Ronald Erwin Arno Nolet

Norwegian version of this page Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies

Press photo

Norwegian version of this page Position

External Affiliation

Contact

+4769608125

+4748140054

ronald.nolet@hiof.no

Study place

Halden

Office nr.

FU1-76

Academic interests

Didactics in social sciences, development of student active teaching and performance, Learning in Debth, Thinking Skills

In addition my interests are Social Geography, History and Political Science

Courses taught

Courses in didactics in Social Geography, History and Political Science, Intercultural Studies in Teacher Education

Background

I was born in the Netherlands and came to Norway in 1975. My entire carreer is taken in Norway

Education:

Cand.philol based on history, sosial science and social geography.

One-year programme in Teacher Education, University of Oslo.

Today I am associated professor at Østfold University College.

Teaching experiencies:

My teaching experiencies is within following subjects: history, social science, social studies, geography, social economics, the history of ideas. Within higher education I also lectured didactics and themes with touch on social anthropology, in the advanced cours in Middle East Conflict and in continuing education.

I have been professionally responsible for and lectured in Sociology, a course made by NORAGRIC at NMBU (2009-2012). Until 2015 I also lectured in teacher education (one-year programme) at the Norwegian School of Theology, religion and Society. And I have lectured at the University of South-Eastern Norway.

As a researcher at Møreforsking in Volda I worked with evaluation of the attitude creating and crime prevention school package LEV VEL. I published four reports in the project.

General about research:

At Østfold University College, much of my R&D activity has been directed towards the Tren Tanken (TT-nor) project. The project was part of an international network developing and researching metacognitive learning strategies. I was editor and writer for an international Erasmus project "Living and Learning in Borgerregions" which was completed in 2008. In this context, I have published a number of articles, both on the World Web and in Norwegian and foreign journals and books.

Appointments

Head of Forskerforbundet (The Norwegian Association of Researchers. NAR), 2008-2014

Head of the Social Studies Section at the Faculty of Education at Østfold University College, from 2017.

From 1999: Member in a reference group and working committee for the development of a master's degree module in crime prevention work at Volda University College. Later I had professional responsibility for large parts of the module, where I also lectured.

Positions held

1999-2000: Researcher at Møreforsking in Volda. 1997-2000: Project manager for a evaluation of the attitude creating and crime prevention school package LEV VEL.

1990-2000: Assistant professor at the Teacher Education at Volda University College.

1990-1996: Examiner in history, social science, social studies, geography, social economics, the history of ideas for the exam secretariat of Hamar and Oslo.

1976 -1996: teacher in public primary and secondary school in Norway, as well as prisonars at "Grønnland Voksenopplæring" and for "Friundervisningen" I taught adults in Social sciences

1976-1996: Teacher in primary and secondary schools and high schools, for about 9 years. I have taught adult immigrants at «IFF - Introduksjonsprogram for fremmedspråklige» (a Norwegian programme of introduction to foreign languages) and prisoners at «Grønnland voksenopplæring» (a center of adult education) in Oslo

Partners

I have different international partners, such as International Association in Intercultural Education (IAIE).

COMENIUS and ERASMUS collaboraton on the exchange of students, academic staff and researchers from Hoghschule in Krems i Østerrike and Marnix Academie, Utrecht Nederland

