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 (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.
  • 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 (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
  • 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 & 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 (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 (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). 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). 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). 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 (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). 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 (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). 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). 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). 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.
  • 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.
  • 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
  • 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). 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
  • 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). Etterord. In Kvernbekk, Tone & Løvlie, Lars (Ed.), Nye stemmer i norsk pedagogisk humanioraforskning. Fagbokforlaget. ISSN 978-82-450-1077-0. p. 227–236.
  • 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). 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; 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). 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 (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 (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 (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). 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 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 identifying narratives. Studies in Philosophy and Education. ISSN 0039-3746. 22(3-4), p. 267–279.
  • 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). Introduktion. In Kvernbekk, Tone (Eds.), Pædagogik og lærerprofessionalitet. Klim. ISSN 87-7955-152-1. p. 9–20.
  • 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 & Lund, Thorleif (2002). Vitenskapsteoretiske perspektiver, Innføring i forskningsmetodologi. Unipub Forlag. p. 19–78.
  • Kvernbekk, Tone (2002). Teorityper og bruk av teori. ?. 5, p. 25–42.
  • 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). Erfaring, praksis og teori, Kvernbekk, T. (red): Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. p. 146–163.
  • 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). The Status of Philosophy of Education in the Nordic Nations and Spain. ?. 20(4).
  • Kvernbekk, Tone (2001). Om pedagogikkens faglige identitet, Kvernbekk, T. (red): Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. p. 17–30.
  • 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.
  • Nagel, Tove & Kvernbekk, Tone (1997). A Dialogue about the Quality of Education. Quality Assurance in Education. ISSN 0968-4883. 5(2), p. 101–109.
  • Kvernbekk, Tone (1997). Kausalitet i pedagogikken? Nordisk Pedagogik. ISSN 0901-8050. 17(4), p. 226–238.
  • 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). Introduksjon til Nel Noddings' pedagogiske filosofi. In Noddings, Nel (Eds.), Pedagogisk filosofi. Ad Notam Gyldendal, Oslo. ISSN 82-417-0831-9. p. 11–21.
  • 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.
  • 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.

View all works in Cristin

  • 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.
  • Kvernbekk, Tone (2016). Evidence-based Practice in Education. Functions of evidence and causal presuppositions. Routledge. ISBN 9780415839099. 193 p.
  • Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (2016). Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISBN 9788202494667. 428 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 82-417-1178-6.
  • Kvernbekk, Tone (2001). Pedagogikk og lærerprofesjonalitet. Gyldendal Akademisk. ISBN 8241711786.

View all works in Cristin

  • Kvernbekk, Tone (2021). Educational "should have beens".
  • Kvernbekk, Tone (2021). Det som kunne ha vært. Hvordan vi bruker kontrafaktiske elementer i pedagogisk tenkning.
  • Kvernbekk, Tone (2021). Handling theory-practice relations: Identifying the right level of abstraction.
  • Kvernbekk, Tone (2020). Evidence into practice: Why we need an argumentation model.
  • Kvernbekk, Tone & Bøe-Hansen, Ola (2020). Forsvarets omdømmevideoer: propaganda?
  • Kvernbekk, Tone (2020). Hvordan kan forskningsdata brukes i praksis?
  • Kvernbekk, Tone (2020). Response to Mark Herman's paper.
  • Kvernbekk, Tone; Bøe-Hansen, Ola; Heintz, Ole A. & Cohen, Daniel H. (2020). The Problem of 'Mission Creep': Argumentation Theory meets Military History.
  • Sand Gjersøe, Karine & Kvernbekk, Tone (2019). Bildung as side-effect.
  • Kvernbekk, Tone (2019). Hva er evidensbasert forskning og - pedagogisk praksis, og hvilke vitenskapsteoretiske posisjoner diskuteres?
  • Kvernbekk, Tone (2019). Measurement meanderings. Response to Francis Schrag.
  • 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). Forskningsbasert undervisning.
  • Kvernbekk, Tone (2018). Evidence-based practice: Wishful thinking?
  • Kvernbekk, Tone; Vembye, Mikkel Helding & Joyce, Kathryn (2018). Evidence-based practice: Dimensions of reproducibility.
  • Kvernbekk, Tone (2018). Grades, tests and justice.
