Vibeke Grøver

Bilde av Vibeke Grøver
English version of this page
E-post vibeke.grover@iped.uio.no
Telefon +47 22857601
Rom 552
Treffetider Etter avtale
Brukernavn
Besøksadresse Sem Sælands vei 7 Helga Engs hus 0317 Oslo
Postadresse Postboks 1092 Blindern 0317 Oslo

Utdanning

  • 1992: Dr.polit., Universitetet i Oslo
  • 1982: Embetseksamen i pedagogikk, spesialisering i pedagogisk-psykologisk rådgivning
  • 1977: Allmennlærerutdanning

Forskningsinteresser

  • Språk og leseforståelse
  • Minoritetsspråklige barns skolefaglige læring

Pågående forskningsaktiviteter

Forskning på minoritetsspråklige barns språklige utvikling og leseforståelse innenfor rammen av to prosjekter:

  • Language minority students' text comprehension - a longitudinal study
  • Teaching for text comprehension: supporting young second language learners' text comprehension in urban multiethnic preschools in Norway

Ledelse

  • Instituttleder Pedagogisk forskningsinstitutt, Universitetet i oslo (2006-2008)
  • Dekan Det utdanningsvitenskapelige fakultet, Universitetet i Oslo (jan 2009-des 2012)
  • Leder for det norske Advisory board for Peder Sather senteret ved University of California Berkeley (2012-2014)

 Forskningsopphold

  • Visiting scholar Harvard Graduate School of Education (1991, 1995, 2002/2003)
  • Center for advances Study at the Norwegian Academy of Science and Letters (1996/1997)
  • Visiting scholar Harvard Graduate School of Education 1. februar 2013 - 15. mai 2013
  • Visiting scholar East China Normal University Shanghai, juli 2013
  • Visiting scholar New York University, høst 2013
  • Visiting scholar University of California Berkeley, vår 2014
  • Visiting scholar Harvard Graduate School of Education, mars-april 2016
  • Visiting scholar Harvard Graduate School of Education, februar-mars 2018

 

Emneord: Pedagogikk, Leseforståelse og tekstbasert læring, Minoritetsspråklige barn og unge, Språkutvikling og språkvansker