Nolet, Ronald (2015). Language in the context of integration policy: What importance does language have on an inclusion strategy in integration policy in Norwegian Society? In Van Driel, Barry (Eds.), Cultural diversity equity and inclusion: intercultural education in 21st Century and beyond. International Association for Intercultural Education. ISSN 978-618-82063-0-4.
Nolet, Ronald (2015). Utforskende didaktikk i geografiundervisningen. In Mikkelsen, Rolf & Sætre, Per Jarle (Ed.), Geografididaktikk for klasserommet : en innføringsbok i geografiundervisning for studenter og lærere.. Cappelen Damm Akademisk. ISSN 9788202491468.
Hatlem, Marianne; Braathen, Merete Ellen; Elisenberg, Marion; Kolle, Tonje; Nolet, Ronald & Strand, Torill (2013). Barnehagen - et vindu mot verden. In Eskeland, Torill (Eds.), Barnehagen som lærings- og danningsarena: Prosjektrapport fra Sør-Trøndelag og Østfold: Artikkelsamling. Utdanningsdirektoratet. p. 167–180.
Nolet, Ronald (2010). Perspektiver i geografiundervisning Tren tankene med geografi. In Mikkelsen, Rolf & Sætre, Per Jarle (Ed.), Geografididaktikk for klasserommet. Cappelen Damm Høyskoleforlaget. ISSN 9788276348316. Show summary
Lærebok i geografididaktikk for lærere og lærerstudenter
Nolet, Ronald (2008). Design your neighbour, Living and learning in border regions : cross border learning activities : issues, methods, places. Volkshochschule Aachen. p. 65–66.
Nolet, Ronald (2008). Causal analysis : an example, Living and learning in border regions : cross border learning activities : issues, methods, places. Volkshochschule Aachen. p. 61–64.
Nolet, Ronald (2008). Mystery, Living and learning in border regions : cross border learning activities : issues, methods, places. Volkshochschule Aachen. p. 45–50.
Nolet, Ronald; Havekes, Harry & Vries, Jan de (2008). Thinking-skills-activities (General parts), Living and learning in border regions : cross border learning activities : issues, methods, places. Volkshochschule Aachen. p. 19–66.
Nolet, Ronald (2008). Introduction to "thinking skills", Living and learning in border regions : cross border learning activities : issues, methods, places. Volkshochschule Aachen. p. 11–18.
Nolet, Ronald (2005). Geografi i nytt terreng - lær deg å tenke med geografi, Geografididaktikk for klasserommet : en innføringsbok i geografiundervisning for studenter og lærere. Cappelen Damm Høyskoleforlaget. p. 149–169. Show summary
De siste åtte årene har Tren Tanken, TT som ofte kalles teaching thinking i England blitt utviklet i flere europeiske land. Spesielt har Norge, England og Nederland hatt ressursgrupper som har jobbet med slike undervisningsstrategier. Opplegget er ikke basert på å lage tankekart og trene gode studieteknikker, men på å lære å bruke egen kunnskap og utvikle den videre på en kritisk måte. Jeg har i denne artikkelen gått nærmere inn på noen slike strategier.
Nolet, Ronald (2005). Teaching Thinking in Geography - an Exiting Approach to Teaching Geography in Primary and Secondary Schools in Norway, Lehre durch Forschung : national / international. Pädagogischen Akademie der Diözese St. Pölten in Krems. p. 471–478. Show summary
Due to the changes in the teaching-philosophy and pedagogy in Norway as in Europe generally, a demand for better approaches in classrooms teaching has emerged over the last decade. This article looks into developing teaching skills focusing on metacognitive teaching models. Our approach to teaching is concerned with fostering thinking skills amongst pupils. This article looks into two different assignments that illustrate this kind of teaching.

