Brage INN
Not a member yet
8669 research outputs found
Sort by
Putting Something Somewhere in English and Norwegian: A Contrastive Approach
Get PDFThis paper reports on a study of PUTconstructions in English and their Norwegian correspondences. It is based on English original texts and English translations in both fictional and non-fictional texts in the English-Norwegian Parallel Corpus. It includes all examples of English putfollowed by a THEME, encoded as a direct object, and an adverbial, denoting a PATH orGOALin prototypical examples of the construction coding caused motion events. The study shows that the THEMEis a better predictor of Norwegian verb correspondence than PATH orGOAL. An explanation is proposed to explain the marked difference between the number of translations of putby its Norwegian cognate putteand the number of translations of putteby putpublishedVersio
Sámi on Display: Sámi Representations in an Early Nonfiction Book for Children
Get PDFLicensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).Lisbeth Bergh’s nonfiction picturebook En lappefamilie: tekst og bilder fra Nordland (A Lappish family: text and pictures from Nordland) from 1905 is one of the first Norwegian nonfiction picturebooks for children about the life of Sámi. It contains Bergh’s own illustrations and text passages in Norwegian, English, and German, which signals that the book addresses a national and international audience. Simultaneously, the book is published in an era characterized by an increasing interest in indigenous tourism, demonstrated through the popularity of world exhibitions and «human zoos». In this article, I explore Bergh’s nonfiction picturebook in the light of “human zoos” and “living exhibitions” at the beginning of the 1900s and how her book alludes to the depiction of the Sámi for entertainment and information purposes. My close reading shows how the book reflects the categorization and systematization of the world and of exotic ethnic groups at the time. Furthermore, the reading confirms the book’s very distinctive position in Norwegian children’s literature history, and how it may have acquired a particular role in the promotion of Norwegian tourism at the beginning of the 20th centurypublishedVersio
Part I of a two-step mixed-methods approach in developing the Growth Talent Mindsets for Sports Coaches Intervention: The design and targeting of the intervention
Get PDFThe overall aim of this two-part study was to develop an intervention targeting sports coaches’ mindsets about their talent as a coach (coach talent mindset, C-TM) and their athletes’ talent (athlete talent mindset, A-TM), called the GrowTMindS Intervention. In this Part I, the intervention was developed drawing on a user-centered design approach and implemented in a coach education program in Norway. The study involved 31 coaches (5 women, 26 men) from 22 to 69 years of age, representing the sports of bandy, golf, ski sports, swimming, and volleyball. Using a mixed-methods approach, the quantitative results showed that the coaches increased their A-TM from pretest to post-test, while their C-TM, which was high at baseline, remained more challenging to target. The qualitative findings helped us understand how most coaches, through reflective processes, perceived the delivery of the intervention as sense-making and substantiated their commitment to growth talent mindsets. The qualitative findings also highlighted areas for refinement and tailoring of the intervention to target all coaches’ talent mindsets. Overall, the study was considered a necessary first step in developing an intervention showing significant and meaningful changes in coaches’ self-reported talent mindsets, consistent with the guidelines of wise psychological intervention and behavior change.publishedVersio
Hallowed Grounds: Approaching Sacred Natural Sites in Sápmi
Get PDFThis article examines the identification and protection of the sacred natural sites (SNS) of Indigenous peoples, with a particular emphasis on a selection of cases where the Sámi people’s SNS have come under pressure in Sápmi. The article unpacks the origins and impact of the concept of SNS, from the international level to domestic decision making. A key concern of this investigation is how discourses on SNS have come to interact with and influence other issues of global governance, from environmental and biological diversity concerns and activism for cultural heritage to protective measures for the human rights of Indigenous peoples. Following this overview, the article discusses the extent to which the Norwegian authorities, commercial actors, and civil society activists have drawn on the international SNS discourse to formulate their claims in a series of cases concerning energy developments in Sápmi.publishedVersio
The role of digital technology in facilitating epistemic fluency in professional education
