Maryann Jortveit

• Jortveit, Maryann (2022). Collaboration between teachers and educational-psychological service counsellors. School Psychology International. ISSN 0143-0343. doi: 10.1177/01430343221127435. Vis sammendrag

  This qualitative study examines cross-professional collaboration between Educational-Psychological Service (EPS) counsellors and school teachers who have pupils with special needs in their class. Research shows that EPS counsellors spend much time writing assessment reports, that they do not have much presence in school and that there is a power imbalance between the collaborating parties. The collaboration may be experienced as imbalanced because the teacher is dependent on the EPS counsellors’ expertise and assessment reports for special teaching resources to be made available for pupils. Six teachers have been interviewed about their collaboration with EPS staff. The thematically analysed findings show that the teachers generally have good collaboration with the counsellors and trust them. However, they feel vulnerable because their teaching is being assessed, and they depend on the EPS report’s recommendations for resources. The informants feel that the typical signs of an equal collaboration relationship are when the partners have a good dialogue and mutual trust. A role clarification between the collaboration parties is needed, where there is trust, acknowledgement and mutual respect. This will in turn inspire a collaboration that leads to changes in the teaching situation and to special teaching measures for the pupils with special needs.

• Jortveit, Maryann & Kovac, Velibor Bobo (2021). Co-teaching that works; Special and General Educators’ Perspectives on Collaboration. Teaching Education. ISSN 1047-6210. doi: 10.1080/10476210.2021.1895105. Fulltekst i vitenarkiv
• Kostøl, Elin Marie Frivold & Jortveit, Maryann (2021). Læreres perspektiver på en god sakkyndig vurdering og dens relevans for spesialundervisning. Spesialpedagogikk. ISSN 0332-8457. 2, s. 51–63.
• Jortveit, Maryann; Tveit, Anne Dorthe; Cameron, David Lansing & Lindqvist, Gunilla (2019). A comparative study of Norwegian and Swedish special educators’ beliefs and practices. European Journal of Special Needs Education. ISSN 0885-6257. 35(3), s. 350–365. doi: 10.1080/08856257.2019.1689716.
• Jortveit, Maryann & Haraldstad, Åse (2018). Når usikkerhet er utgangspunkt for samarbeid: Om samarbeid mellom minoritetsspråklige foreldre og barnehagen eller skolen. I Omdal, Heidi & Thygesen, Ragnar (Red.), Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. Universitetsforlaget. ISSN 978-82-15-02944-3. s. 171–182.
• Jortveit, Maryann (2018). Inkludering som rettighet, godhet og verdighet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 259–270. doi: 10.18261/issn.1504-2987-2018-03-05.
• Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Lindqvist, Gunilla; Göransson, Katharina & Nilholm, Claes (2018). A comparative study of special educator preparation in Norway and Sweden. British Journal of Special Education (BJSE). ISSN 0952-3383. 45(3), s. 256–276. doi: 10.1111/1467-8578.12231.
• Jortveit, Maryann (2017). Skolen i det flerkulturelle Norge. I Johnsen, Berit Eide (Red.), På vandring og på flukt. Migrasjon i historisk perspektiv. Cappelen Damm Akademisk. ISSN 9788202574130. s. 209–224. doi: 10.23865/noasp.22.
• Kovac, Velibor Bobo; Tveit, Anne Dorthe; Cameron, David Lansing & Jortveit, Maryann (2017). “Bridging old relations”: the (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina from the teachers' point of view . Journal of Language, Identity & Education. ISSN 1534-8458. 16(1), s. 32–44. doi: 10.1080/15348458.2016.1260456.
• Jortveit, Maryann (2015). Cultural transitions in Norwegian schools: The question and challenge of inclusion. I Cameron, David Lansing & Thygesen, Ragnar (Red.), Transitions in the field of special education. Theoretical perspectives and implications for practice. Waxmann Verlag. ISSN 978-3-8309-3117-1. s. 189–204.
• Cameron, David Lansing & Jortveit, Maryann (2014). Do different routes to becoming a special educator produce different understandings of the profession and its core concepts? European Journal of Special Needs Education. ISSN 0885-6257. 29(4), s. 559–570. doi: 10.1080/08856257.2014.933544. Vis sammendrag

  There are multiple routes to becoming a special educator in Norway. In recent years, bachelor’s degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of ‘inclusion,’ ‘learning disability,’ and ‘special educator’. Teacher education students were more likely to: (a) view inclusion from a broad perspective, emphasizing a sense of belonging and community, (b)define the concept of learning disability from a categorical perspective, and (c) perceive special educators as essentially ‘expert’ teachers for children with special needs. Bachelor’s degree students also emphasized special educators’ role in supporting individuals with special needs, yet were more likely to apply a relational perspective when describing the concept of learning disability.

