Publications

2026

Brevik, L. M., Cohen, C., & Myhill, D. A. (in press). LANGUAGES research across classrooms and contexts: Methodology and ethics. In T. Mutton, & C. Brooks (Eds.), Research Handbook on Post Pandemic Education. Edward Elgar publishing
Dodou, K., Brevik, L. M., & Blikstad-Balas, M. (2026). Opportunities to develop literary competences: A decade of creative response approaches in L1 and L2 in Norwegian lower secondary schools. L1-Educational Studies in Language and Literature, 26(1), 1–29. https://doi.org/10.21248/l1esll.2026.26.1.951
Eiene, S. M., Brevik, L. M., & Vold, E. T. (2026). Fluid multilingualism: Classroom talk in English and French classes in England, France and Norway. The Modern Language Journal, 110(3), 794-811. https://doi.org/10.1111/modl.70077
Eiene, S. M., Cohen, C., & Myhill, D. A. (2026). Student talk matters: Student voices and perspectives on classroom talk in English and French classes in England, France and Norway. Acta Didactica Norden, 20(1), 1-28. https://doi.org/10.5617/adno.13067
Elgen, A. K., Dodou, K., & Brevik, L. M. (2026). Teaching with and about GenAI: A video study of English and Norwegian lessons in secondary classrooms in Norway. Teaching and Teacher Education, 176, 105517. https://doi.org/10.1016/j.tate.2026.105517
Hartvigsen, K. M. (2026). Teachers as facilitators of exploration in lower secondary religious education: classroom perspectives from Norway. British Journal of Religious Education, 1–15. https://doi.org/10.1080/01416200.2026.2616347
Jentsch, A., White, M. C., & Klette, K. (2026). Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms. Teaching and Teacher Education.
Kim, T., Larsson, T., Kaatari, H., Wang, Y., & Sundqvist, P. (2026). Introducing and Evaluating a Measure of Lexical Diversity Across Word Classes. TESOL Quarterly. https://doi.org/0.1002/tesq.70154
Klette, K., Magnusson, C. G., & Sigurjónsson, J. Ö. (2026). Investigating teaching quality through video capture: Equity and quality in Nordic classrooms. Springer Nature. https://doi.org/10.1007/978-3-032-06893-4
Lavalette, T., Nesje, K., & Jenset, I. S. (2026). What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom. Teaching and Teacher Education, 171, 105302. https://doi.org/10.1016/j.tate.2025.105302
Mathé, N. E. H. (accepted). Legolas, what do your elf eyes see? Social studies teaching seen from students’ perspectives. Nordidactica.
Mathé, N. E. H., Brevik, L. M., Gudmundsdottir, G. B., & Barreng, R. L. S. (2026). The classroom as space for change: Teachers’ reports on the uptake of curricular concepts. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2026.2680401
Poornikoo, M., Fang, Y., Sundgot-Borgen, C., Klomstén, A. T., Folstad, S. H., Edvoll, M., Humphrey, N., Fidjeland, A., Pedersen, C., Brevik, L. M., Ystrom, E., & Nygaard, E. (2026). The Effect of School Resources on Student Mental Health under the Norwegian Curriculum Reform. Open Science Framework (OSF). https://doi.org/10.17605/OSF.IO/SCA53
Rindal, U., & Sundqvist, P. (2026). Oh my gosh! Engagement with extramural english among 6-year-olds. CALICO Journal. http://doi.org/10.3138/calico-2025-0016
Siljan, H. H. (2026). Sakprosa i klasserommet: Norsklæreres tilrettelegging for arbeid med autentiske saktekster. Sakprosa, 18(1). https://doi.org/10.5617/sakprosa.13227
Sundqvist, P. (accepted). Digital gaming and young L2 learners. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology. Routledge.
Sundqvist, P. (2026a). Extramural vocabulary learning. In C. A. Chapelle (Ed.), The Concise encyclopedia of applied linguistics (2 ed.). Wiley Blackwell.
Sundqvist, P. (2026b). Language learning in the digital wilds. In C. Chapelle (Ed.), The Concise encyclopedia of applied linguistics (2 ed.). Wiley Blackwell.
Sundqvist, P., & Sandlund, E. (2026). Extramural English and social interaction: Examining L2 speaking and interactional competence in high-input contexts. ITL - International Journal of Applied Linguistics. https://doi.org/10.1075/itl.25024.sun
Ulfat, N. (2026). Vocabulary knowledge and reading proficiency in extramural L2 English among ESCAPERS in Norway and Flanders. Applied Linguistics, amag006, https://doi.org/10.1093/applin/amag006
Westbye, A. K., Eriksen, H., & Blikstad-Balas, M. (2026). When AI only asks: how question-driven dialogue shapes prewriting in the classroom. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1740044
White, M., Jentsch, A., Luoto, J. M., & Klette, K. (2026). Observing instructional practice: Can we consistently measure teaching quality constructs? Education Sciences, 16(4). https://doi.org/10.3390/educsci16040583.

