Anne Merete Selvik Ask

• Guttormsen, Vigdis; Ask, Anne Merete Selvik & Røed, Margrethe (2026). From Ideas to Impact: Mapping Pedagogical Entrepreneurship in the Norwegian Core Curriculum. Journal of the International Society for Teacher Education. ISSN 1029-5968. 30(1), p. 63–83. doi: 10.26522/jiste.v30i1.5317. Full text in Research Archive Show summary

  In the mid-2000s, Norway aimed to lead in entrepreneurship education, supported by significant political commitment and an action plan. Despite this initial momentum, the post-implementation period saw limited political activity. The new national curriculum, the Knowledge Promotion Reform (LK20) marked a shift, advocating exploration, interdisciplinary work, and deep learning, aligning with pedagogical entrepreneurship’s core. This study analyzes LK20’s expression of pedagogical entrepreneurship using the VECCI-criteria as an analysis framework: Value creation, Experiential learning, Creativity, Collaboration, and Interdisciplinarity. A quantitative content analysis reveals that all the criteria were visible, but Value creation and Experiential learning featured prominently, while Interdisciplinarity was less evident. Qualitative analysis indicates that pedagogical entrepreneurship can help schools meet the core curriculum's goals because its concepts can be applied in various ways. Although there are intentions to fully integrate pedagogical entrepreneurship into the education systems of Norway and Europe, these intentions are not clear in the core curriculum.

• Sandvik, Camilla; Aadland, Eli Kristin; Ask, Anne Merete Selvik & Helland, Merete Hagen (2025). Headteachers’ Knowledge, Perceptions and Prioritization of the school subject Food and Health in Grades 1-4 in Norway. International Journal of Home Economics. 18(2), p. 120–136. doi: https:/www.ifhe.org/fileadmin/user_upload/e_Journal/Vol_18_2/IJHE-Vol-18-Iss-2-8-Sandvik.pdf. Full text in Research Archive Show summary

  The purpose of this study was to investigate headteachers’ knowledge and perceptions of the school subject Food and Health (FH), and how they prioritize it in grades 1-4. To gain insight into headteachers’ knowledge, perceptions and priorities, semi-structured interviews were carried out with headteachers from eight schools in four main regions of Norway. Data were analysed using conventional content analysis. The results showed that most headteachers saw few challenges related to teaching FH in the lower primary level. They seemed to have little interest in FH and gave class teachers much freedom in designing, planning, and carrying out their teaching. The perceived importance of FH in grades 1-4 varied based on headteachers’ own interest, competence, and values. This may lead to undesired variation in quality and number of lessons in FH in grades 1-4 and should be followed up by clearer guidelines and expectations from national education authorities.

• Slyngenborg-Jensen, Monica; Ask, Anne Merete Selvik; Helland, Merete Hagen; Palojoki, Päivi; Sandvik, Camilla & Aadland, Eli Kristin [Show all 7 contributors for this article] (2024). Mat og helse på 1.-4.trinn, sett fra elever og skolelederes ståsted. En kvalitativ undersøkelse av prioritering og praksis på fire ulike skoler. Mat og helse i skolen. ISSN 1890-3193. 1(2024), p. 40–47. Full text in Research Archive Show summary

  Læreplanen i mat og helse har kompetansemål etter 4., 7, og 10. trinn, samtidig som læreplanen skal ses i lys av læreplanverkets overordnede del. Opplæringsloven slår fast at elevene har rett til grunnskoleopplæring i samsvar med læreplanene. Tidligere forskning har vist store variasjoner i hvordan mat- og helseundervisningen gjennomføres. I denne artikkelen undersøker vi hvordan elever på 4. trinn opplever mat- og helseundervisningen sett opp mot hvordan skoleledere mener de prioriterer undervisningen i faget, med henblikk på elevenes lovfestede rettigheter. Studien har et kvalitativt forskningsdesign. Vi har gjennomført åtte semi-strukturerte fokusgruppe-intervjuer med elever på 4. trinn, og individuelle intervjuer med skoleledere på fire skoler i to landsdeler. Innsamlede data er analysert ved hjelp av tematisk analyse. Resultatene tyder på sammenheng mellom hvorvidt undervisningen er timeplanfestet eller ikke, og elevenes opplevde undervisning. Resultatene indikerer også at det var norsk, matematikk og engelsk skoleledelsen prioriterte da Kunnskapsløftet 2020 ble innført, noe som kan ha påvirket prioriteringen av mat- og helsefaget. For økt satsning på mat og helse, bør faget timeplanfestes for 1.-4. trinn, for å sikre at elevene i større grad får den undervisningen de har krav på. Temaet bør også inn i rektorutdanningen, og tilbys som fagvalg ved alle landets lærerutdanningsinstitusjoner.

