Last publications

• Elstad, Eyvind & Tiplic-Lunde, Dijana (2026). Stress som indikator på strukturelle kompetansebehov i skoleledelse: evidens fra TALIS 2024. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 203–226. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16031. Full text in Research Archive Show summary

  Denne studien undersøker den statistiske sammenhengen mellom rektorers opplevelse av arbeidsrelatert stress og deres erkjente behov for kompetanseutvikling. Studien er basert på selvrapporterte data fra rektorundersøkelsen i TALIS 2024. Med utgangspunkt i en teoriramme fra arbeidslivsforskning analyseres dataene ved hjelp av strukturell likningsmodellering (SEM), der stress og utviklingsbehov operasjonaliseres. Når det gjelder rektorers behov for utvikling av egen kompetanse, skiller vi mellom utviklingsbehov innen strategisk ledelse og utviklingsbehov knyttet til det å lede skolen på en informert og analytisk måte, der beslutninger og utviklingstiltak bygger på forskningskunnskap, politikkforståelse og systematisk bruk av data. Vi kaller sistnevnte utviklingsbehov innen kunnskapsbasert lederkompetanse. Funnene viser at rektorer som rapporterer om høyt arbeidsrelatert stress, samtidig rapporterer om økt behov for kunnskapsbasert og strategisk lederkompetanse. En mulig tolkning er at økt stress i forbindelse med jobbkrav og forventninger til rektorrollen gjør kompetansegap og kapasitetssvakheter mer synlige. Funnene antyder dermed at stress ikke bare er et problem, men også kan ha en aktiverende funksjon: Det ser ut til at høyt stress henger sammen med økt bevissthet om behovet for å bygge strategisk og kunnskapsbasert lederkompetanse. En mulig tolkning er at rektorers stress bør forstås ikke bare som et potensielt helseproblem, men også som et mulig signal om strukturelle kapasitets- og kompetanseutfordringer som krever systematisk, langsiktig oppfølging fra lokale og nasjonale utdanningsmyndigheter. Vi trenger oppfølgingsstudier for å forstå fenomenene stress og behov for kompetansebygging hos rektorer på en bedre måte.

• Gunnulfsen, Ann Elisabeth & Abrahamsen, Hedvig Neerland (2026). Pedagogisk ledelse og kilder til stress. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 175–201. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16030. Full text in Research Archive Show summary

  Dette kapittelet utdyper utvalgte funn fra TALIS 2024 og bidrar med innsikt i skolelederes erfaringer og refleksjoner knyttet til pedagogisk ledelse og kilder til stress. Teoretiske perspektiver på skolen som en løst koblet organisasjon og skoleledere som portvoktere og døråpnere rammer inn analysen av funnene. Datagrunnlaget er kvalitative, kontekstuelle fokusgruppeintervjuer med studenter fra rektorutdanningen, der alle har formelle lederroller og erfaringer fra praksis. Funnene viser at skolelederne erfarer at tid til pedagogisk ledelse og kollektive utviklingsprosesser er under stadig økende press samtidig med at de må løse flere og mer komplekse oppgaver. Informantene beskriver betydelig stress knyttet til skjerpende dokumentasjonskrav, håndtering av elever med særskilte behov, forventninger fra foreldre og eksterne aktører og nye utfordringer som kunstig intelligens og sosiale medier. Det kommer også frem at det er forskjeller mellom kommuner og skoleslag, der tilgang på kvalifiserte lærere og mulighet til å organisere tid til utviklingsarbeid er særlig fremtredende. Kapittelet diskuterer ledelse av profesjonelle læringsfellesskap og utøvelse av portvokter- og døråpnerrollen som i stor grad henger sammen, og konkluderer med at ledelse innebærer å se nye muligheter i å identifisere og prioritere kollektive utviklingsprosesser innenfor rammene av skolen som en kompleks og løst koblet organisasjon.

• Rohatgi, Anubha & White, Mark Christopher (2026). Læreres holdninger til digital teknologi og digital mestringstro: Betydning for teknologibruk i nordiske klasserom. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 145–174. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16029. Full text in Research Archive Show summary

  Digital teknologi i klasserommet kan ha viktige konsekvenser for læreres praksis og samhandling i undervisningen. Læreres digitale mestringstro (det vil si deres tro på egen evne til å bruke teknologi på en effektiv måte) og holdninger til digital teknologi (det vil si deres syn på teknologiens fordeler og begrensninger) er derfor sentrale for å forstå bruken av teknologi i undervisning. I denne studien undersøker vi hvordan læreres digitale mestringstro og holdninger til digital teknologi henger sammen med deres bruk av digital teknologi til ulike formål i klasseromsundervisningen, og hvordan disse sammenhengene varierer mellom de fem nordiske landene. Med utgangspunkt i data fra Teaching and Learning International Survey (TALIS) 2024 bruker vi regresjonsanalyser for å undersøke sammenhenger mellom digital mestringstro, positive og negative holdninger og tre typer teknologibruk, med kontroll for lærerbakgrunn (kjønn, alder, erfaring) og skolekjennetegn. Funnene viser gjennomgående positive sammenhenger mellom læreres digitale mestringstro og deres bruk av digital teknologi, samt mellom digital mestringstro og positive holdninger til teknologibruk. Samtidig er sammenhengene mellom mestringstro og negative holdninger generelt svake, og i noen tilfeller fraværende. Interaksjonsanalysene gir heller ikke støtte for at lærernes holdninger systematisk endrer styrken i sammenhengen mellom mestringstro og bruk. Digital mestringstro ser ut til å ha en relativt direkte betydning for bruk, uavhengig av variasjoner i generelle holdninger. Avslutningsvis drøfter vi sentrale aspekter ved bruk av digital teknologi i undervisningen og implikasjonene av funnene.

• Selling, Alexander Jonas Viktor & White, Mark Christopher (2026). Utbytte av kompetanseutvikling i norske skoler. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 119–143. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16028. Full text in Research Archive Show summary

  I dette kapittelet undersøker vi hvordan lærere i norske skoler opplever kompetanseutvikling, i form av etter- og videreutdanning, samt tilbakemeldinger. Vi bruker data fra TALIS 2024 og ser på hvilke utviklingsbehov norske lærere rapporterer, hvilket utbytte lærerne sier de har fått av kompetanseutviklingstiltak i form av endret undervisningspraksis, og hvilke faktorer som ser ut å påvirke dette utbyttet. Resultatene viser at norske lærere opplever et behov for mer kompetanseutvikling, særlig innen digitale ferdigheter og allmenn pedagogikk, men også innenfor fagspesifikke ferdigheter. Likevel fant vi at mange lærere rapporterte at etter- og videreutdanning i liten grad hadde ført til en betydelig endring i deres undervisningspraksis. De tilsvarende tallene for tilbakemeldinger var mer positive, men det var fremdeles omtrent en femtedel av lærerne som opplevde at heller ikke tilbakemeldinger hadde ført til endret undervisningspraksis. Regresjonsanalysene våre pekte på et utvalg faktorer som hadde en sammenheng med opplevd endring i undervisningspraksis. Blant de viktigste faktorene for hvorvidt lærerne opplevde endret praksis som følge av kompetanseutvikling, fant vi bredden av tilbakemeldinger, tematisk fokus, formatet på utviklingsoppleggene og lærernes erfaring.

• White, Mark Christopher & Nortvedt, Guri A. (2026). Norske læreres selvrapporterte undervisningspraksiser sett i lys av læreplanverk og tidligere forskning. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 81–117. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16027. Full text in Research Archive Show summary

  Formålet med dette kapittelet er å beskrive norske læreres selvrapporterte undervisningspraksiser. Data som brukes i kapittelet kommer fra et nasjonalt representativt utvalg på 1 000 ungdomsskolelærere som deltok i Teaching and Learning International Study (TALIS) i 2024. TALIS er en internasjonal studie som handler om lærerprofesjonen. Bruken av TALIS-data bidrar til at dette kapittelet komplementerer tidligere forskning på feltet som i stor grad er kvalitativ. Vi finner at norske lærerne rapporterer om et bredt spekter av praksiser som er i tråd med opplæringsloven og LK20, og at de rapporterer mange av disse praksisene i større grad enn i 2018. Vi finner også at matematikklærere rapporterer om litt andre praksiser enn lærere i andre fag. I kapittelet diskuterer vi disse funnene i lys av forskning på undervisningspraksis, tidligere forskning på undervisning i Norge, og rammer som gis i opplæringsloven og læreplanen (LK20).

• Veletić, Jelena; Jacobsen, Hilde Marie Madsø & Selling, Alexander Jonas Viktor (2026). Norske læreres intensjoner om å bli i yrket: et nordisk perspektiv på betydningen av jobbtilfredshet. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 51–79. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16026. Full text in Research Archive Show summary

  Dette kapittelet undersøker norske læ reres intensjoner om å bli i yrket, med sæ rlig vekt på hvordan ulike dimensjoner av jobbtilfredshet henger sammen med disse intensjonene på tvers av aldersgrupper. Med data fra TALIS 2018 og 2024 analyserer vi endringer i forventet yrkeskarriere i tre aldersgrupper og sammenligner norske læ rere med kolleger i de øvrige nordiske landene. Resultatene viser at norske læ rere i 2024 ser for seg en kortere karriere i læ reryrket enn de gjorde i 2018, og at nedgangen er klart størst blant læ rere under 29 år. Denne utviklingen er tydeligere blant unge læ rere i Norge enn i de andre nordiske landene. Norske læ rere rapporterer også lavere tilfredshet med eget yrke, og de opplever at yrket er mindre verdsatt av samfunnet enn det nordiske gjennomsnittet tilsier. Tilfredshet med skolen og lønn ligger derimot rundt eller noe over det nordiske nivået. Regresjonsanalysene i kapittelet indikerer at det sæ rlig er tilfredshet med skolen, yrket og hvordan læ rerprofesjonen blir verdsatt i samfunnet som kan knyttes til ønsket om å bli i yrket, spesielt blant læ rere tidlig i karrieren. Tilfredshet med lønn ser derimot ikke ut til å væ re assosiert med læ reres intensjoner om å bli i yrket.

