Two of our LEA members: Jelena and Xin have contributed to an article investigating contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems. More information on the study and its findings can be found underneath.
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.
More news can be found on LEA's Norwegian webpage
LEA welcomes Xin Liu, who has started as a postdoctoral fellow with the MATHMot project. Her research focused on student, teacher, and school characteristics affecting academic performance, evaluating teacher effectiveness and instructional quality, and investigating relationships between working conditions and teacher well-being. Methodological issues, such as multilevel analysis, structural equation modelling, and longitudinal analysis are of interest to her.
Several LEA members associated with the national project "Kartleggingsprøver i regning" have attended the 23rd Annual Meeting of the Association for Educational Assessment – Europe (AEA-Europe 2022). Our members contributed to the conference in the form of two poster presentations and a discussion group (see underneath for more details).
Three of our LEA members: Trude, Hege, and Anne-Catherine, have published an article in which they examine school factors related to declining performance in mathematics. Their study shows that declines in aspects of school climate and student self-concept were related to the declines in achievements from 2015 to 2019. More information on the study can be found underneath.
The International Handbook of Comparative Large-scale Studies in Education: Perspectives, Methods and Findings is published. This is a handbook containing a large body of knowledge about international large-scale studies, including underlying theories, historical and political perspectives, methodology, and findings from studies using large-scale data. LEA member Trude Nilsen edited the handbook together with Agnes Stancel Piatak from the IEA and Jan-Eric Gustafsson from the University of Gothenburg. Several LEA members contributed to the book. A list of chapters in which LEA members were involved can be found underneath.
Several LEA members are collaborating across the Nordics to shed light on effective and equitable teacher practice in mathematics and science education. The Nothern Lights on TIMSS book is funded by the IEA and the Nordic Council of Ministers and is expected to be published in 2023.
Oleksandra Mittal has, together with her supervisors, published the first article of her PhD project. The article revolves around improving the effectiveness of PISA's HOMEPOS scale in capturing educational inequalities across heterogeneous student subpopulations in Norway and Sweden.
This study uses 2015 PISA data to examine the impact of a supportive climate using four aspects: teacher support, fairness, feedback, and class discipline. The results accentuate the importance of understanding supportive climates in a broader sense and the pertinence of stronger teacher–student relationships in enhancing educational outcomes.
The study was part of a special issue on leveraging large-scale assessments for effective and equitable school practices. The special issue specifically focused on the Nordic countries.
LEA congratulates its member, Nani Teig, who was selected as one of the Young CAS Fellows for 2022-2024. Nani's project will examine the academic resilience of disadvantaged students who succeed in school despite the odds against them. More on Nani and her project can be found here.
Are you a young researcher looking for a unique opportunity to grow your professional network and develop your research? Young CAS fellow applications will be opening up again during the autumn of 2022!
LEA members are well represented at the NERA 2022 conference in Iceland. Contributions include several paper presentations.
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.