• Dalehefte, Inger Marie; Ask, Anne Merete Selvik & Bachke, Carl Christian (2024). Hvilke kompetanser tilfører førstelektorer og dosenter akademia? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 47(4), p. 299–313. doi: 10.18261/uniped.47.4.6. Full text in Research Archive Show summary

  Universiteter og høgskoler (UH) i Norge har to faglige karriereveier: Den tradisjonelle professorstigen og den særnorske dosentstigen. Selv om karriereløpene i prinsippet er likeverdige, så er professorveien langt bedre etablert enn dosentveien. Denne artikkelen har som mål å bidra til kunnskap om hvilke kompetanser førstelektorer og dosenter tilfører akademia. Artikkelen bygger på Boyers teorigrunnlag om forskjellige typer kompetanse i UH-sektoren. Disse ses i sammenheng med lovfestede kriterier om ansettelse og opprykk. Datagrunnlaget er hentet fra en digital spørreundersøkelse, der 164 førstelektorer og 56 dosenter fra åtte UH-institusjoner i Norge beskrev hva de la ved av dokumentasjon på kompetanse og relevant erfaring i sine opprykkssøknader. Funnene indikerer at førstelektorer og dosenter tilfører akademia en bred kompetanse som dekker alle fire områdene Boyer fremhever som helt nødvendig for UH-sektoren. Funnene viser at førstelektorene og dosentene dokumenterer forskning i søknadene sine. I tillegg bidrar de til akademia med undervisningsmateriell, ressurser til bruk i kunnskapsformidling og fagartikler. De viser til omfattende pedagogisk virksomhet, og praktisk pedagogisk kompetanse innen undervisning og veiledning. Dosentene dokumenterer også omfattende relevant yrkeserfaring og pedagogisk virksomhet fra praksisfeltet, f.eks. inn mot nærings- og samfunnsliv. Personer på dosentstigen har ofte mange års undervisningserfaring før de søker opprykk. De ivaretar en ekspertrolle for undervisning og veiledning. 

• Aadland, Eli Kristin; Helland, Merete Hagen; Ask, Anne Merete Selvik & Sandvik, Camilla (2023). Tilfeldigheter styrer undervisningspraksis i mat og helse på 1.-4. trinn. Acta Didactica Norden (ADNO). 17(1). doi: 10.5617/adno.9720. Full text in Research Archive Show summary

  Artikkelen kartlegger hvordan undervisning i skolefaget mat og helse blir gjennomført på 1.–4. trinn og belyser variasjoner og utfordringer i dagens undervisningspraksis. Datagrunnlaget består av 24 kvalitative intervjuer, 15 med mat- og helselærere og ni med skoleledere. Intervjuene ble gjennomført på 12 utvalgte praksisskoler fra alle landsdeler i Norge. Datagrunnlaget viser lærerne som underviser på 1. – 4. trinn sin kjennskap til kompetansemålene, grunnleggende ferdigheter og bruk av vurdering, samt tilgjengelighet og bruk av læremidler i faget mat og helse. Lærernes kjennskap til kompetansemålene i mat og helse etter 4. trinn varierte. Timetallet for undervisningen, elevenes kompetansenivå og det sosiale aspektet ved faget preget i hvilken grad vurdering ble anvendt som en del av undervisningen. De grunnleggende ferdighetene ser ut til å være en uutnyttet ressurs i mat- og helse undervisningen på 1.-4. trinn. Valg av læremidler i mat- og helseundervisningen på 1.–4. trinn var ofte tilfeldig. Siden lærebøker manglet, benyttet de fleste lærerne internett i søk etter oppskrifter. Noen lærere brukte læremidler beregnet for eldre elever, mens andre brukte hefter eller oppskrifter fra kommersielle utgivere eller fra andre fag.

• Helland, Merete Hagen; Sandvik, Camilla; Ask, Anne Merete Selvik & Aadland, Eli Kristin (2023). Young students' perception of the health perspective in the Norwegian school subject Food and Health. Journal of the International Society for Teacher Education. ISSN 1029-5968. 27(2), p. 41–57. doi: 10.26522/jiste.v27i2.4422. Full text in Research Archive Show summary

  In Norway, Food and Health (FH) is taught throughout compulsory school. Data acquisition for this study consists of 15 interviews with teachers and 26 focus group interviews (FGI) with 4th grade students (9-10 years), from eleven different schools in five regions in Norway. The data provides insight into experiences with FH, perceptions of the health aspect of FH, and learning activities to achieve the subject’s competence aims. Students divided FH into "practical sessions”, consisting of preparing, cooking, and eating food, and "health sessions", consisting of theory related to different health aspects of food and lifestyle habits. Most students reported that they had few FH sessions at school. Instead, they referred to activities at home, in after-school care, and what parents and grandparents had told them about the subject. High-quality education in school, focusing on dietary advice, food groups, and supporting physical health is important to promote healthier dietary habits in young students.

