Adaptive Learning (Master)

NO EN Adaptive Learning (Master) The programme in adapted learning with further study of pedagogics or didactics, Norwegian, mathematics, RLE, occupational-didactics or special-needs education is an academic study-programme, two or three years in duration, of 120 ECTS credits. It is organised as a group- and web-based full-time or part-time study course which demands active collaboration from candidates working together with other followers of the course, with subject teachers, and in group work. At the start of the course an agreement is made with the individual candidate on the studyplan. The completed course results in a master's degree in special education, with advanced study in one of the above-named subject areas. The programme is theory, action, and method oriented, with a clear academic and research basis. The casework is related to a variety of groups of children, young people and adults in education, wherever special education is of central importance. A minimum of 80% participation in the classes (meetings) is required. MASTER IN ADAPTIVE LEARNING ECTS Credits 120 Study level Master Start semester Autumn 2017 Teaching language Norwegian Campus The of Bodø JAN BIRGER JOHANSEN Programme coordinator Timelønnet 1013 Professor jan.b.johansen@nord.no CHARLOTTA MARIA LANGEJAN Academic advisor Rådgiver Phone: +47 75 51 73 24 charlotta.m.langejan@nord.no JOB OPPORTUNITIES Page 1 of 19

Opportunities for work in research and educationposition of lector in schoolpositions in official administrationguidance work and leadership positionsspecial-needs personnel in posts in kindergarten/school, pedagogical/psychologi...cal posts, counselling, in competence centres and similar, and current institutionspersonnel in pedagogical undertakings in the training system, where employers require academic schooling and competence in innovationthe study course also gives qualifications for university work, as a further-education lecturer in various departments, for research and development work and similar employment. FURTHER EDUCATION A completed Master degree in special-needs education with further study in pedagogics/didactics, Norwegian, mathematics, RLE, occupational didactics,or special needs pedagogics with satisfactory grades is a qualification for entr...y to doctoral studies. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Completed Bachelor degree equivalent to a Norwegian Bachelor degree, with an average grade of C or better. Language requirement View general admission information View specific application...deadlines Further study in general pedagogics/didactics:teacher training and, or including, a pedagogical /didactic element of altogether 60 study-points with grading C or better. Students with other different combinations of studies in pedagogics or special-needs pedagogics can also be admitted after individual discernment.advanced Norwegian:Teacher-training and, or including, 60 ECTS credits in Norwegian with a grade of C or better.advanced Mathematics: Teacher-training and, or including, 60 ECTS credits in Mathematics with a grade of C or better.advanced RLE: Teachertraining and, or including, 60 ECTS credits in RLE with a grade of C or better.advanced Occupational-didactics: A completed 3-year occupational or professional training (bachelor, cand.mag.,or the equivalent).at least 80 pedagogical study-points (60 ECTS credits+ 20 ECTS credits for a pedagogically-related subject), undertaken during the above or as an addition, with a grade of C or better.advanced Special-Needs pedagogics:teacher-training and, or including, 60 ECTS credits in special needs pedagogics with a grade of C or better.for all advanced subjects:the university can recognise other documented qualifications which wholly or partly compare with the above lines of education.students with different combinations of other documented subject or subject-didactics training can also be accepted based on an individual assessment. Page 2 of 19

Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2017 Philosophy of Science and Research Methodology (1/2) ST308L Research and Contemporary Debates (1/2) ST312L CHOOSE SPECIALISATION 20 SP 10 SP Mandatory courses 30 ECTS Credits Specialization 30 ECTS Credits Master Thesis 30 ECTS Credits Special Education Matematikkdidaktikk - mastermodul Norskdidaktikk - mastermodul Utviklings- og læringsarbeid - mastermodul Spring 2018 Philosophy of Science and Research Methodology (2/2) ST308L 20 SP Research and Contemporary Debates (2/2) ST312L 10 SP 2ND STUDY YEAR Autumn 2018 CHOOSE COURSE Master's Thesis (1/2) - Master Thesis Master's Thesis (1/2) - Master Thesis Spring 2019 CHOOSE COURSE Master's Thesis (2/2) - Master Thesis Master's Thesis (2/2) - Master Thesis Page 3 of 19

