Anne-Dorthe Tveit

• Haraldstad, Åse; Tveit, Anne Dorthe & Kovac, Velibor Bobo (2022). Democracy in schools: qualitative analysis of pupils’ experiences of democracy in the context of the Norwegian school. Cambridge Journal of Education. ISSN 0305-764X. 52(1), s. 73–89. doi: 10.1080/0305764X.2021.1935738. Fulltekst i vitenarkiv Vis sammendrag

  A limited number of empirical studies have explored pupils’ democratic practice and the direct experiences of school children using a qualitative approach. The aim of the present study has been to analyse pupils’ experiences of the practice of democratic rights in the context of the Norwegian school. The study adopts a qualitative methodology, using semi-structured interviews with pupils. Three prominent school arenas were focused on: the mandatory pupil-teacher dialogue, the pupil council and classroom discussions. Three main markers of democracy have been used in the data analysis: contextual openness, participation and the ability to engage in democratic discussions. The findings reveal that all three markers of democracy, although variously distributed, were visible in these school arenas. The findings in the study are discussed in terms of implications for the development of pupils’ future democratic competencies and the educational mandate schools have in preparing young people for adult participation in society.

• Cameron, David Lansing & Tveit, Anne Dorthe (2020). PPTs bidrag i ansvarsgrupper omkring barn med nedsatt funksjonsevne i barnehagen. Psykologi i kommunen (PIK). ISSN 1892-3364.
• Tveit, Anne Dorthe & Kovac, Velibor Bobo (2020). Organisational Challenges for School Development and Improvement: The Obstructing Role of Sub-Groups and an Overly Positive School Culture . International Journal of Management, Knowledge and Learning. ISSN 2232-5107. 9(1), s. 27–42. Fulltekst i vitenarkiv
• Jortveit, Maryann; Tveit, Anne Dorthe; Cameron, David Lansing & Lindqvist, Gunilla (2019). A comparative study of Norwegian and Swedish special educators’ beliefs and practices. European Journal of Special Needs Education. ISSN 0885-6257. 35(3), s. 350–365. doi: 10.1080/08856257.2019.1689716.
• Cameron, David Lansing & Tveit, Anne Dorthe (2019). ‘You know that collaboration works when … ’ identifying the features of successful collaboration on behalf of children with disabilities in early childhood education and care. Early Child Development and Care. ISSN 0300-4430. 189(7), s. 1189–1202. doi: 10.1080/03004430.2017.1371703.
• Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2019). Teoretisk og praktisk forståelse av systemrettet arbeid i PPT . I Bjerklund, Monica; Groven, Berit & Åmot, Ingvild (Red.), PPTs systemrettede arbeid i barnehagen. Universitetsforlaget. ISSN 9788215030418. Vis sammendrag

  «PPTs systemrettede arbeid i barnehagen» handler om barnet som en del av en sosial kontekst. En av oppgavene til Pedagogisk psykologisk tjeneste (PPT) er å bistå barnehagen med kompetanse- og organisasjonsutvikling. Bistanden skal bidra til å tilrettelegge barnehagens tilbud til barn med behov for særlig tilrettelegging eller spesialpedagogiske tiltak. Slike tiltak går under betegnelsen systemrettet arbeid. Boka viser at det ikke er en todeling mellom system- og individrettet arbeid. Forfatterne tar for seg PPTs systemrettede arbeid både i et historisk og et teoretisk perspektiv. De ser også nærmere på barns medvirkning, og de belyser systemrettet arbeid i møte med både mangfold og ledelse samt kompetanse- og organisasjonsutvikling. Antologien er forskningsbasert og praksisrelevant. Boka er skrevet for studenter innenfor spesialpedagogikk og velferdsfag, samt forskere og tilsatte i PPT og barnehager.

• Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Lindqvist, Gunilla; Göransson, Katharina & Nilholm, Claes (2018). A comparative study of special educator preparation in Norway and Sweden. British Journal of Special Education (BJSE). ISSN 0952-3383. 45(3), s. 256–276. doi: 10.1111/1467-8578.12231.
• Tveit, Anne Dorthe & Cameron, David Lansing (2018). Kommunikasjonsutfordringer i tverretatlig samarbeid om barn med nedsatt funksjonsevne i barnehagen. I Omdal, Heidi & Thygesen, Ragnar (Red.), Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. Universitetsforlaget. ISSN 978-82-15-02944-3. s. 61–73.
• Kovac, Velibor Bobo; Tveit, Anne Dorthe; Omdal, Heidi & Lund, Ingrid (2018). Directional motion: An empirically based model of development in educational institutions. Improving Schools. ISSN 1365-4802. 21(2), s. 127–140. doi: 10.1177/1365480218772637.
• Tveit, Anne Dorthe (2018). Construction of Pupils’ School Achievements and Future Plans in Parent-Teacher Meetings. Interchange: A Quarterly Review of Education. ISSN 0826-4805. 49(2), s. 231–246. doi: 10.1007/s10780-018-9324-7.
• Kovac, Velibor Bobo; Tveit, Anne Dorthe; Cameron, David Lansing & Jortveit, Maryann (2017). “Bridging old relations”: the (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina from the teachers' point of view . Journal of Language, Identity & Education. ISSN 1534-8458. 16(1), s. 32–44. doi: 10.1080/15348458.2016.1260456.
• Tveit, Anne Dorthe (2017). Parental involvement in school: Applying Habermas’ theoretical framework. I Murphy, Mark (Red.), Habermas and Social Research. Between theory and method. Routledge. ISSN 978-1-138-12099-0. s. 109–122.
• Tveit, Anne Dorthe & Cameron, David Lansing (2016). Profesjon i endring. Spesialpedagogens plass i skole og annet samfunnsliv. I Hausstätter, Rune Sarromaa & Reindal Magnus, Solveig (Red.), Spesialpedagogikk: Fagidentitet og samfunnsnytte. Cappelen Damm Akademisk. ISSN 9788202494643. s. 99–112.
• Cameron, David Lansing & Tveit, Anne Dorthe (2015). Considerations on the evolving role and practice of the special educator in Norway. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 73–90. doi: 10.1111/1467-8578.12231.
• Tveit, Anne Dorthe & Sunde, Annikken Louise (2015). How Different Insights from a Variety of Theories Might Help Ethical Decision-Making in Educational Counselling. Interchange: A Quarterly Review of Education. ISSN 0826-4805. 47(2), s. 121–132. doi: 10.1007/s10780-015-9267-1.
• Tveit, Anne Dorthe (2015). Transition between systems: Theoretical and political constructions of the roles and relationships between teachers and parents of children with special needs. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 217–231.
• Tveit, Anne Dorthe (2014). Exploring the Ideal of Dialogue by Taking into Account Both an Observed Interaction Session and the Participants’ Views on the Interaction. Interchange: A Quarterly Review of Education. ISSN 0826-4805. 45(1-2), s. 59–73. doi: 10.1007/s10780-014-9221-7.
• Cameron, David Lansing; Tveit, Anne Dorthe; Midtsundstad, Jorunn H.; Nilsen, Ann Christin Eklund & Jensen, Hanne Cecilie (2014). An examination of the role and responsibilities of kindergarten in multidisciplinary collaboration on behalf of children with severe disabilities. Journal of Research in Childhood Education. ISSN 0256-8543. 28(3), s. 344–357. doi: 10.1080/02568543.2014.912996. Vis sammendrag

  The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0–6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (1) close relationships and intimate knowledge of children as individuals, (2) the sense of security and relief of stress that they provided to parents, and (3) for acting as a “driving force” in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants.

• Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2014). “Two Schools under one Roof” in Bosnia and Herzegovina: Exploring the Challenges of Group Identity and deliberative Values among Bosniak and Croat Students. International Journal of Educational Research. ISSN 0883-0355. 66, s. 103–112. doi: 10.1016/j.ijer.2014.03.004.
• Tveit, Anne Dorthe (2014). Researching teachers' and parents' perceptions of dialogue. International Journal of Inclusive Education. ISSN 1360-3116. 18(8), s. 823–835. doi: 10.1080/13603116.2013.841296.
• Cameron, David Lansing & Tveit, Anne Dorthe (2013). Profesjonsutøvelse i tverrfaglig samarbeid rundt et barn med spesielle behov i barnehagen. FoU i praksis. ISSN 1504-6893. 7(1), s. 9–26. Vis sammendrag

  Hensikten med denne studien var å vise hvordan ulike former for profesjonsutøvelse kan fremme eller hemme at samarbeid fører til et vellykket resultat. Undersøkelsen er en casestudie der vi studerer tverrfaglig samarbeid rundt en fem år gammel jente med en omfattende funksjonshemming. Vi brukte en kvalitativ tilnærming der datagrunnlaget stammet fra halvstrukturerte intervjuer med 5 personer involvert i utvikling og oppfølging av jentas individuelle plan (IP). Tre sentrale temaer kom fram i analysen: (a) hvordan språket synliggjør den profesjonelle ekspertisen, (b) betydningen av motstridende verdier for profesjonsutøvelse og (c) hvordan deltakernes opplevelse av resultatet har betydning for samarbeidet. Funnene indikerer blant annet at å bruke språk som signaliserer profesjonens faglige ekspertise er viktig for at dens bidrag blir verdsatt og tatt i bruk, at manglende kommunikasjon om motstridende verdier kan være skadelig for samarbeidet, og at samarbeidets resultat bør stå foran samarbeidets form og prosess.

• Tveit, Anne Dorthe (2013). Foreldresamtalen innenfor rammen av spesialundervisning. Spesialpedagogikk. ISSN 0332-8457. 78(5), s. 4–15.
• Tveit, Anne Dorthe & Cameron, David Lansing (2012). Utfordringer når foresatte skal medvirke på tjenestetilbudet til eget barn. Nordic Studies in Education. ISSN 1891-5914. 3-4(32), s. 321–332.
• Tveit, Anne Dorthe (2012). Descriptions of Teachers and Parents and Their Conversations - A Historical Perspective on Legislative Texts. Nordic Studies in Education. ISSN 1891-5914. 32(3-4), s. 229–244.
• Tveit, Anne Dorthe; Kovac, Velibor Bobo & Cameron, David Lansing (2012). “Ja takk, begge deler” PPTs individ- og systemrettede arbeid i barnehagen. Spesialpedagogikk. ISSN 0332-8457. 77(4), s. 43–56. Vis sammendrag