• Brodahl, Cornelia; Aarek, Ingebjørg & Ask, Anne Merete Selvik (2022). The Covid-19 Pandemic - Experiences and Expectations about Attending International Seminars and Conferences Among Teacher Educators. Journal of the International Society for Teacher Education. ISSN 1029-5968. 26(2), p. 22–37. doi: 10.26522/jiste.v26i2.4007. Full text in Research Archive Show summary

  During the Covid-19 pandemic, several international physical face-to-face conferences have been cancelled, and often substituted by online events. This situation may have led to different experiences among teacher educators and influenced their considerations on whether to travel to future conferences. The purpose of this study is to understand what factors are affecting teacher educators’ willingness to attend in-person or online conferences in the future. This study reports findings from an online questionnaire given to a strategic selection of respondents. All are teacher educators at universities and university colleges in Nordic countries, researching, publishing in international journals, and attending teacher education-related Nordic and international seminars and conferences. The qualitative data from the questionnaire are analyzed using a content analysis approach. The analysis revealed the university teacher educators’ goals for attending and how missing conferences during the pandemic influenced their professional situation. Considerations about attending in-person or online conferences in the future are presented. While the DOI not has been activated yet, the paper can already be read on the JISTE webside: https://journals.library.brocku.ca/index.php/jiste/article/view/4007/3116

• Helland, Merete Hagen; Aadland, Eli Kristin; Ask, Anne Merete Selvik & Sandvik, Camilla (2021). Rammefaktorenes betydning for mat- og helseundervisningen på 1.–4. trinn. Acta Didactica Norden (ADNO). 15(1). doi: 10.5617/adno.7994. Full text in Research Archive Show summary

  Mat og helse har kompetansemål etter 4. trinn i norsk grunnskole, men få studier har sett på betydningen av rammefaktorer for undervisningen i mat og helse på barnetrinnet. I denne studien undersøker vi læreres og skolelederes oppfatninger av rammefaktorer og forskjeller mellom skolenes rammefaktorer, som lærerkvalifikasjoner, timeplanfestet undervisning, organisering, budsjett og utstyr. Data ble samlet inn gjennom 24 kvalita­tive intervju, fordelt på 9 med skoleledere og 15 med mat- og helselærere. Intervjuene ble gjennomført på 12 utvalgte praksisskoler fra alle landsdeler i Norge. Til tross for kort undervisningserfaring og manglende studiekompetanse i faget opplever både lærere og ledelse at de har tilstrekkelig med kompetanse til å undervise i faget på 1.–4. trinn. Læreren styrer ofte innholdet i faget selv, og det å timeplanfeste mat- og helseunder­visningen på 1.–4. trinn har en gunstig innflytelse på prioriteringen av mat og helse i barneskolen. I situasjoner der råvarer eller nytt utstyr handles inn, har mat- og helse­læreren et nøkternt pengebruk. Ikke alle skolene har undervisningskjøkken tilgjengelig for bruk på 1.–4. trinn, noe som kan føre til en teoretisering av undervisningen. Til tross for til dels gammelt utstyr i undervisningskjøkkenet, opplever lærerne at de har til­strekkelig med utstyr til å undervise 1.–4. trinn. De oppgir sambruk av undervisnings­rommet som en større utfordring.

• Engeset, Dagrun; Beinert, Cecilie; Ask, Anne Merete Selvik & Bjørkkjær, Tormod (2021). Food and health teachers’ experience of online teaching of a practical school subject during the initial Corona lockdown. International Journal of Home Economics. 14(2), p. 39–52. Full text in Research Archive Show summary

  Abstract When the Norwegian authorities closed all schools with immediate effect on March 12th 2020 due to Coronavirus, teachers had to find new strategies for educating their pupils online. Food and health are a compulsory subject in Norwegian primary and lower secondary schools, where the main focus is on practical cooking lessons. We hypothesised that practical subjects like food and health would be difficult to perform online. Therefore, we aimed to investigate how food and health teachers carried out their teaching and evaluated the pupils in this challenging situation. A short online survey was developed. An invitation to respond was sent by email to all primary and lower secondary schools containing a link to the survey. The survey included questions about the teachers’ digital tools, how they communicated with the pupils, and how pupils documented their work. A total of 817 food and health teachers responded, and 710 of them completed the full survey. After excluding teachers who had only answered the demographic questions, we ended up with 751 participants. Most teachers taught food and health in 5th-7th grade (44%) and 8th-10th grade (51%). Only 5 % were teaching at 1st-4th grade. 86% of the respondents were women. The most widely used teaching tool used for online teaching was videos found on the internet, closely followed by digital learning platforms. Regarding documentation of the pupils’ work, photos and log were most frequently used. Written communication in digital platforms and video conference was the most preferred tools for keeping contact with the pupils. Although most of the teachers stated that they had changed a lot on both their planned teaching and teaching practice, the majority did not find the teaching, follow-up nor assessment of the pupils too challenging, and most of them were satisfied with their teaching.