  • Kvernbekk, Tone & Bøe-Hansen, Ola (2018). Military Analogy: Information or Propaganda?
  • Kvernbekk, Tone (2018). On the importance of randomness and eccentric cases in education.
  • Kvernbekk, Tone (2018). Studenter og autoritære forelesere. En paradoksal beretning.
  • 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). 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). How do we judge what works?
  • Kvernbekk, Tone (2017). Causality and (some of) its many faces.
  • Kvernbekk, Tone (2017). Professional judgment is evidence-informed - but what is evidence?
  • Kvernbekk, Tone (2017). Effektivitetsvurderinger - meget mere komplicerede enn man normalt tror.
  • Kvernbekk, Tone (2017). Commentary on Dan Goodley's "Disability labels, educational categories and in-between-al politics".
  • Kvernbekk, Tone (2017). Sentrale trekk ved evidensbasert praksis.
  • Kvernbekk, Tone (2017). Human Nature and Second Nature.
  • Kvernbekk, Tone (2017). Narratives and analogies.
  • 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). Artikler og publisering.
  • Kvernbekk, Tone (2016). Comparing two models of evidence.
  • Kvernbekk, Tone (2016). Commentary on Daniel Cohen and Katharina Stevens' "Virtuous vices: On objectivity and bias in argumentation".
  • Kvernbekk, Tone (2016). Evidensbasert praksis.
  • Kvernbekk, Tone (2016). Artikkelskriving fra et redaktørperspektiv.
  • Kvernbekk, Tone (2016). Evidensbasert undervisning: effektivitet, evidens og kausal produksjon.
  • 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). 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). Om mål. In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. p. 73–83.
  • 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.
  • 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.
  • 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). 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 (2016). Coming to grips with the causal nature of evidence-based education.
  • Kvernbekk, Tone (2016). Hva skal Forsvaret med vitenskapsteori?
  • Kvernbekk, Tone (2016). Hva kjennetegner en god artikkel?
  • Kvernbekk, Tone (2016). Evidensbasert praksis: Hva kan gå galt?
  • Kvernbekk, Tone (2016). Betydningen av teoretisk visdom.
  • Kvernbekk, Tone (2016). Causal production of educational results: What research can contribute.
  • Kvernbekk, Tone (2015). Miss Marple's reasonings.
  • Kvernbekk, Tone (2015). Evidensbasering. Noen hovedtrekk og utfordringer.
  • Kvernbekk, Tone (2015). Evidensbasert undervisning - hva er det egentlig?
  • Kvernbekk, Tone (2015). Lærerne og den evidensbaserte undervisningen.
  • Kvernbekk, Tone (2015). Evidence and argument.
  • Kvernbekk, Tone (2015). Evidensdebatten i pedagogikk og utdanningsforskning.
  • Kvernbekk, Tone (2014). The best laid schemes.
  • Kvernbekk, Tone (2014). Evidence-based practice: evidence set in an argument.
  • Kvernbekk, Tone & Hovland, Brit Marie (2014). Predikerbarhet: noen notater.
  • 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). Hva trenger vi evidens for?
  • Kvernbekk, Tone (2014). Learning and context.
  • Kvernbekk, Tone (2014). On the possibility of interventions aimed at improving character.
  • Kvernbekk, Tone (2014). Teori og praksis - på godt og vondt.
  • 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). Implementation of EBP: The problem of causal sufficiency.
  • Kvernbekk, Tone (2013). Evidence-based practice and means-end reasoning.
  • Kvernbekk, Tone (2013). Teori og praksis.
  • Kvernbekk, Tone (2013). Evidensbasert utdanning - om ulike betydninger av evidensbegrepet, om usikkerhet og relativitet i forbindelse med evidensbasert praksis og utdanning.
  • Kvernbekk, Tone (2013). Hva er evidensbasert praksis?
  • 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). Et "batesonsk" praksisbegrep.
  • 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). Cartwright's nomological machine.
  • Kvernbekk, Tone (2012). Effective schools: A causal analysis.
  • Kvernbekk, Tone (2012). Å se praksis.
  • Kvernbekk, Tone (2012). Evidence-based practice, stability, and the standardization of procedures.
  • Kvernbekk, Tone (2012). Erfaringslæring i et filosofisk perspektiv.
