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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.

More news can be found on LEA's Norwegian webpage

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Published Nov. 16, 2022 9:49 AM

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.

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Published Oct. 25, 2022 2:34 PM

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.

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Published Sep. 7, 2022 10:57 AM

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.

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Published Aug. 5, 2022 1:26 PM

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!

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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.