• White, Mark Christopher; Veletić, Jelena & Bjørnsson, Julius Kristjan (2026). Økt heterogenitet i klasserommet og sammenhenger med undervisning, tidsbruk og lærerens opplevd stress: TALIS 2018–2024 i Norge. In White, Mark Christopher (Eds.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. p. 17–50. doi: https:/cdforskning.no/cdf/catalog/book/306#chapters. Full text in Research Archive Show summary

  Norske klasserom har de siste årene blitt mer heterogene. Sammensetningen av elevgrupper er kjent for å påvirke sentrale sider ved læreres arbeid, blant annet undervisningspraksis, tidsbruk og opplevd stress. I dette kapittelet undersøker vi hvordan klassesammensetningen henger sammen med disse aspektene ved læreres arbeid, basert på norske data fra TALIS 2018 og 2024. Vi bruker kanonisk korrelasjonsanalyse for å gi en bred oversikt over sammenhenger mellom ulike sider ved klassesammensetningen og læ rerstress, undervisningspraksis og tidsbruk. Deretter bruker vi grafiske fremstillinger og regresjonsanalyser for å gå dypere inn i utvalgte sammenhenger. Analysene viser at kjennetegn ved klasser har relativt få og gjennomgående svake sammenhenger med læ rerstress, undervisningspraksis og tidsbruk. Den tydeligste sammenhengen finner vi mellom andelen elever med atferdsvansker og faglige utfordringer og læ reres rapporterte utfordringer med klasseledelse og stress knyttet til elevatferd. Funnene tyder på at klassesammensetning har betydning på enkelte områder, men at den samlede betydningen for læreres arbeid er begrenset.

• Gilbert, Joshua B.; Kim, Edward J.; Himmelsbach, Zachary; Ulitzsch, Esther & Zhang, Lijin (2026). Idiographic Item Response Theory: Modeling Person-Specific Differential Item Functioning in Intensive Longitudinal Data. Multivariate Behavioral Research. ISSN 0027-3171. doi: 10.1080/00273171.2026.2740068. Full text in Research Archive
• Dineen, Katy; O'Mahony, Catherine; Gallivan, Sinéad; Kluijtmans, Manon; Stensaker, Bjørn & Leschke, Jonas [Show all 8 contributors for this article] (2026). Engagement in staff development for learning and teaching in higher education: experiences from a leadership perspective. Perspectives: Policy and Practice in Higher Education . doi: https:/www.tandfonline.com/doi/full/10.1080/13603108.2026.2740015. Full text in Research Archive Show summary

  Staff development for learning and teaching in higher education institutions operates within a complex context, balancing between ‘tell from above’ in the form of evolving policy at institutional, national and European levels and ‘ask from below’ in the form of the needs and sense of ownership of university personnel involved in learning and teaching. Situated somewhere in between is a collection of actors with leadership responsibility in the context of learning and teaching who face the challenge of balancing these different expectations. In this article, we explore through focus groups the lived experience of actors responsible for educational change within the context of staff development in a sample of European higher education institutions. These findings highlight the strategic role of L&T leaders in fostering authentic engagement in staff development via transparent communication and co-creation.

• Nissen, Anna; Tengberg, Michael & Blikstad-Balas, Marte (2026). Reading vs. listening to literature in Swedish and Norwegian lower secondary classrooms. Education Inquiry. doi: 10.1080/20004508.2026.2749741. Full text in Research Archive
• Peng, Altman Yuzhu & Liu, Fengshu (2026). Understanding China’s digital feminism: Struggles, resilience, and businesses. Routledge contemporary China series. Full text in Research Archive
• Mørch, Anders; Andersen, Marianne Eidsaune & Tjønn, Henrik (2026). Talking with Cody: How Middle School Students Enact AI as a Tool, Conversational Partner, and Tutee in Mathematics Programming Activities. CEUR Workshop Proceedings. 4216. doi: https:/ceur-ws.org/Vol-4216/paper9.pdf. Full text in Research Archive Show summary

  Programming became mandatory in the Norwegian mathematics curriculum (K–12) in the 2020 reform, to support exploration of mathematical properties, algorithmic thinking, and working with data. This study examines how GenAI is integrated into such programming-based mathematics activities, and how this shapes the role of AI in classroom interaction. We analyse video data from a 9th grade middle school class working on geometric figures (right-angled triangles and trapezoids) with Python turtle. The students first solved tasks without AI and then used the school-provided chatbot Cody to generate or explain code. Using thematic analysis informed by a conceptual framework of AI scaffolding strategies, articulated at both latent and semantic levels in the students’ utterances, we identify three enacted roles for Cody: (1) tool, when students copy, run, and sometimes edit Cody’s code in their own environment; (2) conversational partner, when they negotiate prompts, and iteratively refine and reflect on Cody’s responses; and (3) tutee, when they describe and supply missing geometric constraints. The unanticipated tutee role suggests that conversational AI in a constructionist mathematics‑programming classroom not only tutors students, but also is customized and corrected by them as a light form of end‑user development.

• Nortvedt, Guri A. & Wiese, Eline (2026). Facilitating student involvement in assessment in diverse classrooms: a comparative case study of five whole-school practices. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-026-09496-x. Full text in Research Archive Show summary

  Student participation in assessment is essential for realising inclusion in culturally and linguistically diverse classrooms. This paper explores how building whole-school assessment practices and a shared assessment culture enable such student involvement and participation. Drawing on case study data from interviews with school leaders, teachers and students from five schools, we create a narrative account of the schools’ practices to examine the policies, guidelines and practices that guide teachers’ classroom assessment practices. In addition, the study examines how teachers and school leaders facilitate and cater for student interaction and participation in assessment, and how the different actors in the schools perceive and describe these practices. The five schools succeed to different degrees in facilitating student involvement by 1) facilitating a whole-school approach and building an assessment culture with shared practices understood, and enacted, throughout the school, and 2) involving teachers in building shared guidelines for assessments and facilitating teacher cooperation.

• Koleini, Ada; Kehoe, Christiane E.; Idsøe, Thormod; Skoe, Frederik Ferstad & Tamnes, Christian Krog (2026). Validating the Psychometric Properties of an Adapted Coping With Children’s Negative Emotions Scale for Teachers. Sage Open. 16(4). doi: 10.1177/21582440261493376. Full text in Research Archive
• Psyridou, Maria; Torppa, Minna; Vasalampi, Kati; Poikkeus, Anna Maija; Lerkkanen, Marja-Kristiina & Bergen, Elsje van (2026). ADHD symptoms and learning difficulties: co-occurrence and directionality from Grades 1 to 9. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.70244. Full text in Research Archive
• Lyhmann, Ingvild; Widding-Havnerås, Tarjei; Markussen, Simen; Zachrisson, Henrik Daae; Elwert, Felix & Chaulagain, Ashmita [Show all 9 contributors for this article] (2026). Effect of pharmacological treatment of attention-deficit hyperactivity disorder on academic performance: registry-based population study. British Journal of Psychiatry. ISSN 0007-1250. p. 1–8. doi: 10.1192/bjp.2026.10754. Full text in Research Archive Show summary

  Background Attention-deficit hyperactivity disorder (ADHD) is associated with high risks of adverse academic outcomes. A major motivation for initiating pharmacological treatment of ADHD is to mitigate these risks; however, the evidence regarding its long-term effects is inconclusive. Aims Our objective was to investigate the long-term causal effects of pharmacological treatment of ADHD on school grades in Norwegian children and adolescents. Method We analysed individual-level registry data of all Norwegians aged 5–15 years in 2009–2011 who were diagnosed with ADHD during this period (n = 6255). Treatment was measured as cumulative ADHD medication prescriptions from time of diagnosis to graduation from mandatory schooling (tenth grade). Outcomes included final grades in nine main school subjects, grade point average and non-assessment (exemption, no basis for assessment). We estimated ordinary least squares (OLS) and instrumental variable models. By exploiting naturally occurring variation in treatment practices, instrumental variable analysis can address residual confounding and estimate causal effects for patients ‘on the margin of treatment’, i.e. those prone to varying treatment practices. Results OLS analysis indicated that pharmacological treatment for ADHD was associated with slightly improved grade point average (0.05, 95% CI 0.02–0.09; grade point average s.d. 0.94). Instrumental variable analysis indicated no causal effect of pharmacological treatment on grade point average (−0.01, Anderson−Rubin 95% CI −1.13 to 0.15), individual school subjects or non-assessment. Conclusions For children and adolescents on the margin of pharmacological treatment for ADHD, we found no causal effect of pharmacological treatment on any of our measures of academic performance. Although further research is needed, this finding should be considered in the context of clinical decision-making and treatment planning.