  • Kvernbekk, Tone (2012). Samspillet mellom teori og praksis i lærerutdanningene.
  • Kvernbekk, Tone (2012). Evidence-based practice and the logic of intervention.
  • Kvernbekk, Tone (2011). Evidence-based practice (EBP) and Toulmin.
  • 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 (2011). Teori og praksis - kløft eller likevekt.
  • Kvernbekk, Tone (2010). Teoretiske utfordringer ved kriteriebasert vurdering.
  • Kvernbekk, Tone (2010). Dualist and nondualist arguments in education.
  • Kvernbekk, Tone (2010). Dualism in constructivist theories of learning.
  • Kvernbekk, Tone (2010). Can personal experience be evidence?
  • Kvernbekk, Tone (2010). Epistemisk drift - kommentar til Nils Giljes keynote.
  • Kvernbekk, Tone (2010). Dewey om teori og praksis: en kritikk.
  • Kvernbekk, Tone (2009). Questions about anecdotes: response to Christopher Oldenburg and Michael Leff.
  • Kvernbekk, Tone (2009). Theory and practice: gap or equilibrium.
  • Kvernbekk, Tone (2009). Dialogical and monological forms of communication: a re-evaluation.
  • Wittek, Anne Line & Kvernbekk, Tone (2009). On the problems of asking what quality in higher education is.
  • Kvernbekk, Tone (2009). Evidence-based practice: Some notes.
  • Kvernbekk, Tone; Kemp, Peter & Rasmussen, David (2009). Cosmopolitan education. A keynote panel discussion.
  • Kvernbekk, Tone (2009). Uvanlige kommunikasjonsformer - hvordan tenke forelesning ut fra John Locke og Denis Diderot.
  • Kvernbekk, Tone (2008). Lost in concepts?
  • Kvernbekk, Tone (2008). Teoriundervisning og praksisopplæring.
  • Kvernbekk, Tone (2008). Collective memory and education: Some notes.
  • Kvernbekk, Tone (2008). Response to Sheron Fraser-Burgess.
  • Kvernbekk, Tone (2007). Argumentation practice: the very idea.
  • Kvernbekk, Tone (2007). Monologues: worth a re-evaluation?
  • Kvernbekk, Tone (2007). Teori: bra eller dårlig for praksis?
  • Kvernbekk, Tone (2007). Kan vi skille teori og praksis?
  • Kvernbekk, Tone (2007). Correspondence truth and educational theories: an impossible match?
  • Kvernbekk, Tone (2007). Praksis: Utfordringer fra MacIntyre og Bateson.
  • 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). 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). Fordeler og ulemper ved bruk av teori i praksis.
  • Kvernbekk, Tone (2006). Theory and practice: A metatheoretical contribution.
  • Kvernbekk, Tone (2006). Response to Terri Wilson: Science and dichotomies, a European outlook.
  • Kvernbekk, Tone (2006). Når teori møter praksis.
  • Kvernbekk, Tone (2006). Theory and practice: What can other disciplines learn from education?
  • Kvernbekk, Tone (2006). A Batesonian concept of practice.
  • Kvernbekk, Tone (2006). Teori og praksis - en diskusjon av heldige og uheldige konsekvenser av teoribruk.
  • Kvernbekk, Tone (2006). Publishing; from researcher's viewpoint.
  • Kvernbekk, Tone (2005). "Ideas" Program on Narrative. [Radio]. CBC Radio One, Canada.
  • Kvernbekk, Tone (2005). Are educational theories true?
  • Kvernbekk, Tone (2005). Some notes on narrative truth.
  • Kvernbekk, Tone (2005). The truth of educational theories.
  • Kvernbekk, Tone (2005). Danning/autonomi.
  • Kvernbekk, Tone (2005). Report from a soft science: Response to Mark Battersby.
  • Kvernbekk, Tone (2004). Narratives and reality: What do narratives tell us about the world?
  • Kvernbekk, Tone (2004). Narrative voices.
  • Kvernbekk, Tone (2004). Narratives: the reference problem.
  • Kvernbekk, Tone (2004). The notion of VOICE in narratives.
  • Kvernbekk, Tone (2004). Danning og autonomi.
  • Kvernbekk, Tone (2004). Ulike syn på teoriens betydning for praksis.