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Nolet, Ronald Erwin Arno & Bjørshol, Stig (2020). Utforsking i alle fag i digital utgave ebok. Cappelen Damm Akademisk. ISBN 9788202633325. 248 p.
Bjørshol, Stig & Nolet, Ronald (2017). Utforsking i alle fag. Cappelen Damm Akademisk. ISBN 978-82-02-55149-0.
Ehlers, Nicole; Havekes, Harry & Nolet, Ronald (2008). Living and learning in border regions : cross border learning activiities : issues, methods, places Život a u„ení v pohrani„ních regionech : Výukové aktivity o pohrani„ních regionech : Problémy, Metody, Instituce : Zycie i edukacja w regionach przygranicznych : Edukacyjne #/cwiczenia o regionach przygraniczny : Problemy, Metody, Instytucje i miejsca. Volkshochschule Aachen. 299 p. Show summary
Polsk/tsjekkisk-utgave
Ehlers, Nicole; Havekes, Harry & Nolet, Ronald (2008). Living and learning in border regions : cross border learning activiities : issues, methods, places Leben und Lernen in Grenzregionen : Grenzüberschreitendes Lernen : Themen, Methoden, Orte : Élet és tanulás a határrégióban : Feladatok a magyar-osztrák határvidék történelmének kölcsönös megismeréséhez : Témák, Módszerek, Helyszínek. Volkshochschule Aachen. 312 p. Show summary
Østerriksk/ungarsk-utgave
Ehlers, Nicole; Havekes, Harry & Nolet, Ronald (2008). Living and learning in border regions : cross border learning activiities : issues, methods, places Leben und Lernen in Grenzregionen : Grenzüberschreitendes Lernen : Themen, Methoden, Orte : Leven en Leren in Grensgebieden : Grensoverstijgende Leeractiviteiten : Thema's, Methoden, Regio's. Volkshochschule Aachen. 286 p. Show summary
Tysk/nederlandsk-utgave
Nolet, Ronald; Ehlers, Nicole & Havekes, Harry (2008). Living and learning in border regions : cross border learning activiities : issues, methods, places. Volkshochschule Aachen. 85 p. Show summary
Engelsk utgave