Study plan PROGRAMME DESCRIPTION The programme in adapted learning with further study of pedagogics or didactics, Norwegian, mathematics, RLE, occupational-didactics or special-needs education is an academic study-programme, two or three years in duration, of 120 ECTS credits. It is organised as a group- and web-based full-time or part-time study course which demands active collaboration from candidates working together with other followers of the course, with subject teachers, and in group work. At the start of the course an agreement is made with the individual candidate on the study-plan. The completed course results in a master s degree in special education, with advanced study in one of the above-named subject areas. The programme is theory, action, and method oriented, with a clear academic and research basis. The casework is related to a variety of groups of children, young people and adults in education, wherever special education is of central importance. A minimum of 80% participation in the classes (meetings) is required. LEARNING OUTCOMES Knowledge The candidate should on successful completion of the programme have: A thorough knowledge of the implementation of special-needs education in the education system Good knowledge of special-needs education at the level of the individual and the system Broad pedagogical insight into the education system, where work environments require both academic knowledge and additional practical competence in innovation work Good knowledge of school leadership Skills The candidate should on successful completion of the programme be able to reflect critically over his/her own depth of knowledge and corresponding breadth in the master s course make use of the knowledge by reflecting on and updating research topics at local, regional, and international levels analyse different cultures in the northern area with respect to background and ideology General Competence The candidate should be able to make use of his/her abilities to build up his/her own competence FURTHER EDUCATION A completed Master degree in special-needs education with further study in pedagogics/didactics, Norwegian, mathematics, RLE, occupational didactics,or special needs pedagogics with satisfactory grades is a qualification for entry to doctoral studies. STUDY ABROAD It is possible for part of this study programme to be taken abroad. COSTS No specific costs other than semester registration fee and course literature. SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING If the applicant does not fulfill the requirements for the Higher Education Entrance Qualification but has experience-based competence relevent to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements. General arrangements for recognition of prior learning Page 4 of 19

EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".refer to applicable legislation, rules and regulations ASSESSMENT METHODS Descriptions of the various forms of exams and other assessment forms are found in the course descriptions. GRADUATION REQUIREMENTS Master's thesis. PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system. QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to applicable legislation, regulations and related guidelines Page 5 of 19

Subject descriptions (9) Philosophy of Science and Research Methodology ST308L This subject gives candidates insight into pedagogical research and also give them the ability to plan a methodical, scientific, theoretically-sound research project. The traditional way of distinguishing between quantitative and qualitative research is often artificial in a pedagogical and special-needs pedagogical context. We have chosen to divide the subject into four sections: design, research method, research tools, the presentation of research. No costs except semester registration fee and syllabus literature. PHILOSOPHY OF SCIENCE AND RESEARCH METHODOLOGY ST308L ECTS Credits 20 Level Course type Start semester Graduate degrees Compulsory. Autumn 2017/spring 2018 Year of study Course location Teaching language 1st study year Bodø. The of JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor jan.b.johansen@nord.no COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Page 6 of 19

LEARNING OUTCOMES On successful completion of the course: Knowledge: The candidate should have A thorough knowledge of concepts, theories and methods which form the basis of pedagogical and special-needs pedagogical research A comprehensive knowledge of different views in academic theory A broad overview of the chief strategies used in pedagogical and special-needs pedagogical research Insight into the whole research process, from the formulation of projects to work with data and data presentation. Skills: The candidate shall be able to Analyse the use of design, method and scientific theory s approach to shed light on the practical formulation of a problem Plan and carry out an independent piece of research at master-degree level. General competence: Candidates shall be able to Reflect critically on their own and others research. Offered as a free-standing course: Requires entry to the master in special-needs education. PREREQUISITIES Admission to the program. MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS This topic is organised as a separate course connected to different subjects, where knowledge-theory s problem-solving accompanies questions of research method which are being dealt with. Theoretical topics will be illustrated by lectures, casework, the development of experiences, and by discussion in groups or in plenary sessions. This presupposes a considerable amount of individual study, and collective work in meetings. Page 7 of 19