  Artikkelen belyser hvordan forholdene ligger til rette for at PPT kan arbeide systemisk i barnehagen. Spørreskjema ble sendt til ansatte og ledere ved PPT-kontor i Norge med ansvar for barnehagealder. Resultatene viser at (a) flertallet av ansatte har både barnehage og skole som ansvarsområde og at halvparten ikke har regelmessig kontakt med barnehager, (b) støtte med utgangspunkt i enkeltbarn utgjør en stor andel av tjenestens totale arbeidstid og (c) tjenesten ønsker å opprettholde andelen individrettede arbeid og samtidig øke systemrettet innsats. Vår konklusjon er at forholdene ikke synes å ligge godt til rette for systemarbeid. Teoretiske og praktiske implikasjoner er diskutert.

• Tveit, Anne Dorthe & Walseth, Liv Tveit (2012). Quality assurance of decision-making in conversations between professionals and non-professionals: identifying the presence of deliberative principles. Scandinavian Journal of Disability Research. ISSN 1501-7419. 14(3), s. 232–253. doi: 10.1080/15017419.2011.574832.
• Cameron, David Lansing & Tveit, Anne Dorthe (2011). The Policy Implementation Challenges of Individual Plans for Preschool Children with Disabilities. International Journal about Parents in Education. ISSN 1973-3518. 5(1), s. 12–23. Vis sammendrag

  This article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate.

• Thygesen, Ragnar; Briseid, Lars Gunnar; Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2011). Er generell pedagogisk kompetanse tilstrekkelig for å sikre en inkluderende skole? Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 104–114.
• Cameron, David Lansing & Tveit, Anne Dorthe (2009). Individual Plans to Support Collaboration for Children with Special Needs in Kindergarten, Diversity in Education, Ernape proceedings. Luleå University of Tecnology, Umeå University and Malmø University. Vis sammendrag

  Research indicates that everyday life in Norwegian kindergarten is often characterized by time pressures and strains on collaboration (Borg, Kristiansen & Backe-Hansen, 2008). This article presents findings from an investigation that sought to provide insight into diverse forms of collaboration around children with severe disabilities. The use of individual plans (IP) is an important part of how services are coordinated and was a central aspect of this investigation. We employed a case-study approach involving semi-structured interviews and observation of 5 participants who have key roles in the life of a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. In its current form, the IP in this case appeared to have little relevance for participants and, therefore, probably did not contribute significantly to providing this child with the individually adapted support that it was intended to facilitate.

• Tveit, Anne Dorthe (2009). Når informanten ikke vil. I Repstad, Pål; Johnsen, Hans Christian Garmann & Halvorsen, Anne (Red.), Å forske blant sine egne. Universitet og region - nærhet og uavhengighet. Cappelen Damm Høyskoleforlaget. ISSN 978-82-7634-815-6. s. 229–247. Vis sammendrag

  Artikler om erfaringer med og refleksjoner over å forske i en region der forskere også ofte har andre roller og relasjoner enn bare å være forskere

• Tveit, Anne Dorthe (2009). A parental voice: parents as equal and dependent - rhetoric about parents, teachers, and their conversations. Educational review (Birmingham). ISSN 0013-1911. 61(3), s. 289–300. doi: 10.1080/00131910903045930. Vis sammendrag

  This study analyses texts from the National Parents¿ Committee for Primary and Lower Secondary Education in Norway and addresses how parents describe their own role, the teachers¿ role, and their conversations. The theoretical perspective employed is Koselleck¿s conceptual theory. The findings show that, despite having formal legal rights, parents must constantly legitimize these rights in school. Parents are expected to assume a passive role, while the teachers¿ role is held to be active. Furthermore, the diversity among parents is not discussed. Parents moreover resign their own involvement in their children¿s education in spite of the fact that teachers and parents may have different perspectives on the matter. Even though the committee is dissatisfied with the conversations between teachers and parents, parents additionally seem to resign when it comes to elaborating on and affecting the conversation. Finally, argumentation concerning the need for role delineation by the authentic voices of the teachers, pupils, and parents is presented.

• Tveit, Anne Dorthe (2009). Conflict between truthfulness and tact in parent-teacher conferences. Scandinavian Journal of Disability Research. ISSN 1501-7419. 11(4), s. 237–256. Vis sammendrag

  The purpose of this article is to explore how teachers¿ and parents¿ conversations are affected by their notions about truthfulness. The study is qualitative and draws on data from observations of parent teacher conferences about pupils with special needs in a Norwegian lower secondary school and from interviews with participants. The findings show that teachers¿ and parents¿ conversations are constrained by positive talk, decency and silence and, especially when the pupil participates, they choose a careful point of view, gloss over it, and talk about what is OK and not unpleasant. Furthermore, teachers act communicatively in a strategic way. It is concluded that teachers and parents often choose to follow conventions of tact and that this might be in conflict with truthfulness. It is further concluded that teachers and parents do not hold dialogue as an exclusive ideal.

