Christian Brandmo

Associate Professor
Image of Christian Brandmo
Norwegian version of this page
Phone +47 22855243
Fax +47 22854409
Room 437
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Visiting address Niels Henrik Abels hus Moltke Moes vei 35 0851 OSLO
Postal address P.O. Box 1099 Blindern 0317 Oslo Norway

Academic Interests

  • Leadership and Human Resources Management

  • Motivation and Learning Processes

  • Metacognition and Self-Regulation

Teaching

Current Teaching (spring 2017)

Previous Teaching

  • DIDMET4200 Research Methods and Preparation for Master Thesis

  • UTLED4062 Research Methodology in Educational Science

  • UTLED4071 Project Seminar with Applied Methods 

  • PPU3210 Teaching and Learning (The Teacher Education Programme)

  • PPU3310L Teaching and Learning (The Teacher Education Programme)

  • PPU3120D Teacher Education (part time)

  • UTLED4061 Philosophy of Educational Science, Research Strategies, and Methodology

  • UTLED4070 Statistics

  • PED4100 Theory and Practice in Educational Psychology

    • Courses in Psychological Assessment

    • Courses in Motivation and Self-Regulated Learning

  • PED4010 Statistics

  • PED2140 How people learn

  • Courses about Human Learning for Academic Staff

Higher education and employment history

Education

  • Ph.D. in Educational Psychology, University of Oslo, 2011

  • M.A. in Educational Psychology, University of Oslo, 2004

Positions

  • Associate Professor of Educational Leadership, Department of Teacher Education and School Research, University of Oslo, 2011-present.

  • Department Deputy / Head of Research, Department of Teacher Education and School Research, University of Oslo, 2012-2014.

  • Lecturer, Department of Teacher Education and School Research, University of Oslo, Spring 2011.

  • Lecturer, Department of Educational Research, University of Oslo, Fall 2010.

  • Research Fellow, Department of Educational Research, University of Oslo, 2005-2010

  • School Psychologist, Akershus County, 2004-2005

Tags: Educational Science, Educational Leadership, Motivation, Learning Theories, Metacognition, Personal Epistemology

Publications

  • Brandmo, Christian & Aas, Marit (2017). Med skråblikk på ledelsesmodeller: «instructional» og «transformational» ledelse i norsk kontekst., I: Marit Aas & Jan Merok Paulsen (red.),  Ledelse i fremtidens skole.  Fagbokforlaget.  ISBN 978-82-450-2016-8.  Kapittel 3.  s 53 - 72
  • Brandmo, Christian & Nesje, Katrine (2017). Factors motivating students to become secondary school teachers: Evidence from Norway, In Helen M. G. Watt; Paul W. Richardson & Kari Smith (ed.),  Global perspectives on teacher motivation.  Cambridge University Press.  ISBN 978-1-107-10498-3.  4.  s 94 - 124
  • Nesje, Katrine; Brandmo, Christian & Berger, Jean-Louis (2017). Motivation to become a teacher: A Norwegian validation of the Factors Influencing Teaching Choice Scale. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2017.1306804
  • Aas, Marit & Brandmo, Christian (2016). Revisiting instructional and transformational leadership: The contemporary Norwegian context of school leadership. Journal of Educational Administration.  ISSN 0957-8234.  54(1), s 92- 110 . doi: 10.1108/JEA-08-2014-0105
  • Elstad, Eyvind; Tiplic, Dijana & Brandmo, Christian (2016). Antecedents of employee collaboration among newly qualified teachers in Danish schools. Scandinavian Journal of Organizational Psychology.  ISSN 1891-473X.  8(2), s 5- 17 Show summary
  • Wittek, Anne Line & Brandmo, Christian (2016). Om undervisning og læring, I: Helge Ivar Strømsø; Kirsten Hofgaard Lycke & Per Lauvås (red.),  Når læring er det viktigste. Undervisning i høyere utdanning..  Cappelen Damm Akademisk.  ISBN 978-82-02-52728-0.  2.  s 20 - 39
  • Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education.  ISSN 0305-764X.  45(4), s 451- 474 . doi: 10.1080/0305764X.2014.987642
  • Brandmo, Christian (2014). Kognitive og sosialkognitive tilnærminger til læring, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  Kapittel 10.  s 179 - 196
  • Brandmo, Christian (2014). Metakognisjon og selvregulert læring, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  Kapittel 11.  s 197 - 213
  • Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2014). The achievement goal theory as an approach to study school principals’ leadership motivation. Problems of Education in the 21st Century.  ISSN 1822-7864.  58, s 27- 38
  • Bråten, Ivar; Anmarkrud, Øistein; Brandmo, Christian & Strømsø, Helge Ivar (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction.  ISSN 0959-4752.  30, s 9- 24 . doi: 10.1016/j.learninstruc.2013.11.002
  • Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein; Strømsø, Helge Ivar & Brandmo, Christian (2014). Modeling relations between students' justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research.  ISSN 0883-0355.  66, s 1- 12 . doi: 10.1016/j.ijer.2014.01.004
  • Brandmo, Christian (2013). Achievement goals: What are they and what significance do they have for students' learning and performance, In Elisabeth Bjørnestad & Janicke Heldal Stray (ed.),  New Voices in Norwegian Educational Research.  Sense Publishers.  ISBN 978-94-6209-462-8.  2.  s 9 - 25 Show summary
  • Brandmo, Christian & Berger, Jean-Louis (2013). Fostering self-regulated learning: An introduction. Journal of Cognitive Education and Psychology.  ISSN 1810-7621.  12(2), s 127- 137 . doi: http://dx.doi.org/10.1891/1945-8959.12.2.127