Publikasjoner

  • Grøver, Vibeke & Bråten, Ivar (2021). Hvorfor en bok om leseforståelse i skolen? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 15–25.
  • Heller, Mia Cecilie & Grøver, Vibeke (2021). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time. International Journal of Early Years Education. ISSN 0966-9760. s. 1–17. doi: 10.1080/09669760.2021.1893665. Fulltekst i vitenarkiv
  • Rydland, Veslemøy & Grøver, Vibeke (2020). Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway. Journal of Child Language. ISSN 0305-0009. doi: 10.1017/S0305000920000495. Fulltekst i vitenarkiv
  • Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric & Snow, Catherine E. (2020). Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial. Child Development. ISSN 0009-3920. 91, s. 2192–2210. doi: 10.1111/cdev.13348. Fulltekst i vitenarkiv
  • Grøver, Vibeke (2019). Young Bilinguals' Extended Discourse Skills: The Role of Perspective Taking. I Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (Red.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press. ISSN 978-1-107-16935-7. s. 179–191. doi: 10.1017/9781316718537.017.
  • Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (2019). Learning through Language. I Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (Red.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press. ISSN 978-1-107-16935-7. s. 1–15.
  • Heller, Mia Cecilie; Lervåg, Arne & Grøver, Vibeke (2019). Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners: A Randomized Trial. Reading Research Quarterly. ISSN 0034-0553. 54(4), s. 531–552. doi: 10.1002/rrq.248. Fulltekst i vitenarkiv
  • Rydland, Veslemøy & Grøver, Vibeke (2018). Argumentative peer discussions following individual reading increase comprehension. Language and Education. ISSN 0950-0782. s. 1–16. doi: 10.1080/09500782.2018.1545786. Fulltekst i vitenarkiv
  • Einav, Shiri; Rydland, Veslemøy; Grøver, Vibeke; Robinson, Elizabeth & Harris, Paul L. (2018). Children's trust in print: What is the impact of late exposure to reading instruction? Infant and Child Development. ISSN 1522-7227. 27(6), s. 1–11. doi: 10.1002/icd.2102.
  • McBride, Catherine; Snow, Catherine E.; Kucirkova, Natalia & Grøver, Vibeke (2017). Old and new: reflecting on the enduring key issues in early literacy. I Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (Red.), The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge. ISSN 978-1-138-78788-9. s. 373–382.
  • Grøver, Vibeke (2017). Fostering vocabulary in early childhood education. I Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (Red.), The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge. ISSN 978-1-138-78788-9. s. 284–295. doi: 10.4324/9781315766027-26.
  • Grøver, Vibeke; Lawrence, Joshua & Rydland, Veslemøy (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. . International Journal of Bilingualism. ISSN 1367-0069. 22(2).
  • Grøver, Vibeke (2016). Implementing interventions: Building a shared understanding of why. New Directions for Child and Adolescent Development. ISSN 1520-3247. 2016(154), s. 109–112. doi: 10.1002/cad.
  • Grøver, Vibeke; Lawrence, Joshua F. & Rydland, Veslemøy (2016). Bilingual Preschool Children’s Second-Language Vocabulary Development: The Role of First-language Vocabulary Skills and Second-language Talk Input. International Journal of Bilingualism. ISSN 1367-0069. 22(2), s. 234–250. doi: 10.1177/1367006916666389. Fulltekst i vitenarkiv
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua F. (2014). The potentials and challenges of learning words from peers in preschool: a longitudinal study of second language learners in Norway. I Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (Red.), Children's peer talk: Learning from each other. Cambridge University Press. ISSN 978-1139084536. s. 214–234. doi: 10.1017/cbo9781139084536.015.
  • Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (2014). Children's peer talk and learning: uniting discursive, social, andcultural facets of peer interactions. I Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (Red.), Children's peer talk: Learning from each other. Cambridge University Press. ISSN 978-1139084536. s. 3–19. doi: 10.1017/cbo9781139084536.003.
