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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

Nov 2022:   Seminar The Norwegian Activity Group, Oslo
April 2023:  Seminar The Norwegian Activity Group, Zoom
June 2023: Seminar The Norwegian Activity Group, Selbu

A Selection of  publications

Blomsø, S. Ø., Jakhelln, R. E., & Postholm, M. B. (2023). Student teachers’ experience of participating in a research and development project in Norway. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1100336

 

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 (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 26-41). Routledge.

 

Dalland, E. B. (2012). The Driving Test in Norway: An Intervention Study. In L. Dorn (Red.), Driver Behaviour and Training (Vol. 5). Ashgate.

 

Dalland, E. S. B. (2014). Førerprøven i et helhetlig perspektiv. En intervensjonsstudie. [Doktorgradsavhandling]. Norges teknisk-vitenskapelige universitet.

 

Frisch, N. S. (2020). Inspired of the concept of boundary objects in arts education. In M.B. Postholm & K. F. Vennebo (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 42-57). Routledge.

 

Frisch, N. S. (2013). Hekta på tegning: Løpeildeffekten som læring. I N. S. Frisch (Red.), Tegningen Lever. Nye dialogiske perspektiver på tegneundervisning i grunnskolen (s. 63-79). Akademika,


Frisch, Nina Scott (2013). Hooked on peers`drawings: the visual wildfire. In J. B. Reitan et al. (Ed.), DRS – CUMULUS Oslo 2013 – Design learning for tomorrow - Design education from kindergarten to PhD. (Vol. 4), pp.1983-1995. ABM-media.


Frisch, N. S. (2011). Ways of talking about drawing practices. Sociocultural views: Gombrich and the visually controlled drawing. FormAakademisk, 4(2), 26-37. https://doi.org/10.7577/formakademisk.199


Frisch, N. S. (2010). To see the visually controlled. [Doktorgradsavhandling]. Norges teknisk-vitenskapelige universitet.

 

Jakhelln, R., & Postholm, M.B. (2022). University–school collaboration as an arena for community-building in teacher education. Educational Research, 46(4), 457-572.

Jensen, R., & Vennebo, K. F. (2016). How school leadership development evolves: crossing timescales and settings. Journal of Workplace Learning, 28(6), 338-354. https://doi.org/10.1108/jwl-06-2015-0048

 

Madsen, J. (2020). Cultural-historical activity theory as the basis for mentoring student teachers in triads. In M.B. Postholm & K. F. Vennebo (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 58-72). 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 (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 73-90). Routledge.

 

Postholm, M.B. (2023). Innføring i skoleutvikling for lærerstudenter. Med FoU- og masteroppgaven som grunnlag. Fagbokforlaget. 

 

Postholm, M.B. (2020). Schools conducting research in collaboration with researchers. In M.B. Postholm & K. F. Vennebo (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 12-25). 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, 44(4), 572-586. https://doi.org/10.1080/02619768.2020.1793944

 

Postholm, M.B. (2020). Formative Interventions and Action Research and Learning. Educational Research, 62(3), 324-339. https://doi.org/10.1080/00131881.2020.1793684

 

Postholm, M.B. (2020). Premises and Promises for Expansive Learning in Teacher Education. Frontiers in Education, 5(41), 1-11. https://doi.org/10.3389/feduc.2020.00041

Postholm, M.B. (2019). Research and development in school. Grounded in cultural historical activity theory. 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. https://doi.org/10.1080/13540602.2019.1587403

Postholm, M. B. (2018). Reflective thinking in educational settings: an approach to theory and research on reflection. Educational Research, 60(4), 427-444. https://doi.org/10.1080/00131881.2018.1530947

 

Postholm, M.B. (2016). Collaboration between Teacher Educators and Schools to enhance Development. European Journal of Teacher Education, 39(4), 452-470. https://doi.org/10.1080/02619768.2016.1225717

 

Postholm, M.B. (2015). Methodologies in Cultural-Historical Activity Theory: The example of School-based Development. Educational Research, 57(1), 43-58. https://doi.org/10.1080/00131881.2014.983723

 

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. https://doi.org/10.1016/j.tate.2010.10.010


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. https://doi.org/10.1016/j.tate.2007.08.001


Postholm, M.B. (2008). Cultural historical activity theory and Dewey’s idea-based social constructivism: Consequences for Educational Research. Outlines, (1), 37-48. https://doi.org/10.7146/ocps.v10i1.1966

 

Postholm, M.B. & Moen, T. (2011). Communities of development: A new modell for R&D work. Journal of Educational Change, 12(4) 385-401.  https://doi.org/10.1007/s10833-010-9150-x

 

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. Akademika forlag.

 

Postholm, M.B., Klemp, T., & Nordboth, M, (under review). Student teachers and teacher educators in university and school working collectively on the students’ R&D projects. SJER

 

Postholm, M.B. & Vennebo, K. F. (2020). The texts in context. In M.B. Postholm & K. F. Vennebo (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 12-25). 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. Universitetsforlaget

Sandvik, L.V. (2012). Skrivekompetanse i fremmedspråk - hva innebærer det? Norsk pedagogisk tidsskrift, (2), 154-165. https://doi.org/10.18261/ISSN1504-2987-2012-02-0

Sandvik, L.V. (2011). Via mål til mening. En studie av skriving og vurderingskultur i grunnskolens tyskundervisning. [Doktorgradsavhandling]. Norges teknisk-vitenskapelige universitet.

 

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 (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 91-107). Routledge.

Strand, G. M. (2019). Experiencing the transition to lower secondary school: Students’ voices. International Journal of Educational Research, 97, 13–21.

https://doi.org/10.1016/j.ijer.2019.06.009

 

Strand, G. M. (2020). Experiencing the transition to lower secondary school: Parents’ voices. I K. Smith (Red.), Validity and value of teacher education research (s. 73–90). Fagbokforlaget.

 

Strand, G. M. (2020). Supporting the transition to secondary school: The voices of lower secondary leaders and teachers. Educational Research, 62(2), 129–145.

https://doi.org/10.1080/00131881.2020.1750305

 

Vennebo, K. F. & Aas, M. (2021). Building leadership capacity in school leadership groups: an action research project. Educational Action Research, 31(2), 348–365 https://doi.org/10.1080/09650792.2021.1934710

Vennebo, K. F. & Aas, M. (2020). Leadership and change in a Norwegian school context: Tensions as productive driving forces. Educational Management Administration & Leadership.50(6), 963- 978.  

https://doi.org/10.1177/1741143220962102

 

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 (Ed.), Applying cultural historical activity theory in educational settings: Learning, development and research (pp. 108-125). Routledge.

Vennebo, K. F. & Aas, M. (2020). A supportive tool for principals in guiding professional group discussions. Educational Research. 62(3), 266-283. https://doi.org/10.1080/00131881.2020.1796518

 

​Vennebo, K. F. (2016). Innovative work in school development: exploring leadership enactment. Educational Management Administration & Leadership, 45(2), 298-315. https://doi.org/10.1177/1741143215617944

Vennebo, K. F. (2015). School Leadership in Innovative Work: Places and Spaces.

[Doctoral dissertation]. 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. https://doi.org/10.1007/s10833-014-9234-0

 

Vennebo, K. F. & Ottesen, E. (2011). School leadership: constitution and distribution. International Journal of Leadership in Education, 15(3), 255-270. https://doi.org/10.1080/13603124.2011.624642

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