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How can children best learn map skills? A step-by-step approach
Get PDFThis study contributes to our understanding of children's development of map-reading skills through a systematic ‘step-by-step approach’. Utilising an ecological research design, we investigated how children perceive and utilise maps in a large-scale outdoor environment. A total of 156 children, aged 5–11 (both boys and girls), participated in the study, tasked with locating ten controls in the terrain using five different types of maps. The study measured accuracy in wayfinding (the number of correctly identified controls) and efficiency in wayfinding (the time spent on the task). The results revealed that children exhibited better mastery of perspective maps compared to symbolic maps, with older children demonstrating significantly greater proficiency with symbolic maps than younger children. Notably, there were no significant differences in performance between boys and girls.publishedVersio
Pedagogical Translanguaging for Epistemic Inclusion: Scaffolding Strategies in Bilingual Subject Instruction in Norway
Get PDFThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.Bilingual subject instruction (BSI) is one form of language support classes in Norwegian schools, preparing students fromlanguage minorities for mainstream instruction by combining subject and language tutoring through the students’ homelanguage. This article examines interactions within a Polish–Norwegian classroom setting, focusing on the concept of pedagogicaltranslanguaging and scaffolding for epistemic inclusion of student resources. Grounded in the framework of translanguagingpedagogy and scaffolding techniques for student comprehension and production, the study involves a micro-analysis of recordeddyadic interactions between a bilingual teacher and three students in individual BSI classes. The findings highlight languageshifts as integral to teacher–student interactions, demonstrating the diligent use of scaffolding techniques for co-constructingknowledge. The study underscores the mediating role of translanguaging practices in supporting both content and languageknowledge, emphasizing the active integration of students’ previous knowledge and experiences for fostering epistemic inclusionpublishedVersio
The significance of multilingual children's voices in research
Get PDFThis paper discussesethical and methodological aspects of research among multilingual children regarding the inclusion of theirvoices. The starting point ofthispaper is a field of tension concerning multilingual children’s participation in research. On the one hand, children have the right to protection, while onthe other,theyhave the right to be heard and should be studied by virtue of being children. The empirical data for our paper weregenerated through two qualitative ethnographic research projectsundertakenin one Norwegian kindergarten.Throughout our fieldwork, we had various encounters with children, teachers,and parentswhonegotiated and contestedthe kindergarten’sandour own discourses on multilingualism and specifically categorizations of who isor is notregarded as multilingual. Based on the dialogic concept of voice, discussions on children’s perspectivesas an analytical construct,and the positioning of children in research, weexplorethe waysinwhich our positionality asethnographicresearchers providesopportunities to include children’s voices. Furthermore, wediscuss thechallenges the researchermight encounterwhen establishing legitimate positions between the three groups—children, teachers,and parents—and the aspects of power involvedpublishedVersio
Stuffing the refugee education pipeline: the integration process and the exclusion of refugees from knowledge production in a Western destination country
Get PDFThe number of forcibly displaced people, including refugees, has been increasing exponentially over the last few decades. Refugees settled in Western destination countries face several challenges in successfully accessing and
participating in higher education and in becoming knowledge producers. This is in sharp contrast to uncritical assumptions that refugees settled in these countries are better off in terms of pursing higher education. To shed more light on this issue, I aim to address the research question ‘How does the integration process in a Western destination country contribute to the exclusion of refugees from knowledge production?’ The article uses an education pipeline analogy and human agency theory as the theoretical framework. I conduct narrative interviews with six refugees who planned to pursue higher education but could not realize their plans in Norway. The findings indicate that the refugee education pipeline is broken and stuffed with various restrictive factors that weaken the refugees’ agency to make informed decisions. These factors included a long waiting time for settlement, withholding relevant information about higher education, demotivating and misplaced advice about higher education and
language training programmes for non-academic purposes. The article ends with a conclusion and several implications.publishedVersio
How Do You Know What You Are Doing Now?
