Tone Kvernbekk

Professor, Head of Department
Image of Tone Kvernbekk
Norwegian version of this page
Phone +47-22858164
Room 542
Available hours By appointment
Username
Visiting address Helga Engs hus Sem Sælands vei 7 0317 OSLO
Postal address P.O.Box 1092 0317 OSLO

Educational background

  • 1995: Ph.D.; University of Oslo
  • 1990: Master Degree in Education, University of Oslo
  • 1987: Bachelor of Art: Philosophy, Social Anthropology, and Sociology of Education
  • 1983: Teacher Education College Degree

Professional background

  • 2004 - : Professor in the Department of Education, University of Oslo
  • 2006 - 2014: Adjunct Professor, The Norwegian Defence University College
  • 2002 - 2004: Associate Professor, Department of Education
  • 1999 - 2002: Associate Professor, Lillehammer University College
  • 1996 - 1999: Post-Doctoral Research Fellow, Dept of Ed/Research Council of Norway
  • 1991 - 1995: Research Fellow, Dept of Ed/Research Council of Norway
  • 1990: Teacher at the Arts Teacher Education College, Oslo

Research interests

Tone Kvernbekk`s professional interests are primarily philosophy of science, philosophy of education, argumentation theory and narrative theory. This rather diverse set of interests is kept together by a constant attendance to standards of philosophical reasoning, and by a preoccupation with implications of all of these approaches for educational research and theory.

Current activities

See descriptions of research projects.

 

Completed projects

Evidence-based Practice in Education: Functions of Evidence and Causal Presuppositions. The project was finished in 2015, with the publication of a book (Routledge). The project argues among other things that evidence emanating from RCTs only serve an indirect role; that many kinds of evidence are needed to make a decision whether a method of instruction will work in one's local context; that interventions should be understood as INUS-conditions; that stability of context is of paramount importance; and that things may go wrong in very unexpected ways.

 

Studies in Educational Theorizing (Pedagogisk teoridannelse). An extended and revised version, in Norwegian, of the doctoral dissertation from 1994 (which was titled "In Search of the Nature of Educational Theories"). The project is a philosophical treatment of a selection of problems in educational theorizing; based on a well-developed conception of scientific theories. Project finished 2005.

 

A Goal-Directed Science Education Theory for Nonscientists: Its Development and Application. This was an international project which ran from May 1996 to April 1999. The project was led by Professor Stephen P. Norris, Memorial University of Newfoundland (currently University of Alberta); and financed by The Social Sciences and Humanities Research Council of Canada.

Main administrative tasks

 

  • 2021 - 2024: Head of Department
  • 2015 - 2020: Appointed Head of Studies and Deputy Head
  • 2013 - 2019: Appointed member of the Research Ethics Committee at the University of Oslo
  • 2008 - 2010: Head of the Humantities Studies in Pedagogy Research School, as well as Head of the Humanities Studies in Pedagogy Research Group
  • 2004 - 2006: Director of the Doctoral Program, Department of Education
  • 2002 - 2004: Coordinator of Undergraduate Studies, "Freshman" level (grunnfag and UTVIT1000)

Teaching

  • Courses in Philosophy of Science and Philosophy of Education, at Bachelor, Master and Doctoral levels.
  • Supervision of a number of students.
Tags: Education, Fundamental questions in education

Publications

Kvernbekk, T. (2013): Evidence-Based Practice: On the Function of Evidence in Practical Reasoning. Studier i Pædagogisk Filosofi, 2, 2, 19-33

Kvernbekk, T. (2013): Narrative configuration: Some notes on the workings of hindsight.Scandinavian Journal of Educational Research, 57, 6, 639-651

Kvernbekk, T. (2011): The concept of evidence in evidence-based practice. Educational Theory, 61, 5, 515-532. doi: 10.1111/j.1741-5446.2011.00418.x

Strand, Torill & Kvernbekk, Tone (2009). Assessing the Quality of Educational Research: The Case of Norway, In Tina, Besley (ed.), Assessing the Quality of Educational Research in Higher Education. International Persepctives. Sense Publishers. ISBN 978-90-8790-706-8. Chapter 13. s 263 - 278

Kvernbekk, Tone (2008). Johnson, MacIntyre, and the Practice of Argumentation. Informal Logic. ISSN 0824-2577. 28(3), s 262- 278

Kvernbekk, Tone (2007). Truth and Form. Interchange: a quarterly review of education. ISSN 0826-4805. 38(4), s 301- 315 . doi: 10.1007/s10780-007-9033-0

Kvernbekk, Tone (2007). Truth matters. The correspondence theory of truth meets an educational theory. Nordic Studies in Education. ISSN 0901-8050. 27(3), s 210- 221

Kvernbekk, Tone (2003). On identifying narratives. Studies in Philosophy and Education. ISSN 0039-3746. 22(3-4), s 267- 279

Kvernbekk, Tone (2003). On the argumentative quality of explanatory narratives, In Frans H. van, Eemeren; J. Anthony, Blair; Charles A., Willard & A. Francisca Snoeck, Henkemans (ed.), Anyone who has a view. Theoretical contributions to the study of argumentation. Kluwer Academic Publishers. ISBN 1-4020-1455-4. 21. s 269 - 282

Strand, Torill & Kvernbekk, Tone (2000). Problems of Educational Models and Their Use. Nordic Studies in Education. ISSN 0901-8050. 20(1,2000), s 1- 12

Kvernbekk, Tone (1999). Knowledge that works in practice. Scandinavian Journal of Educational Research. ISSN 0031-3831. 43(2), s 111- 130
 

