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Dalehefte, Inger Marie
(2024).
Democracy against prejudice and exclusion.
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Dalehefte, Inger Marie
(2024).
The Norwegian Education System.
Show summary
A series of seminars, discussions and workshops focused on youth civic education. Selected events will be joined by lecturers and researchers from the Demokratiezentrum Wien (Austria), the University of Agder (Norway), and the Arkivet Peace and Human Rights Centre (Norway), a documentation centre with a historical exhibition. They will share their experiences on how to promote youth participation and democratic competencies to prepare young people for life in an open civil society.
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Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie
(2023).
Norwegian teachers and a safe psychosocial environment: accountability, responsibility, and identity.
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Demeshkant, Nataliia; Schnebel, Stefanie; Potyrala, Katarzyna; Brehmer, Mareike; Rapp, Hilke & Kristiansen, Aslaug
[Show all 9 contributors for this article]
(2023).
Partnership in cooperation for value based democracy education in primary education – preliminary results after first edition of the VALIDE international project students’ exchange program.
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Herlofsen, Camilla; Lie, Janaina Hartveit; Hals-Lydersen, Aleksander; Revheim, Cecilie & Dalehefte, Inger Marie
(2023).
Studenters læringsutbytte etter tverrprofesjonell undervisning om vold og seksuelle overgrep mot barn og unge.
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Dalehefte, Inger Marie; Ask, Anne Merete Selvik & Bachke, Carl Christian
(2023).
Hva slags dokumentasjon legges ved i opprykkssøknader til dosent og førstelektor? Hvilke kompetanser representerer søknadene? Foreløpige funn.
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Dalehefte, Inger Marie; Ask, Anne Merete Selvik & Bachke, Carl Christian
(2022).
Hva kjennetegner karriereveien til dosent? Foreløpige funn fra pågående forskning om dosenter og førstelektorer.
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Dalehefte, Inger Marie; Fjalsett, Georg Kristoffer & Kristiansen, Aslaug
(2022).
Raising Children to Become Democratic Citizens: Educational Initiatives for Preventing Extremism and Radicalization in Norway.
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Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie
(2022).
Teachers encountering the Education Act: How do Norwegian teachers’ self-efficacy and job satisfaction relate to reporting cases of impaired psychosocial environment?
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Dalehefte, Inger Marie & Munthe, Elaine
(2021).
Student Teacher’s Perception of Learning Conditions during Covid-19 .
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Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie
(2021).
Follow the act or consider the consequences? Teachers’ ethics, self-efficacy and job satisfaction.
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Dalehefte, Inger Marie
(2021).
Lernen und Lehren an Universitäten in Zeiten von Corona: Eine Studie über unterschiedliche Unterrichtsformen und wie deren Umsetzung von Studierenden wahrgenommen wird.
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Andersen, Anders Johan W.; Dalehefte, Inger Marie; Haaland, Vegard Øksendal; Hangeland, Siri; Kjær, Aud-Keila Bendiksen & Seip, Hildegunn Marie Tønnessen
[Show all 7 contributors for this article]
(2021).
Sørlandet trenger psykologutdanning.
Agderposten.
ISSN 0805-3723.
p. 7–7.
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Andersen, Anders Johan W.; Dalehefte, Inger Marie; Haaland, Vegard Øksendal; Hangeland, Siri; Kjær, Aud-Keila Bendiksen & Seip, Hildegunn Marie Tønnessen
[Show all 7 contributors for this article]
(2021).
Vi trenger psykologutdanning.
Fædrelandsvennen.
ISSN 0805-3790.
p. 28–28.
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Dalehefte, Inger Marie & Larsen, Arne Martin
(2020).
Ny kartlegging av UiAs undervisning i koronatiden.
[Internet].
Universitetet i Agder.
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Dalehefte, Inger Marie
(2020).
Lokale forventninger og forventninger til roller i skolen.
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Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen; Ingebrigtsvold Sæbø, Grethe & Sæbø, Grethe Ingebrigtsvold
(2020).
Nettsiden: School-In. Arbeidsmetode for utvikling av inkluderende fellesskap. https://www.uia.no/om-uia/prosjekter/school-in.-arbeidsmetode-for-utvikling-av-inkluderende-fellesskap.
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Dalehefte, Inger Marie
(2020).
Kartlegging av forhold rundt
UiAs digitale undervisning i
«Korona-vårsemesteret» 2020 - Erfaringer med Korona i høyere utdanning.
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Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen
(2020).
Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø
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Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie
(2019).
Describing and explaining effects and non-effects of the innovation in School-In.
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Midtsundstad, Jorunn H.; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen
(2019).
Nettverkssamling. Arbeidsmåter i School-In.
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Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Dalehefte, Inger Marie; Lazareva, Aleksandra & Schaffer, Connie
(2018).
