Lisbeth M. Brevik

Professor & Circle U. Academic Chair
Image of Lisbeth M. Brevik
Norwegian version of this page
Phone +47 22856330
Mobile phone +47 90036500
Room 339
Username
Visiting address Moltke Moes vei 35 Niels Henrik Abels hus 0851 OSLO
Postal address P.O.Box 1099 Blindern 0317 OSLO

Research Interests

My field of research is English didactics, classroom research and teacher education. Over the years, I have gained expertise in game-based mixed methods research, in particular the relation between playing online games and reading comprehension. I am interested in the connection between education and research, research ethics, research methods (mixed methods) and open data. Currently, I am the Principal Investigator (PI) of four externally funded research projects, and a Circle U. Chair. 

Book on the new English subject: Brevik, L.M. & Rindal, U. (Eds.) (2021). Teaching English in Norwegian classrooms: From research to practice (2nd ed.). Scandinavian University Press.

Anthology on English didactics: Rindal, U. & Brevik, L.M. (Eds.) (2019). English didactics in Norway - 30 years of doctoral research. Scandinavian University Press. 

Special issue editor: Brevik, L.M. & Fosse, B.O. (Eds.) (2016). Teacher education in the 21st century: traditions, challenges, changes. Acta Didactica Norway, 10(2).

Doctoral thesis on reading strategies: Brevik, L.M. (2015). How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school.

Teaching profile

Supervision

  • Doctoral degree: Ingrid Handeland (2022-26), Anja Isaksen (2022-26), Sarah Eiene (2022-25), Estelle Fohr-Prigent (2022-25), Shilan Ahmadian (2020-24), Julie C Uvsløkk (2020-23), University of Oslo. Astrid E Kure, Østfold University College (2018-24). Victoria Batt-Rawden, Inland Norway University of Applied Sciences (2019-22). Finished: Ingrid R Beiler (2021) and Nora E H Mathé (2019), University of Oslo. Karina R Mahan, University of South-Eastern Norway (2020).
  • Master's degreeMain supervisor for Simen Grung (2023), Silje Isakidis (2023), Martine Olsen (2023), Magnus Hasting (2022), Anna Andreassen (2021), Julie Darras (2021), Sarah Aspli (2021), Thea Holm (2020), Mette Hvalstad (2020), Kjersti Øvereng (2020), Øystein Gulbrandsen (2019), Annie Olafsrud (2019), Shilan Ahmadian (2018), Anja Isaksen (2018), Lisa Bentsen (2017), Katharina Garvoll (2017), Manuela Iannuzzi (2017), Sigrid Listuen (2017), Mina Solberg (2017), Ingrid Hjeltnes (2016). Co-supervisor for Julie Larsen (2023), Sofie Aspli (2022), Tollef Kristensen (2022), Fredrik Torheim (2022), Vilde Almestrand (2021), Rebecca Barreng (2021), Maja Ivancevic (2018), Martina Pentrella (NTNU, 2017), Sturla Sagli (2017), Peter Aashamar (2017), Ola Andresen (2016) og Marte Sibbern (2013).

Honours and awards

Background

 

Publications

Mixed Methods

Reading and online gaming

Reading in the English classroom

 

  • Brevik, Lisbeth M. (2022). The Emergent Multiphase Design: Demonstrating a Fully Integrated Approach in the Context of Language Research in Education. In Onwuegbuzie, Anthony & Hitchcock, John H. (Ed.), The Routledge Handbook for Advancing Integration in Mixed Methods Research. Routledge. ISSN 9781138361065. p. 196–212. doi: 10.4324/9780429432828-16. Full text in Research Archive
  • Brevik, Lisbeth M. & Holm, Thea (2022). Affinity and the classroom: informal and formal L2 learning . ELT Journal. ISSN 0951-0893. 76. doi: 10.1093/elt/ccac012. Full text in Research Archive
  • Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Christiansen, Torgeir (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet. In Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Ed.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. Full text in Research Archive
  • Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign . In Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Ed.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508.
  • Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Language Use in the Classroom: Balancing Target Language Exposure with the Need for Other Languages. TESOL Quarterly. ISSN 0039-8322. 54(4), p. 925–953. doi: 10.1002/tesq.564. Full text in Research Archive
  • Brevik, Lisbeth M.; Ahmadian, Shilan & Garvoll, Katharina Køber (2020). English use outside of school: Gamers, Surfers and Social Media Users . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 190–216.
  • Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 92–116.
  • Brevik, Lisbeth M. & Lyngstad, Marit Elise (2020). The role of literature in the English classroom . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 163–189.
  • Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2020). Language and technology: Digital competence in English . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 43–64.
  • Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Ramfjord Isaksen, Anja (2020). Vocational English. Building vocational orientation and relevance . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 65–90.
  • Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2020). Strategic readers of English: Gradual release of responsibility . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 137–160.
  • Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Lund, Andreas & Strømme Aanesland, Torunn (2019). Transformative Agency in Teacher Education: Fostering Professional Digital Competence . Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 86. doi: 10.1016/j.tate.2019.07.005. Full text in Research Archive
  • Brevik, Lisbeth 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. ISSN 0922-4777. 32(9), p. 2281–3210. doi: 10.1007/s11145-019-09951-w. Full text in Research Archive
  • Brevik, Lisbeth M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning. ISSN 0266-4909. 35(5), p. 595–606. doi: 10.1111/jcal.12362.
  • Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway. In Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Ed.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. p. 418–440. doi: 10.18261/978-82-15-03074-6-2019-21. Full text in Research Archive
  • Brevik, Lisbeth M. (2019). PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school. In Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Ed.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. p. 207–228. doi: 10.18261/978-82-15-03074-6-2019-11. Full text in Research Archive
  • Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2018). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. 24(3), p. 401–418. doi: 10.1080/13670050.2018.1472206. Full text in Research Archive
  • Brevik, Lisbeth M.; Gunnulfsen, Ann Elisabeth & Renzulli, Joseph (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 71, p. 34–45. doi: 10.1016/j.tate.2017.12.003. Full text in Research Archive
  • Brevik, Lisbeth M. & Hellekjær, Glenn Ole (2018). Outliers: Upper Secondary School Students Who Read Better in the L2 than in L1 . International Journal of Educational Research. ISSN 0883-0355. 89, p. 80–91. doi: 10.1016/j.ijer.2017.10.001. Full text in Research Archive
  • Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2017). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. 24(2), p. 164–184. doi: 10.1080/0969594X.2016.1239611. Full text in Research Archive
  • Brevik, Lisbeth 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. ISSN 0031-3831. 61(1), p. 76–94. doi: 10.1080/00313831.2015.1075310.

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Published Feb. 18, 2018 3:42 PM - Last modified June 5, 2022 12:51 PM