• Solheim, Ciara Victoria & Werler, Tobias Christoph (2026). Envisioning Norwegian teacher education for public good professionalism: a curriculum policy analysis. Nordic Journal of Studies in Educational Policy. doi: 10.1080/20020317.2026.2742560. Full text in Research Archive
• Kastorff, Tamara; Scherer, Ronny; Müller, Maren; Booij, Goan; Kennedy, Alec & Strietholt, Rolf [Show all 7 contributors for this article] (2026). Do schools narrow the socioeconomic digital divide? Meta-analytic evidence from ICILS 2023. Large-scale Assessments in Education. 14(1). doi: 10.1186/s40536-026-00330-w. Full text in Research Archive Show summary

  Abstract Second-level digital divides, often studied as the association between socioeconomic status (SES) and digital competence, remain a central concern in digital educational research. Whereas many countries have invested substantially in school digitalization, little is known about which school-level factors can mitigate SES-related disparities in digital competence. We addressed this gap using large-scale and representative data from the International Computer and Information Literacy Study (ICILS) 2023. Employing a two-step meta-analytic approach, country-specific multilevel models were first estimated and subsequently synthesized to quantify average effects and cross-national variation. Results indicated a positive, moderate association between SES and digital competence (β = 17.73, SE  = 0.93, 95% CI [15.84, 19.61]). Several digital classroom practices, including the use of general information and communication technology (ICT) applications, inquiry-based teaching, and teachers’ use of utility software were positively related to students’ digital competence. Crucially, the SES-digital competence association was not moderated by classroom practices or teacher- or school-level factors. Whereas digital media integration was linked to higher overall levels of digital competence, it did not systematically reduce socioeconomic disparities. These findings suggest that digital instructional practices function primarily as performance-enhancing rather than equity-enhancing mechanisms. For research in digital education, the results highlight the importance of distinguishing between average learning gains and distributional effects. If digital competence is to serve as a lever for educational equity, targeted and structural interventions may be required beyond general digitalization strategies.

• Vogelsmeier, Leonie V.D.E.; Siepe, Björn S.; Ulitzsch, Esther; Eisele, Gudrun; Geeraerts, Joran & Klocek, Adam [Show all 12 contributors for this article] (2026). Identifying careless responding in ecological momentary assessment: Inconsistent signals from different detection methods in the WARN-D Data. Psychological methods. ISSN 1082-989X. doi: 10.1037/met0000845. Full text in Research Archive
• Rindal, Ulrikke & Sundqvist, Pia (2026). “Oh my gosh!” Engagement with extramural English among 6-year-olds. CALICO journal. ISSN 0742-7778. doi: 10.3138/calico-2025-0016. Full text in Research Archive Show summary

  Young learners increasingly engage with English outside the classroom walls (extramural English, EE). This study presents empirical research exploring EE engagement among three 6-year-olds in Norway where English is learned as an additional language (L2). Data were collected through a show-and-tell procedure in the home, where the 6-year-olds demonstrated their engagement with digital technologies in English, while reflecting on language use and learning. Audio-recorded observations of EE engagement and commentary from the children and their parents were analyzed inductively to explore engagement with games, YouTube, and music, in an attempt to unpack environmental factors that potentially contribute to L2 learning. The findings showed that the 6-year-olds’ EE engagement was characterized by social interaction and shared interests with family members, in homes with generally positive attitudes towards English. The data analysis reflected the interrelated dimensions of engagement – behavioral, cognitive and emotional – and showed how the joint engagement with English-language technologies in the home induced a readiness to interact in English. While family members at times functioned as knowledgeable others in the young learners’ EE engagement, the 6-year-olds themselves became experts in the show-and-tell procedure. We present concrete advice for formal instruction of English, proposing that targeted classroom instruction can be designed in response to learners’ engagement with EE, specifically by drawing on the interactional readiness elicited by the joint engagement with digital technologies and the show-and-tell procedure.

• Hartvigsen, Kirsten Marie (2026). Digital competence in religious education: a mixed-methods video study of Norwegian classroom practices under the LK20 curriculum. British Journal of Religious Education. ISSN 0141-6200. p. 1–22. doi: 10.1080/01416200.2026.2748533. Full text in Research Archive Show summary

  This study examines how teachers and students enacted digital competence in 13 Norwegian religious education classrooms. The dataset comprises 55 lessons video-recorded during the 2023–2024 school year. Using a mixed-methods design, all recordings were first analysed quantitatively employing the EDUCATE observation protocol for digital competence, which features five categories: ‘instruction’, ‘searching and navigation’, ‘production’, ‘communication’ and ‘digital responsibility’. Each category was scored on a 1–4 scale. Analysis of 15-minute lesson segments shows that teachers frequently demonstrated or facilitated varied uses of digital technologies and explicitly addressed digital responsibility. By contrast, students mainly used digital technologies for searching, navigation and production, with limited use for communication and little attention to digital responsibility. Five segments with high category scores were then selected for qualitative analysis and organised into two cases. Case 1, comprising two upper secondary lessons (students aged 18–19), scored highly on the production of digital artefacts but low on digital responsibility, reflecting limited engagement with personal data protection and bias. Case 2, a lower secondary lesson (students aged 15–16) focused on evaluating information from digital sources, achieved the highest digital responsibility score in the sample. Anonymised video excerpts illustrating both cases are available via QR codes.

• Amland, Tonje; Grande, German; Bergen, Elsje van; Melby-Lervåg, Monica & Lervåg, Arne Ola (2026). Parental and early child skills outweigh home numeracy environment in predicting maths development. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.70247.
• Eisele, Gudrun; Ulitzsch, Esther; Pihlajamäki, Milla; Myin-Germeys, Inez; Bakker, Jindra & Kirtley, Olivia J. [Show all 9 contributors for this article] (2026). Shortening Affect Scales for Ambulatory Assessment: A Comparison of Different Item Response Theory-Based Approaches. Assessment (ASM). ISSN 1073-1911. doi: 10.1177/10731911261484340. Full text in Research Archive
• Finseraas, Henning; Nyhus, Ole Henning; Salvanes, Kari Vea & Sandsør, Astrid Marie Jorde (2026). Longer-Term Effects of Low-Dosage Tutoring in Mathematics. Journal of Research on Educational Effectiveness. ISSN 1934-5747. p. 21–21. doi: 10.1080/19345747.2026.2744641. Full text in Research Archive
• Wang, Louie Lei; Wang, Mari Vaage; Eek, Brandlistuen Ragnhild & Melby-Lervåg, Monica (2026). The effect of being assigned to special needs assistance depends on children's types of difficulty. Learning and Individual Differences. ISSN 1041-6080. 132, p. 1–6. doi: 10.1016/j.lindif.2026.103012. Full text in Research Archive
• Siljan, Henriette Hogga (2026). Sakprosa i klasserommet: Norsklæreres tilrettelegging for arbeid med autentiske sakprosatekster. Sakprosa. ISSN 1502-6000. 18. doi: 10.5617/sakprosa.13227. Full text in Research Archive Show summary

  I denne studien retter jeg fokus mot læreres bruk av autentiske saktekster i norskundervisningen i videregående opplæring. I de siste norsklæreplanene har arbeid med sakprosa blitt sidestilt med skjønnlitteratur, og elevene skal også i større grad enn før arbeide utforskende med fagets tekster. I denne multiple casestudien undersøker jeg videodata fra tre norsklæreres under visning om henholdsvis saktekster, reklametekster og instruksjonstekster. Sakprosaundervisning er tidligere lite belyst i klasseromsforskning. Analysen viser at lærerne presenterer elevene for mange autentiske saktekster totalt, men disse er ulikt fordelt mellom lærerne. Nesten alle tekstene er eksempler på funksjonelle sakprosasjangre, noe som blant annet kan ses i lys av undervis ningens tematikk. Majoriteten av tekstene fungerer imidlertid bare som korte eksempeltekster. Kun to av tekstene utforskes analytisk i dybden, og elevene bruker også en tekst for å finne informasjon uten å innta et analytisk metablikk. Det er potensial for mer utforskende dybdearbeid med tekstene som tekster.

• Selling, Alexander Jonas Viktor & Nortvedt, Guri A. (2026). SCAFFOLDING STUDENTS' COLLABORATIVE PROBLEM-SOLVING ACTIVITIES IN AN ADVANCED UPPER SECONDARY MATHEMATICS CLASSROOM. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 1, p. 1331–1338. doi: https:/www.igpme.org/publications/RR_PME49/rr/PME49_RR_512_Selling_A/. Full text in Research Archive Show summary

  This paper reports from a study investigating collaborative problem solving in upper secondary mathematics classrooms following the principles of the Thinking class-rooms approach, focusing on teacher scaffolding strategies. In the observed lessons, students worked in groups of three attempting to solve problems involving solids of revolution and trigonometry. Overall, conceptual scaffolding was the most often observed scaffold. In addition, procedural, metacognitive, participatory, and epistemic scaffolding was observed. The most common scaffolding practice was questioning. Throughout the lesson the teacher managed to maintain the complexity of the task by withdrawing scaffolding at an early stage, thereby transferring responsibility to the students and allowing them to struggle with the problem.

• Karlsen, Jannicke; Wold, Astri Heen; Hjetland, Hanne Næss; Gismarvik, Marit Enny & Hagtvet, Bente Eriksen (2026). Barns initiativ i samtaler med barnehagelærer. Nordisk barnehageforskning (NBF). 23(2), p. 82–102. doi: 10.23865/nbf.v23.873. Full text in Research Archive Show summary

  Formålet med denne studien er å få økt innsikt i barns initiativ i samtale med barnehagelærer ved å studere forekomst av og samtalekonteksten rundt initiativene deres, og hvorvidt disse forholdene varierer for enspråklige og flerspråklige norske barn. I studien analyseres samtaler knyttet til en bildebok i 14 par med barnehagelærer og fem år gamle barn ved hjelp av initiativ–respons-analyse (IR-analyse) (Linell & Gustavsson, 1987). Resultatene viser at de enspråklige barna tar flere initiativ enn de flerspråklige, og at barnehagelærerne i større grad stiller spørsmål til de flerspråklige barna etter initiativene deres. Felles for alle barna er at det ser ut til at spørsmål fra barnehagelærer begrenser barnas muligheter til å påvirke samtalen. En samtalestrategi der barnehagelærer i mindre grad stiller spørsmål og i større grad følger barnets initiativ, kan bidra til å åpne opp for barnets bidrag og påvirkning, noe som kan være positivt både for barnets deltagelse og for dets språklige utvikling. 

