Browsing USN Open Archive by Author "Burner, Tony"
Now showing items 1-19 of 19
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A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education
Burner, Tony; Biseth, Heidi (Journal article; Peer reviewed, 2016)This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called Competence for Diversity, puts emphasis on children with minority ... -
Critical perspectives on perceptions and practices of diversity in education
Burner, Tony; Nodeland, Tuva Skjelbred; Aamaas, Åsmund (Journal article; Peer reviewed, 2018)The term diversity has been a topic of discussion in educational research and has received increased atten-tion in recent years. Often, the focus has been on the use of the term at policy level. In this article, teacher ... -
Doctorateness across Higher Education Institutions in Norway
Burner, Tony; Bjerkholt, Eva; Gaathaug, André Vagner; Kleiven, Synne; Ljoså, Tone Marte (Journal article; Peer reviewed, 2020)This article investigates doctorateness in Norway by evaluating the juridical regulations for doctoral studies at all PhD-awarding universities and university colleges according to the following categories: admission, ... -
Ethical dimensions when intervening in classroom research
Burner, Tony (Journal article; Peer reviewed, 2016)There is an increasing amount of educational research that aims at intervening in classroom teaching and learning practices, partly as a response to “what works” in education. However, few researchers ask the fundamental ... -
EvaFag 2025: Evaluering av Fagfornyelsen : Realiseringer av læreplanen i spesifikke fag. Arbeidspakke 1, Delrapport 1
Burner, Tony; Alvestad, Karl Christian; Brazier, Eirik; Gustavsen, Trond Stølen; Kacerja, Suela; Ruud, Lise Camilla; Salvesen, Geir Sigvard; Schipor, Delia (Skriftserien fra Universitetet i Sørøst-Norge;91, Report, 2022)Denne delrapporten rapporterer fra kvalitative data fra et pågående longitudinelt evaluerings-prosjekt, «Evaluering av hvordan Fagfornyelsen realiseres i spesifikke fag 2021-2025», forkortet «EvaFag2025». Det har vært ... -
EvaFag 2025: Evaluering av fagfornyelsen : «Det er jo ikke sånn at vi skal finne opp kruttet når ting virker» Kontinuitet og endring i fag og klasserom som følge av implementering av fagfornyelsen. Første samlerapport
Bergsgard, Nils Asle; Alvestad, Karl Christian; Brazier, Eirik; Burner, Tony; Gustavsen, Trond; Hjardemaal, Finn; Kacerja, Suela; Møller, Geir; Ruud, Lise Camilla; Salvesen, Geir; Schipor, Delia (Skriftserien fra Universitetet i Sørøst-Norge;94, Report, 2022)Denne samlerapporten oppsummer første runde i et pågående longitudinelt evalueringsprosjekt, «Evaluering av hvordan Fagfornyelsen realiseres i spesifikke fag 2021-2025», forkortet «EvaFag2025». I arbeidspakke 1 har det ... -
EvaFag 2025: Evaluering av Fagfornyelsen Mellom frihet og struktur – evaluering av fagfornyelsen i grunnskolen. Arbeidspakke 2, Delrapport 1
Møller, Geir; Bergsgard, Nils Asle; Salvesen, Geir Sigvard; Burner, Tony (Skriftserien fra Universitetet i Sørøst-Norge;117, Report, 2023)Denne rapporten viser resultater fra en spørreundersøkelse om fagfornyelsen som er rettet mot lærere og skoleledere i grunnskolen. Formålet med undersøkelsen har for det første vært å belyse om fagfornyelsen har ført til ... -
EvaFag 2025: Evaluering av Fagfornyelsen: Suksess, muligheter, spenninger og hindringer i implementering av LK20 i fire fag. Arbeidspakke 1, Delrapport 2
Burner, Tony; Alvestad, Karl Christian; Gustavsen, Trond Stølen; Kacerja, Suela; Ruud, Lise Camilla; Salvesen, Geir Sigvard; Schipor, Delia (Skriftserien fra Universitetet i Sørøst-Norge;129, Report, 2023)Denne delrapporten rapporterer fra andre runde med kvalitative data fra et pågående longitudinelt evalueringsprosjekt, «Evaluering av hvordan LK20 realiseres i spesifikke fag 2021-2025», forkortet «EvaFag2025». Det har ... -
Face-to-face promotive interaction leading to successful cooperative learning: A review study