2025

Blikstad-Balas, M. (2025). Å studere norskdidaktikk. Fagbokforlaget.
Blikstad-Balas, M., Dalland, C. P., & Jenset, I. S. (2025). God undervisning. Dette vet vi. Universitetsforlaget.
Blikstad-Balas, M., & Dalland, C. P. (2025). Å utfordre elevene faglig. I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Brantmeier, C., Agyepong, D. P., Dube, A., Strube, M., Van Rheenen, J., Wills, J., Paithankar, U., Thompson, R. G. A., Brevik, L. M., Gudmundsdottir, G. B., Smith, C., Vorawandthanachai, T., Ssewamala, F., & Nabunya, P. (2025). L2 reading in healthcare contexts: Informed research methods with language diverse patients. Reading in a Foreign Language, 37(1), 1–26. https://hdl.handle.net/10125/67508
Brevik, L. M., Gamlem, S. M., & Mathé, N. E. H. (2025). Tilbakemeldinger som fremmer læring. I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Dirdal, H., & Vold, E. T. (2025). Investigating writing development, cross-linguistic influence and feedback practices through a longitudinal corpus of children's school writing. Applied Corpus Linguistics, 5(2). https://doi.org/10.1016/j.acorp.2025.100131.
Dodou, K., & Brevik, L. M. (2025). From Pages to Practice: 10 years of teaching literature in English classrooms in Norwegian lower secondary school. Reading Research Quarterly. https://doi.org/10.1002/rrq.70039
Eiene, S. M., & Brevik, L. M. (2025). A dialogic whole: Creating space for student talk in digitally-rich language classrooms in England, France and Norway. Teaching and Teacher Education, 172, 105334. https://doi.org/10.1016/j.tate.2025.105334
Elstad, E., & Korbøl, K. (2025). Kunstig intelligens i skolen. Fagbokforlaget.
Fjellrik, S. E., & Blikstad-Balas, M. (2025). Paths to resilience and success: The role of male support in the professional growth of female teachers in Afghanistan. Journal of Asian Social Science Research, 7(1), 149–178.
Flø, E. E., & Smedsrud, J. H.(2025). Assessing STEM differentiation needs based on spatial ability and engagement: implications for making activities. Frontiers in Psychology, 16, 1545603. https://doi.org/10.3389/fpsyg.2025.1545603
Fohr-Prigent, E., Vold, E. T., & Haukås, Å. (2025). Valuing multilingualism: teachers’ beliefs and practices in England, France and Norway. The Language Learning Journal, 1–16. https://doi.org/10.1080/09571736.2025.2549117
Gudmundsdottir, G. B., Brevik, L. M., Skarpaas, K. G., Doetjes, G., Aashamar, P. N. (2025). The implementation of educational reforms and changing classroom practices. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6457
Gyllstad, H., Sundqvist, P., Peters, E., Rindal, U., Skar, G., & Ulfat, N. (2025). Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0289.
Hartvigsen, K. M. (2025a). Discussions of ethical dilemmas: developing ethical competence and life skills in upper secondary religious education in Norway. British Journal of Religious Education, 1–16.
Hartvigsen, K. M. (2025b). “Life skills are everything:” How do Norwegian RE teachers perceive the concept of life skills? Religious Education, 1–17. https://doi.org/10.1080/00344087.2025.2510749
Hartvigsen, K. M. (2025c). Maps and Territory. Templates for exploring and comparing religious traditions in Norwegian upper secondary religious education. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6281
Højgaard, T., Holmlund, A., Jóelsdóttir, L. B., Møller, M., Selling, A. J. V., & Sigurjónsson, J. Ö. (2025). Panel discussion on the interplay between research and teaching practice in mathematics education. In C. K. Skott, M. Blomhøj, A. Eckert, R. Elicer, R. Herheim, B. Kristinsdóttir, D. M. Larsen, G. A. Nortvedt, P. Nyström, J. Ö. Sigurjónsson, & A. L. Tamborg (Eds.), Interplay between research and teaching practice in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education, Copenhagen, 2024 (pp. 38–55). Svensk förening för MatematikDidaktisk Forskning - SMDF.
Hølland, S., Jenset, I. S., & Dalland, C. P. (2025). Inkludering og tilpasset opplæring gjennom undervisning av høy kvalitet. I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Isaksen, A. R., & Gudmundsdottir, G. B. (2025). Teacher perceptions of digital life skills in upper secondary school: Digital detox, footprints and responsibility. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6174
Isaksen, A. R., Mathé, N. E. H., Brevik, L. M., & Gudmundsdottir, G. B. (2025). Life skills education as a balancing act: Preparing students to handle life challenges in upper secondary English and social science classrooms. Teaching and Teacher Education, 159, 104992. https://doi.org/10.1016/j.tate.2025.104992
Jenset, I. S., Blikstad-Balas, M., & Dalland, C. P. (2025). Hva vet vi om god undervisning? I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Kim, T., Larsson, T., Kaatari, H., Wang, Y., & Sundqvist, P. (2025). The effects of extramural English reading on phraseology in L2 writing: A key phrase frames approach. System, 136, 103880. https://doi.org/10.1016/j.system.2025.103880
Klette, K., Luoto, J. M., & Jentsch, A (2025). Do observation tools matter? Unpacking shared and distinct patterns in teaching quality. Effectiveness and School Improvement, 3, 466-486
Klette, K., Luoto, J. M., Magnusson, C. G., & White, M. C. (2025). Protocol for Language Arts Teaching Observation (PLATO) as a lens for assessing teaching quality. School Effectiveness and School Improvement 36(3), 414–432. https://doi.org/10.1080/09243453.2025.2527728
Klette, K., White, M. C., Tengberg M. & Roe, A. (2025). Understanding teaching quality in Nordic contexts using a shared observation system. In K. Klette, C. G. Magnusson & J. Ö. Sigurjónsson (Eds). Investigating teaching quality through video capture: quality and equity in Nordic Classrooms (Chapter 2). Springer
Korbøl, K. (2025). Utforske historie nedenfra. In L. Sonne, & A. W. Norli (Eds.), Profesjonsutvikling for historieundervisere 3 (pp. 77–94). Novus Forlag.
Kure, A. E., Blikstad-Balas, M., & Brevik, L. M. (2025). Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time? Teaching and Teacher Education, 153, 104843. https://doi.org/10.1016/j.tate.2024.104843.
Lai, C., & Sundqvist, P. (2025). Research agenda: Synergizing in-class and out-of-class language learning with technology. Language Teaching. https://doi.org/10.1017/S026144482500014X
Luoto, J. M., Klette, K., Jentsch, A (2025). Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities. Effectiveness and School Improvement, 3, 335-347
Magnusson, C. G., Jenset, I. S., Blikstad-Balas, M., & Brataas, G. (2025). Hvordan kan vi støtte elevene faglig ved bruk av strategiundervisning og modellering? I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Mathé, N. E. H., Gudmundsdottir, G. B., & Brevik, L. M. (2025). These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine. Teaching and Teacher Education, 162, 105062. https://doi.org/10.1016/j.tate.2025.105062
Mikander, P., Aashamar, P. N., & Högström, J. (2025). Anti-pluralist parties in Nordic classrooms: negotiating the boundaries between us and them in social studies education. Acta Didactica Norden, 19(1), 1-23.
Nicolaou, A., Sauro, S., Björk Guðmundsdóttir, G, & Sundqvist, P. (2025). Critical virtual exchange to address teachers’ needs in times of conflict. Journal of Virtual Exchange, 8, 54–66. https://doi.org/10.21827/jve.8.42314
Retzius, A., Haukås, Å., Ghimenton, A., Molway, L., & Brevik, L. M. (2025). Secondary school students’ beliefs about multilingualism across contexts: England, France and Norway. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2571453
Rindal, U. (2025). English in Norway. The Wiley Blackwell Encyclopedia of World Englishes. Wiley-Blackwell. https://doi.org/10.1002/9781119518297.eowe00361
Rindal, U., Brevik, L. M., White, M., & Germundson, C. (2025). Student experiences of English teaching in Norway. Acta Didactica Norden, 19(1), 1–30. https://doi.org/10.5617/adno.11921
Rindal, U. & Sundqvist, P. (2025). Exploring six-year-olds’ L2 English digital learning in the home. ELT Journal, ccaf039. https://doi.org/10.1093/elt/ccaf039
Schurz, A., & Sundqvist, P. (2025). Considering extramural English in class: Exploring teachers’ activity ideas in secondary school classrooms in four countries, Applied Linguistics, amaf078. https://doi.org/10.1093/applin/amaf078
Selling, A., Korbøl, K., Brataas, G., & Nesje, K. (2025). Hva skal elevene lære? Om mål og faglige koblinger. I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Senden, B., Jentsch, A., Teig, N., Nilsen, T., Fauskanger, J., Frågåt, T., Maugesten, M., Mork, S. M., Mosvold, R., Nortvedt, G. A., Olufsen, M., Sjøberg, M., Staberg, R. L., Selling, A. J. V., Stovner, R. B., & Ødegaard, M. (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1483092
Siljan, H. H. (2025). «Alle disse følelsene og tankene er jo gjennom personal forteller»: Elevers analytiske utforsking av en litterær tekst. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6177
Skarpaas, K. G., & Dodou, K. (2025). Sparse and Selective. Digital responsibility practices in lower secondary English classrooms in Norway. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6274
Sundqvist, P. (2025a). A growth language learning mindset in the third age: A case study of an octogenarian. In A. Leis, Å. Haukås, N. M. Lou, & S. Nakamura (Eds.), Mindsets in language education (pp. 92–109). Multilingual Matters.
Sundqvist, P. (2025b). Learner Variables in DGBLLT. In L. McCallum, & D. Tafazoli (eds), The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_130-1
Sundqvist, P. (2025c). Possibilities and ethical and legal challenges in child-centered L2 research. In J. G. Butler & A. Pinter (Eds.), Child-centered approaches to applied linguistic research. John Benjamins. https://www.jbe-platform.com/content/books/9789027244468-rmal.13.09sun
Sundqvist, P., Peters, E., Skar, G. B. U., & Gyllstad, H. (2025). Study Protocol: STarting AGe and Extramural English: Learning English in and Outside of School in Norway and Flanders (STAGE). Forum for Linguistic Studies (FLS), 7(8), 793–809. https://doi.org/10.30564/fls.v7i8.10412
Sundqvist, P., Gyllstad, H., Källkvist, M., & Sandlund, E. (2025). Teachers’ reported beliefs and practices about multilingualism: A questionnaire study among secondary-school L2 English teachers in Sweden. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2025.2470466
Tengberg, M., Furberg, A., Magnusson, C. G., & Svanes, I. K. (2025). Å skape rom for elevenes stemmer: utforskende og dialogiske klasseromssamtaler. I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Uztosun, S., & Sundqvist, P. (2025). Extramural English activities and their relationship with L2 English proficiency at a Turkish university context. The Literacy Trek, 11(1), 56–78. https://doi.org/ 10.47216/literacytrek.1691753
White, M. C. (2025a). A peculiarity in psychological measurement practices. Psychological Methods. https://doi.org/10.1037/met0000731
White, M. C. (2025b). The impact of the association between student characteristics and classroom observation scores on different interpretations of scores. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2025.2507350.
White, M. C. (2025c). What is in a score? Exploring the contribution of raters, students, teachers, and the teaching context to scores from observation systems. Practical Assessment, Research, and Evaluation, 30(1).https://doi.org/10.7275/pare.2106
White, M. C., Göllner, R., & Kleickmann, T. (2025). Reconsidering the measurement of teaching quality using a lens model: measurement dilemmas and trade-offs. School Effectiveness and School Improvement, 36(2), 192–210. https://doi.org/10.1080/09243453.2025.2482583.
White, M. & Jentsch, A., (2025). Observationally measuring teaching from the perspective of behavioral domain sampling and generalizability theory. Research handbook on classroom observation. Edward Elgar Publishing.
Aalde, O. & Jenset, I. S. (2025). Hva betyr organiserings- og ledelsesmodeller for studieprogramledelse? En undersøkelse av studieprogramlederes arbeid for koherens i lærerutdanningene. Acta Didactica Norden
Aashamar, P. N. (2025). Kunstig intelligens i samfunnsfagene: Muligheter, utfordringer og praksis. I E. Elstad & K. Korbøl (red), Kunstig intelligens i skolen. Fagbokforlaget.
Aashamar, P. N., & Andersson-Bakken, E. (2025). Ut og formidle kunnskap. I M. Blikstad-Balas, C. P. Dalland, & I. S. Jenset (red.), God undervisning. Dette vet vi. Universitetsforlaget.
Aashamar, P. N., & Mathé, N. E. H. (2025). Inquiry in social studies and social science. Linking teachers’ perspectives and classroom practice. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6284