  • Kvernbekk, Tone (2022). Objektivitet som epistemisk norm i pedagogisk forskning. In Thuen, Harald; Myklestad, Synnøve & Vik, Stine (Ed.), Pedagogikkens idé og oppdrag. Fagbokforlaget. ISSN 9788245040883. p. 260–278.
  • Kvernbekk, Tone (2021). Skoleprestasjoner: Hva skaper et resultat? In Krumsvik, Rune Johan (Eds.), Hva vet vi om skoleprestasjoner? Ulike perspektiver på skolegang og skoleprestasjoner. Fagbokforlaget. ISSN 9788245033243. p. 93–111.
  • Kvernbekk, Tone (2021). Det pedagogisk kritiske - et mangslungent landskap. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 7, p. 43–55. Full text in Research Archive
  • Nordahl-Hansen, Anders & Kvernbekk, Tone (2020). Construct Validity in Scientific Representation: A Philosophical Tour. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 6, p. 88–99. doi: 10.23865/ntpk.v6.1704. Full text in Research Archive
  • Bøe-Hansen, Ola & Kvernbekk, Tone (2019). Protection Stories. A case of military propaganda? In van Eemeren, Frans & Garssen, Bart (Ed.), Argumentation in Actual Practice. Topical studies about argumentative discourse in context. John Benjamins Publishing Company. ISSN 9789027204028. p. 281–297. doi: 10.1075/aic.17.15boe. Full text in Research Archive
  • Kvernbekk, Tone (2019). Practitioner tales: possible roles for research evidence in practice. Educational Research and Evaluation. ISSN 1380-3611. 25(1-2), p. 25–42. doi: 10.1080/13803611.2019.1617988. Full text in Research Archive
  • Kvernbekk, Tone & Jarning, Harald (2019). Mapping: Coming to grips with educational landscapes. European Educational Research Journal. ISSN 1474-9041. 18(5), p. 559–575. doi: 10.1177/1474904119840181. Full text in Research Archive
  • Von Wright, Moira & Kvernbekk, Tone (2018). Til barndommens frihet og paradoksenes forsvar. In Von Wright, Moira & Kvernbekk, Tone (Ed.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. p. 15–26.
  • Kvernbekk, Tone (2018). Narratives and Analogies. Homage to Miss Marple. In Oswald, Steve & Maillat, Didier (Ed.), Argument and Inference. Volume 1. Proceedings of the 2nd European Conference on Education. College Publications. ISSN 978-1-84890-283-1. p. 505–518. Full text in Research Archive
  • Kvernbekk, Tone (2018). Evidensbasert pedagogisk praksis: Utvalgte kontroverser. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 4, p. 136–153. doi: 10.23865/ntpk.v4.1153. Full text in Research Archive
  • Kvernbekk, Tone (2017). Evidence-Based Educational Practice. In Noblit, George W. (Eds.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: 10.1093/acrefore/9780190264093.013.187. Full text in Research Archive
  • Kvernbekk, Tone & Bøe-Hansen, Ola (2017). How to Win Wars: The Role of the War Narrative. In Olmos, Paula (Eds.), Narration as Argument. Springer Publishing Company. ISSN 978-3-319-56882-9. p. 215–234. doi: 10.1007/978-3-319-56883-6.
  • Kvernbekk, Tone (2015). Om planlegging, predikerbarhet og tilfeldighet. In Torgersen, Glenn Egil (Eds.), Pedagogikk for det uforutsette. Fagbokforlaget. ISSN 9788245017687. p. 72–87.
  • Kvernbekk, Tone; Torgersen, Glenn Egil & Moe, Iren (2015). Om begrepet det uforutsette. In Torgersen, Glenn Egil (Eds.), Pedagogikk for det uforutsette. Fagbokforlaget. ISSN 9788245017687. p. 26–53.
  • Kvernbekk, Tone (2014). My Practice, Our Practice. In Baldacchino, John; Galea, Simone & Mercieca, Duncan P. (Ed.), My Teaching, My Philosophy. Kenneth Wain and the Lifelong Engagement with Education. Peter Lang Publishing Group. ISSN 9781433124853. p. 186–199.
  • Kvernbekk, Tone (2013). Evidence-based Practice: On the Function of Evidence in Practical Reasoning. Studier i Pædagogisk Filosofi. ISSN 2244-9140. 2(2), p. 19–33. doi: 10.7146/spf.v2i2.7348.
  • Kvernbekk, Tone (2013). Evidence-based practice and educational research. In Johnsen, Berit Helene (Eds.), Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans. Cappelen Damm Akademisk. ISSN 978-82-7634-977-1. p. 60–72. doi: 10.1093/acrefore/9780190264093.013.187.
  • Kvernbekk, Tone (2013). Philosophy of Science. A brief introduction to selected topics: Categorization, justification, and the relation between observation and theory. In Johnsen, Berit Helene (Eds.), Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans. Cappelen Damm Akademisk. ISSN 978-82-7634-977-1. p. 35–59.
  • Kvernbekk, Tone (2013). Narrative Configuration: Some Notes on the Workings of Hindsight. Scandinavian Journal of Educational Research. ISSN 0031-3831. 57(6), p. 639–651. doi: 10.1080/00313831.2013.798834.