• Kovac, Velibor Bobo & Jortveit, Maryann (2011). The "Why, What, and How" of inclusion from the practitioner's point of view: inclusion of immigrant children in the Norwegian educational system. Power and Education. ISSN 1757-7438. 3(3), s. 291–305. doi: 10.2304/power.2011.3.3.289. Vis sammendrag

  The aim of the article is to explore teachers' perceptions of the concept of multicultural inclusion. The study adopts a qualitative approach where 14 individual semi-structured interviews have been used to assess and analyse teachers' reflections when considering the 'why, what and how' questions surrounding inclusion. The overall findings indicate that teachers view multicultural inclusion as a desirable and positive process which should be practised in contemporary schools. However, the findings also indicate that teachers use rather common and imprecise terms and generally hold that this process is straightforward and unproblematic in terms of its definition. This is further supported in reported tendencies to implement inclusive measures in a fairly unorganized and intuitive manner. The challenges associated with definitions and practices of inclusion are discussed along with the positions of teachers in terms of power. The article concludes with outlining the possible limitations and implications of the study.

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• Jortveit, Maryann (2017). Inkludering av minoritetspråklige elever i skolen. Portal forlag. ISBN 9788283141184. 273 s.

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• Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Vis alle 32 forfattere av denne artikkelen] (2023). Stopp nedbemanningen i skolen. Fædrelandsvennen. ISSN 0805-3790.
• Jortveit, Maryann & Haraldstad, Åse (2023). Hva skjuler seg bak studentenes drop-out intensjoner?
• Jortveit, Maryann (2023). Norwegian bilingual teacher education: Taylor made or not suited to addressing the needs of multilingual children in school? .
• Jortveit, Maryann (2023). Students’ Drop-Out Intentions in Teacher Education.
• Kostøl, Elin Marie Frivold & Jortveit, Maryann (2022). Teachers’ perspectives on a good expert assessment and its relevance to special needs education. Collaboration with Educational Psychological Service counsellors.
• Jortveit, Maryann (2022). Inkludering i en flerkulturell skole.
• Jortveit, Maryann (2022). Språklige minoriteter i skolen.
• Wergeland, Birgitte & Jortveit, Maryann (2021). Foreldresamarbeid med Maryann Jortveit. [Internett]. https://player.captivate.fm/episode/3f4e5e7e-0009-43d6-81ec-.
• Jortveit, Maryann (2021). Minoritetsspråklige elever.
• Jortveit, Maryann (2021). Inkludering i en flerkulturell barnehage og skole.
• Jortveit, Maryann (2020). Presentasjon av forskning, spesialpedagogikk.
• Jortveit, Maryann (2020). Organisering av undervisning for minoritetsspråklige elever.
• Jortveit, Maryann (2020). Inkludering av minoritetsspråklige elever i skolen.
• Jortveit, Maryann (2018). Flerkulturell undervisning.
• Jortveit, Maryann (2018). Kompetanse for mangfold.
• Jortveit, Maryann (2018). Flerkulturell pedagogikk.
• Jortveit, Maryann (2017). Foreldresamarbeid i en flerkulturell skole.
• Jortveit, Maryann (2017). Vennskap i en flerkulturell barnehage.
• Jortveit, Maryann (2017). Mangfold i skolen.
• Jortveit, Maryann (2017). Kompetanse for mangfold.
• Jortveit, Maryann (2017). Utviklingsarbeid.
• Jortveit, Maryann (2017). Kulturforståelse, videregående skole.
• Jortveit, Maryann (2017). Mangfold i ungdomsskolen.
• Jortveit, Maryann (2017). Kulturforståelse.
• Jortveit, Maryann (2017). Inkludering og flerkulturell pedagogikk.
• Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Nilholm, Claes & Lindqvist, Gunilla (2017). A Comparative Investigation of Special Educator Preparation in Norway and Sweden.
• Cameron, David Lansing; Tveit, Anne Dorthe & Jortveit, Maryann (2016). An examination of the educational experiences and current working conditions of graduates of special education training programs in Norway.
• Jortveit, Maryann (2016). Skolen i det flerkulturelle Norge.
• Jortveit, Maryann (2015). Cultural and linguistic minorities in school. The teachers' perspective.
• Cameron, David Lansing; Kovac, Velibor Bobo; Tveit, Anne Dorthe & Jortveit, Maryann (2015). “Bridging old relations”: The (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina.
• Jortveit, Maryann (2013). Inkludering av språklige minoriteter i skolen. Verdier, intensjoner og undervisning.
• Jortveit, Maryann (2008). Is it possible to be a special educator without being a teacher? Vis sammendrag