Get PDFIn this paper I explore Anscombe’s claim that agents have non-observational, non-inferential knowledge of their own actions. I show that many of the arguments against the claim are based on a misinterpretation but agree with Anscombe’s critics that her claim has certain shortcomings. The paper seeks to mitigate these by developing an alternative. I argue that agent’s knowledge of own actions is based on a grasp of previously acquired practical competence and suggest a reason-based account built on the idea of teleological activity, according to which agents know non-observationally intentional actions that fall under certain types of broad descriptions. This account of knowledge of own actions is not based on observational evidence, but on empirically grounded knowledge of capabilities, skills and past successes.publishedVersio
Closing the Gap: A Conceptual Replication of an Early Reading Intervention
Get PDFThis study presents results from a conceptual replication of a promising early reading intervention. The On Track program, previously found to be effective in a researcher-driven and tightly controlled setting, was implemented in a larger sample of schools. To investigate the robustness of the original findings, specific aspects of the implementation were deliberately altered from the original study. Specifically, (i) local school authorities were in charge of the practical implementation and (ii) schools and teachers had greater autonomy in decisions regarding which student received the intervention and for how long. All schools (n = 42) in two Norwegian school districts were randomly assigned, for the first grade, either to a condition involving implementation of the On Track program for students at risk of reading difficulties or to a control condition. Results indicated that the intervention significantly reduced the number of at-risk students by the end of first grade. However, effect sizes in the replication study were reduced compared to the original try-outpublishedVersio
Voluntary sector's role and relevance as alternative arenas for promotion of health and social inclusion of migrant parents and families of children with special health and welfare needs in Norway
Get PDFMigrant families of children with special health and welfare needs such as mental, developmental, and physical disabilities face significant barriers to health and welfare services. This could result in social inequalities and exclusion. The aim of this article was to explore the role and relevance of voluntary sector in promoting health and social inclusion of migrant families of children with special health and welfare needs in Norway. The study is based on a qualitative participatory research design using co-production and interdisciplinary research methodologies. A total of 15 voluntary sector employees participated in semi-structured qualitative interviews. We found three major themes to summarise the role of voluntary sector: 1) Providing arenas for social inclusion and belonging; 2) Facilitating access to public health and welfare services; and 3) Provision of complementary health and welfare services. Results indicate that voluntary services use more informal community centered caring approaches and are supplementary to public health and welfare services. An exploration of more opportunities for participation of migrant families of children with special health and welfare needs in the development of services and collaboration between voluntary services and public welfare providers may foster inclusion and could be of relevance to future welfare research and practice.publishedVersio
Stepping Together for Children After Trauma (ST-CT): Feasibility and Predictors of Outcome of a Parent-led, Therapist Assisted Treatment
Get PDFOpen access funding provided by NKVTS Norwegian Centre for Violence and Traumatic Stress Studies. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License.Stepping Together for Children after Trauma (ST-CT) is the first step of the promising intervention Stepped Care CBT for Children after Trauma. In ST-CT, the task of leading treatment is partially shifted to the parents, and the child and parent work together to complete therapeutic tasks from a workbook with therapist supervision. We aimed to investigate the feasibility of ST-CT in Norwegian first line services and explore child factors predicting outcome. Eighty-two children (mean age 9.9 years, 56% girls) participated. Feasibility was defined by treatment completion, reductions of child posttraumatic stress symptoms (PTSS) mid- and post-treatment, and client treatment satisfaction. Predictors included child baseline PTSS, depressive symptoms, posttraumatic cognitions, externalizing symptoms, number of different traumatic events, and type of trauma. Results showed that rates of completion (78.0%) and response (81% of completers/59.8% intention-to-treat) were comparable to previous studies by the ST-CT developer. Overall treatment effect was d = 2.46 and client treatment satisfaction was high (mean score child: 8.3, parent: 9.0, on a scale from 0 – 10). Higher baseline PTSS and depressive symptoms predicted poorer outcome at both mid- and post-treatment, while more posttraumatic cognitions, and exposure to interpersonal trauma predicted poorer outcome at mid-treatment only. These associations were no longer significant in the fully adjusted models. In conclusion, ST-CT shows promise as an effective first line treatment in this new context, with two of three children responding to the treatment. Baseline PTSS, depression, post-traumatic cognitions and type of trauma may be related to outcomes and should be explored further. (Trial registration: ClinicalTrials.gov Identifier: NCT04073862. Retrospectively registered June 3rd 2019, first patient recruited May 19th 2019)publishedVersio
Pamflettist og fagkritikar. Kritikk av metodisk nasjonalisme i Georg Johannesens Om "Norges litteraturhistorie"
Get PDF"Agora er et abonnementsbasert tidsskrift som utgis med grønn åpen tilgang. Publisering i dette tidsskriftet tilfredsstiller kravene til åpen tilgang som stilles av institusjoner som er tilsluttet cOAlition S’ Plan S og rettighetsstrategi (eng. Rights Retention Strategy).
«Grønn åpen tilgang» betyr her at det aksepterte manuskriptet (eng. Author Accepted Manuscript (AAM)) kan deles med allmennheten etter at artikkelen har blitt utgitt i tidsskriftet, for eksempel ved å laste det opp i et åpent vitenarkiv. Med «det aksepterte manuskriptet» menes den siste, fagfellevurderte versjonen av manuskriptet som ble godkjent av redaksjonen for publisering, før det sendes til videre språklig, grafisk og teknisk bearbeiding i regi av utgiveren."acceptedVersio