Rebecca Sioned Davies

• Rørvik, Sylvi; Davies, Rebecca Sioned; Karlsen, Petter Hagen; Monsen, Marte & Steien, Guri (2026). Transforming Campus into Practice: Collective Peer Teaching in Norwegian Teacher Education. Nordic Journal of Language Teaching and Learning (NJLTL). 14(1), s. 41–64. doi: 10.46364/njltl.v14i1.1581. Fulltekst i vitenarkiv Vis sammendrag

  This article reports on student perceptions of a peer-teaching experiment in three courses in Norwegian teacher education. The course design resulted from a desire to increase the level of student activity and provide students with teaching practice during on-campus sessions, partially as a result of the current debate about “too much academization” and “not enough practice” in Norwegian teacher education. Survey data were collected from a total of 51 student respondents, who had all been peer teachers, students exposed to their peers’ teaching, and observers of their peers’ teaching. The survey questions explored their perceptions of the usefulness and learning outcome of this approach. The degree of satisfaction with the design varied between the groups, but in general the responses from the majority of students ranged from neutral to very positive. Group sizes and the contents of the individual courses may have influenced student perceptions, as may the degree of scaffolding, but in general the experiment may be judged a cautious success and an approach that may fruitfully be developed further.

• Davies, Rebecca (2022). Enlightenment Reading Lists: Domestic Curricula and the Organization of Knowledge in Novels by Women. I Hagen, Anne Marie (Red.), Mediation and Children's Reading: Relationships, Intervention, and Organization from the Eighteenth Century to the Present. Lehigh University Press. ISSN 9781611463262. s. 49–71. Fulltekst i vitenarkiv Vis sammendrag

  This collection of essays explores the cultural significance of children’s reading by analyzing a series of Anglo-American case studies from the eighteenth century to the present. Marked by historical continuity and technological change, children’s reading proves to be a phenomenon with broad influence, one that shapes both the development of individual readers and wider social values. The essays in this volume capture such complexity by invoking the conception of “mediation” to approach children’s reading as a site of interaction among individual people, material texts, and institutional networks. Featuring a range of scholarly perspectives from the disciplines of literature, education, graphic design, and library and information science, this collection uncovers both the intricacies and wider stakes of children’s reading. The books, public programs, and archives that focus explicitly on children’s interests and needs are powerful arenas that give expression to the key ideological investments of a culture.

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• Rørvik, Sylvi; Karlsen, Petter Hagen; Monsen, Marte; Davies, Rebecca Sioned & Steien, Guri (2024). Forsøk med hverandreundervisning (GLU og lektor). Fulltekst i vitenarkiv
• Sørbø, Anna Sunniva; Løfaldli, Eli & Davies, Rebecca (2012). "If to divert and entertain, and at the same time to instruct and improve". didactism in the early British Bildungsroman. Norges teknsik-naturvitenskapelige universitet. Fulltekst i vitenarkiv
• Lyngstad, Marit Elise; Davies, Rebecca & Løfaldli, Eli (2012). Originality, Intertextuality and Subjective Reading: Cormac McCarthy's The Road as an appropriation of J.M. Coetzee's Life & Times of Michael K. Norges teknisk-naturvitenskapelige universitet. Fulltekst i vitenarkiv

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