Peer Tutoring in Social Work Education: A Study of Changes in the Authority of Knowledge and Relationships between Students and Teachers in Norway

References

• Andersen , T. , ed. 1991 . The Reflecting Team: Dialogues and Dialogues about the Dialogues , New York : WW Norton & Co. .
   Google Scholar
• Attard , A. , Di Iorio , E. , Greven , K. and Santa , R. 2010 . Student-Centered Learning—Toolkit for Students, Staff and Higher Education Institutions , Brussels : European Students' Union .
   Google Scholar
• Barr , R. B. and Tagg , J. 1995 . From teaching to learning—a new paradigm for undergraduate education . Change , : 13 – 25 .
   Google Scholar
• Bjørndal , C. 2004 . “ Refleksivitet omkring aksjonsforskerens påvirkning: Fra salmer til jazz i kjøkkenet ” . In Aksjonsforskning i skole og utdanning , Edited by: Tiller , T. 117 – 139 . Kristiansand : Høyskoleforlaget .
   Google Scholar
• Boud , D. , Cohen , R. and Sampson , J. 2001 . Peer Learning in Higher Education: Learning From & With Each Other , London : Kogan Page .
   Google Scholar
• Bredo , E. 1999 . “ Reconstructing educational psychology ” . In Learners, Learning and Assessment , Edited by: Murphy , P. 23 London : Open University Press .
   Google Scholar
• Brew , A. 1999 . Research and teaching: changing relationships in a changing context . Studies in Higher Education , 24 ( 3 ) : 291 – 301 .
   Web of Science ®Google Scholar
• Bruffee , K. 1999 . Collaborative Learning: Higher Education, Interdependence and the Authority of Knowledge , New York : The John Hopkins University Press .
   Google Scholar
• Cobb , P. 1999 . “ Where is the mind? ” . In Learners, Learning and Assessment , Edited by: Murphy , P. 135 London : Open University Press .
   Google Scholar
• De Lisi , R. and Golbeck , S. L. 1999 . “ Implications of Piagetian theory for peer learning ” . In Cognitive Perspectives on Peer Learning , Edited by: O'Donnell , A. M. and King , A. 3 Mahwah, NJ : Lawrence Erlbaum Associates, Inc., Publishers .
   Google Scholar
• Eikeland , O. and Finsrud , H. D. 1995 . Research in Action/Forskning og Handling , Oslo : Søkelys på aksjonsforskning .
   Google Scholar
• Falchikov , N. 2001 . Learning Together , London : Routledge Falmer .
   Google Scholar
• Fielding , N. G. 2009 . Going out on a limb. Postmodern and multiple method research . Current Sociology , 57 ( 3 ) : 427 – 447 .
   Web of Science ®Google Scholar
• Fougner , A. 2012 . Exploring knowledge through peer tutoring in a transitional learning community: an alternative way of teaching counseling skills to students in social work education . Social Work Education , 31 ( 3 ) : 287 – 301 .
   Google Scholar
• Fougner , A. , Tønnesson , H. and Utne , B. 2008 . What do students learn from facilitating the learning process of younger students? . Nordic Educational Research , 28 : 15
   Google Scholar
• Harden , R. M. and Crosby , J. R. 2000 . The good teacher is more than a lecturer—the twelve roles of the teacher . Medical Teacher , 22 ( 4 ) : 334 – 347 .
   Web of Science ®Google Scholar
• Krueger , R. A. and Casey , M. A. 2000 . Focus Groups. A Practical Guide for Applied Research , London : Sage Publications .
   Google Scholar
• Kvale , S. 1977 . Det kvalitative forskningsintervju , Oslo : Gyldendal forlag .
   Google Scholar
• Lather , P. L. 1991 . Getting Smart: Feminist Research and Pedagogy within the Postmodern , New York : Routledge .
   Google Scholar
• Lavioe , D. and Rosman , A. J. 2007 . Using active student-centered learning-based instructional design to develop faculty and improve course design, delivery, and evaluation . Issues in Accounting Education , 22 ( 1 ) : 105 – 118 .
   Google Scholar
• Lea , S. J. , Stephenson , D. and Troy , J. 2003 . Higher education students attitudes' to student-centered learning: beyond educational bulimia . Studies in Higher Education , 28 ( 3 ) : 321 – 334 .
   Web of Science ®Google Scholar
• Niemi , H. 2009 . Why from teaching to learning? . European Educational Research Journal , 8 ( 1 ) : 1 – 17 .
   Google Scholar
• Noffke , S. and Stevenson , R. B. 1995 . Educational Action Research: Becoming Practically Critical , New York & London : Teachers College Press, Columbia University .
   Google Scholar
• O'Donnell , A. M. and King , A. , eds. 1999 . Cognitive Perspectives on Peer Learning , London : Lawrence Erlbaum Associates .
   Google Scholar
• O'Neill , G. and McMahon , T. 2005 . “ Student-centered learning: what does it mean for students and lecturers? ” . In Emerging Issues in the Practice of University Learning and Teaching , Edited by: O'Neill , G. , Moore , S. and McMullin , B. 27 – 36 . Dublin : AISHE Publications .
   Google Scholar
• Rabiee , F. 2004 . Focus-group interview and data analysis . Proceedings of the Nutrition Society , 63 : 655 – 660 .
   PubMed Web of Science ®Google Scholar
• Ritchie , J. and Lewis , J. , eds. 2003 . Qualitative Research Practice , London : Sage Publications .
   Google Scholar
• Säljö , R. 2000 . Lærande i praktiken , Stockholm : Bokforlaget Prisma .
   Google Scholar
• Shor , I. 1996 . When Students Have Power: Negotiating Authority in a Critical Pedagogy , Chicago, IL : University of Chicago Press .
   Google Scholar
• Silverman , D. 1993 . Interpreting Qualitative Data. Methods for Analysing Talk, Text and Interaction , London : SAGE Publications .
   Google Scholar
• Skovholt , T. M. and Rønnestad , M. H. 1992 . The Evolving Professional Self: Stages and Themes in Therapist and Counselor Development , Chichester : Wiley .
   Google Scholar
• Torbert , W. R. 1976 . Creating a Community of Inquiry: Conflict, Collaboration, Transformation , London : John Wiley & Sons .
   Google Scholar