RECOMMENDED OR REQUIRED READING Brekke, M. (2006). Å begripe teksten: om grep og begrep i tekstanalyse. Kristiansand: HøyskoleForlaget (250 sider) Goodson, I. (2013). Developing Narrative Theory. Life stories and personal representation. Hoboken: Taylor and Francis (145 sider) Nilssen, V. (2012). Analyse i kvalitative studier. Den skrivende forskeren. Oslo: Universitetsforlaget. (190 sider) Fangen, K. (2008). Deltakende observasjon. Bergen: Fagbokforlaget. (300 sider) Kvale, S. og Brinckmann, S. (2009). Det kvalitative forskningsintervju. Oslo: Gyldendal akademisk (337 sider) Gilje, N. og Grimen, H.(2011). Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget. (276 sider) Johannessen, A., Tufte, P.A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. Oslo: Abstrakt forlag. (436 sider) Total 1934 pages Suppert litterature: Robert K. Yin (2014). Case study research: Design and methods. Los Angeles, Calif: Sage. Halkier, B. (2010). Fokusgrupper. Oslo: Gyldendal akademisk. Holte, K. H., Jamissen, G. & Ohlmann, C. (2012). Digitalt fortalte historier. Refleksjon for læring. Oslo: Cappelen Damm Akademisk. Thagaard, T. (2010). Systematikk og innlevelse, en innføring i kvalitativ metode. Oslo: Fagbokforlaget. Fuglseth, K., & Skogen, K. (2006). Masteroppgaven i pedagogikk og spesialpedagogikk. Oslo: Cappelen akademisk. NESH (Den nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora ) (2006): Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi http://www.etikkom.no/retningslinjer/neshretningslinjer/neshretningslinjer/06 Postholm, M.B.(2010). Kvalitativ metode: En innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget. Nyeng, F. (2012). Nøkkelbegreper i forskningsmetode og vitenskapsteori. Bergen, Fagbokforl. Fossland, T. & Thorsen, K. (2010). Livshistorier i teori og praksis. Bergen: Fagbokforlaget. Ringdal, K. (2013). Enhet og mangfold. Samfunnsvitenskapelig forskning og kvantitativ metode. Bergen: Fagbokforlaget. Løkken, G. (2012). Levd observasjon. En vitenskapsteoretisk kommentar til observasjon som forskningsmetode. Oslo: Cappelen Damm as. Aase, T. H. & Fossåskaret. (2014). Skapte virkeligheter. Om produksjon og tolkning av kvalitative data. Oslo: Universitetsforlaget. PROFESSIONAL PRACTICE n/a ASSESSMENT AND EXAMINATIONS Assignment (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). OVERLAPPING COURSES ST304L Philosophy of Science and Research Methodology - 20 study points. ST304L-001 Philosophy of Science and Research Methodology - 20 study points. Page 8 of 19

Research and Contemporary Debates ST312L This subject gives knowledge of new research and up-to-date topics within the field of special-needs education. Current questions may be research connected with initiative in special-needs pedagogics, special-needs education, culture, society, ethnicity, socialisation, problems in training, relationships between the home and educational establishments. No costs except semester registration fee and syllabus literature. RESEARCH AND CONTEMPORARY DEBATES ST312L ECTS Credits 10 Level Course type Start semester Graduate degrees Compulsory. Autumn 2017/spring 2018 Year of study Course location Teaching language 1st study year Bodø. The of JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor jan.b.johansen@nord.no COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. LEARNING OUTCOMES This subject offers the following outcomes: Knowledge: the candidates shall on successful completion of the course have: A thorough knowledge of current practical and locally important research topics in special-needs education and related subject areas Good knowledge of Northern Norwegian relations with the neighbouring High North A broad insight into other present-day local. regional. national and international research topics Skills: Candidates shall on successful completion of the course be able: to reflect critically on their own progress to employ this knowledge to reflect on practical research topics, both of local, regional and international levels to analyse different cultures in the northern area in respect of background and ideology General Competence: Candidates shall be able to use their proficiency in building up their own levels of competence MODE OF DELIVERY Face-to-face. Page 9 of 19