• Beinert, Cecilie; Esteri, Palojoki Päivi; Åbacka, Gun; Hardy-Johnson, Polly; Engeset, Dagrun & Hillesund, Elisabet Rudjord [Show all 9 contributors for this article] (2020). The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes : a missed opportunity. Education Inquiry. doi: 10.1080/20004508.2020.1816677. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg; Helland, Merete Hagen; Sandvik, Camilla & Aadland, Eli Kristin (2020). The Challenge of Teaching Food and Health in the First Four Years of Primary School in Norway. Journal of the International Society for Teacher Education. ISSN 1029-5968. 24(1), p. 60–70. Full text in Research Archive
• Vik, Frøydis Nordgård; Beinert, Cecilie; Palojoki, Päivi; Hillesund, Elisabet Rudjord; Engeset, Dagrun & Ask, Anne Merete Selvik [Show all 8 contributors for this article] (2020). Differences in formal education among Norwegian Home Economics teachers. Journal of the International Society for Teacher Education. ISSN 1029-5968. 24(2), p. 45–59. Full text in Research Archive Show summary

  Many Norwegian teachers in Food and Health (Home Economics) do not have any formal subject-specific education. This study aims to explore potential differences between teachers with formal versus no formal Food and Health education. In 2018, Food and Health teachers in all primary and lower secondary schools in Norway were invited to answer a web-based questionnaire. In total, 1170 Food and Health teachers completed the questionnaire. We found several differences between the groups. Most importantly, 49% of the teachers at the secondary school level had formal Food and Health education despite national requirements. Also, a higher proportion of the formally educated group showed more contentment with teaching and reported to a greater extent mastering teaching (p≤0.001) compared to the non-educated group. With higher coverage of formally educated teachers in Food and Health, the subject can be strengthened towards fulfilling its potential of being influential for motivation, knowledge and life skills related to food and health.

• Beinert, Cecilie; Øverby, Nina Cecilie; Åbacka, Gun; Engeset, Dagrun; Hillesund, Elisabet Rudjord & Ask, Anne Merete Selvik [Show all 7 contributors for this article] (2020). The state of learning activities in teaching Home Economics : A cross sectional study in Norwegian schools. International Journal of Home Economics. 13(1), p. 2–14. Full text in Research Archive
• Ask, Anne Merete Selvik (2020). "Du gjør det, du lærer ikke bare om det". Min vei til dosent i mat og helse. In Bachke, Carl Christian & Hermansen, Mads Carsten (Ed.), Å satse på dosenter: Et utviklingsarbeid. Cappelen Damm Akademisk. ISSN 9788202695767. p. 159–178. doi: 10.23865/noasp.109.ch8. Full text in Research Archive Show summary

  This chapter describes how the author, after a career of teaching the subject food & health (sometimes referred to as home economics) in lower secondary school, became a docent (professor) of the same subject at a university. Her journey included teaching experiences, curriculum development, research work, publishing textbooks, and being awarded a prize for making entrepreneurship a relevant method of teaching the subject. She reveals how she composed her application for promotion and shares with the reader some of the comments of the assessment committee. To conclude, the author describes her vision for the attained professorship.

• Ask, Anne Merete Selvik; Valand, Ida Ulrikke & Aarek, Ingebjørg (2019). Implementation of Action Plans - did the plans end up in a drawer? Journal of the International Society for Teacher Education. ISSN 1029-5968. 23(1), p. 27–38. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg & Røed, Margrethe (2018). Environmental influence on learning: Reflections on an experience from further education in pedagogic entrepreneurship. Journal of the International Society for Teacher Education. ISSN 1029-5968. 22(2), p. 6–14. Full text in Research Archive
• Øverby, Nina Cecilie & Ask, Anne Merete Selvik (2017). Home food preparation and diet in adolescents. International Journal of Home Economics. 10(1), p. 133–140. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg; Røed, Margrethe & Omholt, Mona Linge (2017). Blended education in Food and Health (Home Economics): Do we need campus? Journal of the International Society for Teacher Education. ISSN 1029-5968. 21(1), p. 24–33. Full text in Research Archive
• Western, Inger Mari; Skårdal, Madelene; Ask, Anne Merete Selvik & Øverby, Nina Cecilie (2017). Dietary habits and behaviour problems at school among Norwegian 14 year olds. Journal of the International Society for Teacher Education. ISSN 1029-5968. 21(1), p. 77–88. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2016). From Greece to Norway with useful knowledge. Journal of the International Society for Teacher Education. ISSN 1029-5968. 20(1), p. 76–82. Full text in Research Archive
• Skårdal, Madelene; Western, Inger Mari; Ask, Anne Merete Selvik & Øverby, Nina Cecilie (2014). Socioeconomic differences in selected dietary habits among Norwegian 13–14 year-olds : a cross-sectional study. Food & Nutrition Research (FNR). ISSN 1654-6628. 58:23590. doi: 10.3402/fnr.v58.23590. Full text in Research Archive Show summary