• Tveit, Anne Dorthe (2007). The use of case studies in training vocational rehabilitation trainers, ECER VETNET proceedings: Current research in vocational education and training across Europe. ECER 2006 Geneva. Wissenschaftsforum Bildung und Gesellschaft e.V. [www.ecer-vetnet.wifo. Vis sammendrag

  Experiences from the Leonardo da Vinci project, ?Train the Trainers in Vocational Rehabilitation? is presented. The objectives were to enhance the competencies of vocational specialists, and one method is focused: All trainers documented their skills with case studies after each module, and it is discussed how the case studies contributed to fulfilling the basic pedagogical principles for the project: 1). Adults learn through practice and reflection on practise. 2). The arena for education is the workplace rather than the school, college, or university. 3). An inductive, participative approach, in contrast to a hypothetical, deductive approach is of greater benefit.

• Tveit, Anne Dorthe (2007). Conditional Aspects of School-Home Conversations, Ernape 2007. University of Cyprus. s. 253–265. Vis sammendrag

  This paper presents results from analysis of conversations between school and home, and the manner in which the participants (parent, teacher, pupil) comment on these conversations. The pupils (who are the focal point) have special educational needs. The results derive from observations of conversations at the lower secondary school level and interviews with the participants. The analysis is based on Habermas? (1984, 1987) theory of communicative action; analysing how the participants coordinate their actions (instrumental, strategic or communicative action) and make validity claims: the action must be true, right, truthful, or effective. The focus is the conditions in which these conversations take place and the discussion highlights questions like: How do the participants influence the results? Do the participants express their true opinions? What is the pupil?s role? The preliminary conclusions are that it seems reasonable to question if the conditions make it possible to accomplish dialogue between school and home, as the possibility of misunderstanding is certainly present. References Habermas, J. (1984). The theory of communicative action. Volume One. Reason and the rationalization of society. Boston: Beacon Press. Habermas, J. (1987). The theory of communicative action. Volume Two. Lifeword and System: A critique of Functionalist Reason. Boston: Beacon Press.

• Tveit, Anne Dorthe & Ropstad, Hege (1997). Tverretatlig samarbeid: Samarbeid uten styring? Spesialpedagogikk. ISSN 0332-8457. s. 3–8. Vis sammendrag

  Artikkelen bygger på en spørreskjemaundersøkelse foretatt av artikkelforfatterne om spesialpedagogisk kompetanse og tverretatlig samarbeid i grunnskoler og videregående skoler i Aust-Agder. Likevel kan resultatene også være interessante for landets øvrige fylker. Artikkelen omhandler kun deler av de resultatene som gjelder grunnskolen. Hele 12 begreper er i bruk på ulike samarbeidsfora for barn og unge. Uklar begrepsbruk og ulik organisering og praktisering av det tverretatlige samarbeidet innen en kommune og et fylke kan føre til kommunikasjons -og samarbeidsproblemer for elev, foresatte og fagpersoner. 2/3 av teamene har ikke tydelige retningslinjer for tverretatlig samarbeid. Utarbeidelse av retningslinjer kan være et steg i retning av en samordning slik departementet ønsker. Å gi begrepet samordning et klarere innhold vil kunne være et av de første stegene mot bedre samarbeid. Det er ikke noen tverretatlige møter der eleven alltid deltar. 64% av teamene innkaller aldri Theme: Co-operation between different departements within a municipality who works with children and youth with special needs. Title of the article: Interdepartemental co-operation: A co-operation without leadership?

Se alle arbeider i Cristin

• Tveit, Anne Dorthe (2023). Elevers deltakelse og medvirkning -i samtaler med lærer og foresatte om individuell opplæring. Cappelen Damm Akademisk. ISBN 9788202756932.

Se alle arbeider i Cristin

• Cameron, David Lansing & Tveit, Anne Dorthe (2020). Hvilken spesialpedagogisk kompetanse trenger framtidas skole?
• Haraldstad, Åse; Tveit, Anne Dorthe & Kovac, Velibor Bobo (2019). Pupils experiences with democratic arenas in school. Educating democratic citizens?
• Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Nilholm, Claes & Lindqvist, Gunilla (2017). A Comparative Investigation of Special Educator Preparation in Norway and Sweden.
• Cameron, David Lansing; Tveit, Anne Dorthe & Jortveit, Maryann (2016). An examination of the educational experiences and current working conditions of graduates of special education training programs in Norway.
• Kovac, Velibor Bobo; Tveit, Anne Dorthe; Lund, Ingrid & Omdal, Heidi (2016). Directional motion: An empirically based model of development in educational institutions.
• Cameron, David Lansing; Kovac, Velibor Bobo; Tveit, Anne Dorthe & Jortveit, Maryann (2015). “Bridging old relations”: The (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina.
• Tveit, Anne Dorthe (2013). Systemisk inkluderingsarbeid i barnehagen. Konsekvenser for PP-tjenesten.
• Cameron, David Lansing; Kovac, Velibor Bobo & Tveit, Anne Dorthe (2013). Two Schools under one roof: A case study of Segregation among Bosniak and Croatian Secondary School Students.
• Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo (2011). A study of the Educational Psychological Services’ work with Preschool in Norway.
• Lindeklev, Heidi Marie & Tveit, Anne Dorthe (2011). Unngår krevende foreldresamtaler. [Avis]. Vårt land.
• Tveit, Anne Dorthe (2011). En undersøkelse om PP-tjenestens arbeid med barnehagen.
• Olsen, Jan Arve & Tveit, Anne Dorthe (2010). Den utfordrende samtalen. [Avis]. TEFT Forskningsmagasin frå Universitetet i Agder.
• Tveit, Anne Dorthe (2009). Samarbeid for barnets helhetlige utbytte: barnehagebarn med nedsatt funksjonsevne.
• Tveit, Anne Dorthe (2009). Samarbeid om barnehagebarn med spesielle behov.
• Tveit, Anne Dorthe (2009). Individual Plans to Support Collaboration for Children with Special Needs in Kindergarten.
• Tveit, Anne Dorthe (2007). Conditional Aspects of School-Home Conversations. Vis sammendrag