2024

Ahmadian, S., & Brevik, L. M. (2024). This Land Is My Land: Teachers’ integration of game and novel in English instruction. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13012
Ahmadian, S., Brevik, L. M., & Öhrn, E. (2024). Adventures with Anxiety: Gender bias in gameplay in vocational English classes. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13006
Blikstad-Balas, M. & Jenset, I. S. (2024a). Reasons for including video in teacher learning. In M. Blikstad-Balas & I. S. Jenset (Eds.), Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge.
Blikstad-Balas, M.,& Jenset, I. S. (2024b). Using video to foster teacher development. Improving professional practice through adaptation and reflection. Routledge. https://doi.org/10.4324/9781003427414
Blikstad-Balas, M., Jenset, I. S., Tengberg, M., Rasmussen, H. F., & Graf, S. T. (2024). How can a common language be created for targeted discussions about video clips? In M. Blikstad-Balas & I. S. Jenset (Eds.), Using video to foster teacher development improving professional practice through adaptation and reflection. Routledge.
Blikstad-Balas, M., Magnusson, C. G., Brataas, G., & Luoto, J. M. (2024). The benefits of videos for developing teachers’ teaching repertoires. In M. Blikstad-Balas, & I. S. Jenset (Eds.), Using video to foster teacher development. Improving professional practice through adaptation and reflection. Routledge.
Brevik, L. M. (2024). Connecting research and education in the Co-research model. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education through innovation: A Norwegian response to research literacy, integration and technology (ch. 8). Routledge. https://doi.org/10.4324/97810322693798-10
Casoli-Uvsløkk, J., & Vold, E. T. (2024). Comparing intercultural competence in lower secondary English and French classrooms in Norway: An overview study. Moderna Språk, 118(1), 23–44. https://doi.org/10.58221/mosp.v118i1.15016.
Dodou, K. (2024). The position of literature in ELT textbooks in Swedish primary education. Acta Didactica Norden, 18(1), 1–31. https://doi.org/10.5617/adno.10787
Elvebakk, L., & Blikstad-Balas, M. (2024). Creating possibilities for critical literacy in the classroom - a study of L1 student teachers' didactic reflections. Acta Didactica Norden, 18(1). htpps://doi.org/10.5617/adno.10205
Eriksen, H., Gourvennec, A. F., Rønneberg, V., & Blikstad-Balas, M. (2024). Associations between teachers. attitudes toward the final exam in the Norwegian language arts subject and washback: A survey among Norwegian secondary teachers. Nordic Journal of Literacy Research,10(2), 72–92. https:/doi.org/10.23865/njlr.v10.5309
Evertsen, I., & Brevik, L. M. (2024). Life skills in language education: Empathy, effective communication and interpersonal skills in Norwegian secondary classrooms. Journal of Curriculum Studies, 57(2), 164–183. https://10.1080/00220272.2024.2436383
Glegola, A. K., Jentsch, A., Ross, N., König, J., & Kaiser, G. A. H. (2024). Task potential in relation to teaching quality and teacher competence in secondary mathematics classrooms. ZDM: Mathematics Education, 56, 997–1009. https://doi.org/10.1007/s11858-024-01596-6.
Hoferichter, F., & Jentsch, A. (2024). The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation. British Educational Research Journal. https://doi.org/10.1002/berj.4036.
Jensen, R. E., Roe, A., & Blikstad-Balas, M. (2024). The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen. Computers & Education, 219. https://doi.org/10.1016/j.compedu.2024.105107.
Jenset, I. S. (2024a). Hva kjennetegner samtaler av høy kvalitet i lærerutdanningen? Norsk pedagogisk tidsskrift, 108(1), 29–41. https://doi.org/10.18261/npt.108.1.4
Jenset, I. S. (2024b). Video as a tool to connect coursework to teaching practice: Learning to reason around specific teaching practices. In I. K. R. Hatlevik, R. E. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education through innovation: A Norwegian response to research literacy, integration and technology (pp. 207–219). Routledge. https:/doi.org/10.4324/9781032693798
Jenset, I. S., & Blikstad-Balas, M. (2024). Pedagogical designs for professional learning with videos. In M. Blikstad-Balas, & I. S. Jenset (Eds.), Using video to foster teacher development improving professional practice through adaptation and reflection. Routledge.
Jenset, I. S., Blikstad-Balas, M., Sigurðardóttir, A. K., & Sigþórsson, R. (2024). Pedagogies for teacher learning with videos: Didactical choices. In M. Blikstad-Balas, & I. S. Jenset (Eds.), Using video to foster teacher development improving professional practice through adaptation and reflection. Routledge.
Jenset, I. S., & Hatlevik, I. K. R. (2024). From development work to research publication: a case of Norwegian teacher educators developing research literacy. Teaching Education. https://doi.org/10.1080/10476210.2023.2298197.
Jenset, I. S., Klette, K., Hammerness, K., & Canrinus, E. (2024). Coherence in teacher education: a case of research-based reform. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education through innovation: A Norwegian response to research literacy, integration and technology (ch. 4). Routledge.
Jenset, I. S., Slotte, A., Nilsberth, M., Brataas, G., & Blikstad-Balas, M. (2024). The benefits of using videos for developing responsive teaching. In M. Blikstad-Balas, & I. S. Jenset (Eds.), Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge.
Jenset, I. S., Tengberg, M., Magnusson, C. G., Brataas, G., Sigurdardottir, A. K., & Sigporsson, R. (2024). The benefits of using videos for developing teachers' professional vision. In M. Blikstad-Balas, & I. S. Jenset (Eds.), Using video to foster teacher development improving professional practice through adaptation and reflection. Routledge.
Jentsch, A., & Hoferichter, F. (2024). Life satisfaction, psychological stress, and present-moment attention: a generalizability study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1258896.
Jentsch, A., Benecke, K., Blömeke, S., König, J., & Kaiser, G. A. H. (2024). Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms: Authors and their affiliations. ZDM: Mathematics Education. ISSN 1863-9690. https://doi.org/10.1007/s11858-024-01557-z.
Klette, K., Jenset, I. S., & Brataas, G. (2024). Practice what you teach: Using core practices to improve connections between theory and practice in secondary teacher preparation. In P. Grossman, & U. Fraefel (Eds.), Core practices in teacher education: A global perspective (pp. 65–80). Harvard Education Press.
Källkvist, M., Sandlund, E., Sundqvist, P., & Gyllstad, H. (2024). Translanguaging in multilingual EFL lower-secondary classrooms: Practices and beliefs among experienced teachers in Sweden. The European Journal of Applied Linguistics and TEFL,13(1), 23–44.
Lillehaug, B. W., Giannakos, M., Blikstad-Balas, M., Uppstad, P. H. Langford, M., & Bøhn, E. D. (2024). Implementing learning analytics in Norway: four central dilemmas. Journal of Learning Analytics, 11(2), 268–280. https://doi.org/10.18608/jla.2024.8241.
Magnusson, C. G., & Johansen, S. T. (2024).«Det blir jo som å se en film i kvart fart, da blir det fort tragisk» - yrkesfagelevers motivasjon for lesing av skjønnlitterære tekster. Acta Didactica Norden,18(1). https://doi.org/10.5617/adno.10060
Magnusson, C. G., Blikstad-Balas, M., & Roe, A. (2024). Eksplisitt undervisning om implisitte «spilleregler» i lesing: modellering og strategiundervisning i norskklasserommet. Norsklæreren, 48(2), 70–85.
Mathé, N. E. H., & Christensen, A. S. (2024). Show and tell: scaffolding practices in lower secondary social science classrooms. Journal of Curriculum Studies, 1–20. https://doi.org/10.1080/00220272.2024.2378315.
Rindal, U. (2024). Explanations for language choice in the social context of the L2 classroom. Modern Language Journal, 1–20. https://doi.org/10.1111/modl.12960
Sandsør, A. M. J., & Brevik, L. M. (2024). Gender gaps in English as a second language over time: a shift in favour of boys. Assessment in Education: Principles, Policy & Practice, 1–24. https://doi.org/10.1080/0969594X.2024.2423151
Selling, A. J. V., Klette, K., & Nortvedt, G. A. (2024). Teachers’ goal communication in Nordic mathematics classrooms. Mathematics Education Research Journal. https://doi.org/a0.1007/s13394-024-00498-w.
Siljan, H. H., Magnusson, C. G., & Goldschmidt-Gjerløw, B. (2024). Livsmestring i norskfaget: Hvordan forstår og tilrettelegger norsklærere for livsmestringsarbeid i klasserommet? Nordic Journal of Literacy Research. https://doi.org/10.23865/njlr.v10.5509.
Siljan, H. H., Magnusson, C. G., & Klette, K. (2024). Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2322966
Smedsrud, J. H., Bungum, B., & Flø, E. E. (2024). Gifted students’ experiences with participation in enrichment programs at talent centers in Norway, Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2394388
Sundqvist, P. (2024). Extramural English as an individual difference variable in L2 research: Methodology matters. Annual Review of Applied Linguistics. https://doi.org/10.1017/S0267190524000072
Sundqvist, P., & Nilsson, R. (2024). Integrating commercial-off-the-shelf games in L2 English vocabulary instruction. In J. S. Lee, D. Zou, & M. M. Gu (Eds.), Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators (pp. 3–15). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51540-8_1
Sundqvist, P., & O'Dowd, R. (2024). The VALIANT model of Virtual Exchange. In P. O'Dowd, & M Vinagre, (Eds.), Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education (pp. 25–43). Peter Lang Publishing Group.
Sundqvist, P. & Sandlund, E. (2024). Testing talk: Ways to assess second language oral proficiency. Bloomsbury Academic.
Ulfat, N. (2024). Language learning and escapism: How five Norwegian adolescents escape reality through reading and/or gaming extramurally in L2 English. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2366266.
Vinagre, M., Nicolaou, A., Sauro, S., Sundqvist, P., & Rogaten, J. (2024). Impact of Virtual Exchange on teachers’ and student teachers’ digital collaboration skills. In R. O'Dowd, & M. Vinagre, (Eds.), Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education (pp. 113–124). Peter Lang Publishing Group.
White, M. C., Blikstad-Balas, M.,& Jenset, I. S. (2024). Research designs for video-based professional learning. In M. Blikstad-Balas & I. S. Jenset (eds.), Using video to foster teacher development. Improving professional practice through adaptation and reflection. Routledge. https://doi.org/10.4324/9781003427414
White, M. C., Edelsbrunner, P. A. & Thurn, C. M. (2024). The conceptualisation implies the statistical model: implications for measuring domains of teaching quality. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2024.2368252
White, M. C., & Klette, K. (2024). Signal, error, or bias? exploring the uses of scores from observation systems. Educational Assessment, Evaluation and Accountability, 1-24. https://link.springer.com/article/10.1007/s11092-024-09427-8
White, M. C., & Maher, B. L. (2024a). How might rubric-based observations better support teacher learning and development? Educational Research. https://doi.org/10.1080/00131881.2024.2304542.
White, M. C., & Maher, B. L. (2024b). What value do standardized observation systems add to summative teacher evaluation systems? Studies in Educational Evaluation, 83. https://doi.org/10.1016/j.stueduc.2024.101414.
White, M. C., & Ronfeldt, M. (2024). Monitoring rater quality in observational systems: Issues due to unreliable estimates of rater quality. Educational Assessment, 29(2), 124–146. https://doi.org/10.1080/10627197.2024.2354311.
White, M. C., & Stovner, R. B. (2024). Breakdowns in scientific practices: How and why some accepted acientific claims may have little actual support. Collabra: Psychology,10(1). https://doi.org/10.1525/collabra.121436
Aashamar, P. N., Klette, K., & Christensen, A. S. (2024). Teaching higher-order thinking in social studies: The role of content coverage and intellectual challenge. Journal of Social Science Education, 23(1). https://doi.org/10.11576/jsse-5808