  Background: Social inequalities in health are a major and even growing problem in all European countries.; Objective: The aim of the present study was to describe 1) differences in dietary habits among Norwegian adolescents by gender and socioeconomic status; 2) differences in self-reported knowledge of dietary guidelines among their parents according to socioeconomic status. Design: In 2012, a cross-sectional study where students filled in a web-based food frequency questionnaire at school was conducted in nine lower secondary schools in Vest-Agder County, Norway. Socioeconomic status (SES) and knowledge of dietary guidelines were obtained from the parents using a web-based questionnaire. In total, 517 ninth-grade students (mean age 13.9) out of 742 invited students participated in the study, giving a participation rate of 69.7%. The total number of dyads with information on both parents and students was 308 (41.5%). Results: The findings indicate that there is a tendency for girls to have a healthier diet than boys, with greater intake of fruits and vegetables (girls intake in median 3.5 units per day and boys 2.9 units per day), and lower intake of soft drinks (girls 0.25 l in median versus boys 0.5 l per week). Students from families with higher SES reported a significant higher intake of vegetables and fish, and lower intake of soft drinks and fast food than those from lower SES. Parents with higher SES reported a significantly better knowledge of dietary guidelines compared to those with lower SES. Conclusions: Differences in dietary habits were found between groups of students by gender and SES. Differences were also found in parents' self-reported knowledge of dietary guidelines. This social patterning should be recognized in public health interventions.

• Aarek, Ingebjørg & Ask, Anne Merete Selvik (2013). Is Food and Health Education in Norway sustainable? Journal of the International Society for Teacher Education. ISSN 1029-5968. 17(2), p. 29–38. Full text in Research Archive

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• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2015). Mat og måltider i Hellas – gode smaker og opplevelser. Portal forlag. ISBN 9788283140491. 94 p. Full text in Research Archive
• Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (2015). Entreprenørskap i skole og utdanning - Aktiv, praktisk og meningsfull læring. Portal forlag. ISBN 9788283140569. 212 p. Full text in Research Archive
• Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (2014). Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISBN 9788283140149. 212 p. Full text in Research Archive

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• Røed, Margrethe; Guttormsen, Vigdis & Ask, Anne Merete Selvik (2025). How visible is the learning strategy Pedagogical entrepreneurship in the Norwegian Core Curriculum operationalized through Active learning, Creativity, Teamwork, Interdisciplinarity and Value creation (ACTIV)? Full text in Research Archive
• Ask, Anne Merete Selvik (2023). Du gjør det - du lærer ikke bare om det! Pedagogisk entreprenørskap som læringsstrategi. Full text in Research Archive
• Valand, Ida Ulrikke & Ask, Anne Merete Selvik (2023). Skills for life-podden, episode 7: Måltidsglede og mindful eating. [Internet]. Spotify, Google Podcasts, Apple Podcasts. Full text in Research Archive Show summary

  Dosent Anne Ask snakker om mat- og måltidsglede, gresk mat og om hvordan du kan skape gode og hyggelige måltider på studenthybelen.

• Sandvik, Camilla; Aadland, Eli Kristin; Ask, Anne Merete Selvik & Helland, Merete Hagen (2023). Head Teachers’ Perceived Importance of Food and Health in Grades 1 − 4 in Norway. Full text in Research Archive Show summary

  Purpose To investigate how head teachers perceive the school subject ‘Food and Health’ (FH) and how they prioritise it in primary years, as high quality food education (from an early onset) is essential to teach children healthy and sustainable cooking skills and eating habits. Head teachers’ attitudes and opinions can have a significant influence on the quality of teaching FH in schools, but no research has been carried out previously for grades 1-4. Methods Eight semi-structured interviews were carried out with head teachers from different schools in four main regions of Norway to gain insight into how head teachers’ perceived FH in grade 1-4, covering how teaching of FH was carried out, which teaching aids were used, number of lessons taught, and their knowledge of the curriculum. Data were analysed using thematic analysis. Results Most head teachers saw few or little challenges related to teaching FH in the lower primary level, claiming that FH was treated equal to other subjects. When probed, we found that the subject was given low priority. The head teachers seemed to have little interest in FH, and gave class teachers much freedom in designing, planning and carrying out their teaching. Head teachers with formal training in FH and / or own teaching experience in the subject, had a higher interest in the subject, perceived it as more important and had more insight into how FH was taught at their school. Conclusions The importance of FH in grade 1-4 seemed to vary at random between the schools in our study, based on head teachers’ own interest, competence and values. This may lead to undesired variation in the quality of teaching, and to young students not achieving the competence aims in FH. Clearer guidelines and expectations from national education authorities, alongside with follow-up checks on the amount of lessons and quality of teaching, could be a way forward to improve teaching quality in FH for grade 1-4 in the future.