• Themistocleous, Charalambos & Stark, Brielle C. (2026). Language biomarker screening using AI: a transdiagnostic approach to the brain. Scientific Reports. 16. doi: 10.1038/s41598-025-34257-z. Full text in Research Archive Show summary

  Individuals with left-hemisphere damage (LHD), right-hemisphere damage (RHD), dementia, mild cognitive impairment (MCI), traumatic brain injury (TBI), and healthy controls are characterized by overlapping clinical profiles affecting communication and social interaction. Language provides a rich, non-invasive window into neurological health, yet objective and scalable methods to automatically differentiate between conditions with are lacking. This method aims to develop comprehensive neurolinguistic measures of these conditions, develop a machine learning multiclass screening and language assessment model (NeuroScreen) and offer a large comparative database of measures for other studies to build upon. We combined one of the largest databases, comprising 291 linguistic biomarkers calculated from speech samples produced by 1,394 participants: 536 individuals with aphasia secondary to LHD, 193 individuals with dementia, 107 individuals with MCI, 38 individuals with RHD, 58 individuals with TBI, and 498 Healthy Controls. Employing natural language processing (NLP) via the Open Brain AI platform (http://openbrainai.com), we extracted multiple linguistic features from the speech samples, including readability, lexical richness, phonology, morphology, syntax, and semantics. A Deep Neural Network architecture (DNN) classifies these conditions from linguistic features with high accuracy (up to 91%). A linear mixed-effects model approach was employed to determine the biomarkers of the neurological conditions, revealing distinct, quantitative neurolinguistic properties: LHD and TBI show widespread deficits in syntax and phonology; MCI is characterized by fine-grained simplification; patients with dementia present with specific lexico-semantic impairments; and RHD shows the most preserved profile. Ultimately, the outcomes provide an automatic detection and classification model of key neurological conditions affecting language, along with a novel set of validated neurological markers for facilitating differential diagnosis, remote monitoring, and personalized neurological care.

• Andreassen, Fannie Skoland; Nortvedt, Guri A. & Selling, Alexander Jonas Viktor (2026). UPPER SECONDARY STUDENTS’ IMPASSES DURING JOINT PROBLEM-SOLVING IN A “THINKING CLASSROOM” — PME 49 Research Report. Proceedings of the International Conference of the International Group for the Pyschology of Mathematics Education. 49, p. 59–66. Full text in Research Archive Show summary

  Researchers have found that desirable difficulties contribute to student learning. Therefore, we carried out a study that examines impasses in a teaching approach that mathematics

• Staksrud, Kathrine; Rindal, Ulrikke & Sundqvist, Pia (2026). “Like, they need to touch grass” – L2 English oral proficiency in Norway. Acta Didactica Norden (ADNO). 20(2). doi: https:/journals.uio.no/adnorden/article/view/12990. Full text in Research Archive Show summary

  English is the world’s lingua franca, and it is essential for children growing up in Norway to develop oral proficiency in English as an additional language (L2). The importance of oral skills is emphasized in the English curriculum, but there is limited empirical knowledge of how different aspects of L2 oral proficiency are realized in student interactions. The aim of this study is therefore to explore L2 English oral proficiency by analyzing spoken interactions among students in grades 6 and 10, using Norway as a case in point. Data was collected by video-recording small-group spoken interactions elicited by an English speaking test. In total, 21 learners from 4 schools participated: 12 6th-graders in 4 tests and 9 10th-graders in 3 tests. Data was analyzed using an abductive approach and the descriptors of oral proficiency in the Common European Framework of Reference for Languages (levels A1–C2). The majority performed the same or better for linguistic competence compared to strategic and sociolinguistic competence, where strategic competence was the least shown competence. Due to contextual ambiguity, sociolinguistic competence was the most challenging aspect to assess. In addition, there were considerable intra-individual differences for different aspects of oral proficiency. The study provides insight into how different aspects of oral proficiency are demonstrated in learner interactions, and highlights challenges related to teaching and assessment. Important implications include the need for increased awareness in instruction and the development of clear criteria for what and how to assess L2 English oral proficiency to achieve equity.

• Stark, Brielle C. & Themistocleous, Charalambos (2026). Normative clinical language data and task specific effects. Brain and Language. ISSN 0093-934X. 283. doi: 10.1016/j.bandl.2026.105850. Full text in Research Archive
• Yang, Junyi; Bratlie, Siri Steffensen & Zhang, Wenjie (2026). Profiles of home literacy environments and their associations with language and literacy skills in Chinese preschool children. Early Child Development and Care. ISSN 0300-4430. doi: 10.1080/03004430.2026.2736195. Full text in Research Archive Show summary

  This study used a person-centered approach to examine variation in preschool children’s home literacy environments (HLE) and associations with family demographics and children’s language and literacy skills. A total of 235 Chinese children (48% girls; M age = 5 years) from urban, mid-SES families in a central Chinese city participated. Parents reported on traditional and digital home literacy practices and resources, and children were assessed on receptive vocabulary, listening comprehension, story comprehension, and character recognition. Latent profile analysis identified three profiles: low HLE (21.2%), high HLE (21.8%), and traditional, informal HLE (57.0%). Children from high HLE families scored higher than those from low HLE families in language and literacy skills, and higher than children from traditional, informal HLE families in literacy skills. Children from traditional, informal HLE families showed stronger vocabulary skills than those from low HLE families. Findings highlight meaningful heterogeneity among urban, mid-SES Chinese families in children’s home literacy experiences.

• Karstensen, Steinar; Lahn, Leif Christian; Berntsen, Svanhild Kristine & Aakernes, Nina (2026). AI-Mediated Vocational Pedagogy in Transition: Experiences From an Exploratory Study in Norwegian VET. VETNET Conference Series. 9, p. 249–249. doi: 10.21240/vetcon/2026/ecer/69. Full text in Research Archive Show summary

  Context: Generative AI has diffused into vocational education and training (VET) faster than teacher education systems have developed institutional strategies for pedagogically meaningful integration. While individual AI pioneers drive innovation, collective institutional capacity has not kept up, and pedagogical configuration, not access, emerges as the critical moderator of learning outcomes. Approach: An exploratory case study purposively selected pioneering teachers in the Norwegian upper-secondary Information Technology and Media Production (ITMP) programme across two schools. Data sources include semi-structured interviews (N=5), field observations and documentary material, analysed using an abductive thematic approach. In this paper we reflect critically on the empirical study and outline a study protocol for the AIVOCPED research project and its intersection with the National Network for AI in VET (NAIVET). Findings: Five interlocking patterns emerge: AI-mediated vocational didactics with project- and production-oriented learning environments; reconfigured assessment practices shifting from product to process; teacher roles in transition towards facilitation and co-learning; ethical and epistemic challenges requiring integration with field-specific didactics; and individualised teacher competence development against weak institutional support. Pedagogical design emerges as the analytical core distinguishing strengthening from inefficient uses of AI. Conclusions: Sustainable AI-mediated vocational pedagogy requires institutional anchoring across levels and must involve teacher professional communities. Eight principles for a participatory, design-based and longitudinal AIVOCPED–NAIVET study protocol are proposed. With Article 4 of the EU AI Act entering enforcement on 3 August 2026, the loop from research to collective practice must be shortened.

• Wang, Xiying & Liu, Fengshu (2026). ‘Chinese Childhood Through Children’s Own Eyes’. Chinese education and society. ISSN 1061-1932. 59(1-2), p. 1–6. doi: 10.1080/10611932.2026.2643145. Full text in Research Archive
• Zhu, Zhemin; Liu, Fengshu & Jia, Bing (2026). Cognitive activation and school belonging: the mediating roles of emotional security and social inclusion in East Asia. Frontiers in Psychology. 17. doi: 10.3389/fpsyg.2026.1795875. Full text in Research Archive Show summary

  Introduction: This study examined how cognitively activating instruction is associated with students’ sense of school belonging through the psychological mechanisms of emotional security and social inclusion in East Asian educational contexts. Methods: Using PISA 2018 data from 40,330 students across six East Asian education systems, we estimated a parallel mediation model within a structural equation modeling framework while accounting for sampling weights and school-level clustering. Multi-group analyses were conducted to examine cross-system differences. Results: Cognitively activating instruction was positively associated with school belonging through both emotional security and social inclusion. The indirect effect via emotional security was stronger than that via social inclusion, while the direct effect remained significant, indicating partial mediation. Multi-group analyses revealed significant cross-system variation in the structural pathways, with the social inclusion pathway showing greater instability across education systems. Discussion: The findings suggest that cognitively activating instruction promotes school belonging through distinct socio-emotional mechanisms that are context-dependent. Emotional security appears to represent a more consistent pathway across East Asian education systems than social inclusion.

• Liu, Yue & Liu, Fengshu (2026). Individualism and reproductive choices among highly educated young women in present-day China: ‘Putting the self at the centre’. Sociological Review. ISSN 0038-0261. doi: 10.1177/00380261261449859. Full text in Research Archive Show summary

  This study examines how highly educated young women from China’s only-child generation navigate reproductive choices amidst multiple and competing discourses addressing them as reproductive subjects. Drawing on in-depth interviews with 30 women born between 1982 and 1998, this study reveals how individualism, shaped by an emphasis on self-expression, neoliberal discourse, consumerism and the child-centredness typical of urban one-child families, plays a significant, even predominant role in shaping these young women’s reproductive values and choices. These women assert their reproductive autonomy, reject the normative ideal of ‘have-it-all’, and strategically navigate cultural, familial and societal expectations surrounding motherhood and mothering in defence of their self-interests in various dimensions. This study shows that the dominant framework of familism in previous studies on East Asian women’s fertility decline is insufficient to fully capture the reproductive attitudes and choices of childbearing-aged young women in present-day China, especially those who are highly educated.

