Processes and Products
“Through others,
we become ourselves”
- Lev Vygostsky -
Seminars and conferences
Jun 2017: Seminar The Norwegian Activity Group, Hitra
Sept 2017: ISCAR 2017, Quebec
Nov 2017: Seminar The Norwegian Activity Group, Trondheim Jun 2018: Seminar The Norwegian Activity Group, Selbu
Jun 2019: 8th Nordic-Baltic ISCAR, Trondheim
Sept 2019: Seminar The Norwegian Activity Group, Hitra
Oct 2020: Seminar The Norwegian Activity Group, Trondheim
Aug 2021: ISCAR 2021, Brasil (online)
Nov 2021: Seminar The Norwegian Activity Group, Trondheim
Jun 2022: 9th Nordic-Baltic ISCAR, Helsinki

A Selection of publications

Dalland, E. B. (2020). Young refugees meeting another road safety culture: developing work in bridging a road safety gap. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 26-41). New York: Routledge.
Dalland, E. B. (2012). The Driving Test in Norway: An Intervention Study. In L. Dorn (red.), Driver Behaviour and Training (Vol. 5). Surrey: Ashgate.
Dalland, E. S. B. (2014). Førerprøven i et helhetlig perspektiv. En intervensjonsstudie. Doktoravhandling ved NTNU 2014:199. Trondheim: Norges teknisk-vitenskaplige universitet. Pedagogisk institutt.
Frisch, N. S. (2020). Inspired of the concept of boundary objects in arts education. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 42-57). New York: Routledge.
Frisch, N. S. (2013). Hekta på tegning: Løpeildeffekten som læring. In: N. S. Frisch (red.),Tegningen Lever. Nye dialogiske perspektiver på tegneundervisning i grunnskolen. Trondheim: Akademika, (s. 63-79).
Frisch, Nina Scott (2013). Hooked on peers`drawings: the visual wildfire. In J. B. Reitan et al. (reds), DRS – CUMULUS Oslo 2013 – Design learning for tomorrow - Design education from kindergarten to PhD. Vol. 4. Oslo: ABM-media, pp. 1983-1995.
Frisch, N. S. (2011). Ways of talking about drawing practices. Sociocultural views: Gombrich and the visually controlled drawing. FormAakademisk, 4(2), 26-37.
Frisch, N. S. (2010). To see the visually controlled. Doctoral thesis for the PhD. Trondheim: NTNU.
Jensen, R. & Vennebo, K. F. (2016). How school leadership evolves: crossing timescales and settings. Journal of Workplace Learning, 28(6), 338-354.
Madsen, J. (2020). Cultural-historical activity theory as the basis of mentoring students teachers in triades. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 58-72). New York: Routledge.
Nilsen, V. & Klemp, T. (2020). Encouraging working and communicating like mathematicians: an illustrative case on dialogic teaching. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 73-90). New York: Routledge.
Postholm, M.B. (2020). Schools conducting research in collaboration with researchers. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 12-25). New York: Routledge.
Postholm, M.B. (2020). The Importance of the Start-Up Phase in School-Based Development for Learning and Enduring Change. European Journal of Teacher Education. doi: 10.1080/02619768.2020.1793944
Postholm, M.B. (2020). Formative Interventions and Action Research and Learning. Educational Research, 62(3), 324-339.
Postholm, M.B. (2020). Premises and Promises for Expansive Learning in Teacher Education. Frontiers in Education, 5(41), 1-11.
Postholm, M.B. (2019). Research and development in school. Grounded in cultural historical activity theory. Boston: Brill Academic Publishers.
Postholm, M.B. (2019). The teacher educator’s role as enacted and experienced in school-based development. Teachers and Teaching: Theory and Practice, 25(3), 320-333.
Postholm, M.B. (2016). Collaboration between Teacher Educators and Schools to enhance Development. European Journal of Teacher Education, 39(4), 452-470.
Postholm, M.B. (2015). Methodologies in Cultural-Historical Activity Theory: The example of School-based Development. Educational Research, 57(1), 43-58.
Postholm, M.B. & Moen, T. (2011). Communities of development: A new modell for R&D work. Journal of Educational Change, 12(4) 385-401
Postholm, M.B. (2011). A Completed Research and Development Work Project in School: The Teachers’ Learning and Possibilities, Premises and Challenges for Further Development. Teaching and Teacher Education, 27(3), 560-568.
Postholm, M.B. (2008). The Start-Up Phase in a Research and Development Work Project: A Foundation for Development". Teaching and Teacher Education, 24(3), 575-584.
Postholm, M.B. (2008). Cultural historical activity theory and Dewey’s idea-based social constructivism: Consequences for Educational Research. Outlines, (1), 37-48.
Postholm, M.B., Dahl, T., Engvik, G., Fjørtoft, H., Irgens, E. J., Sandvik, L. V., Wæge, K. (2013). En gavepakke til ungdomstrinnet? En undersøkelse av piloten for den nasjonale satsingen på skolebasert kompetanseutvikling. Trondheim: Akademika forlag.
Postholm, M.B. & Vennebo, K. F. (2020). The texts in context. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 12-25). New York: Routledge.
Sandvik, L.V. (2016). Hvordan utvikle vurderingskulturer? I H. Fjørtoft & L. V. Sandvik (red) Vurderingskompetanse i skolen. Praksis, læring og utvikling, s. 270-292. Oslo: Universitetsforlaget
Sandvik, L.V. (2012). Skrivekompetanse i fremmedspråk - hva innebærer det? Norsk pedagogisk tidsskrift, (2), 154-165.
Sandvik, L.V. (2011). Via mål til mening. En studie av skriving og vurderingskultur i grunnskolens tyskundervisning. PhD thesis, Trondheim: NTNU.
Sandvik, L.V. & Emstad, A. B. (2020). Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 91-107). New York: Routledge.
Vennebo, K. F. & Aas, M. (2021). Building leadership capacity in school leadership groups: an action research project. Educational Action Research
Vennebo, K. F. & Aas, M. (2020). Leadership and change in a Norwegian school context: Tensions as productive driving forces. Educational Management Administration & Leadership.
Vennebo, K.F. (2020). A study of case-based problem-solving work in groups of principals
participating in a school leadership programme. In: M.B. Postholm & K. F. Vennebo (reds.), Applying cultural historical activity theory in educational settings: Learning, development and research (p. 108-125). New York: Routledge.
Vennebo, K. F. & Aas, M. (2020). A supportive tool for principals in guiding professional group
discussions. Educational Research. 62(3), 266-283.
Vennebo, K. F. (2016). Innovative work in school development: exploring leadership enactment. Educational Management Administration & Leadership, 45(2), 298-315.
Vennebo, K. F. (2015). School Leadership in Innovative Work: Places and Spaces. Doctoral thesis for the PhD. Oslo: University of Oslo.
Vennebo, K. F. & Ottesen, E. (2014). The emergence of innovative work in School development. Journal of educational change, 16(2), 197-216.
Vennebo, K. F. & Ottesen, E. (2011). School leadership: constitution and distribution. International Journal of Leadership in Education, 15(3), 255-270.