  This spring our first group of students graduated with a Bachelor¿s Degree in Special Education. However, these students possess no specific pedagogical education which they may use as a basis for special education. What kind of qualifications do these students have and what kind of job market do they face? Both we as their teachers and these students themselves have asked these questions. There is little clarity regarding the concept of a special education teacher. What kind of work does he/she really do, and with what kind of background? This paper presents the intentions behind a Bachelor¿s Degree Program in Special Education and the type of positions for which former graduates are currently employed.

• Jortveit, Maryann & Bjørndal, Ingunn Mork (2007). Interkulturell dialog i opplæring og omsorg. Vis sammendrag

  Hvordan få til en god kommunikasjon og et godt samarbeid mellom arbeidskolleger med ulik språk- og kulturbakgrunn? Dette er et tema og en utfordring som opptar både arbeidsgivere og arbeidstakere. Kurset gir en presentasjon av Eu-prosjektet MUTUALs prosjektpakke.

• Rustad, Bjørg Solstad; Rafste, Elisabeth Tallaksen & Jortveit, Maryann (2007). Adjusted education.
• Cameron, David Lansing & Jortveit, Maryann (2007). What can we learn from future special educators' professional expectations? Vis sammendrag

  The history of special education is often described as one of progressive inclusion. There are few regions of the world in which this distinction is more strongly exemplified than in Norway, where the ideal of the inclusive school was already formally and legally recognized in the 1980s. Subsequent changes in the educational system and policies in support of achieving this ideal continue to influence special education research and practice in the country. However, in a recent review of Norwegian special education literature, Solli (2005) concluded that as a whole, "we have little research-based knowledge of today's special education support system" (p. 108). Although research in this area has greatly expanded in recent years, studying inclusion and special education remains a challenge. The difficulty of the task is largely due to the multifaceted and evolving nature of these concepts. For this reason, the current project proceeded from the perspective that the micro-level is the point at which ideology and policy are most practically expressed and interpreted (Weatherley & Lipsky, 1977). The goal of this investigation is to reveal how newly trained Norwegian special educators define and interpret their profession, and examine these interpretations in light of historical and current social, cultural and political forces. It is argued that insight into the discipline of special education from those newly "indoctrinated" to the profession can serve to help us understand the evolution of the field as a whole. Moreover, evidence indicates that of all resource factors in the school, teacher competence is the factor that most influences student achievement (Gustafsson, 2003). Given this assumption, we maintain that the perceptions and knowledge these special educators hold will ultimately affect the support that they provide.

• Jortveit, Maryann; Rafste, Elisabeth Tallaksen & Rustad, Bjørg Solstad (2007). Adjusted Education in Primary Education. Vis sammendrag

  The major objectives of the paper are to present findings on how school leaders, teachers and school librarians facilitate for adjusted education in multicultural schools. The proposal will have a special focus on use of multiple learning arenas, as facilitators for learning in a school for all in a Norwegian context Adjusted education is a core concept in a school where a diversity of learning qualification and cultures meet. The National Curriculum focuses on competency. Basic skills for all schools stress oral work, reading, writing, maths and use of digital tools (St. meld. 30 (2003-2004). These skills are integrated in all subjects. Science and theory indicates that adjusted education is comprehended very diverse both by theoreticians, principals and teachers (Backmann & Haug 2006). Our project is about adapted education and inclusion in multicultural schools. To analyse this, we want to use the French philosopher Gilles Deleuze and his Philosophy of differences. We will use Deleuze?s concepts becoming and difference/ multiplicity, to analyse the interviews and the practice through our observations of how the school say they might give good adapted education, and what they actually do. Deleuze main concern is to discuss How one might live, or what it might be to be alive? Some of his main concepts to explain these questions are becoming and difference/mulitiplicity. The present has always a greater potential for transformation than it appears to have, a surplus beyond what is directly experienced Becoming is changing, inconstant and therefore less substantial than being. Being is real, but becoming is a passing illusion. The only being is the being of becoming, and that being is multiplicity and difference (May 2005) For Deleuze to conceive living is to conceive both What is and What might be. It is to offer an account of what it is for something to be living and an opening onto ways to live

• Cameron, David Lansing & Jortveit, Maryann (2007). Contrasting Inclusive Values and Knowledge Among Future Special Educators. Vis sammendrag

