Publications

Photo by rawpixel on Unsplash

LEA members publish academic papers, research reports, and policy briefs to inform educational researchers, teachers, school leaders, and policy-makers about issues related to national and international large-scale assessments.

List of Publications

2019

  • Bellens, K., Van Damme, J., Van den Noortgate, W., Wendt, H., & Nilsen, T. (2019). Instructional quality: Catalyst or pitfall in educational systems' aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway. Large-scale Assessments in Education, 7:1. https://doi.org/10.1186/s40536-019-0069-2
  • Buchholtz, N. (2019). Planning and conducting mixed methods studies in mathematics educational research. In G. Kaiser & N. Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education (ICME-13 Monographs, pp. 131-152). Cham: Springer. https://doi.org/10.1007/978-3-030-15636-7_6
  • Buchholtz, N., & Schorcht, S. (2019). Welche Überzeugungen haben Lehramtsstudierende zur Geschichte der Mathematik? - Ergebnisse der Studie ÜberLeGMa. mathematica didactica, 42(1), 1-19. Link
  • Canrinus, E., Klette, K., Hammerness, K., & Bergem, O. K. (2019). Opportunities to enact practice in campus courses: Taking a student perspective. Teacher and Teaching, 25(1), 110-124. https://doi.org/10.1080/13540602.2018.1526171
  • Nayir, F., Brown, M., Burns, D., O'Hara, J., McNamara, G., Nortvedt, G., Skedsmo, G., Gloppen, S. K., & Wiese, E. F. (2019). Assessment with and for migration background students-cases from Europe. Eurasian Journal of Educational Research, 79, 39-68. https://doi.org/10.14689/ejer.2019.79.3
  • Pettersen, A., & Braeken, J. (2019). Mathematical competency demands of assessment items: A search for empirical evidence. International Journal of Science and Mathematics Education, 17(2), 405-425. https://doi.org/10.1007/s10763-017-9870-y
  • Scherer, R., & Nilsen, T. (2019). Closing the gaps? Differential effectiveness and accountability as a road to school improvement. School Effectiveness and School Improvement, 30(3), 255-260. https://doi.org/10.1080/09243453.2019.1623450
  • Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
  • Scherer, R., & Teo, T. (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90-109. https://doi.org/10.1016/j.edurev.2019.03.001
  • Scherer, R., & Siddiq, F. (2019). The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education, 138, 13-32. https://doi.org/10.1016/j.compedu.2019.04.011
  • Scherer, R., Siddiq, F., & Sánchez Viveros, B. (2019). The cognitive benefits of learning computer programming: A meta-analysis of transfer effects. Journal of Educational Psychology, 111(5), 764-792. https://doi.org/10.1037/edu0000314
  • Siddiq, F., & Scherer, R. (2019). Is there a gap? A meta-analysis of the gender differences in students' ICT literacy. Educational Research Review, 27, 205-217. https://doi.org/10.1016/j.edurev.2019.03.007
  • Teig, N., Scherer, R., & Nilsen, T. (2019, in press). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2019.01697
  • Throndsen, I., Carlsten, T. C., & Björnsson, J. K. (2019). TALIS 2018 - Første Hovedfunn fra Ungsdomstrinnet. Oslo: Universitetet i Oslo. https://www.udir.no/contentassets/cee13d13f3c14e029320fbf10833925e/talis2018-rapport.pdf
  • Throndsen, I., & Hatlevik, O. E. (2019). Elevenes skoleprestasjoner sett i lys av IKT-bruk på fritiden. Nordic Studies in Education, 39(1), 5-23. https://doi.org/10.18261/issn.1891-2019-01-02
  • Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209. https://doi.org/10.1111/bjet.12748
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019, in press). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational Technology, Research & Development, https://doi.org/10.1007/s11423-019-09692-1
  • Vanslambrouck, S., Chang, Z., Pynoo, B., Lombaerts, K., Tondeur, J., & Scherer, R. (2019). A latent profile analysis of adult students’ online self-regulation in blended learning environments. Computers in Human Behavior, 99, 126-136. https://doi.org/10.1016/j.chb.2019.05.021

