Henning Fjørtoft
Biographic Data
| ID | 6510376 |
|---|---|
| NAME | Henning Fjørtoft |
| GIVEN NAMES | Henning |
| FAMILY NAME | Fjørtoft |
| SIGNATURE | FJØRTOFT H |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-1732-1818 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Improving how teachers discuss data for data-based decision-making
Teachers often discuss data in groups, yet few studies focus on how such discussions support teachers' data-based decision-making. We conducted two interrelated design-based studies to co-design, test and evaluate a discussion format that could motivate and support teachers to use data to identify teaching practices for improvement. Data collection included interviews, surveys, policy document analyses and observations of discussions. The discuss…
Problematizing and understanding contexts in educational research
Disciplinary literacy in religious education
Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline’s knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observation…
Affordances of narrative and numerical data
Data use in education is a sensemaking process in which practitioners and researchers interact with different systems of meaning such as anecdotes or spreadsheets. The representational qualities of data and their influence on practice are critical but less well-discussed aspects of data use. Drawing on social semiotics, this theoretical article proposes that data should be discussed in terms of narrative and numerical modes of representation. Nar…
Leveraging situated strategies in research–practice partnerships
Research–practice partnerships (RPPs) have been embraced as a way to increase the relevance of educational research for practice. RPPs typically focus on existing problems of practice and require researchers and practitioners to collaborate. However, RPPs are likely to operate differently across cultural contexts, and little is known about the contextually situated strategies researchers and practitioners in partnerships use to address problems i…
Multimodal digital classroom assessments
Despite the widespread adoption of multimodal and digital modes of representation outside school settings, classroom assessment practices rely more on conventional print media and less on digital technologies. Stronger connections between the use of ICT in schools, contextual factors, and theoretical approaches are needed if teachers are to use digital tools effectively in the classroom. This study explores multimodal digital classroom assessment…
No prominent works on this page.
Multimodal digital classroom assessments
Despite the widespread adoption of multimodal and digital modes of representation outside school settings, classroom assessment practices rely more on conventional print media and less on digital technologies. Stronger connections between the use of ICT in schools, contextual factors, and theoretical approaches are needed if teachers are to use digital tools effectively in the classroom. This study explores multimodal digital classroom assessment…
Disciplinary literacy in religious education
Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline’s knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observation…
Affordances of narrative and numerical data
Data use in education is a sensemaking process in which practitioners and researchers interact with different systems of meaning such as anecdotes or spreadsheets. The representational qualities of data and their influence on practice are critical but less well-discussed aspects of data use. Drawing on social semiotics, this theoretical article proposes that data should be discussed in terms of narrative and numerical modes of representation. Nar…
Leveraging situated strategies in research–practice partnerships
Research–practice partnerships (RPPs) have been embraced as a way to increase the relevance of educational research for practice. RPPs typically focus on existing problems of practice and require researchers and practitioners to collaborate. However, RPPs are likely to operate differently across cultural contexts, and little is known about the contextually situated strategies researchers and practitioners in partnerships use to address problems i…
Problematizing and understanding contexts in educational research
Improving how teachers discuss data for data-based decision-making
Teachers often discuss data in groups, yet few studies focus on how such discussions support teachers' data-based decision-making. We conducted two interrelated design-based studies to co-design, test and evaluate a discussion format that could motivate and support teachers to use data to identify teaching practices for improvement. Data collection included interviews, surveys, policy document analyses and observations of discussions. The discuss…
Computer Science (5 works) · Psychology (5 works) · Sociology (5 works) · Pedagogy (4 works) · Educational Assessment and Improvement (3 works) · Epistemology (3 works) · Mathematics education (3 works) · Affordance (2 works) · Human–computer interaction (2 works) · Literacy (2 works)