Jarmila Bubikova-Moan

Oslo Metropolitan University · Department of Primary and Secondary Teacher Education

While scientific evidence on argumentation among preschool children is on the rise, it is dispersed over a number of different fields, which may obfuscate its visibility, merit and potential. The aim of this systematic review was to synthesize the existing research and, as such, shed more concerted theoretical and empirical light on the origins as...

Building on a view of both narration and argumentation as dynamic concepts, this paper considers ways of assessing the credibility of narrative arguments constructed in empirical examples of conversational discourse. I argue that the key in any such exercise is to pay close attention to both structural and pragmatic details, particularly how conver...

Today’s schools are faced with increasingly complex demands of juggling their core educational tasks alongside multi-dimensional policy bids for reform, development and change. In this paper, we conceptualize our own RCT research on small-group tuition in mathematics in Norwegian lower elementary schools as a policy-relevant measure and part of a b...

Building on a view of both narration and argumentation as dynamic concepts, the aim of this paper is to argue that story credibility remains a core issue in the debate on the argumentative quality of narratives, yet one that the dynamic perspective has not interrogated in sufficient detail. To illustrate, I will draw on empirical examples from rese...

In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners’ views on PB...

Based on insights from the field of educational psychology, we designed and implemented an eightweek, small-scale intervention for first year university students in educational sciences. Critical thinking and argumentation skills were fostered through small-group classroom discussions. Tentative findings from focusgroup interviews suggested that st...

The study investigates how parents of Polish ethnic background, resettled in Norway, reflect on their children's learning in Norwegian early years educational institutions through 19 qualitative interviews. With narratives of experience as the main theoretical and analytical vantage point, their negotiations of positioning towards the Norwegian edu...

This study investigates parent–teacher dialogues on child language learning as constructed in 19 interviews with migrant parents of Polish ethnolinguistic background, resettled in Norway and caring for young preschoolers and school-goers. Targeting reported speech as a linguistic resource for enacting agency in discourse, the focal interest is in t...

The aim of this paper is to trace how the multilingual child has been variably constructed in Norway’s language education policy discourse over time. This will be explored through an in-depth critical discourse analytical (CDA) reading of two official policy reports targeting specifically the situation of children of non-Norwegian ethnolinguistic h...