• Xie, Yang & Liu, Fengshu (2026). ‘I won’t remain here’: socially advantaged students and vocational education in China’s institutional tracking context. British Journal of Sociology of Education. ISSN 0142-5692. doi: 10.1080/01425692.2026.2642106. Full text in Research Archive Show summary

  Vocational education is often associated with socially disadvantaged youth, yet less is known about advantaged students who enter lower-status vocational tracks. This study examines how such students draw on family capital to navigate placement within China’s stratified education system. Based on interviews with 29 students at a secondary vocational school in Beijing, and focusing on 17 socially advantaged participants, the study explores how class advantage operates within a track widely seen as inferior. Findings show these students treat vocational schooling as a temporary detour. With family support, they invest in examination-relevant learning, maintain strong behavioral records, and build strategic teacher relationships to gain awards and credentials. Drawing on Bourdieu’s theory, the study shows how class advantage is reproduced through differential navigation within vocational education. These findings complicate portrayals of vocational schools as spaces mainly associated with disadvantaged youth and highlight how inequality persists through within-track strategies.

• Sundqvist, Pia (2026). Digital gaming and young L2 learners. In Farr, Fiona & Murray, Liam (Ed.), The Routledge handbook of language learning and technology. Routledge. ISSN 9780415837873. p. 431–445. doi: 10.4324/9781003412212-38. Full text in Research Archive Show summary

  This chapter examines digital gaming and young language learners. The focus is mainly on the relationship between playing digital games in English and learning English as a foreign or second (henceforth L2) language. Young learners are defined as children in primary school between the age of five and 12. Whereas the starting age of formal L2 English instruction may vary between countries, due to the status of English as a global language, many young learners already know some English when it is introduced in school and playing digital games may very well be one reason why this is the case. It is well known that children tend to rely heavily on implicit learning mechanisms and it is thus possible that children pick up language through playing digital games. Teachers, then, need to be familiar with the world of their learners, perhaps more now than ever, because several studies have shown a relationship between digital gaming and aspects of L2 proficiency (see below). Thus, it is essential that we study the role of gaming for language learning not only among adult or teenage learners (see Chapters 29 and 30 in this volume), but also among young learners. In addition, artificial intelligence (AI) in games is creating new avenues for L2 learning.

• Arnseth, Hans Christian; Silseth, Kenneth; Steier, Rolf & Domanchin, Morgane (2026). Learning Across Virtual and Real Bodies: Analysing Students Meaning Making of Anatomy Models. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 42(6). doi: 10.1002/jcal.70346. Full text in Research Archive Show summary

  Background We explore how digital three‐dimensional (3D) representations support students' rich, multimodal meaning making and embodied interaction with the physical and digital environment in the context of sports science. While research shows that 3D representations may improve students' understanding, we lack knowledge about how and why they support meaning making and learning. Objectives Our primary objective is to provide a detailed analysis of how students make meaning of muscles and movement by combining digital 3D representations with other cultural tools. Methods We provide analyses of 3 dyads of upper secondary students' (16–17‐year olds) collaborative problem solving. The pedagogical design emerged through teacher‐researcher collaboration, and we apply interaction analysis to video data collected during its implementation. We used a sociocultural approach as an analytical framework focusing on learning as meaning making mediated by material and cultural tools. Results and Conclusions We found that students shift between using the digital 3D representation and their own bodies as resources for meaning making about the human body conceived as both a biomechanical system and a lived experience. The mobilisation of a whole range of cultural resources as well as the teacher's facilitation enables the students to engage in rich meaning making of the human body and its functioning.

• Nordtug, Maja; Johannessen, Dagny Adriaenssen; Mannsåker, Ida Krag-Rønne; Velvin, Gry; Misund, Aud Ragnhild & Nilsen, Hanne Synnøve Skedsmo [Show all 7 contributors for this article] (2026). Digital interventions in public health social work: A narrative synthesis. Qualitative Health Communication (QHC). doi: 10.7146/qhc.157585. Full text in Research Archive
• Tonholm, Trude & Dahle, Dag Yngve (2026). Social competence among gaming girls; a scoping review. Computers in Human Behavior Reports. 24. doi: 10.1016/j.chbr.2026.101371. Full text in Research Archive Show summary

  Gender differences in gaming behavior have long been in the research spotlight. Girls appear to have more positive outcomes of gaming than boys, but a few years ago, findings indicated that the influence of gaming on social competence is gendered, working in disfavor of girls. Findings seem to be mixed, which initiated this scoping review of research on the links between gaming and social competence among female gamers. The review investigates if there is empirical evidence of gendered differences in gaming's influence on social competence. Based on a selection of 52 contributions published after 2000, the analysis uncovered a lack of set standards for measuring social competence and gaming habits. Yet, we found no support of claims that gaming impairs the social development of girls.

• Peters, Elke; Prophète, Elien; Puimège, Eva & Sundqvist, Pia (2026). Learning English outside of school: Young English language learners’ grammar knowledge and writing skills. Applied Linguistics. ISSN 0142-6001. doi: 10.1093/applin/amag093. Full text in Research Archive Show summary

  This study aims to explore the relationship between young English language learners’ (YELLs) extramural English (EE), grammar knowledge, and writing proficiency in English before the start of formal English instruction. Data were collected from 458 YELLs (aged 11–12) in Flanders, i.e. the Dutch-speaking part of Belgium, by means of a grammaticality judgement test and writing test, a learner questionnaire and a parental questionnaire. The results showed that some participants achieved high scores on the grammaticality judgement and writing test before their first English lesson, but the findings also revealed large individual differences. The participants reported having substantial amounts of EE. Four EE activities emerged as a positive predictor for grammar: Watching TV without subtitles, YouTube, Social media use, and speaking and writing, while Watching television without subtitles, YouTube and Social media also predicted learners’ writing scores. The findings show the potential of EE as an important source of input for the informal development of grammar and writing proficiency in English as a foreign/second language.

• Tondeur, Jo; Howard, Sarah K.; Bucchiarone, Antonio; Scherer, Ronny & Braak, Johan van (2026). How we study what we study: A methodological review of 50 years of educational technology research. Computers & Education. ISSN 0360-1315. doi: 10.1016/j.compedu.2026.105760. Full text in Research Archive Show summary

  Research in educational technology has been extensively mapped in terms of what has been studied, but far less attention has been paid to how it has been studied. This paper reports a methodological review of fifty years of research in Computers & Education, covering a corpus of 5,516 articles published between 1976 and 2026, with the principal findings based on the post-1996 full-text corpus. Using an AI-assisted analysis, applied to full texts and abstracts, we traced the evolution of research paradigms, approaches, and methods across the journal's full publication history. The principal findings are based on the post-1996 full-text corpus. Pre-1996, full-text machine-readable files were not available for analysis. Analysis of pre-1996 abstracts was possible and are included to provide context for trends observed post-1996. The findings show that quantitative approaches and questionnaire-based data collection have constituted the field's sustained methodological centre of gravity. Within this dominant pattern, two shifts stand out: 1) the rise of systematic reviews as a recognised approach, and 2) a computational turn. The range of methods used in research has grown steadily, suggesting a gradual broadening of the field's repertoire. These patterns are only visible across multiple decades. Findings reveal that quantitative dominance is not a recent development but a persistent structural feature, and that the computational surge is better understood as a second wave following a peak in the mid-2000s. These findings have implications for what kinds of knowledge educational technology research is equipped to produce. The study argues that understanding a field's methodological history is a prerequisite for extending it.

• Aref, Lara; Wittek, Anne Line & Stensaker, Bjørn (2026). The paradox of supervision - A study of students’ agentic opportunities. International Journal of Educational Research. ISSN 0883-0355. 141, p. 1–11. doi: 10.1016/j.ijer.2026.103130. Full text in Research Archive Show summary

  The current study offers a framework for analysing systematic efforts to foster graduate student agency. The framework identifies key agentic opportunities during students’ research process. Based on qualitative interviews with graduate thesis supervisors in three very different cultural, social and institutional contexts, findings show considerable shared normative assumptions and taken-for-granted practices related to the supervision process as embedded in a research logic—despite attempts to structure and professionalise supervision as an educational process. A key feature in our data were the many opportunities that existed for students’ agency, the high level of flexibility shown by supervisors in the process and their willingness to be adaptive to student needs. In the discussion, a paradox related to supervision is identified, addressing how the qualities associated with developing student agency are inevitably linked to the quality risks of a less efficient and streamlined supervision process.