  • Kvernbekk, Tone (2013). Vil dette virke hos oss? Om veien fra forskningsbasert kunnskap til konkret praksis. In Krumsvik, Rune Johan & Säljö, Roger (Ed.), Praktisk-pedagogisk utdanning - en antologi. Fagbokforlaget. ISSN 978-82-450-1280-4. p. 279–302.
  • Kvernbekk, Tone (2012). Formelen for effektive skoler: Om kausale relasjoner mellom det som går inn og det som kommer ut. In Nordkvelle, Yngve Troye; Haugsbakk, Geir Olav & Nyhus, Lene (Ed.), Pedagogisk utvikling : veier og omveier til en god skole. Cappelen Damm Akademisk. ISSN 978-82-02-39864-4. p. 45–67.
  • Kvernbekk, Tone (2012). Revisiting Dialogues and Monologues. Educational Philosophy and Theory. ISSN 0013-1857. 44(9), p. 966–978. doi: 10.1111/j.1469-5812.2010.00695.x.
  • Kvernbekk, Tone (2012). Argumentation in Theory and Practice: Gap or Equilibrium? Informal Logic. ISSN 0824-2577. 32(3), p. 288–305. doi: 10.22329/il.v32i3.3534.
  • Kvernbekk, Tone (2012). Kriterier i forskning: Hva er de, hvor kommer de fra, og hvordan skal vi legitimere dem? Utdanningskvalitet og undervisningskvalitet under press?. Tapir Akademisk Forlag. ISSN 9788251928953. p. 47–76.
  • Wittek, Anne Line & Kvernbekk, Tone (2011). On the problems of asking for a definition of quality in education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 55(6), p. 671–684. doi: 10.1080/00313831.2011.594618.
  • Kvernbekk, Tone (2011). Etterord. In Kvernbekk, Tone & Løvlie, Lars (Ed.), Nye stemmer i norsk pedagogisk humanioraforskning. Fagbokforlaget. ISSN 978-82-450-1077-0. p. 227–236.
  • Kvernbekk, Tone & Løvlie, Lars (2011). Forskerskolen Humaniorastudier i pedagogikk. In Kvernbekk, Tone & Løvlie, Lars (Ed.), Nye stemmer i norsk pedagogisk humanioraforskning. Fagbokforlaget. ISSN 978-82-450-1077-0. p. 9–17.
  • Kvernbekk, Tone (2011). The concept of evidence in evidence-based practice. Educational Theory. ISSN 0013-2004. 61(5), p. 515–532. doi: 10.1111/j.1741-5446.2011.00418.x.
  • Strøm, Anita; Kvernbekk, Tone & Fagermoen, May Solveig (2011). Parity: (im) possible? Interplay of knowledge forms in patient education. Nursing Inquiry. ISSN 1320-7881. 18(2), p. 94–101. doi: 10.1111/j.1440-1800.2011.00517.x.
  • Kvernbekk, Tone (2011). Forelesningen som kommunikasjon. Locke og Diderot. In Skodvin, Arne; Flyum, Karl Henrik; Knudsen, Geir & Simonsen, Eva (Ed.), Forelesningens kunst. Unipub forlag. ISSN 978-82-7477-499-5. p. 91–113.
  • Kvernbekk, Tone (2011). Til forelesningens forsvar. In Kvernbekk, Tone (Eds.), Humaniorastudier i pedagogikk. Pedagogisk filosofi og historie. Abstrakt forlag. ISSN 978-82-7935-306-5. p. 203–226.
  • Kvernbekk, Tone (2011). Innledning: å drive med pedagogiske humaniorastudier. In Kvernbekk, Tone (Eds.), Humaniorastudier i pedagogikk. Pedagogisk filosofi og historie. Abstrakt forlag. ISSN 978-82-7935-306-5. p. 9–18.
  • Strand, Torill & Kvernbekk, Tone (2009). Assessing the Quality of Educational Research: The Case of Norway. In Besley, Tina (Eds.), Assessing the Quality of Educational Research in Higher Education. International Persepctives. Brill|Sense. ISSN 978-90-8790-706-8. p. 263–278.
  • Kvernbekk, Tone (2008). MacIntyre, praksis og undervisning. In Guldal, Tale M.; Lillemyr, Ole Fredrik; Løkken, Gunvor; Rønning, Frode & Naastad, Nils (Ed.), FoU i Praksis 2007: Rapport fra konferanse om praksisrettet FoU i lærerutdanning. Tapir Akademisk Forlag. ISSN 978-82-519-2295-1. p. 13–28.
  • Kvernbekk, Tone & Simpson, Harold (2008). The Use and Abuse of Memory and History in Military Pedagogy. In Kvernbekk, Tone; Simpson, Harold & Peters, Michael A. (Ed.), Military Pedagogies and why they matter. Brill|Sense. ISSN 978-90-8790-625-2. p. 17–28.
  • Kvernbekk, Tone (2008). The Nature of Military Pedagogical Theory. In Kvernbekk, Tone; Simpson, Harold & Peters, Michael A. (Ed.), Military Pedagogies and why they matter. Brill|Sense. ISSN 978-90-8790-625-2. p. 145–158.
  • Kvernbekk, Tone; Simpson, Harold & Peters, Michael A. (2008). Foreword. In Kvernbekk, Tone; Simpson, Harold & Peters, Michael A. (Ed.), Military Pedagogies and why they matter. Brill|Sense. ISSN 978-90-8790-625-2. p. vii–x.
  • Kvernbekk, Tone (2008). Insiders and relational subjects. European Journal of Special Needs Education. ISSN 0885-6257. 23(2), p. 169–170.
  • Kvernbekk, Tone (2008). Johnson, MacIntyre, and the Practice of Argumentation. Informal Logic. ISSN 0824-2577. 28(3), p. 262–278.
  • Kvernbekk, Tone (2007). Science and Dichotomies: A European Outlook. In Vokey, Daniel (Eds.), Philosophy of Education 2006. University of Illinois Press. p. 413–416.