Get PDFThe proliferation of digital tools in higher education has resulted in newpossibilities for students’ professional learning and development.Consequently, there is a need for more knowledge regarding the practicalincorporation of digital technology in professional learning designs, therationale behind their selection, and the perceived advantages and dis-advantages of their use. In this paper, we discuss findings froma qualitative case study of two academic subjects selected from profes-sional study programmes at Norwegian higher education institutions:occupational therapy and nautical studies. Deploying a constant com-parative method of analysis inspired by a grounded theory approach, wediscuss how the integration of digital technology in professional learningdesigns may facilitate students’ professional learning and development.By exploring the data material and connecting the findings to existingliterature and theory on professional learning, we show how the thought-ful integration and use of digital technology into a professional learningdesign may open up new ways of fostering epistemic fluency in futureprofessionals. By focusing on the suitability – rather than the advanced-ness – of the technology, integrated into a reflective and holistic learningdesign, the use of technology may facilitate the development of epistemicfluency both within and outside a situated professional context.publishedVersio
Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway
Get PDFLanguage training programmes are an integral part of refugee integration and education policies in many Western destination countries. This article aims to explore the author’s experiences in Norwegian language training programmes (LTPs) using an autoethnographic approach, addressing the research question: How can oppressive education policies and practices be challenged to empower refugees in destination countries? I employ a combination of Nordic colonialism, false generosity and disruptive pedagogy as a theoretical framework. The article challenges the benevolent self-image of Norwegian exceptionalism by unearthing the oppressive sides of Norwegian LTPs. In this article, I argue that the LTPs designed for refugees in Norway are characterised by false generosity and may further marginalise refugees by sustaining the status quo and rejecting disruptive pedagogy. In the absence of alternative, non-reductionist and disruptive LTPs that can facilitate the self-realisation of aspiring refugees through (higher) education, the problematisation of refugees for failing to integrate may be taken for granted.publishedVersio
Korleis kan karriererettleiing vere myndiggjerande for personar med lettare psykiske lidingar?
Get PDFSamandrag
Denne masteroppgåva handlar om opplevingar fire personar med angst og depresjon har gjort seg etter å ha gjennomført karriererettleiing ved eit fylkeskommunalt karrieresenter. Dette er gjort ved å ha myndiggjeringsperspektivet som bakteppe. Det er sett på korleis ein kan få aktivert myndiggjerande krefter hjå den einskilde som kjem til karriererettleiing. Myndiggjering er ikkje ein statisk tilstand, den kan både aukast og minskast. I oppgåva vert det omhandla korleis ein påverke myndiggjeringsprosessen med å legge vekt på styrkane og kreftene menneske har i seg. Det handlar om strukturelle og relasjonelle tilhøve i omgjevnadane, og det handlar ikkje minst om bidrag frå vegsøkjarane sjølve.
I forskinga er det nytta kvalitativ metode og semistrukturert intervju for å utvikle data. Det teoretiske perspektivet bygger på ei holistisk tilnærming og menneskesyn. Analysen av datamaterialet er gjennomført ved å nytte deduktiv tematisk analyse.
I oppgåva er myndiggjeringsmodellen nytta som teorigrunnlag og styrande for analysen. Denne modellen fokuserer på fire faktorar når det gjeld forståing av omgrepet myndiggjering. Desse faktorane er kompetanse, meining, autonomi og tilhøyregheit. Modellen kan nyttast på ulike måtar, men i denne samanhengen er det sett på korleis ein kan nytte den i fagområdet karriererettleiing, og då spesielt innretta til personar med lettare psykiske lidingar. Det er i studie sett på korleis karriererettleiarar kan nytte myndiggjeringsmodellen for å hjelpe vegsøkjarar til å betre kunne forstå og handtere sin eiga karriere.
Sentrale funn i oppgåva viser korleis vegsøkjarane kan oppleve myndiggjering. Dette er mellom anna at det å få utvikla ei god tilhøyregheit til arbeidslivet eller utdanning er viktig for den psykiske helsa. Det viser seg også at det kan vere nokre rammefaktorar i rettleiingssamtalane som betyr noko ekstra for vegsøkjarar med lettare psykiske lidingar. Vidare er det eit viktig funn at vegsøkjarane har behov for å bli møtt på ein anerkjennande måte. I dette ligg det ei forståing om at det er vegsøkjar som eig historia si. Vegsøkjarane kan også oppleve myndiggjering ved at dei får auka innsikt i eige reaksjonsmønster, og karrierelæring om korleis ein kan meistre overgangar i livet.