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• White, Mark Christopher (2026). Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISBN 9788202944001. doi: 10.23865/cdf.306. Full text in Research Archive Show summary

  Denne antologien presenterer sekundæranalyser av TALIS 2024-undersøkelsen og gir en inngående gjennomgang av sentrale utviklingstrekk, undervisningspraksiser og ledelsesutfordringer i norsk ungdomsskole. Med utgangspunkt i et representativt utvalg av lærere og skoleledere i ungdomsskolen, supplert med kvalitative fokusgruppeintervjuer, gir antologien innsikt i en lærerrolle i endring på ungdomstrinnet i Norge. Samlet sett peker analysene i boken på utfordringer for den norske skolen, blant annet stadig mer heterogene klasser, lavere tilfredshet med læreryrket spesielt blant yngre lærere, økende stressnivå og begrensede muligheter for effektiv profesjonsutvikling for lærere. Samtidig har den norske skolen mange styrker, som likeverdige vilkår for elever med ulik bakgrunn og undervisningspraksiser som er i tråd med læreplanens forventninger. Kapitlene i antologien drøfter disse utfordringene og styrkene og setter diskusjonen inn i en sammenheng der lærernes egne beskrivelser av sine levde erfaringer, slik de kommer til uttrykk gjennom TALIS-undersøkelsene, står sentralt. På denne måten bidrar antologien til en bredere dialog om hvordan utdanningsmyndigheter og skoleledere kan støtte lærere, styrke profesjonelle læringsfellesskap og møte strukturelle kapasitetsutfordringer. Boken er relevant for forskere, beslutningstakere, skoleledere, lærere, lærerstudenter og andre som er interessert i utviklingen av norsk og nordisk ungdomsskole. English synopsis This anthology offers a set of secondary analyses of the TALIS 2024 survey, providing an in-depth examination of key developments, instructional practices, and leadership challenges in Norwegian lower secondary education. Drawing on a representative sample of lower secondary teachers and principals, supplemented by qualitative focus group interviews, the anthology provides insight into an evolving Norwegian teacher role at the lower secondary level. Taken together, the analyses in this book point towards challenges for the Norwegian school, such as increasingly heterogeneous classes, lower satisfaction with the teaching profession, especially among younger teachers, increasing levels of stress, and limited effective professional development opportunities for teachers. At the same time, the Norwegian school has many strengths, such as equitable conditions for students of different backgrounds and teaching practices that are in line with curricular expectations. The chapters in this anthology discuss these challenges and strengths, situating the discussion in how teachers describe their lived experiences through the TALIS surveys. In this way, the anthology contributes to a broader dialogue on how educational authorities and school leaders can support teachers, strengthen professional learning communities, and address structural capacity challenges. The volume is relevant for researchers, policymakers, school leaders, teachers, student teachers, and others with an interest in the development of Norwegian and Nordic lower secondary education.

• Remmen, Kari Beate & Guttormsen, Julie (2026). Å forstå jorda gjennom geofag. Kunnskap og undervisning for skolen. Fagbokforlaget. ISBN 9788245058116. 208 p. Full text in Research Archive Show summary

  Å forstå jorda gjennom geofag gir en grunnleggende innføring i geofaglige tema og hvordan disse kan undervises i skolen. Leseren får kunnskap om platetektonikk, bergarter, fossiler og livets utvikling, vær og klima, landskap og landformer, naturressurser og bærekraft. Innholdet er knyttet til de geofaglige kompetansemålene i læreplanen, og viser sammenhenger mellom jordas prosesser, naturen og menneskelig aktivitet.Hvert kapittel kombinerer fagstoff med fagdidaktikk. Konkrete arbeidsmåter, eksempler og oppsummeringer gir støtte til å planlegge, gjennomføre og reflektere over undervisning som kan utvikle elevenes forståelse av jordas prosesser og hvordan de er en forutsetning for livsgrunnlaget. Boka er skrevet for lærerstudenter og lærere som skal undervise i geofaglige tema i naturfag og samfunnsfag i grunnskolen, samt geografi og geofag i videregående skole.

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• Rydland, Veslemøy (2027). Prinsessen. doi: https:/www.uv.uio.no/iped/tjenester/publikum/spraksterk/om/boker/. Full text in Research Archive Show summary

  Språksterk ved Universitet i Oslo har inngått et samarbeid med meg om å utvikle viselle fortellinnger som styrker barns leseopplevelser. Forskningsprosjektet undersøker hvordan barnehager i flerspråklige områder kan bidra til en god språkutvikling for alle barn. Prosjektet er et samarbeid mellom barnehageeiere i flere bydeler og Pedagogisk-psykologisk tjeneste i Oslo Kommune, samt Institutt for pedagogikk og Naturfagsenteret ved Universitetet i Oslo. Språksterk har så langt benyttet historiene om “Kongen” i prosjektet. Sammen skal vi utvikle flere viseulle historier.

• Vartun, Marika (2026). Barn med kalde og ufølsomme trekk: Hvilken rolle spiller venner? Forskning.no. ISSN 1891-635X. doi: https:/www.forskning.no/barn-og-ungdom-partner-sosiale-relasjoner/barn-med-kalde-og-ufolsomme-trekk-hvilken-rolle-spiller-venner/2728854. Full text in Research Archive Show summary

  – Sosiale relasjoner kan både beskytte og utsette barn med kalde og ufølsomme trekk for videre atferdsvansker, sier forsker.

• Prilutskaya, Marina Yurievna; Knoph, Rebecca; Lau, Josephine & Nokkala, Terhi (2026). ‘It's an always arriving but never being arrived’: International PhD Candidates and Early Career Researchers’ Transitions Into and Within Academia in Norway and Finland. doi: https:/nfpf.net/2026/08/25/the-7th-annual-nordic-educational-conversation/. Full text in Research Archive Show summary

  This chapter outlines a comparative qualitative study of how language functions as a mechanism of inclusion, exclusion, and inequality for international PhD candidates and early career researchers (ECRs) in transitions into and within Norwegian and Finnish academia. Our focus is on language, socialization, and belonging as ‘widows’ into the participants’ experiences with transitions into and within academic and sociocultural contexts. While both countries are commonly portrayed as egalitarian, progressive, and committed to highly internationalized higher education systems (e.g., Greek & Jonsmoen, 2020; Holubek, V. et al., 2026) this research is guided by the assumption that international academics may nevertheless encounter forms of linguistic penalty (Roberts & Campbell, 2006) embedded in everyday academic practices and institutional structures. Empirically, the study draws on focus group semi structured interviews with international PhD candidates and ECRs employed at large and highly international universities in Norway and Finland. This chapter contributes to the growing body of research on language, internationalization, and academic work in Nordic higher education by focusing on international PhD candidates and ECRs, two groups that have received comparatively less attention in studies of language policy and academic inclusion. By examining participants’ experiences in the Norwegian and Finnish contexts, this chapter provides further insight into how language intersects with broader processes of participation and belonging in higher education. In doing so, it contributes to the volume’s wider exploration of the relationship between Nordic ideals of equality and inclusion and the diverse realities of navigating higher education and academic careers, while offering a nuanced perspective on diversity and social sustainability in contemporary universities.

• Tetzchner, Stephen von & Stadskleiv, Kristine (2026). Young aided communicators’ reasoning about pragmatic scenarios. Full text in Research Archive
• Vartun, Marika (2026). Barnehager: – Mange ansatte går rundt med en følelse av maktløshet. Forskning.no. ISSN 1891-635X. doi: https:/www.forskning.no/arbeid-arbeidsliv-barn/barnehager-mange-ansatte-gar-rundt-med-en-folelse-av-maktloshet/2689638. Full text in Research Archive Show summary

  Ny forskning om barnehageansattes syn på egen rolle slår sprekker i myten om den altoppofrende som fikser alt.

• Vartun, Marika & Wandem, Fredrik Solli (2026). Språkvansker i ung alder kan sette spor langt inn i voksenlivet. Forskning.no. ISSN 1891-635X. doi: https:/www.forskning.no/partner-psykisk-helse-skole-og-utdanning/sprakvansker-i-ung-alder-kan-sette-spor-langt-inn-i-voksenlivet/2721816. Full text in Research Archive Show summary

  Språkferdigheter henger sammen med langt mer enn bare å kunne uttrykke seg godt.

• Rindal, Ulrikke (2026). «et nytt morsmål» eller «nødssituasjonsspråk»? Statusen til engelsk blant unge i Norge. Full text in Research Archive Show summary

  Tradisjonelt har engelsk hatt status som et fremmedspråk i Norge, men det har blitt argumentert for at engelsk har funksjoner som minner mer om et andrespråk: Engelsk brukes i betydelig grad i arbeidsliv og akademia (Hiss, 2023; Røyneland, m.fl., 2018), undervises fra første året i skolen, og spiller en rolle i identitetsarbeidet til språkbrukere (Rindal, 2010; kommende). Ikke minst blir engelsk i stor grad brukt på medieplattformer og i populærkulturelt medieinnhold (Medietilsynet, 2024). Men Norge skiller seg fra andre kontekster der engelsk har status som andrespråk; ofte postkoloniale kontekster med hierarkiske forhold mellom engelsk og lokale språk (Pennycook, 2007; Rindal, 2025). Så hva er engelsk i Norge da? I dette foredraget vil jeg diskutere statusen til engelsk i Norge, med særlig fokus på språkvirkeligheten til barn og ungdommer. Jeg bruker tematisk analyse av semistrukturerte intervjuer med til sammen 11 deltakere i alderen 11-16 år for å vise hvilken rolle engelsk har i hverdagsliv, identitetsarbeid og mediebruk blant unge i Norge. Funnene viser at engelsk utgjør en selvfølgelig del av hverdagslivet til deltakerne. Det er det foretrukne språket for mediebruk, og engelsk språkvariasjon blir bevisst brukt i meningsforhandling. Imidlertid er identitetsarbeidet som foregår med engelsk annerledes enn med L1. Det virker å være et vedvarende ferdighetsaspekt relatert til engelsk språkbruk, og engelsk er heller ikke på topp i det lingvistiske hierarkiet. Engelsk blir oppfattet som et essensielt kontaktspråk, men det presiseres at de ikke snakker engelsk, de bare bruker engelske ord og uttrykk når de snakker norsk. Samlet sett indikerer funnene at engelsk har blitt et hverdagsspråk i Norge (Lønsmann, m.fl., kommende). Derimot er det stor variasjon blant deltakerne, noe som antyder at statusutviklingen er pågående. Referanser Hiss, F. (2023). English in Norway's multilingual North - A rhizomatic view on encounters with historical and transnational diversity. I E. Peterson & K. B. Fägersten (red.), English in the Nordic countries: Connections, tensions and everyday realities (pp. 165–184). Routledge. Lønsmann, D., Rindal, U., & Mortensen, J. (kommende). English as an emerging everyday language in Denmark and Norway. International Journal of the Sociology of Language. Norwegian Media Authority. (2024). Barn og medier 2024 - en undersøkelse om 9-18-åringers medievaner. Pennycook, A. (2007). ELT and colonialism. I J. Cummins & C. Davison (red.), International handbook of English language teaching (pp. 13–24). Dordrecht: Springer-Verlag. Rindal, U. (2025). English in Norway. I K. Bolton (red.), The Wiley Blackwell Encyclopedia of World Englishes (pp. 1–13). Rindal, U. (kommende). You do you: English-language media influence in the everyday linguistic repertoires of young Norwegians. International Journal of the Sociology of Language. Røyneland, U., Lohndal, T., Sandvik, H., Harsvik, W., Sollid, H., Rana, S., & Soldal, H. A. (2018). Språk i Norge - kultur og infrastruktur.