2023

Bakken, J., & Brevik, L. M. (2023). Challenging the notion of CLIL elitism: A study of secondary school students' motivation for choosing CLIL in Norway. TESOL Quarterly
Blikstad-Balas, M. (2023). Literacy i skolen (2nd ed.). Universitetsforlaget.
Brataas, G., & Jenset, I. S. (2023). From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding? Teaching and Teacher Education. doi: 10.1016/j.tate.2023.104206
Brevik, L. M. (2023). A ‘Mixed Methods Way of Thinking’ in game-based research integrations. In C. Poth (red.), The Sage Handbook of Mixed Methods Research Design. Sage Publications
Brevik, L. M. & Holm, T. (2023). Affinity and the classroom: informal and formal L2 learning. ELT Journal, 77(1), 83–93. doi: 10.1093/elt/ccac012
Cappon, L., Jentsch, A., Roggeman, S., & De Vries Robbé, M. (2023). Protective factors in forensic practice: The added value of the SAPROF-extended version pilot in relation to aggressive incidents. Criminal Justice and Behavior.
Casoli-Uvsløkk, J., & Brevik, L. M. (2023). Intercultural approaches to second and foreign language instruction: A longitudinal video study. Teaching and Teacher Education, 134. doi: 10.1016/j.tate.2023.104309
Christensen, A. S., & Mathé, N. E. H. (2023). Higher order thinking in social science education – an empirical study with classroom observations from Denmark and Norway. Sammenlignende Fagdidaktik, 7. doi: 10.7146/sammenlignendefagdidaktik.v2023i7.138199
Dalland, C. P., Blikstad-Balas, M., & Svenkerud, S. (2023). The Eclectic Use of Theory in Educational Research Doctoral Theses. Acta Didactica Norden, 17(1), 1–24. doi: 10.5617/adno.9837
Dversnes, G., & Blikstad-Balas, M. (2023). The potential of podcasts for exploratory talk in high school. Computers in The Schools, 1–21. doi: 10.1080/07380569.2023.2196963
Eriksen, T. M., & Brevik, L. M. (2023). Developing a “research literacy way of thinking” in initial teacher education: Students as co-researchers. I I. Menter (red.), The Palgrave Handbook of Teacher Education Research (s. 1–26). Palgrave Macmillan
Erstad, O. A., Kucirkova, N., Mangen, A., Aarsand, P. A., & Blikstad-Balas, M. (2023). Reading in the digital age: Differences and commonalities across research approaches. Nordic Journal of Digital Literacy, 18(4), 272–286. doi: 10.18261/njdl.18.4.6
Frisén, L. B., Sandlund, E., & Sundqvist, P. (2023). Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet. Utbildning & lärande, 17(2), 11–38. doi: 10.58714/ul.v17i2.15844
Golden, A., & Hvistendahl, R. E. (2023). Forskning på andrespråksskriving i Norge. I A. Golden & E. Selj (red.), Skriving på norsk som andrespråk. Vurdering, opplæring og elevenes stemmer (s. 281–305). Cappelen Damm Akademisk.
Gyllstad, H., Sundqvist, P., Sandlund, E., & Källkvist, M. (2023). Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms. Language Learning, 73(2), 403-444. https://doi.org/10.1111/lang.12527
Hoferichter, F., Jentsch, A., Maas, L., & Hageman, G. (2023). Burnout among high school students is linked to their telomere length and relatedness with peers. Stress, 26(1). doi: 10.1080/10253890.2023.2240909
Jentsch, A., Hoferichter, F., Seyfarth, D., & Blank, T. (2023). Ein Seminarkonzept zur Verbesserung des Wohlbefindens und der Stressbewältigung für Lehramtsstudierende. Herausforderung Lehrer*innenbildung, 6(1), 323–336. doi: 10.11576/hlz-6229
Kaatari, H., Larsson, T., Wang, Y., Eikhoff, S. A., & Sundqvist, P. (2023). Exploring the effects of target-language extramural activities on students’ written production. Journal of Second Language Writing, 62. doi: 10.1016/j.jslw.2023.101062
Klette, K. (2023a). Classroom observation as a means of understanding teaching quality: towards a shared language of teaching? Journal of Curriculum Studies, 55(1), 49–62. doi: 10.1080/00220272.2023.2172360
Klette, K. (2023b). Towards programmatic research when studying classroom teaching and learning. In F. Ligozat, K. Klette, & J. Almqvist (Eds.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum (pp. 137–158). Springer. doi: 10.1007/978-3-031-20810-2_9.
Klette, K., & Vollmer, H. J. (2023). Pedagogical Content Knowledge and Subject Didactics - An International Dialogue. In F. Ligozat, K. Klette, & J. Almqvist (Eds.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum (pp. 17–34). Springer.
Kure, A. E., Brevik, L. M., & Blikstad-Balas, M. (2023). Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms. Journal of Computer Assisted Learning, 269–285
Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2023). Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school. In G. Ericson, C. Bardel, & D. Little, (red.), Collaborative research in language education (s. 59–70). De Gruyter Mouton.
Ligozat, F., Klette, K., & Almqvist, J. (2023). Didactics in a changing world. European perspectives on teaching, learning and the curriculum. Springer.
Luoto, J. M. (2023). Comparative education and comparative classroom observation systems. Comparative Education. doi: 10.1080/03050068.2023.2173917
Magnusson, C. G., Luoto, J. M., & Blikstad-Balas, M. (2023). Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education, 133. doi: 10.1016/j.tate.2023.104274
Mathé, N. E. H. (2023). Suggesting a framework for students' academic perspective-taking in secondary social science education. Acta Didactica Norden, 17(2). doi: 10.5617/adno.9202
Mathé, N. E. H., & Sandahl, J. (2023). Between the lifeworld and academia: Defining political issues in social science education. Journal of Social Science Education, 22(3). doi: 10.11576/jsse-5203
Mørch, A. I., Flø, E. E., Litherland, K. T., & Andersen, R. (2023). Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education. Learning, Culture and Social Interaction, 39, 100697. https://doi.org/10.1016/j.lcsi.2023.100697
Peskova, R., Lindholm, A., Alholm, M., Vold, E. T., Gunnþórsdóttir, H., & Slotte, A. (2023). Second language and mother tongue education for immigrant children in Nordic educational policies: Search for a common Nordic dimension. Nordic Studies in Education, 43(2), 128–144. doi: 10.23865/nse.v43.3982
Skram, H. F., & Korbøl, K. (2023). Varianter av historie. Norsk pedagogisk tidsskrift, 107(3), 244–257. https://doi.org/10.18261/npt.107.3.5
Sundqvist, P., Sandlund, E., Källkvist, M., & Gyllstad, H. (Eds.). (2023). Language practices in English classrooms: From primary school to higher education [Printed Edition of the Special Issue Published in Languages]. MDPI. https://mdpi-res.com/bookfiles/book/6879/Language_Practices_in_English_Classrooms.pdf?v=1697667460
Sundqvist, P., & Uztosun, M. S. (2023). Extramural English in Scandinavia and Asia: Scale development, learner engagement, and perceived speaking ability. TESOL Quarterly. https://doi.org/10.1002/tesq.3296
Vold, E. T. (2023a). Interaksjonsmønstre i språkklasserommet: Hvordan tilrettelegge for læring og bruk av målspråk? Nordic Journal of Language Teaching and Learning. doi: 10.46364/njltl.v10i2.1007
Vold, E. T. (2023b). Language competences in lower secondary French-as-a-foreign language classrooms. Bergen Language and Linguistics Studies, 13(1)
Weyergang, C., Frønes, T., & Siljan, H. H. (2023). Hvordan vurdere elevers kritiske lesing? Forslag til et praktisk-didaktisk rammeverk. Nordic Journal of Literacy Research, 9(1), 113–140. doi: 10.23865/njlr.v9.5111
White, M. C., & Klette, K. (2023). What's in a score? Problematizing interpretations of observation scores. Studies in Educational Evaluation, 77. doi: 10.1016/j.stueduc.2023.101238
Aalde, O., & Jenset, I. S. (2023). Study program leaders’ perceptions of coherence and strategies for creating coherent teacher education programs. Journal of Teacher Education. doi: 10.1177/00224871231208683
Aashamar, P. N., & Klette, K. (2023). Powerful knowledge in the social studies classroom and beyond. Journal of Curriculum Studies, 1–21. doi: 10.1080/00220272.2023.2234427