Det vil kome fram i oppgåva at det finst moglege koplingar og utviklingspotensiale mellom karriererettleiing og psykisk helsevern, og at myndiggjeringsperspektivet kan vere ei bru mellom desse.Abstract
This master thesis examines the experiences of four individuals with anxiety and depression who have completed career guidance at a county career centre, with the empowerment perspective as a thoretical phramework. The thesis explores how empowering forces can be activated in individuals seeking career guidance. Empowerment is not a static state, but can increase or decrease. The thesis explores how the empowerment process can be influenced through focusing on the strengths and force within each individual. It also considers structural and relational factors in the environment and the contributions of the guidance seekers.
The research used a qualitative method and semi-structured interviews to develop data. The theoretical perspective is based on a holistic approach and human perspective. The analysis of the data is conducted using deductive thematic analysis.
The thesis uses the empowerment model as a theoretical foundation and guide for analysis. The model focuses on four factors regarding the concept of empowerment: competence, meaning, autonomy, and belonging. The model can be used in various ways, but in this context, it examines how career guidance professionals can use the empowerment model to help guidance seekers with minor mental disorders better understand and manage their careers.
Central findings in the thesis show how the guidance seekers experience empowerment, such as developing a strong sense of belonging to the workforce or education, and how certain framework factors in guidance sessions are important for guidance seekers with minor mental disorders. Guidance seekers need to be recognized in an appreciative way, which includes an understanding of the fact that they own their own stories. They can also experience empowerment by gaining insight into their reaction patterns and career learning on how to manage transitions in life.
The thesis suggests potential connections and development between career guidance and mental health care, and the empowerment perspective can serve as a bridge between them
"Etiske og moralske utfordringer i kroppsøvingsundervisning", En kvalitativ studie om kroppsøvingslæreres etiske og moralske utfordringer i undervisningspraksis.
Get PDFSammendrag
Hensikten med denne kvalitative studien er å belyse hva slags erfaringer lærere har med etiske og moralske utfordringer i kroppsøvingsfaget, og hvordan de løser slike utfordringer i praksis.
Datagrunnlaget for denne studien har blitt skapt ved observasjon av to kroppsøvingslærere, og kvalitative, semi-strukturerte intervjuer med fire kroppsøvingslærere, inkludert de to som ble observert. Den metodiske fremgangsmåten er ifølge tematisk analyse, deretter er diskusjonen basert på det teoretiske rammeverket. Det teoretiske rammeverket består av omsorgsetikk, gjennom Noddings’ teori om omsorgslæring, og begrepet phronesis, eller praktisk-etisk klokskap.
Mine funn antyder at kroppsøvingslærere har erfaring med at situasjoner som krever etiske og moralske hensyn viser seg å kunne oppstå ofte. De opplever at ulike etiske og moralske utfordringer kommer til syne gjennom nødvendigheten av å gjøre individuelle betraktninger i forhold til enkeltelever, og gjennom å ta hensyn til elevenes oppfattelse av situasjoner i undervisning. Lærerne benytter ulike fremgangsmåter for å løse og håndtere slike utfordringer. Lærerne viser til at de tar individuelle, etiske hensyn, og at relasjoner og kjennskap til elevene bidrar til kloke valg av handlinger.
Praktisk-etisk klokskap fremstår i denne studien som en nyttig egenskap når det kommer til å løse og håndtere etiske og moralske utfordringer. Mine funn tyder på at lærerne løser etiske og moralske utfordringer gjennom en kombinasjon av praktisk-etisk klokskap og etiske hensyn med utgangspunkt i kjennskap til elevene. Viktigheten av omsorgslæring og praktisk-etisk klokskap i undervisningspraksis fremstår som et tema for videre forskning.
Nøkkelord: etikk, moral, omsorgsetikk, omsorgslæring, phronesis, praktisk-etisk klokskap, kroppsøving,Abstract
The intention of this qualitative study is to enlighten what kind of experiences teachers have with ethical and moral challenges in their physical education practice, and how they solve these challenges.