  • Kvernbekk, Tone (2007). Theory and practice: A metatheoretical contribution. In Eemeren, Frans H. van; Blair, J. Anthony; Willard, Charles A. & Garssen, Bart (Ed.), Proceedings of the Sixth Conference of the International Society for the Study of Argumentation, Vol. I. SicSat. ISSN 9789051709162. p. 841–846.
  • Kvernbekk, Tone (2007). Truth matters. The correspondence theory of truth meets an educational theory. Nordisk Pedagogik. ISSN 0901-8050. 27(3), p. 210–221.
  • Kvernbekk, Tone (2007). Truth and Form. Interchange: A Quarterly Review of Education. ISSN 0826-4805. 38(4), p. 301–315. doi: 10.1007/s10780-007-9033-0.
  • Kvernbekk, Tone (2006). Teori og praksis: En evig udfordring. In Lund, Jens H. & Rasmussen, Torben Nørregaard (Ed.), Almen didaktik - i læreruddannelse og lærerarbejde. KvaN. ISSN 87-90066-64-2. p. 85–106.
  • Kvernbekk, Tone (2004). Introduction: The Many Faces of Philosophy of Education: Traditions, Problems and Challenges. Studies in Philosophy and Education. ISSN 0039-3746. 23(2-3), p. 81–85.
  • Kvernbekk, Tone (2003). On the argumentative quality of explanatory narratives. In Eemeren, Frans H. van; Blair, J. Anthony; Willard, Charles A. & Henkemans, A. Francisca Snoeck (Ed.), Anyone who has a view. Theoretical contributions to the study of argumentation. Kluwer Academic Publishers. ISSN 1-4020-1455-4. p. 269–282.
  • Kvernbekk, Tone (2003). Om pædagogikkens faglige identitet. In Kvernbekk, Tone (Eds.), Pædagogik og lærerprofessionalitet. Klim. ISSN 87-7955-152-1. p. 21–40.
  • Kvernbekk, Tone (2003). Erfaring, praksis og teori. In Kvernbekk, Tone (Eds.), Pædagogik og lærerprofessionalitet. Klim. ISSN 87-7955-152-1. p. 163–188.
  • Kvernbekk, Tone (2003). Introduktion. In Kvernbekk, Tone (Eds.), Pædagogik og lærerprofessionalitet. Klim. ISSN 87-7955-152-1. p. 9–20.
  • Kvernbekk, Tone (2003). On identifying narratives. Studies in Philosophy and Education. ISSN 0039-3746. 22(3-4), p. 267–279.
  • Kvernbekk, Tone (2002). Teorityper og bruk av teori. ?. 5, p. 25–42.
  • Kvernbekk, Tone & Lund, Thorleif (2002). Vitenskapsteoretiske perspektiver, Innføring i forskningsmetodologi. Unipub Forlag. p. 19–78.
  • Kvernbekk, Tone (2001). Some notes on the relevance of philosophy to education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 45(4), p. 341–351.
  • Kvernbekk, Tone (2001). Erfaring, praksis og teori, Kvernbekk, T. (red): Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. p. 146–163.
  • Kvernbekk, Tone (2001). Om pedagogikkens faglige identitet, Kvernbekk, T. (red): Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. p. 17–30.
  • Kvernbekk, Tone (2001). Educational recipes and security in action. ?. 21(3), p. 183–196.
  • Kvernbekk, Tone (2001). A Nordic Outlook. Studies in Philosophy and Education. ISSN 0039-3746. 20(4), p. 287–290.
  • Kvernbekk, Tone (2001). The Status of Philosophy of Education in the Nordic Nations and Spain. ?. 20(4).
  • Kvernbekk, Tone (2000). Seeing in practice: A conceptual analysis. Scandinavian Journal of Educational Research. ISSN 0031-3831. 44(4), p. 357–370.
  • Kvernbekk, Tone & Uljens, Michael (2000). On the nature of educational theories, Pedagogikens problem. Kulturella utvecklingslinjer och teoretiska spörsmål. Åbo Akademi, Pedagogiska Institutionen. p. 79–96.
  • Kvernbekk, Tone (1999). Knowledge that works in practice. Scandinavian Journal of Educational Research. ISSN 0031-3831. 43(2), p. 111–130.
  • Kvernbekk, Tone (1997). Introduksjon til Nel Noddings' pedagogiske filosofi. In Noddings, Nel (Eds.), Pedagogisk filosofi. Ad Notam Gyldendal, Oslo. ISSN 82-417-0831-9. p. 11–21.
  • Nagel, Tove & Kvernbekk, Tone (1997). A Dialogue about the Quality of Education. Quality Assurance in Education. ISSN 0968-4883. 5(2), p. 101–109.
  • Norris, Stephen P. & Kvernbekk, Tone (1997). The application of science education theories. Journal of Research in Science Teaching. ISSN 0022-4308. 34(10), p. 977–1005.
  • Kvernbekk, Tone (1997). Kausalitet i pedagogikken? Nordisk Pedagogik. ISSN 0901-8050. 17(4), p. 226–238.
  • Kvernbekk, Tone (1996). Confluent education: A participator view of knowledge. In Brown, Joel H. (Eds.), Advances in Confluent Education, Vol.1: Integrating Consciousness for Human Change. JAI Press, Greenwich. ISSN 0-7623-0080-9. p. 1–15.
  • Kvernbekk, Tone (1996). Om kausalitet. Impuls : Tidsskrift for psykologi. ISSN 0801-2911. 50(2), p. 39–47.
  • Kvernbekk, Tone & Nagel, Tove (1996). Omsorg for helheter: deltakeres livsverden i store kontekster. Utbildning och Demokrati. ISSN 1102-6472. 5(1), p. 67–82.