2018

  • Bergem, O. K. (2018). Undervisningskvalitet i Norsk skole: Status, trender og utfordringer. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 9, pp. 199-221). Oslo: Universitetsforlaget.
  • Björnsson, J. K. (2018). Om lenkefeil og ekvivaleringsmetoder på nasjonale prøver: Evaluering av endring over tid. Acta Didacta Norge, 12(4). http://dx.doi.org/10.5617/adno.6273
  • Bremerich-Vos, Doll, J., Buchholtz, N., Kaiser, G., & König, J. (2018). Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium. Die Bedeutung der Lehrämter und der Zusammenhang mit Lehrinnovationen. Zeitschrift für Pädagogik, 64(4), 511-532. https://doi.org/10.3262/ZP1804511
  • Buchholtz, N. (2018). Außerschulisches Lernen von Mathematisieren durch App-basierte mathematische Stadtspaziergänge. In In Fachgruppe Didaktik der Mathematik der Universität Paderborn (ed.), Beiträge zum Mathematikunterricht (pp. 385-388). Münster: WTM-Verlag.
  • Buchholtz, N., & Armbrust, A. (2018). Ein mathematischer Stadtspaziergang zum Satz des Pythagoras als außerschulische Lernumgebung im Mathematikunterricht. In S. Schukajlow & W. Blum (eds.), Evaluierte Lernumgebungen zum Modellieren. Realitätsbezüge im Mathematikunterricht (pp. 143-163). Wiesbaden: Springer Spektrum. https://doi.org/10.1007/978-3-658-20325-2_8
  • Buchholtz, N., & Doll, J. (2018). Wissenserwerb und fachdidaktische Lerngelegenheiten im Mathematiklehramtsstudium – Erste Erkenntnisse aus der Begleitforschung des Hamburger ProfaLe-Projekts. In U. Kortenkamp & A. Kuzle (eds.), Beiträge zum Mathematikunterricht (pp. 143-146). Münster: WTM-Verlag.
  • Buchholtz, N., Krosanke, N., Orschulik, A. B., & Vorhölter, K. (2018). Combining and integrating formative and summative assessment in mathematics teacher education. ZDM, 50(4), 715-728. https://doi.org/10.1007/s11858-018-0948-y
  • Daus, S., Nilsen, T., & Braeken, J. (2018). Exploring content knowledge: Country profile of science strengths and weaknesses in TIMSS. Possible implications for educational professionals and science research. Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2018.1478882
  • Greiff, S., & Scherer, R. (2018). Complex Problem Solving and Its Position in the Wider Realm of the Human Intellect. Journal of Intelligence, 6(5). https://doi.org/10.3390/jintelligence6010005
  • Greiff, S., & Scherer, R. (2018). Still Comparing Apples With Oranges? Some Thoughts on the Principles and Practices of Measurement Invariance Testing. European Journal of Psychological Assessment, 34(3), 141-144. https://doi.org/10.1027/1015-5759/a000487
  • Gustafsson, J.-E., Nilsen, T., & Yang Hansen, Kajsa (2018). School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011. Studies in Educational Evaluation, 57, 16-30. https://doi.org/10.1016/j.stueduc.2016.09.004
  • Hatlevik, O. E., Rohatgi, A., & Björnsson, J. K. (2018). Skoleledernes syn på skoleklima: Noen erfaringer fra PISA og TIMSS fra 2003 og 2015. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 8, pp. 173-198). Oslo: Universitetsforlaget.
  • Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107-119. https://doi.org/10.1016/j.compedu.2017.11.011
  • Hole, A., Grønmo, L. S., & Onstad, T. (2018). The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement. Large-scale Assessments in Education, 6:3. https://doi.org/10.1186/s40536-018-0055-0
  • Jensen, F., Henriksen, E. K., Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2018). Balancing Cost and Value: Scandinavian Students’ First Year Experiences of Encountering Science and Technology Higher Education. Nordina: Nordic Studies in Science Education, 14(1), 3-21. https://doi.org/10.5617/nordina.2343
  • Jensen, F., Mork, S., & Kjærnsli, M. (2018). En sammenligning av naturfagkompetanser i PISA-rammeverket 2015 og den Norske læreplanen. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 5, pp. 94-127). Oslo: Universitetsforlaget.
  • Kaarstein, H., & Nilsen, T. (2018). Norske elevers motivasjon for naturfag gjennom 20 år. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 2, pp. 35-56). Oslo: Universitetsforlaget.
  • Kaarstein, H., Radišić, J., & Nilsen, T. (2018). 20 Years of Mathematics Motivation Mirrored Through TIMSS: Example of Norway. In E. Bergquist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (vol. 3, pp. 179-186). Umeå: PME.
  • Kirfel, C., & Aslaksen, H. (2018). Areal, volum og derivasjon. Tangenten: Tidsskrift for matematikkundervisning, 29(3), 34-38.
  • Kirfel, C., & Aslaksen, H. (2018). Areal, omkrets og derivasjon. Tangenten: Tidsskrift for matematikkundervisning, 29(2), 37-41.
  • Kirfel, C., & Aslaksen, H. (2018). Ein alternativer Zugang zur Ableitung: Betrachrungen zu Volumen, Flächeninhalt und Umfang. Der Mathematikunterricht, 64(3), 23-32.