  This paper presents results from analysis of conversations between school and home, and the manner in which the participants (parent, teacher, pupil) comment on these conversations. The pupils (who are the focal point) have special educational needs. The results derive from observations of conversations at the lower secondary school level and interviews with the participants. The analysis is based on Habermas? (1984, 1987) theory of communicative action; analysing how the participants coordinate their actions (instrumental, strategic or communicative action) and make validity claims: the action must be true, right, truthful, or effective. The focus is the conditions in which these conversations take place and the discussion highlights questions like: How do the participants influence the results? Do the participants express their true opinions? What is the pupil?s role? The preliminary conclusions are that it seems reasonable to question if the conditions make it possible to accomplish dialogue between school and home, as the possibility of misunderstanding is certainly present. References Habermas, J. (1984). The theory of communicative action. Volume One. Reason and the rationalization of society. Boston: Beacon Press. Habermas, J. (1987). The theory of communicative action. Volume Two. Lifeword and System: A critique of Functionalist Reason. Boston: Beacon Press.

• Tveit, Anne Dorthe (2007). Parental Voices in School-Home Cooperation: Exploration Through Concepts. Vis sammendrag

  Concepts develop through practice; however, according to Koselleck, concepts are also a factor in social practices. More precisely, the concepts used regarding contact between school and home are part of the conditions in which the contact takes place. They also influence this contact. The study therefore focuses on concepts used during this contact, the subsequent research question being the following: How is the contact between the professional and non-professional named and described by the parents (non-professionals)? The theoretical perspective is Koselleck's "begriffsgeschichte", and the analytical frame is: concept, semantic field and the oppositional pairs before/after, inside/outside, and up/down (Koselleck 2004, 1990). Focus is placed on exploring 1)how the non-professionals present themselves 2)the professionals and 3)the contact between them. This is also discussed with regard to how certain professionals present the concept of partnership. The non-professionals have one official voice called, "Foreldreutvalget for grunnskolen" (The National Parents' Committee for Primary and Lower Secondary Education), and the analysis is based on documents downloaded from their website. These documents are written sources, and the selected materials studied are original, previously articulated texts read and understood in a new way, or a "rereading" of the texts.

• Tveit, Anne Dorthe (2006). The Use of Case Studies in Training Vocational Rehabilitation Trainers. Vis sammendrag

  This paper presents experiences from a project which developed a Training Program and worked with case-stories as a basic method in the program. This was a Leonardo da Vinci pilot project, ?Train the Trainers in Vocational Rehabilitation? (TTT), contracted and run by Attføringsbedriftene. The case-study was both an educational method and a documentation of the Trainers? skills, and used after each module as final exam material. The research question in this paper is: How did case-studies contribute to fulfil the basic pedagogical principles for the project? The basic pedagogical principles for the project were defined as: 1. The arena for education is the workplace rather than the school, college, or university. 2.An inductive, participative approach, in contrast to a hypothetical, deductive approach, is of greater benefit. 3. Adults learn through practice and reflection on practise. These pedagogical principals follow the tradition from Freire (1997) regarding people/students working with each other and developing consciousness in order to act informed and transform reality. Schön?s (1995) concepts of reflection-in action and reflection on-action are central, and also Illeris? (2000) suggestion to widen the learning concepts because of the claim for competency in society today. The objective of the project TTT was to improve vocational rehabilitation services for the vocational disabled by enhancing the skill levels among the trainers in the sector. In this paper it is illustrated how the case-study became a strategy to develop skill levels by the trainers within vocational rehabilitation. The purpose of the paper is to show how case-studies can be used within similar programs, including delineating certain experiences from this approach to promote higher levels of learning among participants. The presentation of how to make a case-story into a case-study shows how the Trainers did research on their own practise. The case-study gave the Trainers new insight and understanding about their daily work and by this a further possibility to use their qualifications.