The data collection in this study has been created by observation of two physical education teachers in physical education classes, and qualitative semi-structured interviews with four physical education teachers, including the two from the observation. The method used for analysis is thematic analysis, and the following discussion is based on the theoretical framework. The theoretical framework is Nel Noddings’ theory of caring teaching, and the term phronesis.
The results of this study suggests that physical education teachers have experience with situations that demands ethical and moral consideration, and that this often occurs. The teachers experience that different ethical and moral challenges appear through the necessity of individual care towards individual students, and take into consideration their students´ perception of different situations in activities during physical education. The teachers use different approaches to solve different situations, while taking individual and ethical measures, and knowledge about the student contributes to making wise decisions.
In this study, phronesis stands out as being a useful tool when it comes to resolving ethical and moral challenges. The findings in this study implies that the teachers solve ethical and moral challenges through a combination of phronesis, or practical wisdom, and ethical consideration based on knowing the students. The importance of caring teaching and practical wisdom could be a field which could benefit from further research.
Keywords: ethics, moral, caring teaching, phronesis, practical wisdom, physical educatio
«Kan vi gjøre mere sånn?» - En studie av hva elever på 7. trinn sier de verdsetter når de arbeider med skjønnlitteratur
Get PDFDenne masteroppgaven undersøker arbeid med skjønnlitteratur i norskfaget på 7. trinn. Problemstillingen som ble utformet var: «Hva sier elevene om hvordan de liker å jobbe med skjønnlitterære bøker?». Målet med denne masteroppgaven er å få innsikt i hva elevene verdsetter når de arbeider med skjønnlitteratur, hva som skal til for at elever blir nysgjerrige lesere og hva de mener er engasjerende litteraturundervisning. Oppgaven forankres i den andre lese- og skriveopplæringa, lesemotivasjon, litteraturdidaktikk, resepsjonsestetikk, drama som arbeidsmåte og læringspotensiale, og dramaturgi.
Studien er en kvalitativ studie som har tatt utgangspunkt i en utforskende undersøkelse hvor det er prøvd ut et undervisningsopplegg med tjueåtte elever. Undervisningsopplegget baserer seg på høytlesning av den skjønnlitterære boka Lappjævel! av forfatter Kathrine Nedrejord. Høytlesningen var kombinert med elevaktiviteter med dramaturgiske virkemidler. Etter gjennomført undervisningsopplegg ble det gjort et utvalg og gjennomført fire semistrukturerte intervjuer som omhandlet hvordan elevene opplevde undervisningen. Empirien fra elevene danner grunnlaget for diskusjonen i lys av teori.
Funnene i denne studien viser at kombinasjon av litteraturundervisning og et dramaturgisk undervisningsopplegg fungerer godt sammen. Dette er en måte informantene liker å arbeide med skjønnlitteratur på, som bidrar til økt nysgjerrighet og motivasjon for lesing. Elevene forteller at de liker å bli lest høyt for. Dramaturgiske virkemidler bidrar til at elevene får brukt fantasien sin i svært stor grad og at de får beveget seg mer enn de er vant til. Å bevege seg og å bruke fantasien sin er noe de beskriver som «gøy» og at de har det gøy samtidig som de føler at de lærer noe. Elevene uttrykker også at de tror at de lærer mer dersom de får være med å bestemme hvordan de kan ha undervisningen sin.This master’s thesis examines work with fiction in the Norwegian subject at the 7th grade. The research question for this thesis is: «What do the pupils say about how they like to work with fiction?». The purpose of this study is to gain insight in what pupils value while working with fiction, what it takes for pupils to become curious readers and what they think is engaging literature teaching. The assignment is anchored in reading and writing skills in the upper primary school, reading motivation, literature didactics, reader-response theory, learning through drama, drama-based education and dramaturgy.
The study has a qualitative approach, with an exploring examination where a teaching plan has been tried out with twenty-eight pupils. The teaching plan is based on reading the fiction book Lappjævel! by Kathrine Nedrejord aloud. The reading aloud was combined with drama activities. After completing the teaching plan, a selection was made, and four semi-structured interviews were conducted that dealt with how the pupils experienced the teaching. The empirical data from the pupils forms the discussion in light of theory.
