Cecilie Pedersen Dalland
Biographic Data
| ID | 1755741 |
|---|---|
| NAME | Cecilie Pedersen Dalland |
| GIVEN NAMES | Cecilie Pedersen |
| FAMILY NAME | Dalland |
| SIGNATURE | DALLAND C P |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-4212-2976 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Negotiating performative and professional accountability in inclusive mathematics education in Norway
Previous research often emphasises the negative consequences for inclusive education following the current dominance of performative accountability in education. However, contextual variations, as well as along what dimensions context matters, are often overlooked. Based on a qualitative analysis of inclusive mathematics education in Norway, what we described as the knowledge dimension of professional accountability in education is found to be im…
The clustering of public values in local educational governance
In this article, we explore and discuss how the clustering of values in local educational governance manifests in the case of inclusion. Public values and the role that these play as mediating factors are important in local governance processes; however, they are often overlooked in empirical studies. Inclusion is interesting because it is currently one of the most dominant political aims in education. Based on extensive data from interviews with…
The Impact of Covid-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical ac…
Individual teaching methods
To stimulate individualised learning and give students some autonomy and responsibility in relation to their own schoolwork, Norwegian teachers often use work plans as an instructional tool. A work plan is a document that describes different tasks students are supposed to complete within a certain time period, normally two to three weeks. This article explores whether the use of work plans can be used as a tool for promoting self-regulated learni…
Social positioning in boys’ and girls’ oral presentations
This study explores ninth-grade (15-year-old) students’ oral presentations in language arts and art education. The main research question is: In which ways are the students’ social positioning and use of verbal and non-verbal resources reflected in boys’ and girls’ oral presentations? In-depth analyses of video recordings of student presentations indicate some gender differences. The girls show enthusiasm and engagement and are, generally speakin…
The Impact of Covid-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical ac…
Individual teaching methods
To stimulate individualised learning and give students some autonomy and responsibility in relation to their own schoolwork, Norwegian teachers often use work plans as an instructional tool. A work plan is a document that describes different tasks students are supposed to complete within a certain time period, normally two to three weeks. This article explores whether the use of work plans can be used as a tool for promoting self-regulated learni…
The clustering of public values in local educational governance
In this article, we explore and discuss how the clustering of values in local educational governance manifests in the case of inclusion. Public values and the role that these play as mediating factors are important in local governance processes; however, they are often overlooked in empirical studies. Inclusion is interesting because it is currently one of the most dominant political aims in education. Based on extensive data from interviews with…
Social positioning in boys’ and girls’ oral presentations
This study explores ninth-grade (15-year-old) students’ oral presentations in language arts and art education. The main research question is: In which ways are the students’ social positioning and use of verbal and non-verbal resources reflected in boys’ and girls’ oral presentations? In-depth analyses of video recordings of student presentations indicate some gender differences. The girls show enthusiasm and engagement and are, generally speakin…
Individual teaching methods
To stimulate individualised learning and give students some autonomy and responsibility in relation to their own schoolwork, Norwegian teachers often use work plans as an instructional tool. A work plan is a document that describes different tasks students are supposed to complete within a certain time period, normally two to three weeks. This article explores whether the use of work plans can be used as a tool for promoting self-regulated learni…
The Impact of Covid-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical ac…
The clustering of public values in local educational governance
In this article, we explore and discuss how the clustering of values in local educational governance manifests in the case of inclusion. Public values and the role that these play as mediating factors are important in local governance processes; however, they are often overlooked in empirical studies. Inclusion is interesting because it is currently one of the most dominant political aims in education. Based on extensive data from interviews with…
Negotiating performative and professional accountability in inclusive mathematics education in Norway
Previous research often emphasises the negative consequences for inclusive education following the current dominance of performative accountability in education. However, contextual variations, as well as along what dimensions context matters, are often overlooked. Based on a qualitative analysis of inclusive mathematics education in Norway, what we described as the knowledge dimension of professional accountability in education is found to be im…
Pedagogy (4 works) · Psychology (3 works) · Accountability (2 works) · Autonomy (2 works) · Global Educational Policies and Reforms (2 works) · Innovative Education and Learning Practices (2 works) · Law (2 works) · Mathematics education (2 works) · Norwegian (2 works) · Political science (2 works)