Browsing Institutt for pedagogikk by Author "Rødnes, Kari Anne"
Now showing items 1-6 of 6
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Omland, Maren; Rødnes, Kari Anne (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)Rooted in the sociocultural tradition, this article examines how one teacher helps her eighth-grade students build agency through dialogic teaching supported by technology. Students' agency is essential for their participation ...
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Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas; Lund, Andreas; Sæther, Elin; Vasbø, Kristin Beate; Ernstsen, Sigrid; Fundingsrud, Marthe Wiseth; Øistad, Jon Hellerud; Slungård, Kristin (Research report / Forskningsrapport, 2023)
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Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole; Major, Louis (Chapter / Bokkapittel / SubmittedVersion, 2019)High-quality classroom dialogues improve students’ capacities to learn school subjects and help them develop more general skills such as collaboration and critical thinking. In this chapter, we take a sociocultural stance ...
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Rødnes, Kari Anne; Dolonen, Jan Arild (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)This qualitative study investigates how young students expressed, explored and expanded their ideas of how they could contribute to sustainable development. We analyse a trajectory in a Norwegian 8th grade class, focusing ...
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Omland, Maren; Ludvigsen, Sten Runar; Rødnes, Kari Anne (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, ...
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Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren; Cook, Victoria (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students ...