2022

Brevik, L. M. (2022). The emergent multiphase design: Demonstrating a fully integrated approach in the context of language research in education. I A. Onwuegbuzie, & J. H. Hitchcock (red.), The Routledge Handbook for Advancing Integration in Mixed Methods Research (s. 196–212). Routledge
Brevik, L. M., & Buchholtz, N. (2022). The use of mixed methods to study language learning beyond the classroom. I H. Reinders, C. Lai, & P. Sundqvist (red.), The Routledge handbook of language learning and teaching beyond the classroom. Routledge
Dalland, C. P., Blikstad-Balas, M., Klette, K., & Roe, A. (2022). Hjemmeskole under korona: individuelle oppgaver og høye krav til selvregulert læring. Norsk Pedagogisk Tidsskrift
Dirdal, H., Hasund, I. K., Drange, E. M. D., Vold, E. T., & Berg, E. M. (2022). Design and construction of the Tracking Written Learner Language (TRAWL) Corpus: A longitudinal and multilingual young learner corpus. Nordic Journal of Language Teaching and Learning
Elvebakk, L., & Blikstad-Balas, M. (2022). Kritisk lesing i høyere utdanning: Hvordan forholder lærerstudenter seg til tekster som krever kritisk lesing? Nordic Journal of Literacy Research, 8(2), s. 44–63
Reinders, H., Lai, C., & Sundqvist, P. (Eds.). (2022). The Routledge handbook of language learning and teaching beyond the classroom. Routledge. https://doi.org/10.4324/9781003048169
Hartvigsen, K. M., & Haakedal, E. (2022). Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education. British Journal of Religious Education
Hårr, M. S., & Blikstad-Balas, M. (2022). Kreativ skriving - med modelltekster. Norsklæreren, 53–67
Jenset, I. S., & Klette, K. (2022). The many meanings of practice-based teacher education: A conceptualization of the term. I I. Menter (red.), The Palgrave Handbook of Teacher Education Research (s. 1–21). Palgrave Macmillan
Klette, K. (2022). The use of video capturing in international large-scale assessment studies: Methodological and theoretical considerations. I T. Nilsen, A. Stancel-Piątak, & J. E. Gustafsson (red.), International Handbook of Comparative Large-Scale Studies in Education. Springer
Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2022). Språkpraktiker som didaktiskt kontrakt i skolämnet engelska. I A. Nordin, & M. Uljens (red.), Didaktikens språk: Om skolundervisningens mål, innehåll och form (s. 103–120). Gleerups Utbildning
Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2022). Towards an in-depth understanding of English-Swedish translanguaging pedagogy in multilingual EFL classrooms. HumaNetten, 48, 138–167
Källkvist, M., Sandlund, E., Sundqvist, P., & Gyllstad, H. (2022). Intercultural interaction in the multilingual classroom. I I. Kecskes (red.), The Cambridge Handbook of Intercultural Pragmatics (s. 836–868). Cambridge University Press
Lahn, L. & Klette K. (2022). Reactivity beyond contamination. An integrative literature review of video studies in educational research. International Journal of Research & Method in Education. https://doi.org/10.1080/1743727X.2022.209435
Larsen, E., & Mathé, N. E. H. (2022). Teachers’ perceptions of their schools’ democratic character. Scandinavian Journal of Educational Research
Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms. Research in Comparative and International Education
Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality. Educational Assessment, Evaluation and Accountability
Lycurgus, T., Hansen, B., & White, M. C. (2022). Conjuring power from a theory of change: The PWRD method for trials with anticipated variation in effects. Journal of Research on Educational Effectiveness
Reinders, H., Lai, C., & Sundqvist, P. (Eds.). (2022). The Routledge handbook of language learning and teaching beyond the classroom. Routledge. https://doi.org/10.4324/9781003048169
Reinders, H., Lai, C., & Sundqvist, P. (2022). Introduction: Language learning and teaching beyond the classroom. I H. Reinders, C. Lai, & P. Sundqvist (red.), The Routledge handbook of language learning and teaching beyond the classroom (s. 1–6). Routledge
Schurz, A., & Sundqvist, P. (2022). Connecting extramural English with ELT: teacher reports from Austria, Finland, France, and Sweden. Applied Linguistics, 43(5), 934–957
Siljan, H. H. (2022). Grammatikken som system og mulighet. Grammatikken forklart og praktisert i to lærebøker for ungdomstrinnet. Acta Didactica Norden, 16(1)
Sundqvist, P. (2022). Extramural English in language education. I H. Mohebbi, & C. Coombe (red.), Research questions in language education and applied linguistics: A reference guide (s. 201–205). Springer
Sundqvist, P. (2022). Learning across the lifespan: Age, language learning, and technology. I N. Ziegler, & M. González-Lloret (red.), The Routledge handbook of second language acquisition and technology (s. 343–355). Routledge
Sundqvist, P., Sandlund, E., Källkvist, M., & Gyllstad, H. (2022). Language practices in English classrooms: Guest editors’ introduction to the special issue. Languages, 7(4)
Sundqvist, P., Waldmann, C., Straszer, B., & Egeland, B. L. (2022). En skriftserie som sträcker på sig: Introduktion till det första fristående ASLA-numret. I P. Sundqvist, C. Waldmann, B. Straszer, & B. L. Egeland (red.), Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap (s. 1–14). Association suédoise de linguistique appliquée (ASLA)
Tengberg, M., Blikstad-Balas, M., & Roe, A. (2022). Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged? Teaching and Teacher Education
Vold, E. T. (2022). Development of lexical richness among beginning learners of French as a foreign language. Nordic Journal of Language Teaching and Learning
Vold, E. T. (2022). Le rôle du jeu dans la formation des enseignants de langues: revue de la littérature . I H. Silva (red.), Regards sur le jeu en didactique des langues et des cultures Penser, concevoir, évaluer, former. Peter Lang Publishing Group
Vold, E. T. (2022). Learner spoken output and teacher response in second versus foreign language classrooms. Language Teaching Research
White, M. C., Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Bringing the conceptualization and measurement of teaching into alignment. Studies in Educational Evaluation
White, M. C., Maher, B., & Rowan, B. (2022). A framework for addressing Instrumentation biases when using observation systems as outcome measures in instructional interventions. Journal of Research on Educational Effectiveness
White, M. C., Maher, B., & Rowan, B. (2022). Common core-related shifts in English language arts teaching from 2010 to 2018: A video study. The Elementary School Journal, 123(1)