The results of this study show that a combination of literature teaching and a dramaturgical teaching programme works well together. This is one way that the informants enjoy working with fiction, which contributes to increased curiosity and motivation for reading. The pupils say that they like to be read aloud to. Dramaturgical devices help the pupils to use their imagination and to move more than they are used to. Moving and using their imagination is something they describe as «fun» and that they have fun while feeling that they are learning something. The pupils also express that they believe they learn more if they are allowed to participate in deciding on how they are going to learn
Europa Rundt - et undervisningsopplegg i OneNote med likninger
Get PDFI vår entreprenørielle masteroppgave har vi utviklet et didaktisk produkt innenfor det matematiske temaet likninger på 8. trinn. Undervisningsopplegget går ut på at elevene skal bruke Microsoft OneNote, heretter kalt OneNote, til å dra på en fiktiv gjennomreise i Europa. Undervisningsopplegget vårt heter derfor Europa Rundt. Det åpnes ved hjelp av en lenke læreren kan sende til sine elever. De skal arbeide i grupper på tre, og må finne riktig løsning for å låse opp neste rom i OneNote. Elevgruppene kommer frem til et tallsvar og må finne byen med tilhørende nummer i et PDF-dokument med europeiske storbyer, som allerede er i OneNote. Alle regler er forklart i OneNote og i elevenes video-bruksanvisning. Dersom de skriver inn riktig by, vil de kunne gå løs på neste oppgave.
Denne masteroppgaven bygger på problemstillingen:
Hvordan kan OneNote brukes for å lage et undervisningsopplegg innenfor temaet likninger på 8. trinn?
Vi har brukt pedagogisk designforskning som overordnet metode i utviklingen av undervisningsopplegget, og har testet ut opplegget gjennom to sykluser. Datainnsamlingen har bestått av en ikke-deltakende klasseromsobservasjon og semi-strukturerte intervjuer med lærere. Det ble utarbeidet en innholdsanalyse etter hver syklus som har dannet utgangspunkt for videreutviklingen av undervisningsopplegget. Ved hjelp av tematisk analyse har vi systematisk kunne forbedret undervisningsopplegget for elevene.
Gjennom arbeidet med masteroppgaven har vi funnet ut at OneNote fungerer godt til å lage undervisningsopplegg knyttet til likninger på 8. trinn. Oppgaver med en realistisk kontekst er med på å styrke elevenes aktivitet gjennom samarbeid i grupper. Vi har funnet ut at OneNote innehar flere fordeler som gjør det hensiktsmessig å velge det som medium til å lage et undervisningsopplegg i. Det didaktiske produktet vi har utviklet dekker et behov innenfor temaet likninger på 8. trinn,
Nøkkelord: OneNote, algebraisk tenkning, likninger, realistisk kontekst, samarbeid og pedagogisk designforskningIn our entrepreneurial master’s thesis, we have developed a didactic product within the mathematic topic equations for students attending 8th grade.
The title for this thesis is:
Around Europe – a teaching plan in OneNote with equations
The teaching plan is for students to use Microsoft OneNote, from here on referred to as OneNote, to go on a fictional transit in Europe. Our teaching plan is consequently called Around Europe. It is opened with the help of a link the teacher can send to the students. They will work in groups of three and need to find the right solution to unlock the next room in OneNote. The student groups will find a number as answer to the task, and then find the matching city in a PDF document with large European cities, which is already in OneNote. All rules are explained in OneNote and in the students’ instructions for use video. If they enter the right city, they will be able to do the next task.
This master’s thesis is based on the problem:
How can OneNote be used to create a teaching plan within the topic equations in 8th grade?
We have used educational design research as the main method in the development of the teaching plan and have tested the plan through two cycles. The data collection has consisted of a non-participating classroom observation and semi-structured interviews with teachers. A content analysis was made after each cycle to form the base for further development of the teaching plan. Using thematic analysis, we have systematically improved the teaching plan for the students.
By working with the master’s thesis we have found that OneNote works well for creating a teaching plan within the topic equations in 8th grade. Tasks with a realistic context helps to strengthen the students’ activity through collaboration in groups. We have found that OneNote has several advantages that make it appropriate to choose it as a medium to create a teaching plan in. The didactic product we have developed meets a need within the topic equations in 8th grade, and still has room for improvement.
Key words: OneNote, algebraic thinking, equations, realistic context, collaboration, educational design researc