• Tove, Larsson,; Henrik, Kaatari,; Ying, Wang,; Taehyeong, Kim, & Sundqvist, Pia (2026). Does self-initiated reading and gaming affect intermediate-level L2 student writers’ grammatical complexity? doi: https:/wp.uni-koblenz.de/icame47/. Full text in Research Archive Show summary

  In countries like Sweden, middle-school and high-school students are increasingly exposed to English outside the classroom through self-initiated, Extramural English (EE) activities (e.g., gaming, social media). In line with usage-based theories (Ellis et al., 2016), we would expect that the type of EE engagement has an effect on students’ output. While this hypothesis has not been systematically tested in the context of EE, there is some supporting evidence in the literature, in particular for EE gaming and EE reading: EE gaming (which tends to expose students to lexically varied, oral/spoken input) has been shown to positively affect students’ vocabulary size (e.g., Sundqvist & Wikström, 2015), while EE reading (providing written/literate input) is found to positively affect students’ noun phrase complexity (Kaatari et al., 2023). However, most previous research has examined EE activities in isolation, overlooking potential interaction effects from engaging in multiple activities simultaneously. The present study zooms in on grammatical complexity to test the hypothesis that the type of EE input students receive will affect their output, while taking learners’ broader EE profiles into account. Grammatical complexity is defined as the addition of optional structural elements to simple phrases and clauses (Biber et al., 2022). It offers a helpful framework for analyzing possible effects of EE on students’ output in that different groups of complexity features are associated with oral vs. literate registers: ‘Oral’ features (e.g., finite adverbial clauses, verb + that-complement clauses) are more frequent in oral/spoken registers, and ‘literate’ features (e.g., attributive adjectives, prepositional phrases) are associated with literate/written registers (Biber & Larsson, 2025). Using the Swedish Learner English Corpus (Kaatari et al., 2024), we focus specifically on the possible effects of EE gaming and EE reading. We would expect increasing literate/written input through EE reading to lead to more literate/written-like complexity features, following Kaatari et al. (2023). For EE gaming, our analysis will be exploratory, but given the spoken elements of many online games (e.g., Reinhardt, 2019), we expect that more gaming will lead to more oral/spoken-like complexity features. We ask the following research questions: 1. To what extent does the time students spend on EE reading and EE gaming help predict frequency of phrasal vs. clausal complexity features in their writing? 2. Are there differences across profiles (e.g., high reading and high gaming) in students’ use of phrasal vs. clausal complexity features? Linear regression results show that both EE reading and EE gaming have a statistically significant positive effect on phrasal complexity, albeit with limited variance explained by the model (R2: 0.03). No effect of either EE activity was noted for the clausal features. Regarding RQ2, we looked at students whose EE reading/gaming time was in the top/bottom 30th percentile. We saw that the high gaming-high reading group had consistently higher frequencies for phrasal complexity with a low-to-medium effect size (d: .58, .21, .15). No main effects of the profiles were noted for clausal complexity. Partially contrary to our hypothesis, we thus conclude that both EE activities have a positive effect on phrasal complexity.

• Henrik, Kaatari,; Taehyeong, Kim,; Tove, Larsson,; Ying, Wang, & Sundqvist, Pia (2026). Prompt effects on L2 English writing. doi: https:/lin.ufl.edu/aacl-2026/. Full text in Research Archive
• Kanestrøm, Jorunn; Vold, Eva Thue; Brevik, Lisbeth M. & Doetjes, Gerke (Gerard) (2026). Visste du at elever blir bedre…–Universitetspodden. Full text in Research Archive Show summary

  Å lære fremmedspråk som tysk og fransk styrker læringen i en rekke andre fag i videregående skole, og gjør elevene mer studieforberedte.

• Kanestrøm, Jorunn; Vold, Eva Thue & Brevik, Lisbeth M. (2026). Elever blir bedre i norsk og engelsk av å lære fransk - Forskningsnytt. [Internet]. Forskningsnytt UiO. Full text in Research Archive Show summary

  Å lære fremmedspråk som tysk og fransk styrker læringen i en rekke andre fag, og gjør elevene mer studieforberedte.

• Sundqvist, Pia; Sandlund, Erica & Uztosun, Mehmet Sercan (2026). Extramural English social interaction and speaking proficiency. LMS : Lingua. ISSN 0023-6330. p. 14–16. doi: https:/spraklararna.se/lingua-senaste-numret/. Full text in Research Archive
• Elgen, Annie Karoline & Brevik, Lisbeth M. (2026). “How should we assess the text when it is obvious that the students have used AI as a part of it, or in most of it?”: How GenAI affects language teachers’ assessment literacy. doi: https:/2026.aea-europe.net/detailed-program/. Full text in Research Archive
• Grung, Simen & Brevik, Lisbeth M. (2026). Feedback across borders: Investigating contextual differences in feedback practice in English lessons in lower secondary classrooms in England, France, and Norway. doi: https:/2026.aea-europe.net/detailed-program/. Full text in Research Archive
• Brevik, Lisbeth M. & Molway, Laura Jane (2026). Students’ assessment of English and French classroom teaching in England, France and Norway. doi: https:/2026.aea-europe.net/detailed-program/. Full text in Research Archive Show summary

  Students observe their teachers over longer periods of time, and their assessment of their teacher’s instruction can therefore give valuable insight into the dynamics of the classroom. Assuming that students’ assessment provide valuable insight into the socially situated language classroom, this study explores students’ assessment of their English and French instruction by drawing on student surveys (N = 1720). The presentation will focus on unpacking secondary school students’ assessment of their language teaching. We present findings among students who study English as a first language in England, and a second or foreign language in France and Norway, and students who study French as a first language in France and as a foreign language in England and Norway. In the paper, we outline key characteristics of each national context. We then present a comparison of the classroom assessment by 13–16-year-old students over the two years of the project. Students' assessment of language lessons are broadly positive across all three countries. However, Norway's overall Tripod scores and the scores for a supportive environment for L2 use were significantly lower (at the p<0.01 level) than those reported in France and in England.

• Nordtug, Maja & Mateja-Jaworska, Bogumiła (2026). Grandparenting in the Age of Digital Platforms. Full text in Research Archive
• Harboe, Turid Løyte (2026). Medlem av bedømmelseskomité og opponent ved disputas UiA 13.10.2026: Maria Brännvall: Närvaron av plats i lärares arbete. En fenomenologisk intervjustudie i en skola i glesbygd. doi: https:/www.uia.no/om-uia/fakultet/humaniora-og-pedagogikk/forskning/disputaser/Maria-Sofia-Kristina-Br%C3%A4nnvall.html. Full text in Research Archive Show summary

  https://www.uia.no/om-uia/fakultet/humaniora-og-pedagogikk/forskning/disputaser/Maria-Sofia-Kristina-Br%C3%A4nnvall.html

• Øksendal, Elise (2026). Disse jentene deltar mest i sosial lek i barnehagen. [Internet]. Forskning.no. Full text in Research Archive Show summary

  En ny studie viser stor variasjon i barns tilgang til sosial lek, der to eller flere leker sammen. Det bør både foreldre, lærere og beslutningstakere være oppmerksomme på, mener forskere.

• Hartvigsen, Kirsten Marie (2026). Teaching Life Skills and Existential Questions in Norwegian Religious Education: Observations from Lower and Upper Secondary Classrooms. Full text in Research Archive
• Schofield, Daniel & Erstad, Ola Andres (2026). Skolen trenger mer digital kompetanse, ikke mindre. Full text in Research Archive Show summary

  Forbud og regulering løser ikke de digitale utfordringene alene. Skolen må også lære barn og unge å forstå, vurdere og bruke teknologien klokt.

• Waechtler, Kimberley; Stensaker, Bjørn & Elken, Mari (2026). Governing European University Alliances: The Hybridisation of Projects and Permanence. Full text in Research Archive
• Jentsch, Armin; Senden, Bas; Nilsen, Trude & Teig, Nani (2026). How does presentation order affect reliability of classroom observations in math and science lessons? Full text in Research Archive
• Holmen, Frida Johanne; Idsøe, Thormod; Falkum, Ingrid Lossius & Næss, Kari-Anne Bottegård (2026). Inference-Making Among 4-5-Year-Old First- and Second-Language Learners in Norwegian Early Childhood Education and Care. Full text in Research Archive
• Nordtug, Maja; Jacobsen, Ragnhild Irene & Reiersen, Håkon (2026). Glokal forskning — global deling og lokal tilgjengelighet. Full text in Research Archive Show summary

  Hvis forskning reelt skal være tilgjengelig for studenter og allmennheten, må kunnskapen vi skaper og publiserer internasjonalt også beskrives og utgis på norsk. Vi foreslår to løsninger som kan bidra til såkalt «glokal» forskning.

• Nerland, Monika (2026). Emerging Technologies, Education, and Reflections on Future Competencies. Full text in Research Archive
• Lunde, Ida Martinez & Nerland, Monika (2026). Making Novel Technology Work: Analysing Emerging Human–Technology Configurations in Primary Care. Full text in Research Archive
• Brandmo, Christian (2026). En skole for alle? En studie av ungdomsskoleelevers læring, motivasjon og trivsel. Full text in Research Archive Show summary

  Sluttseminar for EVA2020-prosjektet - Skolefrokost: Skolen i møte med fagfornyelsen: Hva nå?

