Blar i NTNU Open på forfatter "Gamlem, Siv Therese Måseidvåg"
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Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?
Gamlem, Siv Therese Måseidvåg; Kvinge, Lars Malvin Røsseland; Smith, Kari; Engelsen, Knut Steinar (Journal article; Peer reviewed, 2019)In this study, we examine the short-term effects of an intervention aimed at developing teachers’ responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over ... -
Educating for the future: A conceptual framework of responsive pedagogy
Smith, Kari; Gamlem, Siv Therese Måseidvåg; Sandal, Ann Karin; Engelsen, Knut Steinar (Journal article; Peer reviewed, 2016)Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of ... -
Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers
Sandal, Ann Karin; Helleve, Ingrid; Smith, Kari; Gamlem, Siv Therese Måseidvåg (Peer reviewed; Journal article, 2022)This article reports on a qualitative study investigating how perceptions of feedback and feedback practice developed over the course of a seven-month development project with students and teachers in ten lower secondary ... -
Perceived teacher support in secondary education from 1980 to 2019: An integrative review
Botellero, Violeta; Ekornes, Stine Margrethe; Gamlem, Siv Therese Måseidvåg; Torrissen, Wenche; Løvoll, Helga Synnevåg (Peer reviewed; Journal article, 2023)How teacher support is perceived in secondary school was a main purpose for examination. As teacher support is a multidimensional construct, we conducted an integrative review to identify and analyze longitudinal and ... -
Responsiv pedagogikk: Feedbackinteraksjoner i læring
Gamlem, Siv Therese Måseidvåg; Smith, Kari; Vattøy, Kim-Daniel (Peer reviewed; Journal article, 2019)Artikkelen argumenterer for at feedbackinteraksjoner som tar utgangspunkt i å styrke elevenes læring er fundamentet i all dialogisk undervisning. Formålet med artikkelen er å utdype hvordan responsiv pedagogikk kan være ...