  Abstract Much of the focus in teacher preparation has dealt with the question of whether it is academic or pedagogical knowledge that is necessary for good teaching. The values that educators' hold, and the role that higher education plays in shaping those values, have also merited consideration. However, these factors are commonly seen in isolation and/or in competition with one another. Whereas research suggests that the ability to identify the basis of professional behaviour is essential for knowledge-guided practice (Osmond, 2005), there is little evidence of efforts to develop this type of meta-cognitive awareness among future teachers. For special educators, there is also the problem of defining what academic knowledge is or what it should be. As a means of elucidating this dilemma, future Norwegian special educators (N = 42) at different stages of preparation were asked open-ended questions pertaining to the concepts of inclusion and disability. Participants' responses are considered in light of a previous investigation (Cameron & Jortveit, 2006) of special educators' skills in accommodating children with disabilities. Evidence from this study indicates that a framework incorporating value awareness in addition to pedagogical and academic knowledge could serve as a useful tool in preparing competent special education practitioners.

• Cameron, David Lansing & Jortveit, Maryann (2007). Contrasting Inclusive Values and Knowledge Among Future Special Educators. Vis sammendrag

  Abstract Much of the focus in teacher preparation has dealt with the question of whether it is academic or pedagogical knowledge that is necessary for good teaching. The values that educators' hold, and the role that higher education plays in shaping those values, have also merited consideration. However, these factors are commonly seen in isolation and/or in competition with one another. Whereas research suggests that the ability to identify the basis of professional behaviour is essential for knowledge-guided practice (Osmond, 2005), there is little evidence of efforts to develop this type of meta-cognitive awareness among future teachers. For special educators, there is also the problem of defining what academic knowledge is or what it should be. As a means of elucidating this dilemma, future Norwegian special educators (N = 42) at different stages of preparation were asked open-ended questions pertaining to the concepts of inclusion and disability. Participants' responses are considered in light of a previous investigation (Cameron & Jortveit, 2006) of special educators' skills in accommodating children with disabilities. Evidence from this study indicates that a framework incorporating value awareness in addition to pedagogical and academic knowledge could serve as a useful tool in preparing competent special education practitioners.

• Jortveit, Maryann (2007). Social and Emotional Difficulties Associated with Linguistic and Cultural Minorities in School. Vis sammendrag

  Abstract Unfortunately, we do not have equal education for everyone. There are great differences between minority and majority language pupils. These pupils? learning abilities are different because their basic capacity for acquiring the knowledge imparted at school is different. This can lead to their experiencing social and emotional difficulties. Now that a new national curriculum entitled ?Learning Promise? is to be implemented in our country, it is a clear objective that everyone will receive the opportunity to develop their abilities regardless of their social or ethnic backgrounds. School plays an important role in this development through the power and influence it exercises regarding knowledge impartment as well as through its forms of socialization. Pupils? social, emotional and academic development is dependent upon their being allowed to utilize their abilities and experiences. Language must therefore not be a hindrance in this process. Social and intellectual opportunities must be made available to everyone under equal conditions. The focus of this paper is to look at curriculum theory and curriculum understanding as a part of the context which influences pupils both socially and emotionally.

• Jortveit, Maryann & Cameron, David Lansing (2006). The Relationship between Teacher Preparation and Attitudes Towards Inclusion.
• Jortveit, Maryann (2006). Bilingual teachers reflections on their experiences in the Norwegian school.
• Jortveit, Maryann (2006). Inclusion of cultural and language minority pupils in Norwegian schools.
• Jortveit, Maryann (2005). Selvbildet – tester. Et paper om sammenhengen mellom teori og selvbildetester. Vis sammendrag

  Is it possible to assess the self-concept of a person? In what way can this assessment be done? The self-concept is a controversial construction, and a diffuse and difficult concept, difficult to measure. Several instruments and techniques have been constructed to search for an individual’s self-concept. This paper focuses on different theories used to understand and assess the self-concept of a person. I have analyzed a number of tests and the underlying theory to look into what criteria and techniques that are applied to explain the self-concept. Does the test reflect the underlying theory of the test? To find an answer to this, I had to look, not only at self-concept as a notion, but also related concepts. Self-esteem, self-worth, self-image etc. are also notions used to describe a person’s opinion of themselves.

• Jortveit, Maryann (2004). Objectivity in special educational science.
• Jortveit, Maryann (2014). Inkludering i en flerkulturell skole En kvalitativ studie av inkludering uttrykt i styringsdokumenter og blant lærere. Universitetet i Agder. ISSN 978-82-7117-7614.

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