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Nolet, Ronald Erwin Arno (2022). Tren tankene med geografi. In Mikkelsen, Rolf & Sætre, Per Jarle (Ed.), Geografididaktikk for klasserommet. Cappelen Damm Akademisk. ISSN 9788202749828. p. 251–279.
Karcher, Nicola Kristin & Nolet, Ronald Erwin Arno (2021). Kritisk tenkning og dybdelæring. Holocaustdidaktikk for skole og lærerutdanning.
Karcher, Nicola Kristin & Nolet, Ronald Erwin Arno (2021). Next practice – Holocaust pedagogy for school and teacher education.
Bjørshol, Stig & Nolet, Ronald Erwin Arno (2021). Tanketrening for vår tid. Bedre Skole. ISSN 0802-183X.
Bjørshol, Stig & Nolet, Ronald Erwin Arno (2021). Tanketrening for vår tid. Bedre Skole. ISSN 0802-183X.
Nolet, Ronald Erwin Arno (2020). Den nederlandske skolen.
Karcher, Nicola Kristin & Nolet, Ronald Erwin Arno (2020). Fra historisk rolleforståelse til dagens praksis. Norske samfunnsfagstudenter som demokratiformidlere .
Motzfeldt, Gitte Cecilie & Nolet, Ronald Erwin Arno (2020). "Kart fra Minnet" En metakognitiv læringsstrategi for mange fag.
Nolet, Ronald Erwin Arno (2019). Samfunnsfagnet.no - Konferansen Halden 2019.
Nolet, Ronald Erwin Arno & Bjørshol, Stig (2019). Grenseløs læring - samfunnet i en digital virkelighet: Å bruke digitale ressurser i samfunnsfag.
Nolet, Ronald Erwin Arno & Bjørshol, Stig (2019). Utforsking i alle fag - fagfornyelsen og vektlegging av utforsking og dybdelæring.
Nolet, Ronald Erwin Arno; Bjørshol, Stig & Motzfeldt, Gitte Cecilie (2019). Fakta eller meninger, om læringsstrategier.
Nolet, Ronald Erwin Arno & Motzfeldt, Gitte Cecilie (2018). Forståelse av dyblelæring blant lærerstudenter ved Høyskolen i Østfold.
Motzfeldt, Gitte Cecilie & Nolet, Ronald Erwin Arno (2018). Kartlegging av ulik forståelse av dybdelæring blant MAGLU studenter.
Nolet, Ronald (2017). Inclusive and Multicultural Teaching.
Nolet, Ronald (2017). Metacognitive Thinking Skills in Multicultural Classrooms.
Nolet, Ronald (2017). Avgjørende valg for Europa i Nederland. [Radio]. P4.
Nolet, Ronald (2017). Nederland blåser i gang valgvåren. www.nrk.no/ytring.
Nolet, Ronald (2017). Den tredje dominobrikken. Dagbladet. ISSN 0805-3766.
Nolet, Ronald & Bjørshol, Stig (2017). Samfunnsfag - flere fag, mange veier til utforsking. In Bjørshol, Stig & Nolet, Ronald (Ed.), Utforsking i alle fag. Cappelen Damm Akademisk. ISSN 978-82-02-55149-0. p. 205–245.
Nolet, Ronald & Bjørshol, Stig (2017). Veien til utforsking - et blikk på skole, læreplaner og skolepolitikk. In Bjørshol, Stig & Nolet, Ronald (Ed.), Utforsking i alle fag. Cappelen Damm Akademisk. ISSN 978-82-02-55149-0. p. 21–34.
Nolet, Ronald & Bjørshol, Stig (2017). Utforsking og dybdelæring i skolen. In Bjørshol, Stig & Nolet, Ronald (Ed.), Utforsking i alle fag. Cappelen Damm Akademisk. ISSN 978-82-02-55149-0. p. 11–20.
Nolet, Ronald (2015). The School System - How Multiculturality is Incorporated in Norways´Primary and Secondary Education.
Nolet, Ronald (2015). Scientific Approach to Multiculrual Qualitative Research within the NAOS Project - The Questionnaire.
Nolet, Ronald (2015). The Norwegian School System.
Nolet, Ronald (2015). Language in the context of integration policy - what importence does language have as an inclusion strategy in integration policy in norwegian society.
Nolet, Ronald (2014). Praksisnær undervisning for PPU - erfaringer fra Oslofjordalliansen 2010-2014.
Nolet, Ronald (2014). Language as a doxa.
Nolet, Ronald (2013). Thinking Skills and Metacognitive Learning Strategies - Powerfull Teaching Methodology in Primary Schools.
Nolet, Ronald (2013). The Norwegian Educational System.
Nolet, Ronald (2013). Et samarbeidscase: Hvordan skape sammenheng mellom pedagogikk og fagdidaktikk – et case fra samfunnsfag.
Nolet, Ronald (2013). Hverdagsrasisme. Fredrikstad Blad. p. 34–35.
Nolet, Ronald (2011). Metacognition in Perspective.
Nolet, Ronald (2011). Metakognitive lærings- og undervisningsstrategi, Tren tanken.
Nolet, Ronald (2011). Afrikas historie.
Nolet, Ronald (2011). Integrering og inkludering i det norske samfunn.
Nolet, Ronald (2011). Europa i endring etter den 22. juli.
Nolet, Ronald (2011). Formidlingskunst i en flerkulturell barnehage.
Nolet, Ronald (2011). Kultur i barnehagen i forbindelse med prosjekt MIGRAS.
Nolet, Ronald (2010). Evaluering av den kvantitative rapporten fra Prosjekt Migras.
Nolet, Ronald (2010). The Accoustic Kinky Way at Oscarsborg.
Nolet, Ronald (2010). Lærings- og undervisningsstrategier i PPU utdanningen. Show summary