• 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. Full text in Research Archive
• Helland, Merete Hagen; Aadland, Eli Kristin; Sandvik, Camilla & Ask, Anne Merete Selvik (2023). Young students` perception of the "health" perspective in the Norwegian school subject food and health. Full text in Research Archive
• Brodahl, Cornelia; Aarek, Ingebjørg & Ask, Anne Merete Selvik (2022). Teacher Educators’ Expectations and Experiences about attending international Seminars and Conferences: before, during and after Covid-19 – an explorative Study. Full text in Research Archive Show summary

  Due to the Covid-19 pandemic, physical Nordic and international seminars and conferences have been cancelled, and partly substituted by online events. This may have led to different experiences among teacher educators and influenced their considerations on whether to travel to future seminars and conferences. The purpose of this study is to explore teacher educators’ expectations and experiences about attending physical and online international events and obtain a deeper understanding what factors are affecting their willingness to attend in the future. This explorative study reports findings from an online qualitative questionnaire, given to a strategic selection of informants, to collect data of breadth and depth. Subjects are teacher educators in Nordic countries, doing research, publishing in international journals, and attending teacher education related Nordic and international seminars and conferences. The data from the written interviews are analyzed using a content analysis approach. --- Keywords: conferences, Covid-19, experiences, expectations, teacher educators.

• Ask, Anne Merete Selvik (2022). Hvordan og hvorfor ble jeg dosent? - Mine visjoner for dosentstillingen. Full text in Research Archive
• 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. Full text in Research Archive
• Guttormsen, Vigdis; Ask, Anne Merete Selvik & Aase, Andreas (2022). The Refugee Situation from my Professional Perspective. Full text in Research Archive
• Aadland, Eli Kristin; Sandvik, Camilla; Ask, Anne Merete Selvik & Helland, Merete Hagen (2022). Elevers oppfatning av mat og helse på 1. - 4. trinn. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2022). Profesjonsutvikling og magisk læring. Full text in Research Archive
• Engeset, Dagrun; Beinert, Cecilie; Ask, Anne Merete Selvik & Bjørkkjær, Tormod (2021). Frå undervisningskjøkken til digital undervisning - mat og helselærarar si oppleving av undervisinga under korona-nedstenginga våren 2020. Full text in Research Archive
• Aadland, Eli Kristin; Helland, Merete Hagen; Ask, Anne Merete Selvik & Sandvik, Camilla (2021). Tilfeldigheter styrer valg av læremidler i skolefaget mat og helse. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2020). Middelhavsmat. Full text in Research Archive
• Aadland, Eli Kristin; Ask, Anne Merete Selvik; Helland, Merete Hagen & Sandvik, Camilla (2020). Tidlig innsats i skolefaget mat og helse. Mat og helse i skolen. ISSN 1890-3193. p. 6–8. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2020). Redaktørens spalte. Tema: LMHS- før, nå og veien videre. Mat og helse i skolen. ISSN 1890-3193. Full text in Research Archive
• Ask, Anne Merete Selvik (2020). VEKST. Full text in Research Archive
• Engeset, Dagrun & Ask, Anne Merete Selvik (2020). Mat er den viktigaste hjerneføda. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2020). Redaktørens spalte. Tema: Fagfornyelsen. Mat og helse i skolen. ISSN 1890-3193. 1. Full text in Research Archive
• Guttormsen, Vigdis & Ask, Anne Merete Selvik (2020). Bokanmeldelser. Mat og helse i skolen. ISSN 1890-3193. 1, p. 34–35. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2020). Utprøving av eksamen i praktisk estetiske fag. Mat og helse i skolen. ISSN 1890-3193. 1. Full text in Research Archive
• Engeset, Dagrun; Åbacka, Gun; Solgaard, Geir & Ask, Anne Merete Selvik (2019). Hvorfor smaker mat godt? En dypere forståelse av sammenhengen mellom mat og kjemi. Mat og helse i skolen. ISSN 1890-3193. p. 7–11. Full text in Research Archive
• Sandvik, Camilla; Helland, Merete Hagen; Ask, Anne Merete Selvik; Aarek, Ingebjørg & Aadland, Eli Kristin (2019). Hvem har ansvaret? Full text in Research Archive
• Ask, Anne Merete Selvik; Guttormsen, Vigdis; Ryslett, Kari & Trovåg, Solveig (2019). Inspirasjon og nye møter på kjøkkenet. Mat og helse i skolen. ISSN 1890-3193. 2, p. 22–23. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2019). Redaktørens spalte. Tema: Dybdelæring gjennom tverrfaglig undervisning. Mat og helse i skolen. ISSN 1890-3193. 1. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2019). Bruk av kjøkkenet til andre formål enn mat og helse. Mat og helse i skolen. ISSN 1890-3193. 2. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2019). Redaktørens spalte. Tema: Kjøkkenet som undervisningsrom. Mat og helse i skolen. ISSN 1890-3193. 2. Full text in Research Archive
• Guttormsen, Vigdis & Ask, Anne Merete Selvik (2019). Nye bøker om dybdelæring - Ønsker du mer kompetanse i mat og helse? Mat og helse i skolen. ISSN 1890-3193. 1, p. 26–27. Full text in Research Archive
• Sandvik, Camilla; Helland, Merete Hagen; Ask, Anne Merete Selvik; Aarek, Ingebjørg & Aadland, Eli Kristin (2019). Mat og helse inn i skolen. Full text in Research Archive Show summary