2021

Beiler, I. R., Brevik, L. M., & Christiansen, T. (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet. I E. Andersson-Bakken, & C. P. Dalland (red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget.
Blikstad-Balas, M. (2021). Assessing students’ competences through digital technologies. I F. Reimers, & R. Opertti (red.), Learning to build back better futures for education: Lessons from educational innovations during the COVID-19 pandemic (s. 118–123). UNESCO Global Education Innovation Initiative.
Blikstad-Balas, M., & Klette, K. (2021). Hvilke læremidler bruker norsklærerne på åttende trinn? En systematisk kartlegging av norskfagets analoge og digitale tekster. Norsk Pedagogisk Tidsskrift, 105(3), 268–281
Blikstad-Balas, M. & Klette, K. (2021). Video i klasseromsforskning. In E. Andersson-Bakken, & C. P. Dalland (red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse (s. 153-165). Universitetsforlaget
Blikstad-Balas, M., Klette, K., Roe, A. & Dalland, C. P. (2021). Homeschooling in Norway during the pandemic - digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school. I F. Reimers (red.), Primary and secondary education during Covid-19 (s. 177-201). Springer. doi: 10.1007/978-3-030-81500-4_7.
Blikstad-Balas, M., Klette, K., & Tengberg, M. (2021). Why – and how – should we measure instructional quality? I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of analyzing teaching quality. Potentials and pitfalls (s. 9-20). Universitetsforlaget. doi: 10.18261/9788215045054-2021-0
Brevik, L. M., & Mathé, N. E. H. (2021). Mixed methods som forskningsdesign. I E. Andersson-Bakken, & C. P. Dalland (red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget
Carlsten, T. C., Throndsen, I., & Klette, K. (2021). Læringsfremmende vurderingspraksis på ungdomstrinnet: Funn fra TALIS 2018 og LISA-prosjektet. I J. K. Björnsson (red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk
Dalland, C. P., White, M. C., Blikstad-Balas, M., & Roe, A. (2021). Individualised home schooling – at odds with the equity ambitions in the Nordic model of education? Education In The North, 28(3), 204–221. doi: 10.26203/9dvz-5f97.
Frisén, L. B., Sundqvist, P., & Sandlund, E. (2021). Policy in practice: Teachers’ conceptualizations of L2 English oral proficiency as operationalized in high-stakes test assessment. Languages, 6(4). doi: 10.3390/languages6040204.
Hartvigsen, K. M. (2021). How audience members envision new testament characters: Mental character models, blending, and the reception of Luke 1:5-2:52. Biblical Interpretation, 29(4-5), 551–589. doi: 10.1163/15685152-29040007
Hartvigsen, K. M. (2021). The complexity of Aseneth's transformation, the complexity of conversion. Intersectional perspectives on religious change in antiquity and beyond. Equinox Publishing.
Jenset, I. S., & Blikstad-Balas, M. (2021). Ny praksisform i lærerutdanningen: Analysepraksis for forsknings- og profesjonsforberedelse. Acta Didactica Norden
Jenset, I. S., Hatlevik, I. K. R. & Fougt, S. S. (2021). Lærerutdanningens undervisningspraksiser på campus. Acta Didactica Norden, 15(3), p. 1–10. doi: 10.5617/ADNO.9168.
Jørgensen, C. F. & Siljan, H. H. (2021). Hva slags grammatikkarbeid inviterer læreboka til? En studie av grammatikkoppgaver i to norsklæreverk for ungdomstrinnet. NLT - Norsk lingvistisk tidsskrift, 39(2), 255–293
Klette, K., Blikstad-Balas, M., & Roe, A. (2021). Observational scores as Predictors for Student Achievement Gains. I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of analyzing teaching quality. Potentials and pitfalls (s. 174-203). Universitetsforlaget. doi: doi.org/10.18261/9788215045054-2021-06.
Luoto, J. M., & Selling, A. J. V. (2021). Exploring the potential in Using Teachers’ Intended Lesson Goals as a Context-Sensitive Lens to Understanding Observational Scores of Instructional Quality. I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of analyzing teaching quality. Potentials and pitfalls (s. 229-253). Universitetsforlaget
Maagerø, E., Siljan, H. H., & Veum, A. (2021). Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts. Linguistics and Education, 66. doi: 10.1016/j.linged.2021.101001.
Magnusson, C. G. (2021). Reading literacy practices in Norwegian lower- secondary classrooms: Examining the patterns of teacher questions. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2020.1869078.
Nissen, A., Tengberg, M., Svanbjörnsdóttir, B. M., Gabrielsen, I. L., Blikstad-Balas, M., & Klette, K. (2021). Function and use of literary texts in Nordic schools. L1-Educational Studies in Language and Literature, 21, 1–22. doi: 10.17239/L1ESLL-2021.21.02.10.
Rowan, B., & White, M. C. (2021). The Common Core State Standards Initiative as an innovation network. The American Educational Research Journal, 59(1), 73–111. doi: 10.3102/00028312211006689.
Sandlund, E., & Sundqvist, P. (2021). Rating and reflecting: Displaying rater identities in collegial L2 English oral assessment. I M. R. Salaberry, & A. R. Burch (red.), Assessing speaking in context: Expanding the construct and its applications (s. 132–161). Multilingual Matters. doi: 10.21832/9781788923828-007.
Siljan, H. H., & Maagerø, E. (2021). Gold to Salto. Critical literacy in a BELMA-awarded textbook in Norwegian language arts. I M. Roos, K. L. Berge, H. Edgren, P. Hiidenmaa, & C. Matthiesen (red.), Exploring Textbooks and Cultural Change in Nordic Education, 1536–2020 (s. 332–352). Brill Sense. doi: 10.1163/9789004449558_026.
Stovner, R. B., & Klette, K. (2021). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education, 110. doi: 10.1016/j.tate.2021.103593.
Stovner, R. B., Klette, K., & Nortvedt, G. A. (2021). The instructional situations in which mathematics teachers provide substantive feedback. Educational Studies in Mathematics, 108(3), 533–551. doi: 10.1007/s10649-021-10065-w.
Sundqvist, P., Gyllstad, H., Källkvist, M., & Sandlund, E. (2021). Mapping teacher beliefs and practices about multilingualism: The development of the MultiBAP questionnaire. I P. Juvonen, & M. Källkvist (red.), Pedagogical translanguaging – Theoretical, methodological and empirical perspectives (s. 56–75). Multilingual Matters. doi: 10.21832/9781788927383-006
Vold, E. T. (2021). Assessing writing in French-as-a-foreign-language: Teacher practices and learner uptake. Languages, 6(4). doi: 10.3390/languages6040210.
White, M. C. (2021). A Validity Framework for the Design and Analysis of Studies Using Standardized Observation Systems. I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of Analyzing Teaching Quality. Potentials and Pitfalls (s. 89–120). Universitetsforlaget. doi: 10.18261/9788215045054-2021-03
Aashamar, P. N., Bakken, J., & Brevik, L. M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift, 3