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua F. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood. Journal of Child Language. ISSN 0305-0009. 41(2), s. 352–381. doi: 10.1017/S0305000912000712.
  • Rydland, Veslemøy; Grøver, Vibeke & Fulland, Helene (2013). Living in neighborhoods with high or low co-ethnic concentration: Turkish-Norwegian-speaking students' vocabulary skills and reading comprehension. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. 16(6), s. 657–674. doi: 10.1080/13670050.2012.709224.
  • Lekhal, Ratib; Soest, Tilmann M von; Wang, Mari Vaage; Aukrust, Vibeke Grøver & Schjølberg, Synnve (2012). Norway's High-Quality Center Care Reduces Late Talking in High- and Low-Risk Groups. Journal of Developmental and Behavioral Pediatrics. ISSN 0196-206X. 33(7), s. 562–569. doi: 10.1097/DBP.0b013e3182648727.
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Fulland, Helene (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and writing. ISSN 0922-4777. 25(2), s. 465–482. doi: 10.1007/s11145-010-9279-2.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2011). Preschool classroom conversations as long-term resources for second language and literacy acquisition. Journal of Applied Developmental Psychology. ISSN 0193-3973. 32(4), s. 198–207. doi: 10.1016/j.appdev.2011.01.002.
  • Aukrust, Vibeke Grøver (2010). An overview of Language and Literacy in Educational Settings. I Peterson, Penelope; Baker, Eva & McGaw, Barry (Red.), International Encyclopedia of Education, Third edition, Volume 5. Elsevier. ISSN 978-0-08-044893-0. s. 345–355.
  • Lervåg, Arne Ola & Aukrust, Vibeke Grøver (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. 51(5), s. 612–620. doi: 10.1111/j.1469-7610.2009.02185.x.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Barnehagens kvalitet og skolefaglig læring: en kunnskapsoversikt. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 178–187.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). 'Does it matter?' Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics. ISSN 0378-2166. 41(8), s. 1538–1556. doi: 10.1016/j.pragma.2007.03.009.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2008). 'Does it matter?'Talking about ethnic diversity in preschool and firest grade classrooms. Journal of Pragmatics. ISSN 0378-2166. 40. doi: 10.1016/j.pragma.2007.03.009.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). Identity revealed through talk among young language-minority children in Norwegian classrooms. International Journal of Educational Research. ISSN 0883-0355. 47(5), s. 301–311.
  • Aukrust, Vibeke Grøver (2008). Turkish-speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills. Scandinavian Journal of Educational Research. ISSN 0031-3831. 52(3), s. 293–314. doi: 10.1080/00313830802025108.
  • Aukrust, Vibeke Grøver (2008). Boys' and girls' conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor? Gender and Education. ISSN 0954-0253. 20(3), s. 237–252. doi: 10.1080/09540250802000413.
  • Aukrust, Vibeke Grøver (2007). 'Røverkjøp' og 'bra kjøp': om språk og leseforståelse. I Bråten, Ivar (Red.), Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis. Cappelen Damm Akademisk. ISSN 978-82-02-26175-7. s. 110–127.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2007). Minoritetsspråklige barn og lesing - hvordan kan barnehagen og skolens begynnerundervisning legge til rette for leseforståelse? I Bråten, Ivar (Red.), Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis. Cappelen Damm Akademisk. ISSN 978-82-02-26175-7. s. 128–146.
  • Aukrust, Vibeke Grøver (2007). Young children acquiring second language vocabulary in preschool group-time: does amount, diversity and discourse complexity of teacher talk matter? Journal of Research in Childhood Education. ISSN 0256-8543. 22(1), s. 17–38.
  • Edwards, Carolyn Pope; Knoche, Lisa; Aukrust, Vibeke Grøver; Kumru, Asiye & Kim, Misuk (2006). Parental Ethnotheories of Child Development. Looking Beyond Independence and Individualism in American Belief Systems. I Kim, Uichol; Yang, Kuo-Shu & Hwang, Kwang-kuo (Red.), Indigenous and Cultural Psychology. Understanding People in Context. Springer Publishing Company. ISSN 0387286616. s. 141–162.