View all works in Cristin

  • Ilje-Lien, Johanne; Thuen, Harald; Vik, Stine; Myklestad, Synnøve; Skundberg, Øystein & Sævi, Tone [Show all 17 contributors for this article] (2022). Pedagogikkens ide og oppdrag. Fagbokforlaget. ISBN 9788245039689. 310 p.
  • Kvernbekk, Tone (2021). The Nature of Educational Theories. Goal-Directed, Equivalence and Interlevel Theories. Routledge. ISBN 9781138488557. 242 p.
  • Von Wright, Moira & Kvernbekk, Tone (2018). Barn og deres voksne. Cappelen Damm Akademisk. ISBN 9788202572549. 278 p.
  • Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (2016). Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISBN 9788202494667. 428 p.
  • Kvernbekk, Tone (2016). Evidence-based Practice in Education. Functions of evidence and causal presuppositions. Routledge. ISBN 9780415839099. 193 p.
  • Kvernbekk, Tone & Løvlie, Lars (2011). Nye stemmer i norsk pedagogisk humanioraforskning. Fagbokforlaget. ISBN 978-82-450-1077-0. 238 p.
  • Kvernbekk, Tone (2011). Humaniorastudier i pedagogikk. Pedagogisk filosofi og historie. Abstrakt forlag. ISBN 978-82-7935-306-5. 229 p.
  • Kvernbekk, Tone; Simpson, Harold & Peters, Michael A. (2008). Military Pedagogies and why they matter. Brill|Sense. ISBN 978-90-8790-625-2. 194 p.
  • Kvernbekk, Tone (2005). Pedagogisk teoridannelse. Insidere, teoriformer og praksis. Fagbokforlaget. ISBN 82-450-0304-2. 195 p.
  • Kvernbekk, Tone (2003). Pædagogik og lærerprofessionalitet. Klim. ISBN 87-7955-152-1. 225 p.
  • Lund, Thorleif; Kleven, Thor Arnfinn; Kvernbekk, Tone & Christophersen, Knut-Andreas (2002). Innføring i forskningsmetodologi. Unipub forlag. ISBN 82-7477-090-0. 345 p.
  • Kvernbekk, Tone (2001). Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. ISBN 8241711786.
  • Kvernbekk, Tone (2001). Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. ISBN 82-417-1178-6.