  • Nerstad, C. G. L., Rosalind, S., Černe, M., Dysvik, A., Škerlavaj, M., & Scherer, R. (2018). Perceived Mastery Climate, Felt Trust, and Knowledge Sharing. Journal of Organizational Behavior, 39(4), 429-447. https://doi.org/10.1002/job.2241
  • Nilsen, T., & Blömeke, S. (2018). Lærerkvalitet, undervisgningskvalitet, -kvantitet og prestasjon: Analyser av TIMSS 2015-data i naturfag på barnetrinnet. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 3, pp. 57-75). Oslo: Universitetsforlaget.
  • Nilsen, T., Björnsson, J. K., & Olsen, R. V. (2018). Hvordan har likeverd i Norsk skole endret seg de siste 20 årene? In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 7, pp. 150-172). Oslo: Universitetsforlaget.
  • Nilsen, T., Scherer, R., & Blömeke, S. (2018). The relation of science teachers' quality and instruction to student motivation and achievement in the 4th and 8th grade: A Nordic perspective. In The Nordic Council of Ministers (Ed.), Northern Lights on TIMSS and PISA 2018 (chap. 3, pp. 61-94). Denmark: Nordic Council of Ministers. https://doi.org/10.6027/TN2018-524
  • Nortvedt, G. A. (2018). "Det er et verktøy, ikke sant, for oss" - Erfaringer fra fire gjennomføringer med kartleggingsprøver i regning 2014-2017. Acta Didacta Norge, 12(4). http://dx.doi.org/10.5617/adno.6383
  • Nortvedt, G. A. (2018). Policy impact of PISA on mathematics education: The case of Norway. European Journal of Psychology of Education, 33(3), 427-444. https://doi.org/10.1007/s10212-018-0378-9
  • Nortvedt, G. A., & Buchholtz, N. (2018). Assessment in mathematics education: responding to issues regarding methodology, policy, and equity. ZDM: Mathematics Education, 50(4), 555-570. https://doi.org/10.1007/s11858-018-0963-z
  • Nortvedt, G. A., & Siqveland, A. (2018). Are Beginning Calculus and Engineering Students Adequately Prepared for Higher Education? An Assessment of Students’ Basic Mathematical Knowledge. International Journal of Mathematical Education in Science and Technology, https://doi.org/10.1080/0020739X.2018.1501826
  • Olsen, R. V., Tveit, S., & Björnsson, J. K. (2018). Nasjonale prøver og eksamener i norsk og svensk grunnopplæring. Acta Didacta Norge, 12(4). http://dx.doi.org/10.5617/adno.6647
  • Olsen, R. V., & Björnsson, J. K. (2018). Fødselsmåned og skoleprestasjoner. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 4, pp. 76-93). Oslo: Universitetsforlaget.
  • Olsen, R. V., & Björnsson, J. K. (2018). Tjue år med internasjonale skoleundersøkelser i Norge: Bakgrunn, læringspunkter og veien videre. In J. K. Björnsson & R. V. Olsen (Eds.), Tjue år med TIMSS og PISA i Norge (chap. 1, pp. 12-34). Oslo: Universitetsforlaget.
  • Oskarsson, M., Kjærnsli, M., Sørensen, H., & Eklöf, H. (2018). Nordic students' interest and self-belief in science. In The Nordic Council of Ministers (Ed.), Northern Lights on TIMSS ansd PISA 2018 (chap. 4, pp. 95-122). Denmark: Nordic Council of Ministers. https://doi.org/10.6027/TN2018-524
  • Pettersen, A., & Nortvedt, G. (2018). Identifying Competency Demands in Mathematical Tasks: Recognising What Matters. International Journal of Science and Mathematics Education, 16(5), 949-965. https://doi.org/10.1007/s10763-017-9807-5
  • Radišić, J., & Baucal, A. (2018). Teachers’ reflection on PISA items and why they are so hard for students in Serbia. European Journal of Psychology of Education, 33(3), 445- 466. https://doi.org/10.1007/s10212-018-0366-0
  • Radišić, J., Videnović, M., & Baucal, A. (2018). Distinguishing successful students in mathematics: A comparison across European countries. Psihologija, 51(1), 69-89. https://doi.org/10.2298/psi170522019r
  • Roger, S., & Radišić, J. (2018). Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment: looking beyond numbers. European Journal of Psychology of Education, 33(3), 419-426. https://doi.org/10.1007/s10212-018-0388-7
  • Scherer, R., & Guttersrud, Ø. (2018). Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2018.01006
  • Scherer, R., Tondeur, J. Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. https://doi.org/10.1016/j.chb.2017.11.003
  • Støle, H., Mangen, A., Frønes, T. S., & Thomson, J. (2018). Digitisation of reading assessment, In M. Barzillai, J. Thompson, S. Schroeder, & P. van den Broek (eds.), Learning to Read in a Digital World (chap. 9, pp. 205-224). Amsterdam: John Benjamins Publishing Company.  https://doi.org/10.1075/swll.17.09sto
  • Teig, N., Scherer, R., & Nilsen, T. (2018). More isn’t always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20-29. https://doi.org/10.1016/j.learninstruc.2018.02.006

 

---

Note. This list is a selection of publications. Please review the individual members' webpages for additional works that are not shown here.