Foredraget handler om læringsstrategier og undervisningsstrategier for studenter som tar PPU. Det legges særlig vekt på relasjonen mellom praksisfeltet, forskning og undervisning. Det trekkes fram Tren Tanken som en interessant metode for undervisningen i PPU sammenheng
Nolet, Ronald (2010). Doing it the Kinky Way at Ed.
Nolet, Ronald (2010). Doing it the Choral Kinky Way.
Nolet, Ronald (2010). Doing it the Choral Kinky Way.
Nolet, Ronald & Østli, Marianne (2010). Økt pedagogtetthet gir ikke nødvendigvis økt kvalitet. Første steg. ISSN 1504-1891. p. 44–47. Show summary
Vil barnehagens kvalitet nødvendigvis øke om førskolelærerne blir flere? Artikkelforfatterne mener økt kvalitet like gjerne kan sies å avhenge av større faglighet i arbeidet i barnehagen, og at det primært er førskolelærnes ansvar å bidra til det de kaller økt deling av kulturell og sosial kapital mellom førskolelære og assistenter.
Nolet, Ronald (2010). Innvandrernes møte med norsk skole.
Nolet, Ronald (2010). Afrikas Historie.
Nolet, Ronald (2010). Afrikas Historie.
Nolet, Ronald (2010). Afrikas Historie.
Nolet, Ronald (2010). Den flerkulturelle barnehagen Prosjekt Migras - en gjennomgang.
Nolet, Ronald (2010). Resultater fra den kvantitative undersøkelsen i prosjekt Migras. Show summary
Målgruppen var samtlige ansatte ved de barnehagene som er med i prosjekt Migras
Nolet, Ronald (2010). Hvordan motivere elever i den videregående skole Læringsstategier i praksis.
Nolet, Ronald (2010). Metodeforedrag om prosjekt Migras Hvordan involvere studenter i forskning. Show summary
Metode konferanse ved prof. Annelise Arneses (hovedansvarlig)
Nolet, Ronald (2010). OFA samarbeid innen PPU - Læringsstrategier.
Nolet, Ronald (2010). Rasisme og holdningsskapende arbeid i skolen og barnehage.
Nolet, Ronald (2010). Rasisme og rasistiske gjenger.
Nolet, Ronald (2010). Språkforståelse i et flerkulturelt perspektiv.
Nolet, Ronald (2010). Interkulturell Kompetanse.
Nolet, Ronald (2007). Modern teaching in social science in primary schools Metacognition as a powerful teaching and learning tool for classrooms. Show summary
The background of this approach comes from critical theorists like Vygotsky, Bruner, Ziehe, Dewey osv. The basic idea is that humans learn from interacting with eachother (not only autodidactical). It takes a starting point in the advantages of collective learningprocesses. Metacognition does not reject individual learningstrategies, but underlines the importance of collective learning activities in classrooms (and elsewhere). This approach will give the student the possibility of learning: Problem solving - through means of existing and personal approaches, Interpretation - of written, oral and visual information, Observation ¿ understanding and representation and defining of what can be seen, Originality¿ independent and personal response, Developing new skills in the learning process, Investigating new possibilities, make decisions and produce responses beyond the obvious and the predictable, Gather information, manage to discriminate between fact and opinion, The use of different techniques, classification and evaluating, Express opinions orally and in writing, To ask relevant questions in order to investigate gather information and to understand. The students will learn to: To analyse ¿ go deeper in to the matter than the obvious, To estimate ¿ Make reasonable hypothesis based on substance related to knowledge, To identify where and how development and knowledge can be obtained, To be innovative in getting the material that required to increase knowledge, To plan ¿ learning to organise themselves. Thinking Skills will: Change the pupil in its awareness of what learning is all about, Make pupils able to transfer the learning process in to other areas and subjects, Promote collective learning and democratic interaction with others Promote better behaviour, Place challenges in the learning process, Be designed so that every pupil in the class can feel success in the process of learning, Metacognition will: Develop basic subject content knowledge, Makes the pupil aware of the learning process, Is a part of a movement that promotes the development of independent learning, Takes the background and individual skills of the pupils seriously, And is independent on the different political winds of time?
Nolet, Ronald (2007). Storytelling - causal analyses : thinking skill for border regions. Show summary