Hillen et al.: (2018): Assessment and Evaluation Culture in (Higher)Education. Accepted Paper.
Show summary
The project intends to conduct a comparative approach to better understand the culture of assessment in higher education institutions. Starting with a well developed, frequently applied and validated English-language 14-item survey instrument, measuring the ‘culture of assessment’ in higher education, the project addresses two core challenges. First, the field of evaluation and assessment contains a diverse set of concepts, and these concepts often do not translate easily from one language to another. We had to address the language challenge because one knows that language mirrors a nation’s culture, that is, “… language fixes concepts” (Le Metais, 2001, p.201).
Second, while the concept ‘culture of assessment’ is a well-established concept and approach in American education, in Europe the concept of ‘culture of assessment’ is used less frequently or is interpreted and applied in distinct ways. For instance, in Norway a ‘vurderingskultur’ is strongly related to learning approaches. This conceptualization started with the Norwegian educational policy initiative in 2010 and following (Directory of Education, 2010, 2011a,b, 2012, 2014, 2015). One core objective of these whitepapers is to stress the aspect of ‘assessment for learning’ by feedback. Moreover, the concepts of ‘evaluation and “reporting found in the Norwegian language reflect some important aspects of assessment that are not necessarily addressed by ‘assessment’.
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Kristiansen, Aslaug & Dalehefte, Inger Marie
(2018).
Demokratiet er blitt mer usikkert.
Fædrelandsvennen.
ISSN 0805-3790.
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Dalehefte, Inger Marie
(2018).
Similarities and differences between schools. Comparative analyses of expectations .
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Dalehefte, Inger Marie
(2018).
Skolene før og etter School-In - om virkningene av programmet -
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Dalehefte, Inger Marie; Kristiansen, Aslaug & Midtsundstad, Jorunn H.
(2018).
The decision for a school intervention – What happens when a democratic school culture and participation of the teaching staff have an influence on the intervention subject?
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Skogedal, Magnus Nødland; Omdal, Heidi; Canrinus, Esther Tamara & Dalehefte, Inger Marie
(2018).
Hva må til for å være lærer i 2018?
[Internet].
UiA, Fakultet for humaniora og pedagogikk.
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Hillen, Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Horrigmo, Kirsten Johansen; Dalehefte, Inger Marie; Myrann, Maria Kristianne & Midtsundstad, Jorunn H.
(2017).
Tydelige forventninger er best for alle elever. Samfunnets holdninger til skolen er like viktig som foreldrenes utdanningsnivå.
Fædrelandsvennen.
ISSN 0805-3790.
p. 39–39.
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Dalehefte, Inger Marie & Hillen, Andrea Stefanie
(2016).
Can awareness of expectations towards students contribute to a more inclusive school? First findings from the project School-In.
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Dalehefte, Inger Marie
(2016).
Video documentation as a research method in teacher education.
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Dalehefte, Inger Marie
(2015).
Describing changes in teaching practices in primary school classrooms. Findings from a video study of the German Professional Development Program SINUS for Primary Schools.
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Thoma, Gun-Brit; Dalehefte, Inger Marie & Köller, Olaf
(2015).
Die Bedeutung bestimmter Itemcharakteristika für die Bearbeitung von Multiple-Choice Aufgaben –
eine Eyetracker-Studie
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Menk, Marleen; Dalehefte, Inger Marie & Köller, Olaf
(2015).
Adressing process-related competencies in German mathematics instruction - A video study of the professional development program SINUS for Primary Schools.
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Dalehefte, Inger Marie; Trepke, Franziska & Rieck, Karen
(2015).
The Role of Coordinating Support in the Professional Development Program SINUS for Primary Schools.
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Dalehefte, Inger Marie & Menk, Marleen
(2015).
Teaching Practices in German Primary School Classrooms. Findings from a Video Study of the Professional Development Program Sinus for Primary School.
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Dalehefte, Inger Marie; Rieck, Karen; Wendt, Heike & Kasper, Daniel
(2015).
Neun Jahre SINUS in deutschen Grundschulen: Befunde zum Zusammenhang zwischen Disparitäten und Kompetenzen. Evaluation im Rahmen der TIMSS-2011-Erhebung.
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Rieck, Karen; Dalehefte, Inger Marie & Köller, Olaf
(2014).
SINUS-Schülerinnen und Schüler lösen naturwissenschaftliche Aufgaben häufiger - Ergebnisse am Beispiel der freigegebenen Aufgaben aus TIMSS 2011.
In Peschel, Markus (Eds.),
Lernsituationen und Aufgabenkultur im Sachunterricht.
Verlag Julius Klinkhardt.
ISSN 978-3-7815-1994-7.
p. 147–154.