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  • Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2017). Modeling relations between epistemic cognition, interest, and science knowledge across gender..
  • Brandmo, Christian & Nesje, Katrine (2017). Family background as an antecedent of motivation to teach in Norway.
  • Brandmo, Christian & Schewe, Olav (2017). Predictors of self-regulated learning in upper secondary and higher education.
  • Aas, Marit; Brandmo, Christian; Colbjørnsen, Tor & Olsen, Rolf (2016). Group coaching that promotes self-efficacy and role clarity among school leaders.
  • Brandmo, Christian (2016). Book review: Contemporary pioneers in teaching and learning. The AERA Studying & Self- Regulated Learning SIG Newsletter.  (Summer), s 12
  • Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2016). Epistemic cognition and topic interest as predictors of science knowledge.
  • Canrinus, Esther Tamara; Nesje, Katrine; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Do we fit the FIT? Norwegian and Dutch student teachers’ motivation to become a teacher..
  • Nesje, Katrine; Canrinus, Esther Tamara; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Fitting the FIT: Motivation for becoming a teacher in Norway and the Netherlands.
  • Tiplic, Dijana; Brandmo, Christian; Elstad, Eyvind; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2016). Antecedents of collaborative-oriented professional learning activities among Icelandic beginning teachers.
  • Brandmo, Christian & Höög, Jonas Melker (2015). Reflection through feedback: Approach and first findings. In symposium "Feedback and Coaching to promote Professional Reflection and Learning".
  • Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2015). Antecedents of collaboration-oriented learning activities among beginning teachers: Evidence from Denmark.
  • Huber, Stephan Gerhard; Olsen, Rolf Vegar; Schwander, Marius; Brandmo, Christian & Höög, Jonas Melker (2015). Statistical and Social Validation of Leadership Scales. In Symposium "Feedback and Coaching to Promote Professional Reflection and Learning of School Leaders".
  • Brandmo, Christian; Ferguson, Leila Eve; Elstad, Eyvind & Tiplic, Dijana (2014). New and Experienced Teachers’ Trust in Sources of Pedagogical Knowledge and Implications for Motivation.
  • Brandmo, Christian; Nesje, Katrine; Tiplic, Dijana & Elstad, Eyvind (2014). Components of teachers' work motivation: What motivates students to become teachers and what motivate teachers to stay?.
  • Wittek, Anne Line & Brandmo, Christian (2014). Ulike tilnærminger til læring : et historisk riss, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  Kapittel 6.  s 113 - 132
  • Aas, Marit & Brandmo, Christian (2013). Does the Taxonomy of Instructional and Transformational Leadership fit the Norwegian Context of School Leadership.
  • Anmarkrud, Øistein; Bråten, Ivar; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension.
  • Berger, Jean-Louis & Brandmo, Christian (2013). Underexplored contexts and populations in self-regulated learning and measurement issues. Journal of Cognitive Education and Psychology.  ISSN 1810-7621.  12(3), s 257- 266 . doi: http://dx.doi.org/10.1891/1945-8959.12.3.257
  • Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2013). Principals’ Achievement Goals for Leading.
  • Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2013). Antecedents of Norwegian beginning teachers' turnover intentions.
  • Tiplic, Dijana; Brandmo, Christian & Elstad, Eyvind (2013). Work motivation in school: Predictors of beginning teachers' intent to leave.
  • Brandmo, Christian (2012). Students' regulation of motivation in higher education: The interplay between achievement goals, self-efficacy, and academic performance.
  • Brandmo, Christian & Bjørnebekk, Gunnar (2012). The interplay between students’ achievement motivation and academic performance: a longitudinal study.
  • Brandmo, Christian; Elstad, Eyvind & Tiplic, Dijana (2012). Jobbmotivasjon i skolen.
  • Brandmo, Christian (2011). Fra ambisjon til prestasjon: En studie av relasjonene mellom epistemiske oppfatninger, motivasjon, bruk av læringsstrategier og akademiske prestasjoner hos økonomistudenter.
  • Brandmo, Christian & Bjørnebekk, Gunnar (2010). The dynamic interplay beetween students' achievement goals, self-efficacy and academic performance: A longitudinal study.
  • Brandmo, Christian (2009). How are students’ epistemic beliefs related to their motivation, learning strategies and achievement?.
  • Brandmo, Christian (2008). Epistemiske oppfatninger og motivasjon.
  • Brandmo, Christian (2008). The relationships between students' motivation, use of learning strategies, and achievement across different subjects.
  • Brandmo, Christian (2007). New approaches to investigating epistemological beliefs.
  • Brandmo, Christian & Samuelstuen, Marit S. (2007). Self-regulated learning: The relationship beetween students' motivation, use of learning strategies an exam-results.
  • Brandmo, Christian (2006). Selvregulert læring og læringsstrategier.
  • Brandmo, Christian (2006). The Realtionship Between Epistemological Beliefs, Motivation, Strategy-use and Achievement Among Norwegian College Students.
  • Brandmo, Christian (2006). The Relationship Between Epistemological Beliefs, Motivation, Use of Learning Strategies and Achievement among Norwegian College Students.
  • Brandmo, Christian (2004). Motivatisjon og bruk av læringsstrategier: Motivatisjon og bruk av læringsstrategier i relasjon til eksamensprestasjoner hos lærerstudenter.

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Published Nov. 29, 2011 10:49 PM - Last modified Sep. 11, 2017 9:04 AM