TEACHING ACTIVITIES AND METHODS Various, including lectures and discussion in groups or in plenary session. RECOMMENDED OR REQUIRED READING Recommended or required reading: The required reading consists of 500 pages of text, self-chosen reading according to given criteria. The criteria for these pages are as follows: the students chosen reading shall have breadth, and show that they are up-to-date in the subject, they shall have read current researched-based special-needs-pedagogical, pedagogical, or similarly related articles, books, official reports etc. Students shall demonstrate knowledge of the subject area s most recent agenda. The reading list shall not include a student s own master s thesis, and ought not to overlap the reading list connected with that for the master s thesis For `articles, the periodicals Spesial pedagogikk, Utdanning, Psykoligi i kommunen, and Bedre skole are examples of current periodicals, and possibly other international periodicals. 1.The list must include at least 75 pages from articles dating from the last three years 2. The list can include pages from serious researchers/organisations. Give the internet address, together with, if possible, the publisher s name, and the year and date you found this on the Internet give these details with the text. 3. The list can include recent books on special-needs education; for example, collection of articles not older than 5 years. 4.The list must be formally presented. The number of pages must be given for each article. 5. The titles on the list must be of a relatively high professional standard and, above all, research-based. Titles that are used on a lower level (Special-needs Pedagogics2, teaching, pre-school teaching and the like) are not acceptable. 6. At least 60 pages must be in English. 7. The number of pages shall be totalled. This topic is usually taken in the third semester, with an individual oral examination. The time of this is decided by the student advisor. The reading list must be approved by 10 days, at the latest, before the oral examination. PROFESSIONAL PRACTICE n/a ASSESSMENT AND EXAMINATIONS Oral examination (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Page 10 of 19

(Special Education) Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. PE332L No costs except semester registration fee and course literature. SPECIAL PEDAGOGICAL CHALLENGES IN KINDERGARTENS AND SCHOOLS: OPPORTUNITY AND GROWTH. PE332L ECTS Credits 30 Level Course type Start semester Graduate degrees Compulsory. Autumn 2017/spring 2018 Year of study Course location Teaching language 1st study year Bodø. The of NATALLIA BAHDANOVICH HANSSEN Course coordinator Stipendiat Phone: +47 75 51 77 64 natallia.b.hanssen@nord.no COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 11 of 19

