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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.

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Published Aug. 12, 2019 10:48 AM

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.

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Published Aug. 11, 2019 2:38 PM

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.

Published June 21, 2019 2:12 PM

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.

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Published May 27, 2019 1:03 PM

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.

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Published May 27, 2019 12:04 PM

The project "Math and the City: Learning to Apply Mathematics Outside of School", headed by Nils Buchholtz was recently featured at and the Faculty's webpage. The project focuses on developing extracurricular activities for students to support their learning of mathematics, for instance, in geometry.

Published May 6, 2019 9:07 AM

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.

Published Apr. 1, 2019 1:19 PM

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.

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Published Mar. 10, 2019 1:46 PM

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


Published Mar. 8, 2019 2:54 PM

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!

Published Feb. 13, 2019 11:00 AM

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

Published Feb. 13, 2019 10:28 AM

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.

Published Jan. 17, 2019 8:20 AM

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.

Published Nov. 27, 2018 5:48 PM

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.

Published Oct. 26, 2018 9:25 AM

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.