Thinking Skills can serve several purposes. This specific story is made to give a simple and concrete fundament for working with central and scientific causal concepts in the classroom, such as: trigger causes, contributory causes and fundamental causes. This Thinking Skill is also a good training exercise for the teachers¿ narrative- or storytelling abilities. Storytelling has in many European countries a rather weak position and is often contemplated as a ¿pacifying mediation¿ where pupils and students are supposed to sit quietly, listening and occasionally taking notes. Storytelling is not a passive approach to a lesson. Storytelling is, if it is produced in the proper way, an important contribution to nourish the pupils and students need for exploring their curiosity and wondering. Curiosity and wondering isn¿t a passive day-to-day chore, but are important elements in triggering the development of thinking skills. The listener is mobilizing her imagination and ability to create ideas in order to follow the storytellers¿ narrative. But it is essential that the listener can follow and understand the story. Besides storytelling is an ancient method used to deliver knowledge and other often vital information from one generation to the other. We believe that storytelling is both able to compete with and add to the modern narratives in the classroom. Modern narratives are something the mass media is using to catch the youngsters attention. Story based computer games are very popular. Most of the news, in papers, on TV, on internet or on the radio they are formed as a story. But these media are always standing between the reality and the listener as an interface. The essence here is to develop critical thinking about the role of the media as storytellers, knowing that also the teacher as a storyteller is an interface and is weighing his words and influencing the thinking and sentiments of the students. There are hardly any arenas left where the storyteller and the listener meet. The teacher has with storytelling a golden opportunity to be open to the needs and urges to adopt growth amongst the pupils. As a storyteller the teacher is in a unique position where no impersonal media is standing in between the teller and the listener. This creates the possibility to develop two-way and multiple communications in the classroom, as well as an atmosphere of attention and understanding, between the teacher and the pupils/students.
Nolet, Ronald (2007). Living and learning in border regions : a brief introduction of a Comenius 2.1 project. Show summary
Border Regions are often looked upon as remote areas with potentials for conflicts. But there is evidence that shows that in many cases there is a common ground across borders, such as common dialects, common rituals and so forth¿ But this is not always the case¿ The expansion of Eastern European countries in the EU, demanded the development of ¿common identities¿ through inclusion policies. Media might have great influence on popular beliefs, but is still limited and often superficial. The educational sector is therefore the only real sector of a society that can educate (Danne = Norwegian) the population ¿ with more lasting results. EU s´ project is (amongst others) to include all peoples into the system, develop citizenship, create new identities. There are distinct differences in learning and teaching approaches in European countries. Our task is to find a common learning and teaching approach for all EU member states. The starting points are the ¿critical¿ regions of Europe - i.e. the border regions. The project ¿Living and Learning in Border Regions evolved in 2005 and started out in 2006 and will be concluded in 2009. The purpose further is to find common educational methods and approaches to teaching and learning in these ¿critical¿ regions i.e. border regions and also put emphasis on the importance of using outdoor learning arenas/spaces, such as museums, important historical sites, landscapes and so on. The new member states are in a transition face from the older teaching regime to a new regime. Our project was to give some additional input to that debate ¿ both for the older states as for the newer states. The key issues are: Maintenance and understanding the cultural identities across borders, Denying and rejecting cultural prejudice of the significant other, Developing empathy and common understanding.
Nolet, Ronald (2007). Thinking skill : how do you make a mystery? Show summary
Mysteries are one of the most powerful Thinking Skills to be used in classrooms and outdoor learning arenas. This Thinking Skill is a learning- and teaching strategy and is structured in a special way. The speach deals about how a mystery is made and structured and how it can be applied in both outdoor learning spaces and in classrooms.
Nolet, Ronald (2007). Storytelling: Maria´s dilemma - a thinking skill. Show summary