RECOMMENDED OR REQUIRED READING Required Erdis, M. g Bjerke, A.-K. (2009). Juss for pedagoger. Fagbokforlaget, (112 s.) Eriksen, K., E.; Halkier, L. (2012) Utviklingsstøtte til barn i barnehagen 1. utg., Kommuneforlaget, (128 s.) Gjærum, B., Grøholt, B., Sommerschild, H.(red). (2003). Mestring som mulighet i møte med barn, ungdom og foreldre. 4. opplag, Oslo: Universitetsforlaget (355 s.) Helland, T. (2012) Språk og dysleksi. Fagbokforlaget (336 s.) Holland, H. (2013) Varig atferdsendring hos barn krever varig atferdsendring hos voksne, 1. utg. Gyldendal Akademisk (200 s.) Johannessen, A., Tufte, P. A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. 4. utgave 2. opplag, Abstrakt forlag. Kap. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16,17, 26 og 27. (194 s.) Johannessen, E., E. Kokkersvold og L. Vedeler. (2010), Rådgivning. Tradisjoner, teoretiske perspektiver og praksis. 3. utg. Oslo: Gyldendal Akademisk (300 s.) Lassen, L. (2014), Rådgivning. Kunsten å hjelpe og sikre vekstfremmende prosesser. 2. utg. Oslo: Universitetsforlaget (180 s.) Lyster, S-A H. (2012), Elever med lese- og skrivevansker. Hva vet vi? Hva gjør vi? Oslo: Cappelen DAMM Akademisk. (110 s.) Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas & Hulme, Charles (2012). Phonological Skills and Their Role in Learning to Read: A Meta- Analytic Review. Psychological bulletin. ISSN 0033-2909. 138(2), s 322-352. doi: 10.1037/a0026744 (30 s) Morken, I. (2012). Normalitet og avvik. Spesialpedagogiske utfordringer en innføring. 2. utgave, Cappelen Damm, (172 s.) Nordahl, T. (red.)(2012), Bedre læring for alle elever. Om skoler som har problemer med elever, og om elever som har problemer i skolen. Oslo: Gyldendal Akademisk (214 s.) Ogden, T. (2015). Sosial kompetanse og problematferd blant barn og unge. 1. utgave, Gyldendal Akademisk (282 s.) Roland, R. (2014) Mobbingens psykologi. 2 utgave, Universitetsforlaget, Oslo, (224 s.) Skagen, K. (red.)(2011), Kunnskap og handling i pedagogisk veiledning. 2. utg. kap. Innl., 3, 4, 7, 9, 10, 11 og 12. Bergen: Fagbokforlaget (156 s.) Additional: Bele, I.B. (2009). Språkvansker. Teoretiske perspektiver og praktiske utfordringer. (2. opplag) Oslo: Cappelen Akademisk Forlag (261 s.) Egan, G. (2007), The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping. Belmont, California: Thomson Brooks/Cole. Egeberg, E. (2012). Flere språk flere muligheter. Flerspråklighet, tilpasset opplæring og spesialpedagogisk metodikk. Cappelen Damm, Oslo, (220 s.) Hagtvedt, B. E. (2004). Språkstimulering: tale og skrift i førskolealderen. 2. utg. Cappelen akademisk (445 s.) Høien T., Gabrielsen E., Heber E. (2008). Unge og voksne med lesevansker. Bryne. Logometrica. (148 s.) Høien, T. og Lundberg, I. (2012). Dyslexi. Fra teori til praksis. 5. utgave. Gyldendal Akademisk, Oslo, (310 s.) Killen, K.(2009). Sveket. Barn i risiko og omsorgssituasjoner. 4. utg. Oslo: Kommuneforlaget Lassen, L. og N. Breilid. (2010), Den gode elevsamtalen. Oslo: Gyldendal Akademisk Mathiesen, I. H. og Vedøy, G. (2012). Spesialundervisning drivere og dilemma. Rapport IRIS 2012/017 http://www.ks.no/pagefiles/25031/iris Rapport 2012-017 Spesialundervisning - drivere og dilemma.pdf Ogden, T. (2012), Klasseledelse. Praksis, teori og forskning Oslo: Gyldendal Akademisk (172 s.) Skau, G.M. (2007), Gode fagfolk vokser. Personlig kompetanse i arbeid med mennesker. Oslo: Cappelen Akademisk Forlag Tezchner, S. v. (2012). Utviklingspsykologi. 2. utgave. (Kapittel 16. Utvikling av kommunikasjon og språk, s. 400-451) Gyldendal Akademisk, Oslo, (51 s.) Utdanningsdirektoratet (2014).Utdanningsspeilet 2014. Tall og analyse av grunnopplæringen i Norge. http://utdanningsspeilet.udir.no Utdanningsdirektoratet: Rammeplan for barnehagens innhold og oppgaver, http://www.udir.no/barnehage/rammeplan/rammeplan-forbarnehagens-innhold-og-oppgaver/ PROFESSIONAL PRACTICE No. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2017 autumn). Compulsory participation, worth 0/100 of the grade (first instance 2017 autumn). Assignment, worth 45/100 of the grade (first instance 2017 autumn). Written examination, 6 Hours. Worth 55/100 of the grade (first instance 2017 autumn). OVERLAPPING COURSES PE306L Interplay and behaviour problems - 30 study points. SPD5000 Special Pedagogical challenges in schools: Opportunity and growth. - 30 study points. Page 12 of 19