  Mat og helse må nå få sin rettmessige plass i skolen. Mat og helse er skolens minste fag, det går ut over barn og unges helse.

• Ask, Anne Merete Selvik; Aarek, Ingebjørg; Sandvik, Camilla & Aadland, Eli Kristin (2019). Tilfeldigheter styrer mat- og helsefaget i småskolen. Full text in Research Archive Show summary

  Skal vi godta at de aller fleste som underviser i mat og helse på 1.-4.trinn ikke har noen utdanning i faget, og at det er helt tilfeldig hvem som blir tildelt disse timene fra år til år?

• Ask, Anne Merete Selvik (2019). Entreprenørskap - Du gjør det, du lærer ikke bare om det. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2019). The challenge of teaching food and health in the first four years of primary school in Norway. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg; Sandvik, Camilla & Aadland, Eli Kristin (2019). Tilfeldigheter styrer matfaget. p. 30–31. Full text in Research Archive
• Øverby, Nina Cecilie; Hillesund, Elisabet Rudjord; Engeset, Dagrun; Ask, Anne Merete Selvik; Åbacka, Gun & Skreden, Marianne [Show all 7 contributors for this article] (2019). Toppforskningssenteret i Lifecourse Nutrition ved Universitetet i Agder. Norsk tidsskrift for ernæring (NTFE). ISSN 1503-5034. Full text in Research Archive
• Ask, Anne Merete Selvik; Åbacka, Gun; Hillesund, Elisabet Rudjord; Engeset, Dagrun; Vik, Frøydis Nordgård & Skreden, Marianne [Show all 7 contributors for this article] (2019). Jeg kan tidfeste nøyaktig når jeg forstod begrepet brøkregning - det var i mat og helse i 6.klasse. p. 33–33. Full text in Research Archive
• Aadland, Eli Kristin; Helland, Merete Hagen; Sandvik, Camilla & Ask, Anne Merete Selvik (2018). Tidlig innsats i skolefaget mat og helse. Full text in Research Archive
• Ask, Anne Merete Selvik & Ruud, Vemund (2018). Verden er tverrfaglig. [Internet]. Facebook. Full text in Research Archive
• Åbacka, Gun; Ask, Anne Merete Selvik; Solgaard, Geir & Engeset, Dagrun (2018). Mat og kjemi. Et tverrfaglig samarbeid. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2018). Redaktørens spalte. Tema: Vurdering i mat og helse. Mat og helse i skolen. ISSN 1890-3193. 2. Full text in Research Archive
• Ask, Anne Merete Selvik & Guttormsen, Vigdis (2018). Bokanmeldelse: Smagens didaktik. Mat og helse i skolen. ISSN 1890-3193. 2. Full text in Research Archive
• Ask, Anne Merete Selvik & Høines, Reidun (2018). Redaktørens spalte. Tema: Bærekraft. Mat og helse i skolen. ISSN 1890-3193. 1. Full text in Research Archive
• Ask, Anne Merete Selvik (2018). Hva er kjernen i mat og helse? Full text in Research Archive
• Ask, Anne Merete Selvik (2018). Kosthold, mat og måltider. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2018). Middelhavsmat for señores og señoras. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg & Valand, Ida Ulrikke (2018). Did the action plans end up in the drawer? Full text in Research Archive
• Ask, Anne Merete Selvik (2018). Folk lærer best av å gjøre ting. [Journal]. Fedrelandsvennen. Full text in Research Archive
• Ask, Anne Merete Selvik (2017). Mat og helse i fremtidens skole. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg & Røed, Margrethe (2017). Further Education in Pedagogic Entrepreneurship – a recipe for success? Full text in Research Archive
• Ask, Anne Merete Selvik & Høines, Reidun (2017). Redaktørens spalte. Tema: Entreprenørskap. Mat og helse i skolen. ISSN 1890-3193. 2. Full text in Research Archive
• Ask, Anne Merete Selvik & Høines, Reidun (2017). Redaktørens spalte. Tema: Hygiene. Mat og helse i skolen. ISSN 1890-3193. 1. Full text in Research Archive
• Ask, Anne Merete Selvik & Høines, Reidun (2017). Redaktørens spalte. Mat og helse i skolen. ISSN 1890-3193. 2017(2), p. 2–2. Full text in Research Archive
• Ask, Anne Merete Selvik & Vemund, Ruud (2017). Om eller gjennom. [Internet]. https://www.youtube.com/watch?v=NcARcIML4Jg. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2017). Fra antikkens kjøkken til mat og helse. Mat og helse i skolen. ISSN 1890-3193. p. 14–17. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2016). Bønner, bønner, bønder og bærekraft - Har vi noe å lære av middelhavsmaten? Mat og helse i skolen. ISSN 1890-3193. 1, p. 7–9. Full text in Research Archive
• Ask, Anne Merete Selvik; Hillesund, Elisabet Rudjord & Øverby, Nina Cecilie (2016). Hvor mye veier skolens minste fag? Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2016). Blended education in Home Economics - Do we need Campus? Full text in Research Archive
• Ryslett, Kari; Ask, Anne Merete Selvik & Ingebjørg, Aarek (2016). Hope & Happiness. Glimt fra verdenskongressen i Sør- Korea 2016. Mat og helse i skolen. ISSN 1890-3193. p. 12–15. Full text in Research Archive Show summary

