LEA members are well represented at the NERA 2022 conference in Iceland. Contributions include several paper presentations.
LEA members are engaged in several activities, ranging from developing and evaluating educational assessments to informing researchers, practitioners, and policy-makers about issues related to large-scale assessments.
The 18th Biennial EARLI Conference for Research on Learning and Instruction in Aachen, Germany, is well-attended by LEA members. Several paper presentations and chairing roles are part of LEA's contribution to the conference.
Why do teachers use technology in classrooms? Which factors may determine whether or not they adopt technology for teaching and learning? What keeps students motivated to use educational technology? These questions have initiated a plethora of research on technology acceptance in education, and the debate about why or why not teachers integrate technology in their teaching or students in their learning is ongoing. This special section tries to shed light on some of the answers and highlights the directions for further research in this area.
Nils Buchholtz attended this year's ICTMA in SAR Hong Kong and represented our research group. His talk focused on approaches to research on mobile learning with math trails.
In this recently published special issue, researchers bring to attention that school effectiveness and accountability need a differential perspective to pave the way for school improvement. The authors of the papers take different perspectives on the topic and provide empirical evidence backing the "differential" aspect.
This year's ECER in Hamburg will be well-attended by LEA members. Several paper presentations and chairing roles are part of LEA's contribution to the conference.
This year's IEA International Research Conference in Copenhagen was well-attended by LEA members. Several paper presentations and chairing roles were part of LEA's contribution to the conference.
We are proud of one of our PhD students, Nani Teig, who has conducted a secondary data analysis of the Norwegian TIMSS 2015 data focusing on teachers' self-efficacy, perceived time constraints, and cognitive activation strategies in science. The results of this study were published in Frontiers in Psychology.
Recently, the first report of the OECD International Large-Scale Study TALIS 2018 has been released. The international report covers topics, such as teachers' professional development, their instructional practices, and self-efficacy. LEA has contributed to this international study during the questionnaire development and the implementation of the study in Norway.
This paper presents the results of a latent profile analysis of adult students' online self-regulation (SRL) in blended learning environments. Three profiles were identified, possible determinants examined, and the information value of SRL strategies discussed.
The project "Math and the City: Learning to Apply Mathematics Outside of School", headed by Nils Buchholtz was recently featured at Forskning.no and the Faculty's webpage. The project focuses on developing extracurricular activities for students to support their learning of mathematics, for instance, in geometry.
This paper presents a meta-analysis of the relation between measures of K-12 students' socioeconomic status (SES) and ICT literacy. Drawing from the data of 32 independent samples, the 75 extracted correlation coefficients were aggregated to an overall correlation of r = 0.21 (95% CI [0.18, 0.24]) through three-level random-effects modeling. This correlation was subject to moderation effects by study, sample, and measurement characteristics.
This chapter is part of the Compendium for Early Career Researchers in Mathematics Education and presents the concept of mixed-methods research. Nils Buchholtz, the author of this chapter, reviews the reasoning behind mixed methods and discusses existing recommendations on how to implement mixed-method designs.
This paper presents a secondary analysis of the Norwegian ICILS 2013, exploring the relations between students' school achievement and their use of ICT for recreational purposes. Daily gaming and chatting were negatively associated with school achievement.
This meta-analysis examined the gender differences in K-12 students' digital competence (aka ICT literacy). Synthesizing 69 effect sizes obtained from 23 empirical studies resulted in a positive, weak, and significant overall effect in favor of girls, g = +0.13. This effect varied between studies, and several study and sample characteristics explained this variation. For instance, the type of skills assessed and the interactivity of the ICT literacy assessment moderated the overall effect.
Applications are invited for a full-time position as a PhD Research fellow (SKO 1017) at the Department of Teacher Education and School Research (ILS) at the University of Oslo.
The position involves collecting and analyzing data from the project “Teachers’ Effects on Student Outcomes" TESO funded by the FINNUT-program of the Research Council of Norway. The objective of this project is to examine the effect of teacher quality and their instruction on student motivation, well-being, and learning gains in mathematics and science.
The project TESO is a Norwegian longitudinal extension of the international large-scale survey Trends in Mathematics and Science Study TIMSS.
CONTACT PERSON: Dr Trude Nilsen
APPLICATION DEADLINE: 1 May 2019
Together with colleagues, Jelena Radisic has attracted funding from the EU to conduct the SEAS project. SEAS stands for Science Education for Action and Engagement towards Sustainability (SEAS) and targets student, teachers, and those outside of educational contexts to understand and learn about the complexities of climate change and sustainability. Congratulations!
This paper presents an empirical study of culturally responsive assessments in schools based on survey data from four participating countries. Using quantitative comparative analysis, the authors obtained some evidence for the implementation of culturally responsive assessments in these countries. Nevertheless, school principals also identified the strong need for professional training and development in this area
This paper presents an empirical study of instructional quality based on the TIMSS 2015 data in Flanders, Germany, and Norway. The study investigates the link between instructional quality, mathematics achievement, and students' socioeconomic status across the three countries and utilizes the strengths of multilevel structural equation modeling. Implications for the strive for equity and high achievement in mathematics are presented.
This paper presents an empirical study of the PISA 2012 mathematics assessment and the Norwegian mathematics exams. Teachers were asked to rate the competency demands certain items and tasks may have, and the resultant ratings were fed into an explanatory item response theory model. Overall, the ratings explained a substantial amount of variance in item difficulties, especially for the PISA mathematics assessment.
Together with colleagues, Nils Fredrik Buchholtz has attracted funding for the research project "Math and The City: Learning to Apply Mathematics Outside the School". The project is funded by the Direktoratet for internasjonalisering og kvalitetsutvikling i høgare utdanning (Diku). Congratulations!
Together with colleagues, Julius Björnsson edited a special issue for the journal Acta Didactica Norge, and many LEA members contributed to it. This issue concerns the topic of "Nasjonale prøver og eksamener i norsk og svensk grunnopplæring" and brings together eighteen contributions.
The LEA group has recently published a special section on the advanced technologies in educational assessment. This special section covers a broad range of technologies and psychometric models to measure complex constructs in education. It also brings to attention the potential and the challenges that are associated with these advanced technologies.
In this article, Marit Kjærnsli and Fredrik Jensen bring to attention that the schools students are attending could make a difference in student achievement. However, this relation is relatively weak in Norway in comparison to other countries.
In a meta-analysis of 105 experimental and quasi-experimental studies providing more than 500 effect sizes, LEA researchers examined whether learning computer programming is associated with cognitive benefits in other domains. This study tested the bold claims made by educators, policy-makers, and computer scientists that learning to program a computer will help students to become better problem solvers, creative thinkers, and logical reasoners.