• Tveit, Anne Dorthe (2006). The contact between school and home: Transforming Concepts about "The Professional Conversation". Vis sammendrag

  The research question in the paper is: How is the contact between the professional and non-professional named and described? The theoretical perspective is Koselleck's (2004) begriffsgeschichte, who presents some concepts relevant for the study: Consept, semantic field and the oppositional pairs before/after, inside/outside, and up/down (Koselleck, 1990). The concepts on the contact between school and home are studied from both historical and international perspectives. The historical study is the Norwegian case where the development in the description of laws and bills is studied, from the first educational law passed in 1739 until today. The international study takes up the meaning two international researchers; Epstein (2001) from the USA, and Beveridge (2005) from England; put into the concept of "partnership"; a concept increasingly used about the contact between school and home. The immediate response is that this represents a new approach. The combination of the two perspectives could give clues if this response is correct or not. The study reveals that the concept of "partnership" as it is described by Beveridge seems to be similar to current legislation in Norway regarding key issues such as mutual responsibility, agreement as goal, and teacher, pupil and parents as the participating partners. The ideal for the conversation seems to be "communicative action" as described by Habermas (1984). Epstein describes a partnership more similar to the legislation in Norway in 1969; the concept "agree" is lacking and the partners are teacher and parent. The partnership as it is described by Epstein seems to lag behind the democratic development of the contact between school and home as it is described in school legislation in Norway, and also seems to have abandoned the traditional meaning of the concept as applied within economics. The conclusion of this study is that what appears like a new and innovative concept (partnership) does not seem to represent a new approach compared to how school legislation in Norway describes the contact between school and home. Rather it seems to be just a new shell for a similar description of the contact.

• Tveit, Anne Dorthe & Tøssebro, Åge (2005). Utvikling av etisk kompetanse i bedriften.
• Tveit, Anne Dorthe (2005). Kommunikasjon i brukermøtet.
• Tveit, Anne Dorthe (2004). "Livsverden" som klargjørende begrep i foreldrekonferansen. "Lifeword" as explanatory concept in the school-home-conference. Vis sammendrag

  Ifølge offisielle dokumenter i Norge skal foreldrekonferansen i skolen karakteriseres av dialog. Forskning viser at foreldrekonferansen er karakterisert av informasjon og ikke av dialog, diskusjon og deltakelse. Jeg har definert et forskningsprosjekt basert på disse forskningsresultatene og anvender Habermas teori om kommunikativ handling som teoretisk perspektiv. Jeg ønsker å undersøke vilkårene for dialog i foreldrekonferansen. I dialogen kan en sette en distinksjon mellom formog innhold. I teorien om den kommunikative handling tilsvarer dette distinksjonen mellom formalpragmatikk og livsverden. Her presenterer jeg Habermas begrep ”livsverden” og hvordan ”livsverden” kan fungere som klargjørende begrep i foreldrekonferansen. Jeg argumenterer også for at dette er særlig viktig kunnskap for å forstå elever med spesielle behov. In Norway official documents tells that dialogue shall characterise the school-home conference. The latest researches in Norway tells that these conferences are characterised by information and not by dialogue, discussion and participation. This research is based on these results and will use the Habermas theory of communicative action as theoretical perspective and test whether or not the conditions for dialogue is present in the conference. Habermas himself argues that “lifeword” should be seen as complementary to the theory of communicative action. In the paper I will present Habermas concept “lifeword” and discuss how “lifeword” can function as an explanatory concept in the dialogue in the school-home conference. In the paper I will also argue that especially for pupils with special educational needs this is crucial knowledge.

• Tveit, Anne Dorthe (2003). Dialogens vilkår i foreldrekonferansen The conditions for dialogue in the school-home conference. Vis sammendrag

