eds) Curriculum Landscapes and Trends, Dordrecht: Kluwer (pp. 73-100). Haggarty, L. and Pepin, B. (2002) 'An investigation of mathematics textbooks and their use in English, French and German Classrooms: who gets an opportunity to learn what?' , British Educational Research Journal 28 (4): 567-90 . Pepin, B. (2002) ‘Different cultures, different meanings, different teaching’ in L.Haggarty (ed) Teaching Mathematics in Secondary Schools, London: Routledge (pp.245-58). Pepin, B. and Haggarty, L. (2001) ‘Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures’, Zentralblatt for the Didactics of Mathematics, 33 (5): 158-75. Pepin, B. (2010- under review) ‘Teachers’ use of mathematics curriculum materials with respect to differentiation in different contexts: mathematics classrooms in England and Norway’, FOU Praxis Publications, Norway. Pepin, B. (2010- under review) ‘Comparing beliefs and attitude in mathematics amongst English and Norwegian secondary pupils’, in B. Bösken, G. Törner & B. Pepin (eds) Beliefs and Beyond – Affect and the teaching and learning of mathematics, Special Issue of the The International Journal of Mathematics Education – ZDM. Wake, G. and Pepin, B. (2010- under review) ‘Teacher ‘stories’: engaging students in mathematics in classroom activity systems’, in J.Williams & G. Wake (eds) Deepening engagement in mathematics in pre-university education, Research in Mathematics Education, 1.
Name: OLE KRISTIAN BERGEM
Position: Contact details: Selected publications: Bergem, O. K., Grønmo, L. S., & Olsen, R. V. (2005). PISA 2003 and TIMSS 2003. What do these surveys tell us about Norwegian students’ knowledge and competencies? [PISA 2003 og TIMSS 2003. Hva forteller disse undersøkelsene om norske elevers kunnskaper og ferdigheter i matematikk?] Norsk Pedagogisk Tidsskrift, Nr. 1. Bergem, O. K. (2009). Individual Seat Work Versus Collaborative Practices. A Discussion of Current Challenges in the Teaching of Mathematics in Lower Secondary School. [Individuelle versus kollektive arbeidsformer. En drøfting av aktuelle utfordringer i matematikkundervisningen i grunnskolen.] Unpublished PhD thesis, Faculty of Education, University of Oslo. Bergem, O. K. & Grønmo, L. S. (2009). Teaching in Mathematics. [Undervisning i matematikk.] In L. S. Grønmo & T. Onstad (Eds.), Signs of Improvement. Norwegian Students’ Mathematics and Science Achievement in TIMSS 2007. [Tegn til bedring. Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2007.] Oslo: Unipub. Bergem, O. K., Nyléhn, J. & Grønmo, L. S. (2009). Teaching in Science. [Undervisning i naturfag.] In L. S. Grønmo & T. Onstad (Eds.), Signs of Improvement. Norwegian Students’ Mathematics and Science Achievement in TIMSS 2007. [Tegn til bedring. Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2007.] Oslo: Unipub. Grønmo, L. S. & Bergem, O. K. (2009a). Looking at Mathematics in TIMSS From an Educational Perspective. [Et matematikkdidaktisk perspektiv på TIMSS.] In L. S. Grønmo & T. Onstad (Eds.), Signs of Improvement. Norwegian Students’ Mathematics and Science Achievement in TIMSS 2007. [Tegn til bedring. Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2007.] Oslo: Unipub. Grønmo, L. S. & Bergem, O. K. (2009b). Achievement in Mathematics. [Prestasjoner i matematikk.] In L. S. Grønmo & T. Onstad (Eds.), Signs of Improvement. Norwegian Students’ Mathematics and Science Achievement in TIMSS 2007. [Tegn til bedring. Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2007.] Oslo: Unipub. Grønmo, L. S., Bergem, O. K., Nyléhn, J. & Onstad, T. (2009). Signs of Improvement - Still Major Challenges. [Tegn til bedring – fortsatt store utfordringer.] In L. S. Grønmo & T. Onstad (Eds.), Signs of Improvement. Norwegian Students’ Mathematics and Science Achievement in TIMSS 2007. [Tegn til bedring. Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2007.] Oslo: Unipub. Bergem, O. K. & Klette, K. (2010): Mathematical Tasks as Catalysts for Student Talk: Analysing Discourse in a Norwegian Mathematics Classroom. I Y. Shimizu, B. Kaur, R. Huang, & D. Clarke (Eds.): Mathematical Tasks in Twelve Countries. Rotterdam: Sense Publishers. Bergem, O.K. & Dalland, C. (2010). Workplans, Learning Goals and Assessment. What do we do? [Arbeidsplaner, læringsmål og vurdering. Hva gjør vi?] Oslo: Universitetsforlaget. Bergem, O. K., & Klette, K. (in press). Differences in Student Strategies in Work Plan Regulated Mathematics Classrooms in Norway. An Analysis Based on Six 9th Grade Classrooms. In C. Keitel, E. Jablonka & D.J. Clark (Eds.), Investigating Differences in Mathematical Classrooms Around the World. Rotterdam: Sense Publishers. Klette, K., Bergem, O. K., & Roe, A. (forthcoming). Exploring life in classrooms within the area of PISA: Experiences from the Norwegian PISA+ video study. Scandinavian University Press. |