2020

Blikstad-Balas, M., & Klette, K. (2020): Still a long way to go. Narrow and transmissive use of technology in the classroom. Nordic Journal of Digital Literacy, 15, 55-68
Blikstad-Balas, M., Korhall, P., Nilsson, J. M. (2020). Det store digitaliseringseksperimentet i skolen. Fagbokforlaget.
Blikstad-Balas, M., & Roe, A. (2020). Hva foregår i norsktimene? Utfordringer og muligheter i norskfaget på ungdomstrinnet. Universitetsforlaget
Brevik, L. M., Ahmadian, S., & Garvoll, K. K. (2020). English use outside of school: Gamers, Surfers and Social Media Users. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 190-216). Universitetsforlaget
Brevik, L. M., Brantmeier, C., & Pearson, P. D. (2020). Strategic readers of English: Gradual release of responsibility. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 137-160). Universitetsforlaget
Brevik, L. M., Lund, A., Skarpaas, K. G., & Røkenes, F. M. (2020). Language and technology: Digital competence in English. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 43-64). Universitetsforlaget
Brevik, L. M., & Lyngstad, M. E. (2020). The role of literature in the English classroom. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 163-189). Universitetsforlaget
Brevik, L. M., & Rindal, U. (2020). Language Use in the Classroom: Balancing Target Language Exposure with the Need for Other Languages. TESOL Quarterly, 54(4), 925-953.
Brevik, L. M., Rindal, U., & Beiler, I. R. (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 92-116). Universitetsforlaget
Brevik, L. M., Skarpaas, K. G., & Isaksen, A. R. (2020). Vocational English. Building vocational orientation and relevance. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 65-90). Universitetsforlaget
Frønes, T. S., & Roe, A. (2020). Hva skjer i norsktimene? Elevers oppfatning av norskundervisningen på skolen. I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 196-221). Universitetsforlaget
Gabrielsen, I. L., & Blikstad-Balas, M. (2020). Hvilken litteratur møter elevene i norskfaget? En analyse av hvilke skjønnlitterære verk som inngår i 178 norsktimer på åttende trinn. Edda Nordisk tidsskrift for litteraturforskning.
Hammerness, K., Klette, K., Jenset, I. S., & Canrinus, E. T. (2020). Opportunities to study, practice and rehearse teaching in teacher preparation: An international perspective. Teachers College Record, 122(11)
Jensen, F., Frønes, T. S., Kjærnsli, M., & Roe, A. (2020). Lesing i PISA 2000–2018: Norske elevers lesekompetanse i et internasjonalt perspektiv. I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 21-45). Universitetsforlaget
Klette, K. (2020). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen. I (red.) Praktisk-pedagogisk utdanning – en antologi (s. 183-214) Fagbokforlaget
Luoto, J. M. (2020): Scrutinizing two Finnish teachers’ instructional rationales and perceived tensions in enacting student participation in mathematical discourse. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 33-161
Magnusson, C. G. (2020). Examining the polestar of reading comprehension: one teacher's instruction in one L1 classroom and students' metacognitive knowledge of reading. L1-Educational Studies in Language and Literature.
Magnusson, C. G., & Frønes, T. S. (2020). Norske elevers kunnskap om strategier for leseforståelse. I (red.) Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 79-106). Universitetsforlaget
Mathé, N. E. H. (2020): Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education. Journal of Social Science Education, 19(3), 66-85
Mathé, N. E. H., & Elstad, E. (2020). Exploring students’ effort in social studies. Nordidactica, 1, 65-87.
Rindal, U. (2020). English in Norway: A language and a school subject in transition. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 23-42). Universitetsforlaget
Rindal, U., Beiler, I. R., & Listuen, S. G. (2020). Intercultural competence and cultural identities. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. ). Universitetsforlaget
Rindal, U., & Iannuzzi, M. (2020). Pronunciation: Accent, identity and intelligibility. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 117-136). Universitetsforlaget
Roe, A. (2020). Elevenes lesevaner og holdninger til lesing. I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 107-134). Universitetsforlaget
Sundqvist, P. (2020). Sweden and informal language learning. I (red.), The Handbook of Informal Language Learning (s. 319-332). John Wiley & Sons
Sundqvist, P., Sandlund, E., Skar, G. B. U., & Tengberg, M. (2020). Effects of Rater Training on the Assessment of L2 English Oral Proficiency. Nordic Journal of Modern Language Methodology, 8(1), 3-29.
Tønnesson, J., & Blikstad-Balas, M. (2020). Inn i sakens prosa. Universitetsforlaget
Veum, A., Siljan, H. H., & Maagerø, E. (2020). Who am I? How Newly Arrived Immigrant Students Construct Themselves Through Multimodal Texts. Scandinavian Journal of Educational Research
Vold, E. T. (2020): Grammatikkundervisning i franskfaget. Viden om Literacy, 27, 106-114
Vold, E. T., & Brkan, A. (2020). Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use. System, 93.
Weyergang, C., & Magnusson, C. G. (2020). Hva er relevant lesekompetanse i dagens samfunn, og hvordan måles lesing i PISA 2018? I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 46-78). Universitetsforlaget

2019

Beiler, I. M. R. (2019). Negotiating multilingual resources in English writing instruction for recent immigrants to Norway. TESOL Quarterly, 54(1), 5-29
Blikstad-Balas, M. (2019). Digital teknologi i klasserommet – noen sentrale utfordringer. I (ref), 101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse (s. 51-64). Fagbokforlaget
Blikstad-Balas, M., & Skaug, S. (2019). Hele tekster versus utdrag – hvilke tekster velger norsklærerne? Nordic Journal of Literacy Research, 5(1)
Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281-3210
Brevik, L. M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning, 35(5), 595-606.
Brevik, L. M. (2019). PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school. I U. Rindal & L. M. Brevik (red), English didactics in Norway - 30 years of doctoral research (s. 207-228 ). Universitetsforlaget
Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86.
Canrinus, E. T., Klette, K., & Hammerness, K. (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education, 70(3), 192-205
Dalland, C., Klette, K., & Svenkerud, S. (2019). Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education, 43(1), 53-66
Dewilde, J. (2019). How Islamic are young Muslim people’s poems? Apples - Journal of Applied Language Studies, 13(4), 71-87.
Doetjes, G. (2019). Fransk, spansk og tysk i ungdomsskolen etter Kunnskapsløftet: styrket eller ikke? Nordic Journal of Modern Language Methodology, 2018(2), 28-56
Gabrielsen, I. L., Blikstad-Balas, M., & Tengberg, M. (2019). The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts? L1-Educational Studies in Language and Literature, 19, 1-32
Hertzberg, F., & Roe, A. (2019). Skriving i fagene i norsk skole - en vandring mellom top down og bottom up. I (red.), Genom texter och vârldar. Svenska och litteratur med didaktisk inriktning - festskrift till Ria Heilä-Ylikallio (s. 103-121). Åbo Akademis Förlag
Korbøl, K.. (2019). Hva er det felles beste? Historie og bærekraft. I (red.), Bærekraftdidaktikk ( s. 43-58). Fagbokforlaget
Rindal, U. (2019). Communicative oral skills. I (red.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget
Rindal, U. (2019). PhD revisited: Meaning in English. L2 attitudes, choices and pronunciation in Norway. I U. Rindal & L. M. Brevik (red.), English didactics in Norway - 30 years of doctoral research (s. 335-355). Universitetsforlaget
Rindal, U., & Brevik, L. M. (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.
Rindal, U., & Brevik, L. M. (2019). Introduction. I U. Rindal & L. M. Brevik (red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget
Rindal, U., & Brevik, L. M. (2019). State of the art: English didactics in Norway. I U. Rindal & L. M. Brevik (red.), English didactics in Norway - 30 years of doctoral research (s. 418-440). Universitetsforlaget
Roås, S. E., & Siljan, H. H. (2018). Skrive- og leseopplæring i det digitale klasserommet. I (red.), 101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse (s. 125-146). Fagbokforlaget
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87-113.
Sundqvist, P, & Sandlund, E. (2019). Doing versus assessing interactional competence: Contrasting L2 test interaction and teachers’ collaborative grading of a paired speaking test (s. 357-396). I (red.), Teaching and Testing L2 Interactional Competence.
Sundqvist, P., Sandlund, E., Källkvist, M., Fredholm, K., & Dahlberg, M. (2019). Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever. I (red.), Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (s. 19-41). Karlstad University Press
Vold, E. T. (2019). L'atténuation à travers les langues et les disciplines: une approche plurilingue et interculturelle pour enseigner la rédaction scientifique dans des contextes multiculturels.. I (red.), Academic writing across languages: multilingual and contrastive approaches in higher education (s. 79-102). Böhlau