(Matematikkdidaktikk - mastermodul) Current research in mathematics education, part 1, master module MAT5008 CURRENT RESEARCH IN MATHEMATICS EDUCATION, PART 1, MASTER MODULE MAT5008 ECTS Credits 15 Level Graduate degrees Course type Start semester Autumn 2017 Year of study Course location Teaching language 1st study year The of English and Norwegian ØYVIND JACOBSEN BJØRKÅS Course coordinator Førsteamanuensis Phone: +47 75 51 77 54 oyvind.j.bjorkas@nord.no ASSESSMENT AND EXAMINATIONS Presentation, 1 Hours (first instance 2017 autumn). Compulsory participation, worth 0/100 of the grade (first instance 2017 autumn). OVERLAPPING COURSES MA300L Mathematics Education - 7.5 study points. Page 13 of 19

(Matematikkdidaktikk - mastermodul) Current research in mathematics education, part 2, master module MAT5009 CURRENT RESEARCH IN MATHEMATICS EDUCATION, PART 2, MASTER MODULE MAT5009 ECTS Credits 15 Level Graduate degrees Course type Start semester Spring 2018 Year of study Course location Teaching language 1st study year The of English and Norwegian ØYVIND JACOBSEN BJØRKÅS Course coordinator Førsteamanuensis Phone: +47 75 51 77 54 oyvind.j.bjorkas@nord.no ASSESSMENT AND EXAMINATIONS Assignment (first instance 2018 spring). Compulsory participation, worth 0/100 of the grade (first instance 2018 spring). Compulsory participation, worth 0/100 of the grade (first instance 2018 spring). OVERLAPPING COURSES MA300L Mathematics Education - 7.5 study points. Page 14 of 19

(Norskdidaktikk - mastermodul) Norwegian Didactics, master module NOR5008 NORWEGIAN DIDACTICS, MASTER MODULE NOR5008 ECTS Credits 30 Level Graduate degrees Year of study Course location 1st study year JOSTEIN GREIBROKK Course coordinator Course type Start semester Autumn 2017/spring 2018 Teaching language The of Førsteamanuensis Phone: +47 75 51 72 58 jostein.greibrokk@nord.no ASSESSMENT AND EXAMINATIONS Assignment (first instance 2017 autumn). Compulsory work, worth 0/100 of the grade (first instance 2017 autumn). Compulsory work, worth 0/100 of the grade (first instance 2017 autumn). Compulsory participation, worth 0/100 of the grade (first instance 2017 autumn). OVERLAPPING COURSES NO301L Norwegian Didactics - 15 study points. TO301L Inclusive Education; Norwegian - 15 study points. Page 15 of 19

(Utviklings- og læringsarbeid - mastermodul) Developmental and learning work, master module DID5000 DEVELOPMENTAL AND LEARNING WORK, MASTER MODULE DID5000 ECTS Credits 30 Level Course type Start semester Graduate degrees Autumn 2017/spring 2018 Year of study Course location Teaching language 1st study year The of FREDRIK KARL HENRY RUSK Course coordinator Førsteamanuensis Phone: +4775517411 fredrik.k.rusk@nord.no Page 16 of 19

