Research groups
Publications and research
Scientific publications
Devonas Hoffmann, Flavia; Karlsen, Kristine Høeg
(2022).
Choreographic Infrastructuring for Design Things: A New Method for Participatory Design in Teacher Education.
Vlachokyriakos, Vasilis (Ed.).
Embracing Cosmologies: Expanding Worlds of Participatory Design, Proceedings of the 17th Participatory Design Conference. Chapter. p. 230-240.
Association for Computing Machinery (ACM).
https://hdl.handle.net/11250/3047900
Karlsen, Joakim; Karlsen, Kristine Høeg
(2022).
What good is it anyway? Professional dance artists legitimising their work for the Cultural Schoolbag in Norwegian schools.
Research in Dance Education
.
https://hdl.handle.net/11250/3015726
Karlsen, Kristine Høeg; Lockhart-Pedersen, Virginia
(2020).
Story-based Cross-Curricular Teaching and LearningA Systematic Mapping of the Research Literature on The Scottish Storyline Approach.
Karlsen, Kristine Høeg; Häggström, Margaretha (Ed.).
Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 19. p. 393-432.
Waxmann Verlag.
https://hdl.handle.net/11250/2728548
Karlsen, Kristine Høeg; Berggren, Stein Arnold; Ludvigsen, Ar; Næsje, Ragnhild Louise
(2020).
The Fairy-Tale Forest: Developing Pedagogical Content Knowledge for teaching Primary School Mathematics in The Scottish Storyline Approach.
Karlsen, Kristine Høeg; Häggström, Margaretha (Ed.).
Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 8. p. 183-207.
Waxmann Verlag.
https://hdl.handle.net/11250/2728551
Karlsen, Kristine Høeg; Motzfeldt, Gitte Cecilie; Pilskog, Hanne Eik; Rasmussen, Adrian Kristinsønn; Halstvedt, Camilla Blikstad
(2020).
An Exploration of the “Mimetic Aspects” of Storyline Used as a Creative and Imaginative Approach to Teaching and Learning in Teacher Education.
Karlsen, Kristine Høeg; Häggström, Margaretha (Ed.).
Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 4. p. 99-123.
Waxmann Verlag.
https://hdl.handle.net/11250/2728552
Karlsen, Kristine Høeg; Remberg Høeg, Heidi; Høeg, Ellen
(2020).
Cooperative Learning: The Power of Positive Interdependence in Storyline.
Karlsen, Kristine Høeg; Häggström, Margaretha (Ed.).
Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Chapter 1. p. 33-57.
Waxmann Verlag.
https://hdl.handle.net/11250/2728549
Karlsen, Kristine Høeg; Häggström, Margaretha
(2020).
Teaching through Stories: The Storyline Approach in Teacher Education.
Karlsen, Kristine Høeg; Häggström, Margaretha (Ed.).
Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Teaching through Stories. p. 13-30.
Waxmann Verlag.
https://hdl.handle.net/11250/2728550
Karlsen, Kristine Høeg; Häggström, Margaretha (2020). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. ISBN: 978-3-8309-3986-3. 444 p. Waxmann Verlag.
Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne; Remberg Høeg, Heidi (2020). Magic in Movements! The art of teaching creative dance through the cultural schoolbag. Nielsen, Charlotte Svendler; Burridge, Stephanie (Ed.). Dancing Across Borders Perspectives on Dance, Young People and Change. Kapittel. p. 179-182. Routledge.
Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne (2019). Kunstpedagogiske møter i lærerutdanningen: – en studie av lærerstudenters oppfatning av dansekunstprosjektet KROM på tvers i grunnskolelærerutdanningen. Karlsen, Kristine Høeg; Bjørnstad, Gunhild Brænne (Ed.). Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Kapittel 6. p. 123-142. Universitetsforlaget.