View all works in Cristin

  • Kvernbekk, Tone (2022). Kritisk tenkning i akademia - hva betyr det?
  • Kvernbekk, Tone (2022). Kommentar på boklansering, Eyvind Elstads bok "Pedagogikk for kommende lærere".
  • Kvernbekk, Tone (2021). Handling theory-practice relations: Identifying the right level of abstraction.
  • Kvernbekk, Tone (2021). Det som kunne ha vært. Hvordan vi bruker kontrafaktiske elementer i pedagogisk tenkning.
  • Kvernbekk, Tone (2021). Educational "should have beens".
  • Kvernbekk, Tone (2020). Evidence into practice: Why we need an argumentation model.
  • Kvernbekk, Tone (2020). Response to Mark Herman's paper.
  • Kvernbekk, Tone (2020). Hvordan kan forskningsdata brukes i praksis?
  • Kvernbekk, Tone & Bøe-Hansen, Ola (2020). Forsvarets omdømmevideoer: propaganda?
  • Kvernbekk, Tone; Bøe-Hansen, Ola; Heintz, Ole A. & Cohen, Daniel H. (2020). The Problem of 'Mission Creep': Argumentation Theory meets Military History.
  • Kvernbekk, Tone (2019). Forskningsbasert undervisning.
  • Kvernbekk, Tone; Stojanov, Krassimir; Drerup, Johannes & Oliverio, Stefano (2019). Status and situation of Philosophy of Education in Continental Europe (invitert symposium).
  • Kvernbekk, Tone (2019). Paneldebatt: Muligheter og begrensninger for utarbeidelse og anvendelse av systematiske kunnskapsoversikter.
  • Kvernbekk, Tone (2019). Practical syntheses: How conductive reasoning helps.
  • Kvernbekk, Tone (2019). Hva er evidensbasert forskning og - pedagogisk praksis, og hvilke vitenskapsteoretiske posisjoner diskuteres?
  • Kvernbekk, Tone (2019). Measurement meanderings. Response to Francis Schrag.
  • Sand Gjersøe, Karine & Kvernbekk, Tone (2019). Bildung as side-effect.
  • Kvernbekk, Tone; Vembye, Mikkel Helding & Joyce, Kathryn (2018). Evidence-based practice: Dimensions of reproducibility.
  • Kvernbekk, Tone (2018). Om retten til skole fra et pedagogisk synspunkt. Når sønner og døtre blir elever og studenter. Original tittel: On the right to school from an educational perspective. Turning sons and daughters into pupils and students . In Von Wright, Moira & Kvernbekk, Tone (Ed.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. p. 257–273.
  • Kvernbekk, Tone (2018). Løftet som stadig forskyver seg: Rousseau, danning og ideenes samspill. Original tittel: Promise-as-suspension. Rousseau, Bildung and the interplay of ideas . In Von Wright, Moira & Kvernbekk, Tone (Ed.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. p. 128–145.
  • Kvernbekk, Tone (2018). Å traversere barndom og voksenalder: å vokse opp og å vokse ned. Original tittel: Crossing Childhood and Adulthood: Growing Up and Growing Down . In Von Wright, Moira & Kvernbekk, Tone (Ed.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. p. 29–46.
  • Kvernbekk, Tone (2018). Studenter og autoritære forelesere. En paradoksal beretning.
  • Kvernbekk, Tone (2018). Evidence-based practice: Wishful thinking?
  • Kvernbekk, Tone (2018). On the importance of randomness and eccentric cases in education.
  • Kvernbekk, Tone & Bøe-Hansen, Ola (2018). Military Analogy: Information or Propaganda?
  • Kvernbekk, Tone (2018). Grades, tests and justice.
  • Kvernbekk, Tone (2018). How do we judge what works?
  • Kvernbekk, Tone & Jarning, Harald (2017). Mapping a fluid terrain. Educational R & D in Norway in the system of the disciplines and the system of the professions.
  • Kvernbekk, Tone (2017). Narratives and analogies.
  • Kvernbekk, Tone (2017). Commentary on Dan Goodley's "Disability labels, educational categories and in-between-al politics".
  • Kvernbekk, Tone (2017). Artikler og publisering.
  • Kvernbekk, Tone (2017). Effektivitetsvurderinger - meget mere komplicerede enn man normalt tror.
  • Kvernbekk, Tone (2017). Professional judgment is evidence-informed - but what is evidence?
  • Kvernbekk, Tone (2017). Human Nature and Second Nature.
  • Kvernbekk, Tone (2017). Sentrale trekk ved evidensbasert praksis.
  • Kvernbekk, Tone (2017). Causality and (some of) its many faces.
  • Kvernbekk, Tone (2016). Evidensbasert praksis.
  • Kvernbekk, Tone (2016). Artikkelskriving fra et redaktørperspektiv.
  • Kvernbekk, Tone (2016). Hva kjennetegner en god artikkel?
  • Kvernbekk, Tone (2016). Causal production of educational results: What research can contribute.
  • Kvernbekk, Tone (2016). Coming to grips with the causal nature of evidence-based education.
  • Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (2016). Avslutning. Hva er pedagogikk? In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 405–414.
  • Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (2016). Introduksjon. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 13–28.
  • Kvernbekk, Tone (2016). Kommunikasjon. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 177–188.
  • Kvernbekk, Tone (2016). Mål-middel-tenkning. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 155–164.
  • Kvernbekk, Tone (2016). Educere og educare. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 118–126.
  • Kvernbekk, Tone; Kvamme, Ole Andreas & Strand, Torill (2016). Universitetet. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 282–292.
  • Kvernbekk, Tone (2016). Om mål. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 73–83.
  • Kvernbekk, Tone (2016). Commentary on Daniel Cohen and Katharina Stevens' "Virtuous vices: On objectivity and bias in argumentation".
  • Kvernbekk, Tone (2016). Comparing two models of evidence.
  • Kvernbekk, Tone (2016). Betydningen av teoretisk visdom.
  • Kvernbekk, Tone (2016). Hva skal Forsvaret med vitenskapsteori?
  • Kvernbekk, Tone (2016). Evidensbasert praksis: Hva kan gå galt?
  • Kvernbekk, Tone (2016). Evidensbasert undervisning: effektivitet, evidens og kausal produksjon.
  • Kvernbekk, Tone (2015). Evidensdebatten i pedagogikk og utdanningsforskning.