RECOMMENDED OR REQUIRED READING Forsman, L. & Hansen, S-E. (2017). Allmändidaktik. Stockholm: Studentlitteratur. Melander, H., & Sahlstro m, F. (2010). La rande i interaktion. Stockholm: Liber. Bjarnø, V., Nergård, M. E., & Aarsæther, F. (2017). Språklig mangfold og læring. Didaktikk for flerspråklige klasserom. Oslo: Gyldendal Akademisk. Engelsen, B. U. (2015). Kan læring planlegges? Arbeid med læreplaner hva, hvordan og hvorfor? Oslo: Gyldendal Akademisk. Hattie, J. (2012). Synlig læring for lærere. Maksimal effekt på læring. Cappelen Damm. Nielsen, K. & Klitmøller, J. (2017). Blinde pletter i den synlige læring - Kritiske kommentarer til «Hattierevolutionen». Nordic Studies in Education, 37(1), 3 18. Nuthall, G. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. The Teachers College Record, 107(5), 895 934. Paul A. Kirschner & Jeroen J.G. van Merriënboer (2013). Do Learners Really Know Best? Urban Legends in Education, Educational Psychologist, 48:3, 169-183 Hirsch, E. D. (2000). You can always look it up or can you? American Educator. Nerheim Hopfenbeck, T. (2011). Fra teoretiske modeller til klasseromspraksis: Hvordan fremme selvregulert læring? Norsk Pedagogisk Tidsskrift, 95(5), 360-373. Engelsen, B. U. (2017). Samme sak? Norsk pedagogisk tidsskrift, 101(01), 57-67. Inkludering og mangfold Hansen, J. (2013). Limits to inclusion. International Journal of Inclusive Education 16(1), 89 98. Sahlstro m, F., Forsman, L., Hummelstedt-Djedou, I., Po rn, M., Rusk, F., & Slotte-Lu ttge, A. (2013). Spra k och identitet i undervisning - inga konstigheter. Stockholm: Liber. (Del 2, ss. 72 117) Gardner, R. (2012). Conversation analysis in the classroom. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 593 611). West Sussex: Wiley-Blackwell. Walsh, S. (2011). Exploring Classroom Discourse. New York: Routledge. (kap. 1, ss. 1 23). Walsh, S. & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247 266. Sahlström, F. (2008). Från lärare till elever, från undervisning till lärande. Vetenskapsrådet, Stockholm. (ss. 14 82) Skarbø Solem, M. (2016). Hvem vet best? - En samtaleanalytisk studie av elever og læreres kunnskapsforhandling i helklassesamtaler. Avhandling for graden ph.d. Institutt for lingvistiske og nordiske studier. Det humanistiske fakultet. Universitetet i Oslo. (ss. 7 9, 11 44, 49 64). ASSESSMENT AND EXAMINATIONS Assignment (first instance 2017 autumn). Compulsory work 1, worth 0/100 of the grade (first instance 2017 autumn). Compulsory work 2, worth 0/100 of the grade (first instance 2017 autumn). Compulsory work 3, worth 0/100 of the grade (first instance 2017 autumn). Compulsory participation, worth 0/100 of the grade (first instance 2017 autumn). Presentation, worth 0/100 of the grade (first instance 2017 autumn). OVERLAPPING COURSES DI300L Didactics - 20 study points. TO300L Central elements in inclusive education - 10 study points. Page 17 of 19

Master's Thesis ST313L MASTER'S THESIS ST313L ECTS Credits 60 Level Course type Start semester Graduate degrees Autumn 2018/spring 2019 Year of study Course location Teaching language 2nd study year The of JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor jan.b.johansen@nord.no ASSESSMENT AND EXAMINATIONS Master Thesis (first instance 2015 autumn). Presentation, worth 0/100 of the grade (first instance 2015 autumn). Page 18 of 19

Master's Thesis ST314L MASTER'S THESIS ST314L ECTS Credits 30 Level Course type Start semester Graduate degrees Compulsory. Autumn 2018/spring 2019 Year of study Course location Teaching language 2nd study year Bodø. The of JAN BIRGER JOHANSEN Course coordinator Timelønnet 1013 Professor jan.b.johansen@nord.no ASSESSMENT AND EXAMINATIONS Master Thesis (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Presentation, worth 0/100 of the grade (first instance 2015 autumn). Page 19 of 19