Se alle arbeider i Cristin

  • Grøver, Vibeke & Bråten, Ivar (2021). Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 978-82-02-65006-3. 255 s.
  • Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (2019). Learning through Language. Towards an Educationally Informed Theory of Language Learning. Cambridge University Press. ISBN 978-1-107-16935-7. 325 s.
  • Grøver, Vibeke (2018). Å lære språk i barnehagen. Kvaliteter ved barns samhandling med voksne og jevnaldrende som fremmer språklæring. Cappelen Damm Akademisk. ISBN 978-82-02-42220-2. 194 s.
  • Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (2017). The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge. ISBN 978-1-138-78788-9. 391 s.
  • Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (2014). Children's peer talk: Learning from each other. Cambridge University Press. ISBN 978-1139084536. 280 s.
  • Aukrust, Vibeke Grøver (2011). Learning and cognition in education. Elsevier. ISBN 0123814383. 272 s.

Se alle arbeider i Cristin

  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2022). Analyzing Mothers' Use of Chinese Idioms (Chengyu) in Natural Home Settings.
  • Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Mothers' Linguistic Input During Shared Book Reading and Dual Language Learners' Home Language Skills.
  • Grøver, Vibeke & Bråten, Ivar (2021). Hvorfor en bok om leseforståelse? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3.
  • Grøver, Vibeke (2021). Perspektivtaking og tekstforståelse. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3.
  • Bubikova-Moan, Jarmila & Grøver, Vibeke (2021). Skolens samarbeid med foreldre til minoritetsspråklige barn i begynneropplæringen - refleksjoner over muligheter og utfordringer. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 46–58.
  • Grøver, Vibeke & Rydland, Veslemøy (2020). Supporting Teachers' Book-Sharing Practices: An Intervention Study Addressing Second-Language Learners in Norwegian Preschool Classrooms.
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
  • Rydland, Veslemøy & Grøver, Vibeke (2019). Parent-child book-sharing in immigrant families and children’s first-language development.
  • Rydland, Veslemøy & Grøver, Vibeke (2019). Variations in Parent-Child Book-Sharing Practices at Home and their Relations to Child Outcomes.
  • Grøver, Vibeke & Tholin, Jörgen (2019). Framtidens forskningslandskap.
  • Grøver, Vibeke (2019). Supporting dual language learning through collaboration between parents and teachers in early childhood education.
  • Grøver, Vibeke (2019). Shared book reading in early childhood education supports vocabulary - and more?
  • Grøver, Vibeke; Rydland, Veslemøy; Garmann, Nina Gram; Tkachenko, Elena; Romøren, Anna Sara Hexeberg & Høglind, Hanne [Vis alle 8 forfattere av denne artikkelen] (2018). Å vokse opp med flere språk: Språklæring i barnehagen. .
  • Grøver, Vibeke (2018). Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv?
  • Grøver, Vibeke (2018). Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv.
  • Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young bilinguals' narrative and perspective-taking skills.
  • Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young emergent bilinguals' narrative skills.
  • Grøver, Vibeke (2016). Hva kjennetegner et godt språkmiljø i barnehagen?
  • Grøver, Vibeke (2016). Assessing narrative and perspective-taking skills in young children.
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene.
  • Grøver, Vibeke; Rydland, Veslemøy; Kucherenko, Svitlana & Sandøy, Mari Hustad (2016). Enhancing vocabulary development in young bilingual learners through text talk in school and at home.
  • Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study.
  • Grøver, Vibeke (2015). Multilingual daycare in Norway.
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - erfaringer fra forskningsprosjekt, innspill til det pågående arbeidet med revidering av rammeplanen for barnehagen.
  • Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn.
  • Grøver, Vibeke (2015). Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure.
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample.
  • Grøver, Vibeke (2014). Randomiserte, kontrollerte intervensjonsstudier.
  • Grøver, Vibeke & Rydland, Veslemøy (2014). Young language minority children's language learning and textcomprehension.
  • Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
  • Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin (2014). Interlocutor awareness in young second-language learners' peer talk.
  • Grøver, Vibeke (2013). Young Immigrant Children’s Language Learning and Text Comprehension in Norway: Using an Observation-based Longitudinal Study to Outline a Randomized Controlled Intervention Study.
  • Grøver, Vibeke (2013). Young Immigrant Children’s Vocabulary Trajectories from Preschool to School: Lessons from Scandinavia.
  • Grøver, Vibeke (2013). Second-language Speakers in Scandinavian Early Childhood Education.
  • Grøver, Vibeke (2013). Young language-minority children's participation in preschool talk: long-term implications?
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua F. (2013). Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua (2013). Who benefits from a rich language environment in preschool: a study of bilingual children.
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua (2013). Learning a Second Language in Preschool: Children With High First-Language Skills Benefit More From Rich Second-Language Exposure.
  • Rydland, Veslemøy & Grøver, Vibeke (2013). The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2011). Peer text discussion and content-area comprehension.
  • Aukrust, Vibeke Grøver; Rydland, Veslemøy & Lawrence, Joshua (2011). Can L1 vocabulary skills predict L2 vocabulary development? A study of Turkish immigrant children learning Norwegian as a second language.
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). The role of peer talk for immigrant children’s vocabulary development. A longitudinal study of native-Turkish children growing up in Norway.
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). Does teacher talk and peer talk in preschool have a long-term effect on immigrant children’s L2 vocabulary development?
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). Is Turkish vocabulary and advantage in acquiring Norwegian vocabulary? A longitudinal study of bilingual children in Norway.
  • Aukrust, Vibeke Grøver; Rydland, Veslemøy & Solbrekke, Tone Dyrdal (2009). Minoritetsspråklige elever - opplæringsbetingelser og læringsutbytte. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 93(4), s. 243–246.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Learning the second language through peer talk. A longitudinal study of Turkish-speaking children in Norwegian classrooms.
  • Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Background knowledge, vocabulary and reading comprehension in second-language learners in fifth grade.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Minority children in Norwegian preschools and 1st grade classrooms: Does the quality of talk exposure predict second-language aquisition over time?
  • Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Topic reading comprehension in second language learning in Norwegian fifth grade classrooms.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). What young children know about ethnic identity.
  • Aukrust, Vibeke Grøver (2008). Barnehagens betydning for skolefaglig læring - en kunnskapsoversikt.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2007). Second language learners' out-of-frame talk in peer pretend play.
  • Aukrust, Vibeke Grøver (2007). Classroom conversations as immediate and long-term resources for second language acquisition in immigrant first grade children.
  • Aukrust, Vibeke Grøver (2007). Classroom Discourse and Young Immigrant Students in Northern Europe.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2006). Teachers' and children's talk about ethnic and linguistic diversity in preschool and first grade classrooms.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2006). Young children acquiring second language vocabulary in group time: What matters?
  • Aukrust, Vibeke Grøver (2006). Tidlig språkstimulering og livslang læring - en kunnskapsoversikt. Kunnskapsdepartementet.

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Publisert 1. okt. 2010 09:14 - Sist endret 28. feb. 2022 08:58

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