Storytelling is a Thinking Skill. The tutor tells the story of Maria and her dilemma of living in a border region somewhere in Europe. But this have to be done in a proper way: Place the students in groups of three, and give them a number from 1 ? 3. Ask the number 1s to come to the tutor. Place the number 2 and 3s in a separate room. Explain the number 1s that you are going to read this story only one time, and that is not allowed for the students to take notes. Tell them that it important to listen carefully, since they are to tell the story to the number 2s of their groups. Launching: Read the story for this group. Ask one student to fetch the number 2s. Explain to the number 2s that they are allowed to take notes and that the number 1s of the group is going to tell them a story, to listen carefully because they are only telling this story once and that they are supposed to tell the story to the number 3s.
Nolet, Ronald (2006). Presentation of a thinking skill : "Design your neighbour".
Nolet, Ronald (2006). Tren Tanken : et undervisningsopplegg for å utvikle kritisk tekning. Bedre Skole. ISSN 0802-183X. p. 22–31. Show summary
Tren Tanken (TT) oppdragene handler om å stimulere elever på alle nivåer (klassetrinn) til refleksiv, akeselerert og kritisk tenkning. Artikkelen tar for seg tre ulike TT oppdrag hvor elevene vil kunne tilegne seg og selv konstruere faglige innsikter, ferdigheter og kunnskaper.
Nolet, Ronald (2003). Thinking skills, a short summary of the ideas behind metacognition. Show summary
Forelesningsrekke på 4 forelesninger om thinking skills, metacognisjon og klasse/gruppe evaluering
Nolet, Ronald (2003). Kriminalitetsforebyggingens veier og villveier.
Nolet, Ronald (2003). Sosialt avvik og årsaker til kriminalitet.
Nolet, Ronald (2002). Kriminalitetsforebyggingens veier og villveier.
Nolet, Ronald (2002). Sosialt avvik og årsaker til kriminalitet.
Nolet, Ronald (2002). Kriminalitetsforebygging - hva er det?
Nolet, Ronald (2002). Geografi i nytt terreng.
Nolet, Ronald (1998). Fengselspedagogikk : erfaringer fra undervisning i fengsel, spesialpedagogikk (gjesteforelesning).
Nolet, Ronald (1997). Fengselspedagogikk.
Nolet, Ronald; Hatlem, Marianne & Strand, Torill (2013). Barnehagen som læringsmiljø og danningsarena: rapport fra en pilotstudie. Høgskolen i Østfold. ISSN 978-82-7825-409-7.
Nolet, Ronald (2002). Kampen om vannet i Midt-Østen. Høgskolen i Østfold. ISSN 8278250952.
Nolet, Ronald & Solvoll, Kjersti (1999). Evaluering av skolepakken LEV VEL : del 2 : en kartlegging av bruken av undervisningsmaterialet LEV VEL i grunnskolen i Norge 1998. Møreforsking Volda. ISSN 82-7692-139-6. Show summary
Det kriminalitetsforebyggende råd (KRÅD) har barn og unge som hovedsatsningsområde i inneværende periode. Holdningsskapende og kriminalitetsforebyggende arbeid har vært en viktig del av denne satsningen, og i den forbindelse har KRÅD utarbeidet undervisningsmaterialet LEV VEL som alle grunnskoler fikk tilsendt i august 1997. Møreforsking Volda fikk i oppdrag å vurdere hvordan LEV VEL blir tatt imot og brukt i skolen. Denne evalueringen utgjør andre del i en tredelt evaluering av bruken av LEV VEL. De siste trinn vil bli gjennomført i 1999. Denne evalueringen er basert på en kvalitativ undersøkelse av et utvalg skoler i Norge. Vi har gjennomført dette trinnet ved å henvende oss til rektorer, lærere og elever i form av observasjoner og intervjuer. Datamateriellet er blitt bearbeidet av oss og blir presentert i denne rapporten.
Nolet, Ronald & Digernes, Eldrid (1998). Evaluering av skolepakken LEV VEL : en kartlegging av bruken av under visningsmaterialet LEV VEL i grunnskolen i Norge 1997. Møreforsking Volda. ISSN 82-7692-109-4. Show summary
Det kriminalitetsforebyggende råd (KRÅD) har barn og unge som hoved satsingsområde i inneværende periode. Holdningsskapende og kriminalitetsforebyggende arbeid har vært en viktig del av denne satsingen, og i den forbindelse har KRÅD utarbeidet undervisningsmaterialet LEV VEL som alle grunnskoler fikk tilsendt i august 1997. Møreforsking Volda fikk i oppdrag å vurdere hvordan LEV VEL blir tatt imot og brukt i skolen. Denne evalueringen utgjør første trinn i en tredelt evaluering av bruken av LEV VEL. De to neste trinn vil bli gjennomført i 1998 og 1999. Vi har gjennomført dette første trinnet ved å henvende oss til rektor ved et utvalg skoler i form av et spørreskjema. Datamaterialet er blitt bearbeidet av oss og presentert i denne rapporten.

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Published June 12, 2018 4:23 PM - Last modified June 15, 2021 9:00 AM