Kristiansen, Selma Dzemidzic; Burner, Tony; Johnsen, Berit Helene (Journal article; Peer reviewed, 2019)The article presents a review of 34 studies conducted from 1995 to 2017 focusing on face-to-face promotive interaction (FtFPI) factors that may lead to successful cooperative learning (CL) in small groups, as guided by the ... -
Face-to-face promotive interaction leading to successful cooperative learning:Review study
Kristiansen, Selma Dzemidzic; Burner, Tony; Johnsen, Berit Helene (Journal article; Peer reviewed, 2019)The article presents a review of 34 studies conducted from 1995 to 2017 focusing on face-to-face promotive interaction (FtFPI) factors that may lead to successful cooperative learning (CL) in small groups, as guided by the ... -
Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study
Tavakoli, Elaheh; Amirian, Mohammad Reza; Burner, Tony; Davoudi, Mohammad; Ghaniabadi, Saeed (Peer reviewed; Journal article, 2019)This validation study was undertaken to evaluate the construct of Formative Assessment of Writing (FAoW) operationalized by an instrument with 50 Likert scale items. To identify the EFL learners’ experiences of FAoW ... -
Language, citizenship and schooling: A minority teacher's perspective
Burner, Tony; Osler, Audrey (Peer reviewed; Journal article, 2021)In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers’ perspectives are vital in informing inclusive educational ... -
PhD revisited: Formative assessment of writing in English: A school- based study of perceptions, practices and transformations
Burner, Tony (Chapter, 2019)This chapter reports from a doctoral study (Burner, 2016a) that explored teacher and student perceptions and practices of formative assessment (FA) in English writing classes. Four English teachers and their students (N=100) ... -
Skolebaserte fellesskap for læring og forskning
Burner, Tony (Journal article; Peer reviewed, 2011)I denne artikkelen viser jeg hvordan teori og praksis, lærerutdanning og læreryrke, forsker, lærer og lærerstudent kan møtes i et så likeverdig samarbeidsforhold som mulig. Gjennom aksjonslæring og aksjonsforskning som ... -
Student perspectives on formative feedback as part of writing portfolios
Bader, Monika; Burner, Tony; Iversen, Sarah Hoem; Varga, Zoltan (Journal article; Peer reviewed, 2019)Despite the crucial role that students play in formative assessment practices, student perspectives on such practices are relatively under-researched. Through a qualitative analysis of 128 reflection notes written by student ... -
Studentaktive vurderingsformer i norsk lærer- og optometriutdanning
Burner, Tony; Baraas, Rigmor C.; Falkenberg, Helle Kristine (Journal article; Peer reviewed, 2011)Medstudentvurdering er en form for studentarbeid som er blitt tatt i bruk og forsket på i større omfang internasjonalt enn nasjonalt. Her presenteres to casestudier med bruk av medstudentvurdering fra to ulike profesjons ... -
Students' perceptions and use of a new digital tool in teacher education
Bader, Monika; Iversen, Sarah Hoem; Burner, Tony (Peer reviewed; Journal article, 2021)This article investigates how student teachers of English at two different teacher education institutions perceive and use a new digital tool, OneNote Class Notebook. The intervention study explores student responses to ... -
Utvikling av samarbeidsformer mellom lærerutdanning og skole-/barnehageeier : fase 1: kartlegging av eksisterende samarbeid
Burner, Tony; Lybæk, Lena (Rapporter fra Høgskolen i Buskerud;77, Peer reviewed; Research report, 2010-05)Denne rapporten danner grunnlaget for å utvikle et varig samarbeid mellom skoleeier (ved kommunen) og høyskole (ved avdeling for lærerutdanning) som går utover den ordinære praksisavviklingen til lærerstudentene. I skrivende ... -
Why is educational change so difficult and how can we make it more effective?
Burner, Tony (Journal article; Peer reviewed, 2018)One main issue in educational research and policy is educational change. Educational authorities, scholars and teachers working with educational change should ask themselves why educational change is necessary, reflect on ...