• Brandmo, Christian (2026). Motivasjon og mening for elever i en fagfornyet skole. Full text in Research Archive
• Brandmo, Christian (2026). Motivasjon og mening for elever i en fagfornyet skole. Full text in Research Archive
• Brandmo, Christian; Olsen, Kathrin; Hesjedal, Elisabeth; Herlofsen, Camilla; Hallaråker, Helene & Tveitnes, Marianne Sandvik [Show all 7 contributors for this article] (2026). Does Educational Background Matter? Perceived Trust, Self-Efficacy, and Competence Needs Among Educational Psychology Counsellors. Full text in Research Archive
• Wang, Mari Vaage; Brandmo, Christian; Bjørnebekk, Gunnar; Olsen, Rolf Vegar & Fjellrik, Sadiyah Ehsan (2026). Coping With Academic Stress: Perceived Control and Peer Resources in Adolescence. Full text in Research Archive
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Korbøl, Karsten; Eiene, Sarah Margrethe Øverlie; Stordrange, Guro & Stave, Åse Eikill [Show all 8 contributors for this article] (2026). Skolens tilstand: Digital lesing i en analog skole? Hva sier ny forskning om det digitales plass i skolen, og hvordan kan skolen ta ansvar for både lesing, læring og digital danning? Full text in Research Archive Show summary

  PC, mobil, KI og internett er blitt en del av elevenes hverdag, både i og utenfor skolen. Samtidig vokser ønsket om å skjerme klasserommet fra det digitale, av hensyn til konsentrasjon, læring og trivsel. Vi har på kort tid gjort en kraftig u-sving i det offentlige og politiske ordskiftet. Fra et ønske om én-til-én dekning og heldigitale læremidler, tar mange nå til orde for at det digitale skal begrenses og at mye lesing og læring skal skje analogt. I det femte møtet i Skolens tilstand stiller vi spørsmål om hva som er i ferd med å skje med ambisjonene om digital kompetanse og leseferdigheter som er relevante også i en hverdag der mye skal leses på skjerm. Hvis skolen lukker døren for digitale verktøy, hvem skal da lære elevene å forstå og håndtere dem? Hva krever dagens læreplaner når det kommer til digital teknologi og digital lesing?

• Sanchez, Daniel; Damsa, Crina I.; Carrillo, Gina Paola; Heyn, Lena & Olesen, Susanne (2026). Multimodal Data-supported Debriefing: Enabling collaborative sense-making through video, transcripts and physiological data in Nursing education. Full text in Research Archive
• Rydland, Veslemøy & Lekhal, Ratib (2026). Profesjonsutvikling for å støtte språk i barnehagen. Full text in Research Archive
• Rydland, Veslemøy (2026). Lek i begynneropplæringen. Full text in Research Archive
• Øksendal, Elise; Rydland, Veslemøy & Lekhal, Ratib (2026). Exploring associations between teacher-rated and individ ual assessments of language skills in Norwegian ECEC class rooms. Full text in Research Archive
• Lekhal, Ratib; Bratlie, Siri Steffensen; Karlsen, Lisa-Marie; Ovati, Tone Sofie Røsholt; Øksendal, Elise & Wilhelmsen, Tiril [Show all 7 contributors for this article] (2026). Oslo Early Education Study (OEES): Enhancing Interaction Quality through Practice-Based Professional Development in Early Childhood Education and Care. Full text in Research Archive
• Larsson, Tove; Kaatari, Henrik; Wang, Ying; Kim, Taehyeong & Sundqvist, Pia (2026). Assessing the impact of self-initiated reading and gaming on intermediate level L2 student writers’ grammatical complexity. Full text in Research Archive
• Sjøberg, Mari Heum; Bjerknes, Anne-Line; Burner, Tony; Enqvist-Jensen, Cecilie; Lange, Thomas de & Sandberg, Magnus Henrik [Show all 12 contributors for this article] (2026). Forskning og følelser - NRK. Full text in Research Archive Show summary

  Det er flott at kjendiser engasjerer seg. Men de kan ikke erstatte fagkunnskap.

• Jørstad, Oscar Skovdahl (2026). Elaborative feedback benefits struggling readers’ literal and inferential comprehension. doi: https:/www.earli.org/events/sig-2-biennial-conference-2026. Full text in Research Archive Show summary

  We examined whether elaborative feedback predicts literal and inferential comprehension for struggling readers, and whether these relationships changed over time. A cluster randomized trial study was designed, where 410 secondary school students participated in a computer-assisted intervention. Participants read one text per week and then responded to comprehension tasks. Students were given two attempts on each task and were given immediate feedback on their performance. If the first attempt was incorrect, students in the treatment condition were given information about what process the student should engage in (elaborative). In the control condition, participants received feedback which simply informed them about their incorrect response (corrective). Results reveal that elaborative feedback positively predicts inferential and literal comprehension. These relationships were moderated by pre-test reading comprehension skills, where elaborative feedback was especially beneficial for struggling readers. Further, we found that patterns of task performance for struggling and skilled readers remained stable over time in both feedback conditions.

• Smajlagic, Dinka; Sunde, Hans Fredrik; Valenza-Troubat, Noemie; Kelly, Kristen; Lyu, Xuanyu & Sapin, Emmanuel [Show all 12 contributors for this article] (2026). Estimating assortative mating using haplotype-specific polygenic scores across physiological, psychological, and social traits in the Norwegian MoBa Cohort. doi: https:/s3.amazonaws.com/ClubExpressClubFiles/971921/documents/BGA_2026_Final_Program_1883376854.pdf?AWSAccessKeyId=AKIA6MYUE6DNCQ7GISON&Expires=1790839847&response-content-disposition=inline%3B%20filename%3DBGA_2026_Final_Program.pdf&Signature=nfauyWIWzAanx8Du1HeYli1Hi0Q%3D. Full text in Research Archive
• Madhavan, Vaishnavi K; Demange, Perline Aline Delle; Ayorech, Ziada; Hottenga, Jouke Jan; Bartels, Meike & Ystrom, Eivind [Show all 8 contributors for this article] (2026). Bipolar Disorder and Education: Deciphering a Complex Relationship using Genetic and Sibling Differences. doi: https:/s3.amazonaws.com/ClubExpressClubFiles/971921/documents/BGA_2026_Final_Program_1883376854.pdf?AWSAccessKeyId=AKIA6MYUE6DNCQ7GISON&Expires=1790839847&response-content-disposition=inline%3B%20filename%3DBGA_2026_Final_Program.pdf&Signature=nfauyWIWzAanx8Du1HeYli1Hi0Q%3D. Full text in Research Archive
• Melby-Lervåg, Monica; Sandsør, Astrid Marie Jorde; Rege, Mari & Markussen, Simen (2026). Lærdommen fra Pisa? Norge trenger bedre nasjonale målinger, ikke færre. Full text in Research Archive
• Melby-Lervåg, Monica; Hagen, Åste Mjelve; Lervåg, Arne & Rogde, Kristin (2026). Tidlig innsats er ikke nok: Effekten av språkstimulering i barnehage er av begrenset varighet. [Journal]. FORSKNING.NO. Full text in Research Archive
• Melby-Lervåg, Monica & Wandem, Fredrik Solli (2026). Hva om arbeidsminnet ikke finnes? [Journal]. FORSKNING.NO. Full text in Research Archive
• Melby-Lervåg, Monica (2026). Når bør vi gripe inn hvis barn sliter med å lære? [Journal]. FORSKNING.NO. Full text in Research Archive
• Melby-Lervåg, Monica (2026). Hanne Finstad / Forskerfabrikken Podkast. Full text in Research Archive
• Melby-Lervåg, Monica (2026). Reading Disorders and genetics: Effects and transfer effects from language and reading interventions. Full text in Research Archive
• Melby-Lervåg, Monica; Hulme, Charles; snowling, maggie; west, gillian; Crane, claudine & Campos, Diego Gonzalez (2026). The efficacy of early language intervention on reading: an individual participant data (IPD) analysis. Full text in Research Archive
• Heie, Magnus; Hansebakken, Guro Sollie & Rindal, Ulrikke (2026). Norske 12-åringer: – Britisk-engelsk er «cringe» - Forskningsnytt. [Internet]. Universitetet i Oslo nettsider. doi: https:/www.uio.no/english/research/research-news/articles/2026/british-english-cringe.html. Full text in Research Archive Show summary

  Amerikansk-engelsk er blitt det normale. – Dette påvirker hvordan unge mennesker snakker engelsk, og hva de selv tenker om det engelske språket, sier forsker Ulrikke Rindal.

• Sandsør, Astrid Marie Jorde (2026). Den akademiske arven. [Journal]. Forskerforum. doi: https:/www.forskerforum.no/reportasje/fodt-og-oppvokst-i-akademia-hvor-mye-har-det-a-si/. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). Sosial bakgrunn og akademiske karriereløp. Full text in Research Archive
• Drange, Nina; Zachrisson, Henrik Daae; Almås, Ingvild & Meghir, Costas (2026). Early Childcare Attendance and Cognitive skills in Adolescence. National Bureau of Economic Research. Full text in Research Archive Show summary

  This paper examines the impact of early childcare on academic achievement for children in grade 5 and grade 9, based on a 2003 policy expansion that created quasi-random variation in slot availability for children aged 1–2. Starting childcare one year earlier increases math scores by 9.7% of a standard deviation (SD) in grade 9. Children whose mothers do not hold a high school diploma benefit by a significant 28% of a SD at grade 9, reducing the math achievement gap from children of higher-educated mothers by about one third. We also present evidence of strong improvements for children of immigrants.

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