Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Elisabeth Hesjedal"'
Publikováno v:
Education Sciences, Vol 13, Iss 8, p 774 (2023)
In this article, we describe the mixed methods research (i.e., quantitative survey and qualitative interviews) we conducted to investigate adapted education for gifted students in Norway. The survey results showed that the teachers (n = 132) used dif
Externí odkaz:
https://doaj.org/article/b38f2af8625e42e4b40418c75e1253c1
Publikováno v:
Nordic Studies in Education, Vol 41, Iss 3, Pp 219-238 (2021)
Norwegian educational policy focuses on inclusive, equivalent, and adapted education for all. We followed procedures for an inductive thematic approach to explore the educational experiences of seventeen gifted students (age twelve – fifteen). The
Externí odkaz:
https://doaj.org/article/bcdf0f0abec04d16b0f95367f0e3898b
Publikováno v:
Gifted and Talented International
In countries with no clear policy regarding gifted students, teachers are vital. Norway is such a case. Teachers might have stereotypical views and need knowledge about gifted students to facilitate them appropriately. This article aims to give descr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::52001bcaf96fae664d2a145a03b1abb2
https://hdl.handle.net/11250/3040812
https://hdl.handle.net/11250/3040812
Autor:
Elisabeth Hesjedal, Lise Øen Jones
Artikkelen undersøker lærerens rolle i den spesialpedagogiske tiltakskjeden og videre hvordan elevens medvirkning kan inkluderes i denne prosessen. Tiltakskjeden består av seks faser hvor lærerens rolle er særlig viktig i første, femte og sjett
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dece3d592e82a4084ba851caa93ad7f6
https://doi.org/10.52145/sbxk7066
https://doi.org/10.52145/sbxk7066
Autor:
Elisabeth Hesjedal
Publikováno v:
The International Journal of Children's Rights
The attention to children’s participation has increased dramatically during the last decade. Compared to the literature in the educational field, the literature on children’s participation in the social and health fields seems to be developing ra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2a04dc1c3b185744db836b9124546a4c
https://hdl.handle.net/11250/2992187
https://hdl.handle.net/11250/2992187
Autor:
Tove Hagenes, Per Ivar Kjærgård, Linnéa K. Jermstad, Astrid Øien Halsnes, Anne Karin Rudjord Unneland, Ursula Småland Goth, Svitlana Holovchuk, Lise Øen Jones, Liv Oddrun Voll, Torgeir Landro, Kristin Aadland-Atkinson, Ingunn Reigstad, Hilde Sundnes, Miroslava Tokovska, Espen Schønfeldt, Elisabeth Hesjedal, Erik Goth Småland, Gunnvi Sæle Jokstad
I rammeplanen for barnehagen kan vi lese at barn skal få mulighet til å utvikle evnen til å vise solidaritet ved å handle lokalt, nasjonalt og globalt. Tidligere forskning viser at solidaritetsarbeid i barnehager gir positive og negative assosias
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::78c74742db064ab61867ed984f83e8d5
https://hdl.handle.net/11250/2759461
https://hdl.handle.net/11250/2759461
Autor:
Elisabeth Hesjedal
Publikováno v:
Norsk pedagogisk tidsskrift. 101:304-314
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::630ad12b138816989577ac7f468e5cc4
https://doi.org/10.18261/issn.1504-2987-2017-04-03
https://doi.org/10.18261/issn.1504-2987-2017-04-03
Publikováno v:
European Journal of Social Work. 19:841-855
Meeting the educational needs of young people in the child welfare system (CWS) requires effective collaboration between the CWS and the education system. In Norway and in other countries, there is an increased focus on interprofessional collaboratio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::039db3a3d72f12d5962fe9909f749237
https://doi.org/10.1080/13691457.2015.1084268
https://doi.org/10.1080/13691457.2015.1084268
Publikováno v:
International Journal of Inclusive Education. 19:1280-1293
Issues concerning interprofessional collaboration (IPC) for children at risk have become a priority globally as well as in Norway. By international standards, the Norwegian educational system is regarded as inclusive and collaborative in terms of the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::56b763ff4b882dab2765c538bbf647d6
https://doi.org/10.1080/13603116.2015.1057241
https://doi.org/10.1080/13603116.2015.1057241