  Dialogens vilkår i foreldrekonferansen I ulike læreplaner for norsk skole har foreldresamarbeidet stått på dagsorden i mange år. Stortingsmelding nr. 14 om foreldremedvirkning i skolen sier da også at strukturene ligger der: ”Utfordringa er å fåsystemet til å fungere i praksis i det daglige og for alle”. Departementet legger til grunn at en bør utvikle videre de eksisterende samhandlingsmønstrene, slik at de kan bli kvalitativt bedre” (St. meld. Nr. 14 (1997- 1998). Dialog skal prege samarbeidet mellom skole og hjem. Skolen skal legge til rette for at barn og unge kan delta som aktive ansvarlige samarbeidspartnere i samsvar med alder og modenhet (St. meld nr. 29 (1994-95) og St. meld 23 (1907-98). Idealet som skisseres i ulike offentlige dokumenter for samtalen i foreldrekonferansen er som vi har sett dialog. Jeg vil her definere begrepet dialog i betydningen kommunikativ handling slik dette defineres av Habermas. Kommunikativ handling kjennetegnes av at alle deltakerne uten forbehold forfølger felles mål for at de skal oppnå en innbyrdes forståelse, en avtalt koordinering av de individuelle handlingsplanene. Sentrale deler av Habermas teori om kommunikativ handling (Habermas, 81) presenteres gjennom følgende punkter: -Handlingskoordineringens sentrale betydning -Resultatorientering vs. forståelsesorientering -Gyldighetskrav -Klassifikasjon av talehandlinger Med bakgrunn i Habermas teori om kommunikativ handling vil det være viktig å forstå dialogens vilkår i foreldrekonferansen. Dialogens vilkår kan en ifølge Habermas få tak i gjennom å kartlegge aktørenes oppfatning av egen hverdagspraksis. Sentale spørsmål i dette prosjektet er: Hva karakteriserer samtalen i foreldrekonferansen? Hvordan sammenfaller hverdagspraksisen for samtalen i foreldrekonferansen med dialog som ideal? Fra en formal pragmatikk til en empirisk pragmatikk Habermas tar selv opp spørsmålet om den formal-logiske pragmatikken kan anvendes som empirisk pragmatikk. (Habermas, 81). Hanmener at den formale pragmatikken som retter seg mot betingelsene for en innbyrdes forståelse synes å fjerne seg den faktiske språkbruken. Han hevder imidlertid at utgangspunktet for en empirisk pragmatikk, må være en formal pragmatikk. Dersom en ikke har et formalpragmatisk utgangspunkt vil en ikke kunne gjenkjenne språkets rasjonelle grunnlag i hverdagen. Men den formale pragmatikken må systematisk modifiseres. Med modifiseringer trekker jeg den konklusjonen at det er mulig å anvende den formalepragmatikken empirisk. Jeg ønsker å analysere samtalen ut fra de ulike handlingstypene Aktørene er her elev, lærer og foresatte. Her presenterer jeg kun kommunikativ handling innenfor den objektive verden som eksempler på sentrale spørsmål som er aktuelt å stille. Kommunikativ handling Konversasjon (Den objektive verden) Forholder aktørene seg kognitivt til saksforholdet slik det er i øyeblikket for å få fram det saksforholdet som samsvarer med de faktiske forhold, det som er sant? Presenterer aktørene sin forståelse av situasjonen? Er aktørene opptatt av å forstå situasjonen på samme måten? Gis aktørene anledning til å uttrykke enighet/uenighet i forhold til det som legges fram av de andre aktørene? Ivaretar aktørene sine mål kun i den grad de får aksept hos de andre aktørene? Har aktørene en felles situasjonsforståelse når samtalen er avsluttet? Oppfyller aktørene de gyldighetsfordringer som gjelder i den objektive verden; det vil si sannhet? The conditions for dialogue in the school-home conference. In Norway official documents tell that dialogue shall characterise the school-home conference. Recent research in Norway tells that these conferences are characterised by information and not by dialogue, discussion and participation. This rese

• Tveit, Anne Dorthe (2001). Fornyelse av barnehagen i det postmoderne samfunn. ?. s. 12–13. Vis sammendrag

  Artikkelen stiller spørsmålet om hva barnehagen gjør med det faktum at barn i dag vokser opp i et annet samfunn enn det vi som er voksne i dag vokste oppi. Baneheia barnehage benytter seg av "stemmer i tiden" til å utvikle barnehagen slik at den kan møt e barn og foresattes behov. De arbeider aktivt for å tilpasse barnehagen til den nye virkeligheten ved å tilby: Delte plasser og overnattinger, samtalegrupper for foreldre, nistefrie dager og middagsservering, plaskekurs og utedager, demokratisering, av delingsløs organisering og medbestemmelse. Baneheia banehage opplever i stor grad fornøyde brukere. Personalet mender at det i høy grad er et holdningsspørsmål i hvilken grad brukertilpasning er mulig å gjennomføre. De ønsker å fortsette på denne utvik lingen og barnehagen skal fokusere på den nye familiens hverdag og nye behov. The article asks what the kindergarten does with the fact that children of today are raised in a post-modern society. Baneheia kindergarten uses

• Tveit, Anne Dorthe & Sunde, Annikken (2000). Ethical Dilemmas in School counseling. Vis sammendrag

  En teoretisk og praktisk beskrivelse: Etiske dilemma i pedagogisk-psykologisk rådgivning. Som pedagogisk psykologisk rådgiver er du del av et forhold som i minste fall består av en pp-rådgiver og en bruker. Selve konstellasjonen og omstendighetene rundt denne situasjonen tilsier at at pp-rådgiveren får innflytelse på den annens liv gjennom for eksempel testing, sakkyndighetsarbeid og rådgivning. Nesten alt arbeidet innenfor pedagogisk psykologisk tjeneste inneholder en etisk dimensjon. Som rådgivere må vi være oppmerksom på risikoen for å gjøre brukeren til et objekt for vår rådgivning. PP-rådgiveren må ikke ta selvrespekten fra brukeren. Frihet, ansvar og valg er essensielle forhold her. Det er nødvendig med et konstant kritisk blikk på ens egen praksis som pp-rådgiver angående følgende forhold ved vårt arbeid som pp-rådgivere: ¤ Intensjoner; motiver og intensjoner ved arbeidet ¤ Bevegelse; de mer eller mindre synlige sider ved arbeidet ¤ Konsekvenser; framtida, konsekvenser av de valg som er foretatt A theoretical and practical describing: Ethical Dilemmas in School Counseling As a school psychologist you are part of a human relationship that at least consists of the school psychhologist and the user (client). The constellation and the circumstanses in itself implies that the school psychologist can influence the users' life through for instance analysis, expert evaluation and counselling. Mostly all work in PPT, the school psychologist office, implies an ethical dimension. You must be aware of the risk of making the user an object in the counselling, the school psychologist must not take the self-respect from the client. Freedom, responsibility and choise are cruicial ethical questions here. It is necessary with a constant critical view on his/her own practice as a school psycologist conserning: ¤ intentions; motives and intentions with the work ¤ moovements; the more or less visible sides of the work ¤ concequences; future, consequences of the choices that have been taken