  • Kvernbekk, Tone (2015). Lærerne og den evidensbaserte undervisningen.
  • Kvernbekk, Tone (2015). Miss Marple's reasonings.
  • Kvernbekk, Tone (2015). Evidensbasering. Noen hovedtrekk og utfordringer.
  • Kvernbekk, Tone (2015). Evidence and argument.
  • Kvernbekk, Tone (2015). Evidensbasert undervisning - hva er det egentlig?
  • Kvernbekk, Tone (2014). Teori og praksis - på godt og vondt.
  • Kvernbekk, Tone (2014). Hva trenger vi evidens for?
  • Kvernbekk, Tone (2014). Evidence-based practice: evidence set in an argument.
  • Kvernbekk, Tone (2014). Narrative Research. In Phillips, D.C. (Eds.), Encyclopedia of Educational Theory and Philosophy. Sage Publications. ISSN 9781452230894. p. 565–567.
  • Kvernbekk, Tone (2014). The best laid schemes.
  • Kvernbekk, Tone & Hovland, Brit Marie (2014). Predikerbarhet: noen notater.
  • Kvernbekk, Tone (2014). Learning and context.
  • Kvernbekk, Tone (2014). On the possibility of interventions aimed at improving character.
  • Kvernbekk, Tone (2013). Evidence-based practice and means-end reasoning.
  • Kvernbekk, Tone (2013). Cartwright's nomological machine.
  • Kvernbekk, Tone & Frimannsson, Gudmundur H. (2013). Narrative: A Brief Introduction. Scandinavian Journal of Educational Research. ISSN 0031-3831. 57(6), p. 571–573.
  • Kvernbekk, Tone (2013). Hva er evidensbasert praksis?
  • Kvernbekk, Tone (2013). Comments on Laura Pinto's "When Politics Trump Argumentation: Financial Literacy Education Policy".
  • Kvernbekk, Tone (2013). Evidence-based practice (EBP), means-end reasoning and goal-directed theories.
  • Kvernbekk, Tone (2013). Et "batesonsk" praksisbegrep.
  • Kvernbekk, Tone (2013). Evidence-based practice and its causal presuppositions.
  • Kvernbekk, Tone (2013). EBP and its causal presuppositions.
  • Kvernbekk, Tone (2013). EBP and its causal presuppositions.
  • Kvernbekk, Tone (2013). Evidensbasert utdanning - om ulike betydninger av evidensbegrepet, om usikkerhet og relativitet i forbindelse med evidensbasert praksis og utdanning.
  • Kvernbekk, Tone (2013). Teori og praksis.
  • Kvernbekk, Tone (2013). Implementation of EBP: The problem of causal sufficiency.
  • Kvernbekk, Tone (2012). Effective schools: A causal analysis.
  • Kvernbekk, Tone (2012). Erfaringslæring i et filosofisk perspektiv.
  • Kvernbekk, Tone (2012). Evidence-based practice, stability, and the standardization of procedures.
  • Kvernbekk, Tone (2012). Samspillet mellom teori og praksis i lærerutdanningene.
  • Kvernbekk, Tone (2012). Evidence-based practice and the logic of intervention.
  • Kvernbekk, Tone (2012). Å se praksis.
  • Kvernbekk, Tone (2011). Evidence-based practice (EBP) and Toulmin.
  • Kvernbekk, Tone (2011). Teori og praksis - kløft eller likevekt.
  • Kvernbekk, Tone (2011). Filosofisk om teori og praksis. Bedre Skole. ISSN 0802-183X. p. 20–25.
  • Kvernbekk, Tone & Nordtug, Birgit (2011). EBP, predictability and the value of randomness.
  • Kvernbekk, Tone & Nordtug, Birgit (2011). Evidence Based Practice, predictability and the value of randomness .
  • Kvernbekk, Tone & Nordtug, Birgit (2011). A plea for randomness.
  • Kvernbekk, Tone (2010). Dualist and nondualist arguments in education.
  • Kvernbekk, Tone (2010). Dualism in constructivist theories of learning.
  • Kvernbekk, Tone (2010). Epistemisk drift - kommentar til Nils Giljes keynote.
  • Kvernbekk, Tone (2010). Can personal experience be evidence?
  • Kvernbekk, Tone (2010). Teoretiske utfordringer ved kriteriebasert vurdering.
  • Kvernbekk, Tone (2010). Dewey om teori og praksis: en kritikk.
  • Kvernbekk, Tone (2009). Dialogical and monological forms of communication: a re-evaluation.
  • Kvernbekk, Tone (2009). Uvanlige kommunikasjonsformer - hvordan tenke forelesning ut fra John Locke og Denis Diderot.
  • Wittek, Anne Line & Kvernbekk, Tone (2009). On the problems of asking what quality in higher education is.
  • Kvernbekk, Tone (2009). Questions about anecdotes: response to Christopher Oldenburg and Michael Leff.
  • Kvernbekk, Tone (2009). Theory and practice: gap or equilibrium.
  • Kvernbekk, Tone; Kemp, Peter & Rasmussen, David (2009). Cosmopolitan education. A keynote panel discussion.
  • Kvernbekk, Tone (2009). Evidence-based practice: Some notes.
  • Kvernbekk, Tone (2008). Lost in concepts?
  • Kvernbekk, Tone (2008). Teoriundervisning og praksisopplæring.
  • Kvernbekk, Tone (2008). Response to Sheron Fraser-Burgess.
  • Kvernbekk, Tone (2008). Collective memory and education: Some notes.
  • Kvernbekk, Tone (2007). Argumentation practice: the very idea.
  • Kvernbekk, Tone (2007). Teori: bra eller dårlig for praksis?
  • Kvernbekk, Tone (2007). Praksis: Utfordringer fra MacIntyre og Bateson.
  • Kvernbekk, Tone (2007). Correspondence truth and educational theories: an impossible match?
  • Kvernbekk, Tone (2007). Monologues: worth a re-evaluation?
  • Kvernbekk, Tone (2007). Kan vi skille teori og praksis?
  • Kvernbekk, Tone (2006). Teori og praksis - en diskusjon av heldige og uheldige konsekvenser av teoribruk.
  • Kvernbekk, Tone (2006). Review of Dennis Beach, Tuula Gordon & Elina Lahelma (eds), Democratic Eduation: Ethnographic Challenges. Theory and Research in Education. ISSN 1477-8785. 4(3), p. 220–222.
  • Kvernbekk, Tone (2006). First Workshop of the Project "Development towards the Inclusive School: Practices - Research - Capacity Building". The universities of Belgrade, Ljubljana, Sarajevo, Skopje, Tuzla, Zagreb and Oslo. [TV]. Bosnisk TV, Sarajevo, Bosnia.
  • Kvernbekk, Tone (2006). Fordeler og ulemper ved bruk av teori i praksis.
  • Kvernbekk, Tone (2006). A Batesonian concept of practice.
  • Kvernbekk, Tone (2006). Theory and practice: A metatheoretical contribution.
  • Kvernbekk, Tone (2006). Når teori møter praksis.
