Torill Moen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Torill Moen has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Anne Sofie Samuelsen1 shared publication
- Astrid Margrethe Sølvberg1 shared publication
- Marit Rismark
NTNU
1 shared publication - May Britt Postholm
Norwegian University of Science and Technology Department of Teacher Education
1 shared publication Nina Weidemann
Municipality of Trondheim , Norway
1 shared publicationVivi Nilssen
Sor‐Trondelag University College , Trondheim, Norway
1 shared publication
Latest Publications
- 30 May 2018
- Published by Cappelen Damm AS - Cappelen Damm Akademisk in Nordic Studies in Education
- Vol. 38 (02) , 101-117
The Norwegian Educational Psychological Service:
- 30 May 2018
- Published by Cappelen Damm AS - Cappelen Damm Akademisk in Nordic Studies in Education
- Vol. 38 (02) , 101-117
The Norwegian Educational Psychological Service:
- 21 October 2010
- Published by Springer Nature in Journal of Educational Change
- Vol. 12 (4) , 385-401
Communities of development: A new model for R&D work
- 21 October 2010
- Published by Springer Nature in Journal of Educational Change
- Vol. 12 (4) , 385-401
Communities of development: A new model for R&D work
- 1 May 2007
- Published by Taylor & Francis in Teachers and Teaching: Theory and Practice
- Vol. 13 (3) , 269-286
An aspect of a teacher’s inclusive educational practice: scaffolding pupils through transitions
Inclusive educational practice is a political vision in Norway as in several other Western countries. This article focuses on how the ideal of inclusive practice is realized in one particular classroom. As is the case for most Norwegian teachers, the practitioner in this study, Ann, has children with special needs in her class. Among these is a boy with behavioural problems. We know that inclusive practice is a complex field interwoven with a variety of activities. This article focuses on one aspect of the teacher’s inclusive practice; how she deals with transitions so that all her pupils, including this particular boy, can manage them. It also examines Ann’s reflections on transitions, and presents a narrative from her classroom to illustrate her practice. In the analysis her use of various scaffolding devices is presented.
- 1 May 2007
- Published by Taylor & Francis in Teachers and Teaching: Theory and Practice
- Vol. 13 (3) , 269-286
An aspect of a teacher’s inclusive educational practice: scaffolding pupils through transitions
Inclusive educational practice is a political vision in Norway as in several other Western countries. This article focuses on how the ideal of inclusive practice is realized in one particular classroom. As is the case for most Norwegian teachers, the practitioner in this study, Ann, has children with special needs in her class. Among these is a boy with behavioural problems. We know that inclusive practice is a complex field interwoven with a variety of activities. This article focuses on one aspect of the teacher’s inclusive practice; how she deals with transitions so that all her pupils, including this particular boy, can manage them. It also examines Ann’s reflections on transitions, and presents a narrative from her classroom to illustrate her practice. In the analysis her use of various scaffolding devices is presented.