  • Kvernbekk, Tone (2003). Narratives: the realm of "as if"?
  • Kvernbekk, Tone (2003). Etterpåklokskapens rolle i narrativ konfigurasjon.
  • Kvernbekk, Tone (2003). Narratives as explanations.
  • Kvernbekk, Tone (2003). Narratives as informal arguments.
  • Kvernbekk, Tone (2002). Forholdet mellom teori og empiri i forskningsarbeidet (Doktorgradskurs).
  • Kvernbekk, Tone (2002). On the argumentative quality of explanatory narratives.
  • Kvernbekk, Tone (2002). Teoriens anvendelsesområder i praksis.
  • Kvernbekk, Tone (2002). Working in untidy fields: A conversation.
  • Kvernbekk, Tone (2002). Om dannelse og tilpasning i skolen.
  • 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). Praksis, insidere og etterpåklokskap.
  • Kvernbekk, Tone (2002). Hva kan pedagogikken brukes til? Læreres refleksjon over egen praksis.
  • Kvernbekk, Tone (2002). Samfunnsvitenskapelig filosofi.
  • Kvernbekk, Tone (2001). Insiders and outsiders in educational research.
  • Kvernbekk, Tone (2001). Science teaching: On being an insider.
  • Kvernbekk, Tone (2001). Narrativ kunnskap. Forelesning i forskerutdanningskurset "Kunnskapsbegrepet i pedagogikken".
  • Kvernbekk, Tone (2000). Forskeren som instrument.
  • Kvernbekk, Tone (2000). Bruk av teori i praksis.
  • Kvernbekk, Tone (2000). Praksisbegrepet: en nivåanalyse.
  • Kvernbekk, Tone (2000). Dannelsesidealet i skolen.
  • Kvernbekk, Tone (2000). Is this a Narrative?
  • Kvernbekk, Tone (2000). Is this a narrative?
  • Kvernbekk, Tone (1999). Virtues of narratives.
  • Kvernbekk, Tone (1999). Pedagogiska teorier och deras karaktär.
  • Strand, Torill & Kvernbekk, Tone (1999). The pedagogy of recipes and answers.
  • Kvernbekk, Tone (1999). Den pedagogiska teorins betydelse i praxis.
  • Kvernbekk, Tone (1999). Om teori og fagutøvelse.
  • Kvernbekk, Tone (1999). Et filosofisk perspektiv på pedagogiske endringsprosesser.
  • Kvernbekk, Tone (1999). Learning about narratives: A personal story.
  • Kvernbekk, Tone (1998). "I've seen it with my own eyes": on practitioners' seeing in practice.
  • Kvernbekk, Tone & Strand, Torill (1998). Social Justification of Educational Beliefs.
  • Kvernbekk, Tone (1998). Om normalvitenskaper og lappetepper.
  • Strand, Torill & Kvernbekk, Tone (1998). Problems of educational models and their use.
  • Kvernbekk, Tone (1998). Ulike syn på kunnskap og danning.
  • Kvernbekk, Tone (1998). Om normalvitenskaper og lappetepper.
  • Kvernbekk, Tone (1998). Teori og fagutøvelse.
  • Kvernbekk, Tone (1998). Kunnskap som virker i praksis.
  • Kvernbekk, Tone (1998). Om å være forsker.
  • Kvernbekk, Tone (1998). Education as a human right: The case of Comenius.
  • Kvernbekk, Tone & Strand, Torill (1998). Problemer med pedagogiske modeller.
  • 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.
  • Norris, Stephen P. & Kvernbekk, Tone (1996). The application of science education theories.
  • Kvernbekk, Tone & Norris, Stephen P. (1996). A metatheory of the role of theory and experience in developing teacher competence.
  • Kvernbekk, Tone (1996). Teorikonstruksjon og ulike typer pedagogisk teori.
  • Kvernbekk, Tone (1996). Kausalitet og det instrumentalistiske mistaket.
  • Kvernbekk, Tone (1996). What is an educational theory?
  • Kvernbekk, Tone (1996). Praksisbegrepets "geografi" - en forsøksvis kartlegging.
  • Kvernbekk, Tone (1996). Theory, practice, and experience.
  • 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 (2002). On the argumentative quality of explanatory narratives. Høgskolen i Lillehammer. ISSN 8271842692.
  • 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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