New Voices in Norwegian Educational Research

New Voices in Norwegian Educational Research

NEW RESEARCH NEW VOICES Volume 1 Series editor Halla B. Holmarsdottir, Oslo and Akershus University College of Applied Sciences, Norway International Advisory Board Karen Biraimah, University of Central Florida, USA Heidi Biseth, Buskerud University College, Norway Joan DeJaeghere, University of Minnesota, USA Zubeida Desai, University of the Western Cape, South Africa Alawia Farag, Ahfad University for Women, Sudan Fatma Gok, Bogazici University, Turkey Lihong Huang, Norwegian Social Research (NOVA) Institute, Norway Suzanne Majhanovich, University of Western Ontario, Canada Diane Napier, University of Georgia, USA Vuyokazi Nomlomo, University of the Western Cape, South Africa Gerald Ouma, University of Pretoria, South Africa Adila Pašalić-Kreso, University of Sarajevo, Bosnia and Herzegovina Yusuf Sayed, University of Sussex, UK New Research New Voices involves two strands, leaving open the possibility of others as the series grows: Strand 1: New Voices and New Knowledge in Research Methodology This strand in the book series is dedicated to producing cutting-edge titles focusing on Research Methodology. While it might be generally acknowledged that educational researchers often tend to import methods developed in neighboring disciplines, this is not always acknowledged in the literature on methodology. This series intends to contribute to the knowledge foundation in educational research by specifically seeking out those who work both across disciplines and inter-disciplinary in terms of their methodological approaches. The overall focus is to develop a series focusing on those methods which are appropriate in dealing with the specific research problems of the discipline. The series provides students and scholars with state-of-the-art scholarship on methodology, methods and techniques focusing on a range of research topics. It comprises innovative and intellectually rigorous monographs and edited collections which bridge schools of thought and cross the boundaries of conventional approaches. The series covers a broad range of issues focusing on not only empirical-analytical and interpretive approaches, but moreover on micro and macro studies, and quantitative and qualitative methods. Strand 2: New Voices and New Knowledge in Educational Research This part of the series will focus on theoretical and empirical contributions that are unique and will provide important insights into the field of educational research across a range of contexts globally. This part of the series will collectively communicate new voices, new insights and new possibilities within the field of educational research. In particular the focus will be on scholars, students and communities that have often been excluded or marginalized within educational research and practice.

New Voices in Norwegian Educational Research Edited by Elisabeth Bjørnestad Oslo and Akershus University College of Applied Sciences, Norway and Janicke Heldal Stray MF Norwegian School of Theology, Norway

A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-462-8 (paperback) ISBN: 978-94-6209-463-5 (hardback) ISBN: 978-94-6209-464-2 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved 2013 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

TABLE OF CONTENTS Series Editor Introduction Halla B. Holmarsdottir 1. New Voices in Norwegian Educational Research 1 Elisabeth Bjørnestad & Janicke Heldal Stray Part I: Motivation, Strategies and Innovation 2. Achievement Goals: What Are They and What Significance Do They Have for Students Learning and Performance? 9 Christian Brandmo 3. Achievement Motives and Achievement Goal-Type Focus: Their Relationship to Important Outcomes in the Classroom 27 Gunnar Bjørnebekk 4. Comprehending Multiple Texts: Theories, Components, and Competence 39 Øistein Anmarkrud & Leila E. Ferguson 5. How Educational Studies May Contribute to Our Understanding of Innovation 53 Dorothy Sutherland Olsen Part II: Technology and Digital Tools 6. Digital Competence and Students Productive Use of Computers in School: Observing the Role of Motivation and Family Background 69 Gréta Björk Guðmundsdóttir & Ove Edvard Hatlevik 7. Attendance in Absence: Digital Communities as an Alternative to the Classroom 83 Vegard Nergård & Ove Edvard Hatlevik 8. Approaching Filmmaking as Digital Composing: A Scandinavian Perspective 99 Øystein Gilje Part III: Teaching and Learning 9. Circle Time as Whole-Class Teaching Features, Form, and Content: A New Teaching Method in Norwegian and Swedish Lower Primary Classroom 111 Elisabeth Bjørnestad vii v