• Cameron, David Lansing; Kovac, Velibor Bobo & Tveit, Anne Dorthe (2011). En undersøkelse om PP-tjenestens arbeid med barnehagen. Universitetet i Agder. ISSN 978-82-7117-683-9.
• Tveit, Anne Dorthe (2010). Challenging and dilemmatic dialogues. A study of conversations between teacher(s) and parents. Universitetet i Oslo. Vis sammendrag

  The main research question was: How are the roles of teacher(s) and parents and their conversations described by the authorities and the parental organisation, and how is the ideal of dialogue described and practised by teachers and parents? The dissertation is in the form of four separate studies/papers. The overriding aim of Paper 1 is to elaborate on how the teacher and parent roles, and their conversations, are described in the first school legislation in Norway up to present-day policy. Paper 2 examines how parents describe their role, the teachers? role and their conversations. Paper 3 focuses on how the teacher?s and parents? conversations about pupils with special needs are affected by their notions of truthfulness. Paper 4 examines methodological challenges that arose in the sampling process in Study 3. Although the main theoretical reasoning is based on Habermas?s theory Koselleck?s, Goffman?s and Grice theoretical frameworks also generate the analytical categories of the thesis. I address the research question through analysis of historical legislative texts, policy documents from the parental organization ?Foreldreutvalget for grunnopplæringen?, and data from observations and interviews. The study provides additional insight into four main points. First, there is a strong focus on the description of dialogue as ideal for the conversation between school and home, whereas research illustrates that everyday life in school still appears to be struggling with how to put this ideal into practice. The findings offer some possible explanations as to why the ideal has not been realised. Study 1 finds that the democratic development in school blurs the roles of teacher and parents, where the teacher is subjected to cross-pressure because he/she is supposed to both fulfil democratic ideals and justify his/her practice. Furthermore, the documents in Study 2, written by the parents? own organisation, give conflicting signals on the roles of parents, the teacher and their conversations. Moreover, the empirical data from Study 3 indicate that the challenges evolve from characteristics of the conversation itself. The teachers? judgement capabilities are indeed challenged when they have to put the ideal of dialogue into practice. However, according to the findings in Study 3, the ideal of dialogue should also be questioned, and this is the second main result of the thesis. Teachers and parents do not think of the dialogue as an exclusive ideal. This is another possible reason why these conversations are not characterised by dialogue. Comparably, one potential interpretation of the findings in Study 2 is that one reason for the conflicting signals, as suggested by the parents? own organisation, is that the descriptions are somewhat unclear because the participants question whether dialogue should be the sole ideal. Third, the main results certainly confirm that the conversation between teacher and parents is challenging. This has been demonstrated in Study 1, focusing on the democratisation process in the school legislation and challenges to practise these ideals. The conflicting descriptions given by parents in Study 2 also point to a challenging area in which they have to manoeuvre. In Study 3, the findings show that the teacher?s professional judgement is repeatedly challenged. The difficult sampling process discussed in Study 4 also indicates that the conversation is perceived as a delicate setting. Foreldrekonferansen er den viktigste arenaen der hjem og skole samarbeider om enkelteleven. I avhandlingen fokuseres det på hvordan myndigheter og foreldreorganisasjon beskriver denne institusjonaliserte samtalen mellom lærer og foresatte og rollene i samtalen. Videre er fokus på hvordan idealet om dialog er beskrevet og praktisert av

• Tveit, Anne Dorthe (2003). Klosterdialoger. Universitetet i Agder. ISSN 8271174800. Vis sammendrag

  En artikkelsamling med bidrag om øya Lesbos og klosteret Metochi som i ti år har vært studiesenter for Høgskolen i Agder. Klosterdialoger handler om dialog.

• Tveit, Anne Dorthe & Ropstad, Hege (1996). Tverretatlig samarbeid rundt barn og unge med særskilte behov. En undersøkelse av tverretatlig samarbeid og spesialpedagogisk kompetanse i grunnskoler og videregåendeskoler i Aust-Agder. Universitetet i Agder. ISSN 82-7117-302-2. Vis sammendrag

  Undersøkelsen er en del av KUF's program "Spesialpedagogisk kunnskaps -og tiltaksutvikling" (1993-1995), og er en undersøkelse om tverretatlig samarbeid rundt barn og ungemedsærskilte behov. Kartleggingen ble foretatt våren 1995 i 80 grunn -og videregående skoler og 15 skolekontor i Aust-Agder. Det tverretatlige samarbeidet er undersøkt og beskrevet via faktorene: organisering, formaliteter og retningslinjer, samarbeidspartnere, fysiske rammefaktorer og samarbeidets innhold og perspektiv. Rapporten beskriver den spesialpedagogiske kompetansen hos lærere som har spesialundervisning og den spesialpedagogiske kompetansen på etatsledernivå. Det blir vist i hvor stor grad denne kompetansen blir utnyttet og hvordan ufaglærte assistenter blir brukt i spesialundervisningen. Key-terms: Interdepartemental co-operation, co-operation, special education, special education competance, competance

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