  Den 23.verdenskongressen for IFHR (International Federation for Home Economics) i Daejeon i Sør- Korea 1. -6 .august 2016, samlet ca. 1000 lærere fra mat og helse/home economics fra hele verden.

• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2016). - Vi tok mål av en baklomme da vi valgte format. [Journal]. Fedrelandsvennen. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2016). Do we need Campus? – Evaluation of blended education in Home Economics. Full text in Research Archive
• Ask, Anne Merete Selvik (2016). Entreprenørskap i skolen - EVU-kurs for lærere. Full text in Research Archive
• Ask, Anne Merete Selvik (2016). Redaktørens spalte. Tema: Mat og helse i et flerkulturelt samfunn. Mat og helse i skolen. ISSN 1890-3193. 2016(2), p. 2–2. Full text in Research Archive
• Ask, Anne Merete Selvik; Aarek, Ingebjørg & Ryslett, Kari (2016). Hope & happiness Glimt fra verdenskongressen i Sør-Korea 2016. Mat og helse i skolen. ISSN 1890-3193. 2016(2), p. 12–15. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2015). Entrepreneurship in Food and Health. Full text in Research Archive
• Ask, Anne Merete Selvik (2015). Entreprenørskap som læringsstrategi - tilpasset opplæring i begge ender. Full text in Research Archive
• Ask, Anne Merete Selvik; Dalane, Mette Fredriksen; Røed, Margrethe; Tønnessen, Mona Linge & Ingebjørg, Aarek (2015). En generasjon matanalfabeter. Full text in Research Archive
• Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (2014). Innledning. In Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (Ed.), Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISSN 9788283140149. p. 10–14. Full text in Research Archive
• Ask, Anne Merete Selvik & Glomsrud, Tone Helstad (2014). Entreprenørskap i grunnskolen. Eksempler på et årshjul med elevbedrift. In Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (Ed.), Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISSN 9788283140149. p. 121–137. Full text in Research Archive
• Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (2014). Forord. In Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (Ed.), Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISSN 9788283140149. p. 9–9. Full text in Research Archive
• Hansen, Bjørn Egil & Ask, Anne Merete Selvik (2014). Ungt entreprenørskap - en verktøykasse for skolen. In Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (Ed.), Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISSN 9788283140149. p. 187–209. Full text in Research Archive
• Ask, Anne Merete Selvik (2014). Pedagogisk entreprenørskap i skolen. In Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (Ed.), Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISSN 9788283140149. p. 27–39. Full text in Research Archive
• Ask, Anne Merete Selvik & Røed, Margrethe (2014). Pedagogisk entreprenørskap i lærerutdanningene. Praktiske eksempler. In Ask, Anne Merete Selvik & Ødegård, Inger Karin Røe (Ed.), Entreprenørskap i skole og utdanning : Aktiv, praktisk og meningsfull læring. Portal forlag. ISSN 9788283140149. p. 159–172. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2014). Entreprenørskap i skole og utdanning – du gjør det, du lærer ikke bare om det. Full text in Research Archive
• Ask, Anne Merete Selvik & Aarek, Ingebjørg (2014). From Greece to Norway with useful knowledge? Full text in Research Archive
• Aarek, Ingebjørg & Ask, Anne Merete Selvik (2013). From Greece with good health? Full text in Research Archive

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