  • Kvernbekk, Tone (2006). Response to Terri Wilson: Science and dichotomies, a European outlook.
  • Kvernbekk, Tone (2006). Theory and practice: What can other disciplines learn from education?
  • Kvernbekk, Tone (2006). Publishing; from researcher's viewpoint.
  • Kvernbekk, Tone (2005). "Ideas" Program on Narrative. [Radio]. CBC Radio One, Canada.
  • Kvernbekk, Tone (2005). Some notes on narrative truth.
  • Kvernbekk, Tone (2005). Report from a soft science: Response to Mark Battersby.
  • Kvernbekk, Tone (2005). Danning/autonomi.
  • Kvernbekk, Tone (2005). Are educational theories true?
  • Kvernbekk, Tone (2005). The truth of educational theories.
  • Kvernbekk, Tone (2004). Ulike syn på teoriens betydning for praksis.
  • Kvernbekk, Tone (2004). Danning og autonomi.
  • Kvernbekk, Tone (2004). Narrative voices.
  • Kvernbekk, Tone (2004). Narratives and reality: What do narratives tell us about the world?
  • Kvernbekk, Tone (2004). Narratives: the reference problem.
  • Kvernbekk, Tone (2004). The notion of VOICE in narratives.
  • Kvernbekk, Tone (2003). Etterpåklokskapens rolle i narrativ konfigurasjon.
  • Kvernbekk, Tone (2003). Narratives as informal arguments.
  • Kvernbekk, Tone (2003). Narratives as explanations.
  • Kvernbekk, Tone (2003). Narratives: the realm of "as if"?
  • Kvernbekk, Tone (2002). On the argumentative quality of explanatory narratives.
  • Kvernbekk, Tone (2002). Forholdet mellom teori og empiri i forskningsarbeidet (Doktorgradskurs).
  • Kvernbekk, Tone (2002). Philosophy of social science (Kurs for internasjonale Master-studenter).
  • Kvernbekk, Tone (2002). On the alleged superiority and convincing power of narratives.
  • Kvernbekk, Tone (2002). Om dannelse og tilpasning i skolen.
  • Kvernbekk, Tone (2002). Working in untidy fields: A conversation.
  • Kvernbekk, Tone (2002). Teoriens anvendelsesområder i praksis.
  • Kvernbekk, Tone (2002). Samfunnsvitenskapelig filosofi.
  • Kvernbekk, Tone (2002). Hva kan pedagogikken brukes til? Læreres refleksjon over egen praksis.
  • Kvernbekk, Tone (2002). Praksis, insidere og etterpåklokskap.
  • Kvernbekk, Tone (2001). Narrativ kunnskap. Forelesning i forskerutdanningskurset "Kunnskapsbegrepet i pedagogikken".
  • Kvernbekk, Tone (2001). Science teaching: On being an insider.
  • Kvernbekk, Tone (2001). Insiders and outsiders in educational research.
  • Kvernbekk, Tone (2000). Is this a Narrative?
  • Kvernbekk, Tone (2000). Dannelsesidealet i skolen.
  • Kvernbekk, Tone (2000). Is this a narrative?
  • Kvernbekk, Tone (2000). Praksisbegrepet: en nivåanalyse.
  • Kvernbekk, Tone (2000). Forskeren som instrument.
  • Kvernbekk, Tone (2000). Bruk av teori i praksis.
  • Kvernbekk, Tone (1999). Learning about narratives: A personal story.
  • Strand, Torill & Kvernbekk, Tone (1999). The pedagogy of recipes and answers.
  • Kvernbekk, Tone (1999). Virtues of narratives.
  • Kvernbekk, Tone (1999). Den pedagogiska teorins betydelse i praxis.
  • Kvernbekk, Tone (1999). Pedagogiska teorier och deras karaktär.
  • Kvernbekk, Tone (1999). Et filosofisk perspektiv på pedagogiske endringsprosesser.
  • Kvernbekk, Tone (1999). Om teori og fagutøvelse.
  • Kvernbekk, Tone & Strand, Torill (1998). Social Justification of Educational Beliefs.
  • Kvernbekk, Tone (1998). Om normalvitenskaper og lappetepper.
  • Kvernbekk, Tone & Strand, Torill (1998). Problemer med pedagogiske modeller.
  • Kvernbekk, Tone (1998). Teori og fagutøvelse.
  • Kvernbekk, Tone (1998). Om normalvitenskaper og lappetepper.
  • Kvernbekk, Tone (1998). Education as a human right: The case of Comenius.
  • Kvernbekk, Tone (1998). Ulike syn på kunnskap og danning.
  • Kvernbekk, Tone (1998). Om å være forsker.
  • Kvernbekk, Tone (1998). "I've seen it with my own eyes": on practitioners' seeing in practice.
  • Strand, Torill & Kvernbekk, Tone (1998). Problems of educational models and their use.
  • Kvernbekk, Tone (1998). Kunnskap som virker i praksis.
  • Kvernbekk, Tone (1997). What can we learn from experience?
  • Kvernbekk, Tone (1997). Erfaring: lærer vi det vi tror vi lærer?
  • Kvernbekk, Tone (1997). Philosophy of education in Norway.
  • Kvernbekk, Tone (1996). On educational theories.
  • Kvernbekk, Tone (1996). Teorikonstruksjon og ulike typer pedagogisk teori.
  • Kvernbekk, Tone (1996). Theory, practice, and experience.
  • Kvernbekk, Tone (1996). What is an educational theory?
  • Kvernbekk, Tone (1996). Praksisbegrepets "geografi" - en forsøksvis kartlegging.
  • Kvernbekk, Tone & Norris, Stephen P. (1996). A metatheory of the role of theory and experience in developing teacher competence.
  • Norris, Stephen P. & Kvernbekk, Tone (1996). The application of science education theories.
  • Kvernbekk, Tone (1996). Kausalitet og det instrumentalistiske mistaket.
  • Kvernbekk, Tone (2002). On the argumentative quality of explanatory narratives. Høgskolen i Lillehammer. ISSN 8271842692.
  • Kvernbekk, Tone & Nordtug, Birgit (2002). Conference Proceedings. 8th Biennial Conference of the International Network for Philosophers of Education: The Many Faces of Philosophy of Education - Traditions, Problems and Challenges. Universitetet i Oslo, Pedagogisk Forskningsinstitutt. ISSN 82-569-5999-1.
  • Kvernbekk, Tone & Nordtug, Birgit (2002). The many faces of philosophy of education : traditions, problems and challenges : conference proceedings : International Network of Philosophers of Education, 8thBiennial Conference, August 8-11, 2002. Akademika forlag. ISSN 82-569-5999-1.
  • Kvernbekk, Tone (1996). Considering the researcher as human being. Pedagogisk Forskningsinstitutt. ISSN 0800-6113.

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Published Aug. 6, 2010 9:31 AM - Last modified Jan. 7, 2021 1:23 PM

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