Arrangementer - Side 2

This seminar will be held by Professor Henrik D. Zachrisson. In this talk, he will present findings from a study estimating the effects of the nationwide expansion of Norway’s universal early childhood education and care (ECEC) program for 1- and 2-year-olds in the early 2000s. Using data covering all children born between 2002 and 2007, the study shows that access to ECEC from age two improved later math and reading test scores, with particularly strong benefits for children from families with lower parental education levels.

This seminar will be held by Qi Qin, Doctoral Research Fellow at PROMENTA, Department of Psychology. In this talk, she will present findings from the GeoGen project, which examines how schools and neighborhoods shape the expression of genetic and psychological traits in educational achievement. Drawing on genomic and administrative data from over 30,000 Norwegian families, the study reveals that environmental contexts can either amplify or compensate for genetic differences—showing that educational equity depends not only on access to resources but also on creating environments that help every child reach their potential.

This seminar will be held by Dr. Ranveig Falch. She will present results from a randomized controlled trial showing that students often underestimate how much their classmates study—and that correcting these beliefs leads those who spend relatively little time on schoolwork to study more. The findings highlight how perceptions of peers and beliefs about effort can shape students’ learning behavior.

This seminar will be held by Dr. Tonje Amland. In this talk, she will present findings from her study which examined how parental arithmetic skills and early child abilities influence children’s arithmetic development, and to what extent these factors outweigh the effects of the home numeracy environment.

This seminar will be held by Professor Björn Andersson. In this talk, he will discuss how joint latent variable models can enhance the estimation of student proficiency in computer-based tests by leveraging detailed response data and addressing factors that influence estimation accuracy.

This seminar will be held by Professor Johan Braeken. In this talk, he will discuss the limitations of traditional model comparison for assessing item equivalence and present a new method with item-specific effect-size diagnostics using effect-coding.

This seminar will be presented by Monica Melby-Lervåg and Tonje Amland from CREATE, and Anita Lopez-Pedersen from Department of Special Needs Education. In this talk, they will present results from two large-scale randomized trials, ReadWell and ABC123, and examine the relationship between children’s reading and math skills.

Marie-Ann Sengewald, the recipient of the Sigrid Blömeke Scholarship Award 2025, will give a talk at this CREATE Open Seminar.

This seminar will be given by Dr. Rebecca Knoph. In this talk she will investigate the relationship between reading comprehension accuracy and speed through two timed reading assessments.

In this seminar Karolin Maskos and Madelon Jacobs, both PhD candidates visiting CREATE, will present their current research.

This seminar will be given by PhD candidate Dzan Zelihic, from the Department of Special Needs Education. He will present work that is part of his doctoral project, where a novel variant of the Visual World Paradigm (VWP) is employed to investigate lexical activation in the presence of adjacent stimuli.

This seminar will be given by Dr. Diego Gonzalez Campos. In this talk he will share initial findings from a scoping review of longitudinal studies providing quantitative evidence on inequalities in educational outcomes, socio-emotional skills, and educational attainment among K–12 students across Europe.

This seminar will be given by Professor Johan Braeken. In this talk, he will present an ongoing study on data enrichment for measuring socio-economic status in the Trends in International Mathematics and Science Study.

This seminar will be given by Dr. Bruno Sauce and Dr. Alexandra Starr from Vrije Universiteit Amsterdam. In this talk, they will present findings from ongoing projects involving large-scale genetic studies that explore how our inherited DNA differences contribute to variations in cognitive and educational outcomes, as well as mental health in childhood and adulthood.

The Centre for Research on Equality in Education (CREATE) invites all postdoctoral fellows at the Faculty of Educational Sciences (UV) to a three-day writing seminar. The event will feature workshops, roundtable discussions, and presentations on writing routines, collaboration strategies, and efficient writing techniques to help you transition from PhD thesis writing to an academic career. Take advantage of dedicated writing time, social coffee breaks, and complimentary breakfast and lunch. 

This seminar will be presented by Dr. Beth Phillips from the Florida Center for Reading Research. In her talk, she will discuss effects from early language interventions, sharing results from several intervention studies.

This seminar will be presented by Professor Peter F. de Jong from the Department of Child Development and Education at the University of Amsterdam. In this talk, Professor de Jong will focus on interventions implemented by schools, using an example from the Netherlands of an intervention for children at risk of reading difficulties.

This seminar will be presented by four PhD candidates from the University of Oslo and Vrije Universiteit Amsterdam (VU). Madelief Kuijper, Josefina Bernardo, Kassandra Pomper, and Britt Min will each give a flash talk, where the overarching topic is behavioural genetic approaches to studying individual differences in children's behaviour and learning.

This CREATE Seminar will be given by Professor Maggie Snowling (Maggie Snowling, Oxford University). Her research is focused on children’s language and learning. In recent years, her research has been focused on longitudinal studies of children at high-risk of reading problems, and she has been involved in the implementation of randomised controlled trials assessing the efficacy of reading and language interventions. 

This CREATE Seminar will be given by Professor Charles Hulme from the University of Oxford (Charles Hulme, Oxford University). He has broad research interests in reading, language and memory processes and their development and is an expert on randomized controlled trials in Education. 

We are pleased to announce that Dr. Marie-Ann Sengewald, recipient of The Sigrid Blömeke Scholarship Award from CREATE (https://www.uv.uio.no/create/english/about/blomeke-scholarship-award/the-sigrid-bl%C3%B6meke-scholarship-award), will be visiting us to present at our Thursday seminar. In this talk, she will give valuable insights into her research in the field of causal inference and differential effect analysis in group comparisons.

In this talk, Associate Professor Rebecca Collie will share research examining factors linked with students’ academic outcomes (e.g., achievement) and non-academic outcomes (e.g., wellbeing). Rebecca Collie is an Associate Professor of Educational Psychology in the UNSW School of Education

This CREATE seminar will be given by Professor Sean Reardon. He is the Professor of Poverty and Inequality in Education at the Graduate School of Education at Stanford.

His research investigates the causes, patterns, trends, and consequences of social and educational inequality. This includes issues of residential and school segregation and of racial/ethnic and socioeconomic disparities in academic achievement and educational success, as well as methods of measuring social and educational inequality (including the measurement of segregation and achievement gaps) and methods of causal inference in educational and social science research.

This CREATE open seminar will be given by Professor George Leckie from the University of Bristol, UK.

George is a Professor of Social Statistics and Co-Director of the Centre for Multilevel Modelling (CMM). His research interests focus on the application and dissemination of multilevel modelling. He has applied this method to study the effects of institutional and geographical contexts on sociodemographic inequalities in individual educational and health outcomes. A long-standing interest of his has been examining school effects on student learning through school value-added models, as well as engaging in debates regarding the use of such data to inform school accountability and choice.