2018

Bjørkvold, T., & Blikstad-Balas, M. (2018). Students as researchers: What and why seventh-grade students choose to write when investigating their own research question. Science Education, 102(2), 304-341. doi:10.1002/sce.21324
Blikstad-Balas, M., Roe, A., & Klette, K. (2018). Opportunities to write: An exploration of student writing during language arts lessons in Norwegian lower secondary classrooms. Written Communication, 35(2), 119-154
Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71, 34-45. doi: https://doi.org/10.1016/j.tate.2017.12.003
Brevik, L. M., & Hellekjær, G. O. (2018). Outliers: Upper Secondary School Students Who Read Better in the L2 than in L1. International Journal of Educational Research, 89, 80-91. doi: https://doi.org/10.1016/j.ijer.2017.10.001
Dewilde, J., Kjørven, O. K., Skaret, A., & Skrefsrud, T. A. (2018). International week in a Norwegian school. A qualitative study of the participant perspective. Scandinavian Journal of Educational Research, 62(3), 474-486. doi: 10.1080/00313831.2017.1306800
Gunnulfsen, A. E., & Roe, A. (2018). Investigating teachers’ and school principals’ enactments of national testing policies: A Norwegian study. Journal of Educational Administration, 56(3), 332-349. doi:10.1108/JEA-04-2017-0035
Jenset, I. S., Canrinus, E. T., Klette, K., & Hammerness, K. (2018). Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education. European Journal of Teacher Education, 41(3), 360-376. doi:10.1080/02619768.2018.1448783
Jenset, I. S., Hammerness, K., & Klette, K. (2018). Talk about field placement within campus coursework: Connecting theory and practice in teacher education. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2017.1415968
Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2018). Characterizing CLIL teaching: New insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2018.1472206
Roe, A., Ryen, J. A., & Weyergang, C. (2018). God leseopplæring med nasjonale prøver. Om elevers leseutfordringer i et mangfold av tekster. Universitetsforlaget.
Tengberg, M., Roe, A., & Skar, G. B. U. (2018). Interrater reliability of constructed response items in standardized tests of reading. Nordic Studies in Education, 38(2), 118-137. doi: 10.18261/issn.1891-5949-2018-02-03
Vold, E. T. (2018). Grammatikkens rolle i fremmedspråksundervisningen. I C. Bjørke, M. Dypedahl & Å. Haukås (red.), Fremmedspråksdidaktikk (s. 172-193). Cappelen Damm Akademisk
Vold, E. T. (2018). Tilpasset opplæring i fremmedspråk, I C. Bjørke, M. Dypedahl & Å. Haukås (red.), Fremmedspråksdidaktikk (s. 270-287). Cappelen Damm Akademisk
Vold, E. T. (2018). Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk, In Åsta Haukås; Camilla Bjørke & Magne Dypedahl (red.), Metacognition in Language Learning and Teaching. Routledge.

2017

Blikstad-Balas, M. (2017). Det digitale klasserommet, I K. Lyngsnes & M. Rismark (red.), Didaktisk praksis 5.-10.trinn (s. 139-152). Gyldendal Akademisk
Blikstad-Balas, M. (2017). Key challenges of using video when investigating social practices in education: contextualization, magnification, and representation. International Journal of Research & Method in Education, 40(5), 511-523. doi: 10.1080/1743727X.2016.1181162
Blikstad-Balas, M., & Davies, C. (2017). Assessing the educational value of one-to-one devices: have we been asking the right questions? Oxford Review of Education, 43(3), 311-331. doi: 10.1080/03054985.2017.1305045
Blikstad-Balas, M., & Foldvik, M. C. (2017). Kritisk literacy i norskfaget - hva legger elever vekt på når de vurderer tekster fra internett? Norsklæreren, (4), 28-39
Brevik, L. M. (2017). Strategies and shoes: Can we ever have enough? Teaching and using reading comprehension strategies in general and vocational programmes. Scandinavian Journal of Educational Research, 61(1), 76-94. doi:https://doi.org/10.1080/00313831.2015.1075310
Brevik, L. M., Blikstad-Balas, M., & Engelien, K. L. (2017). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice, 24(2), 164-184. doi:https://doi.org/10.1080/0969594X.2016.1239611
Canrinus, E. T., Klette, K., & Hammerness, K. (2017). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. doi: 10.1177/0022487117737305
Daugaard, L. M., & Dewilde, J. (2017). Flerspråklige lærere som opfindere - i danske og norske skoler. Nordand – nordisk tidsskrift for andrespråksforskning, 12(1), 6-22. doi: 10.18261/issn.2535-3381-2017-01-02
Dewilde, J. (2017). Multilingual young people as writers in a global age, In (red.), New Perspectives on Translanguaging and Education (s. 56 - 71). Multilingual Matters, 5.
Dewilde, J. (2017). Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism. doi: 10.1177/1367006917740975
Doetjes, G. (2017). Englisch und weitere Fremdsprachen in der norwegischen fellesskole – Erfahrungen und Herausforderungen, I (red.), S. Chilla & K. Vogt (red.), Heterogenität und Diversität im Englischunterricht (s. 33-54). Peter Lang Publishing Group
Hvistendahl, R. E., Hellekjær, G. O., & Vestøl, J. M. (2017). Acta Didactica Norge 2007-2017. Acta Didactica Norge, 11(3). https://doi.org/10.5617/adno.5545.
Jenset, I. S., Klette, K., & Hammerness, K. (2017). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education. doi:10.1177/0022487117728248
Klette, K., Hammerness, K. M., & Jenset, I. S. (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge, 11(3), 1- 22. doi: 10.5617/adno.4730
Klette, K., & Blikstad-Balas, M. (2017). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal, 1-18. doi:10.1177/1474904117703228
Klette, K., Blikstad-Balas, M., & Roe, A. (2017). Linking instruction and student achievement : research design for a new generation of classroom studies. Acta Didactica Norge, 11(3), 19. doi: 10.5617/adno.4729
Klette, K., & Roe, A. (2017). Interplay of Texts in Different Modalities. Nordic Journal of Literacy Research, 3, 6-11
Roe, A., & Jensen, R. E. (2017). Hva kjennetegner de svakeste elevenes lesekompetanse, lesevaner og strategikunnskap når de går ut av grunnskolen? Nordic Journal of Literacy Research, 3(2)
Svanes, I. K., & Klette, K. (2017). Teachers’ instructional practices during pupils’ individual seatwork in Norwegian language arts. Education Inquiry. doi:10.1080/20004508.2017.1380485
Vold, E. T. (2017). Meaningful and contextualised grammar instruction: What can foreign language textbooks offer?Language Learning Journal. doi:10.1080/09571736.2017.1357745
Vold, E. T. (2017). Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, 40-53. doi:10.1016/j.ijer.2016.12.002

2016

Blikstad-Balas, M. (2016). Faglig og ikke-faglig bruk av teknologi i klasserommet, I R. J. Krumsvik (red.), Digital læring i skole og lærerutdanning (s. 136-150). Universitetsforlaget
Blikstad-Balas, M. (2016). Key challenges of using video when investigating social practices in education: contextualization, magnification, and representation. International Journal of Research & Method in Education, 40(5), 511-523. doi: 10.1080/1743727X.2016.1181162
Blikstad-Balas, M. (2016). “You get what you need” - Students’ attitudes towards using Wikipedia when doing school assignments. Scandinavian Journal of Educational Research, 60(6), 594-608. doi:10.1080/00313831.2015.1066428
Brevik, L. M., Blikstad-Balas, M., & Engelien, K. L. (2016). Integrating assessment for learning in the teacher education programme at the University of Oslo.Assessment in education : Principles, Policy & Practice, 24(2), 164-184. doi:10.1080/0969594X.2016.1239611
Brevik, L. M. (2016). The Gaming Outliers: Does out-of-school gaming improve boys’ reading skills in English as a second language? I E. Elstad (red.), Educational Technology and Polycontextual Bridging. (s 39–61). Sense Publishers.
Brevik, L. M. & Davies, C. (2016). The potential of digital tools for enabling the observation of comprehension in the classroom. Nordic Journal of Digital Literacy, 10(2), 101-117. doi: 10.18261/issn.1891-943x-2016-02-02
Brevik, L. M. & Gunnulfsen, A. E. (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge, 10(2), 212-234
Brevik, L. M., Olsen, R. V., & Hellekjær, G. O. (2016). The Complexity of Second Language Reading: Investigating the L1-L2 Relationship. Reading in a Foreign Language, 28(2), 161-182
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Published Aug. 23, 2018 12:24 PM - Last modified Oct. 5, 2026 8:51 PM