TABLE OF CONTENTS 10. Commuting : How Linguistic Diversity Is Made Relevant in Young Bilingual Girls Identity Negotiations 127 Veslemøy Rydland & Svitlana Kucherenko 11. Beliefs, Education and Pluralism: A Discussion of Concepts and the Importance of Who We Are in a Public Debate 149 Guri Jørstad Wingård 12. Democratic Citizenship in the Norwegian Curriculum: A Comparison Between International and National Policy Recommendations for Strengthening Democracy Through Education 165 Janicke Heldal Stray vi

HALLA B. HOLMARSDOTTIR SERIES EDITOR INTRODUCTION I am pleased to introduce a new book series, New Research New Voices, published and distributed by Sense Publishers. This series contains two strands, one dedicated to cutting-edge titles focusing on research methodology, and the other focusing on new theoretical and empirical developments that are unique and will provide important insights into the field of educational research across a range of contexts globally. The issues that will be highlighted in this series range from state-of-the-art scholarship on methodology to volumes focusing on new empirical and theoretical insights. The titles will comprise innovative and intellectually rigorous monographs and edited collections which bridge schools of thought and cross the boundaries of conventional approaches. The series covers a broad range of issues focusing on not only empirical-analytical and interpretive approaches, but moreover on micro and macro studies, and quantitative and qualitative methods. Likewise, the issues in this series will collectively communicate new voices, new insights and new possibilities within the field of educational research. In particular the focus will be on scholars, students and communities that have often been excluded or marginalized within educational research and practice. New Research New Voices is sponsored by the Department of International Studies and Translation (IST) as Oslo and Akershus University College (OAUC), located in Oslo Norway. This Department manages reviews of submissions and provides editorial assistance in manuscript preparation. Selected post-graduate students have the unique opportunity to gain editing and publishing experience working or interning at IST as a member of our editorial team. The series is supported by a distinguished network of leading in ternational scholars and development professionals who serve on the International Advisory Board and participate in the selection and review process for manuscript development. Working with our International Advisory Board, periodic calls are issued for contributions to this series from among the most influential associations and organizations in international studies in education, including the World Council of Comparative Education Societies and the Comparative and International Education Society, as well as a range of other education societies and networks globally. As the Editor for New Research New Voices Series, I am very pleased to introduce the first volume New Voices in Norwegian Educational Research which is a contribution to the second strand of `the series. This volume reflects on the shift in educational research traditions and ideas in Norway. The editors of this volume were interested in shedding light on the generation shift currently vii

H. B. HOLMARSDOTTIR taking place in educational research in Norway and the way in which new actors in educational research are reshaping the field. Not only is the new generation of actors challenging many of the ideas and research agendas pursued by the previous generation, but they are also expanding on and re-developing some of these ideas and research agendas. This brings to mind the publication by Crossley and Jarvis (2001) in which they engaged with researchers in the field of Comparative and International Education in an attempt to shed light on a wide range of perspectives in the contemporary reconceptualisation of comparative and international studies in education. This volume is likewise an attempt to understand and engage with the reconceptualisation of Norwegian educational research. Moreover, this volume includes the absent voices in the publication by Crossley and Jarvis (2001), namely voices from researches in the northernmost parts of Europe, from Norway in particular. Not only does the volume look at the ways in which the field is currently developing in this part of the world, but it also reflects on the prospects for the future development of the field and as such differentiates this initiative from previous state of the art projects. The explicit intention here is both to bridge and go beyond the various cultures and traditions that have, to date, generated parameters for educational research within the region. In future volumes in the New Research New Voices series, I particularly encourage the generation of scholars and research communities, policy makers, and practitioners from around the world, particularly those who have commonly been excluded or marginalized within educational research and practice. I hope this initial volume will encourage prospective authors and editors to submit manuscript proposals to the New Research New Voices series about their current research and project interests. REFERENCE Crossley, M., & Jarvis, P. (2001). Introduction: context matters. Comparative Education, 37(4), 405 408. viii