Our latest publications

• Roe, Astrid & Blikstad-Balas, Marte (2021). The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity. Frontiers in Sports and Active Living.  ISSN 2624-9367. . doi: 10.3389/fspor.2020.589227
• Roe, Astrid; Blikstad-Balas, Marte & Dalland, Cecilie Pedersen (2021). The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity. Frontiers in Sports and Active Living.  ISSN 2624-9367.  2, s 1- 13 . doi: https://doi.org/10.3389/fspor.2020.589227
• Magnusson, Camilla G. (2021). Reading Literacy Practices in Norwegian Lower-Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1869078
• Müller, Martin Lee & Hydle, Katja Maria (2021). Brave New Salmon: From Enlightened Denial to Enlivened Practices, In Tomaz Grusovnik; Reingard Spannring & Karen Lykke Syse (ed.),  Environmental and Animal Abuse Denial: Averting Our Gaze.  Rowman & Littlefield Publishers.  ISBN 978-1-7936-1046-1.  6.  s 103 - 126
• Trujillo, Tina; Møller, Jorunn; Jensen, Ruth; Kissel, René Espinoza & Larsen, Eivind (2021). Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts. Educational Administration Quarterly.  ISSN 0013-161X. . doi: 10.1177/0013161X20981148
• Gudmundsdatter Magnusson, Camilla (2021). Reading Literacy Practices in Norwegian Lower- Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1869078 Full text in Research Archive. Show summary

  We know from previous research that teacher questions can influence reading comprehension development; however, we know less about the reading processes that are required of students through the use of questions. The present study examines teacher questions on texts reviewed during whole class reading comprehension instruction across 51 lessons in 26 Norwegian eight-grade language arts classrooms. Through video observations, the study (a) identifies text-dependent vs. otherwise text-related teacher questions, (b) deductively examines frequency patterns of text-dependent questions based on three reading literacy processes: locating information, understanding, and reflecting/ evaluating, and (c) examines the relative time allocated to various question-response literacy interactions arising from text-dependent teacher questions. Findings showed that teachers mostly asked questions that required students to interpret or reflect, while they hardly asked any questions that required students to assess the quality and credibility of texts. Implications for the development of reading literacy proficiency required in today’s society are discussed.

• Hughes, Theo & Kersting, Magdalena (2021). The invisibility of time dilation. Physics Education.  ISSN 0031-9120. . doi: 10.1088/1361-6552/abce02
• Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  98, s 1- 12 . doi: https://doi.org/10.1016/j.tate.2020.103229 Full text in Research Archive.
• Dewilde, Joke & Skrefsrud, Thor Andre (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk.  ISSN 2387-5739. Show summary

  The article discusses schools’ use of multicultural school events as a practice designed to enhance inclusion and to prevent prejudice and negative intergroup attitudes in school. While prior research has largely criticized such events for promoting cultural stereotypes and essentialist cultural identities, in this article we argue for a more nuanced way of perceiving such practices. Based on our previous empirical work, we apply the idea of strategic essentialism (Spivak, 1996) and discuss how multicultural school events may also represent an opportunity for minority parents to achieve certain objectives. The minority temporarily adopts the image provided by the majority and uses it in a strategic manner to act and pursue chosen political advantages. However, we also critically discuss possible limitations and pitfalls of the idea of strategic essentialism as the concept may in fact essentialize the minority group contrary to the intention of the multicultural school event. The contribution of the article is a theoretically informed discussion of how these events may ascribe agency to the participating families, reducing the way critics perceive them solely as victims of a majority-dominated and non-inclusive practice.

• Doetjes, Gerke & Gooskens, Charlotte S. (2021). Deutsch leicht gemacht? Eine Untersuchung zum Einsatz von transparenten Wörtern in einem norwegischen Lehrbuch für DaF-Anfänger.. Deutsch als Fremdsprache.  ISSN 0011-9741.
• Nesje, Katrine (2020). The Origin and Adaptation of Teach First Norway, In Matthew A.M. Thomas; Emilee Rauschenberger & Katherine Crawford-Garrett (ed.),  Examining Teach For All International Perspectives on a Growing Global Network.  Routledge.  ISBN 9780367336486.  Kapittel.
• Klette, Kirsti (2020). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen, I: Rune Johan Krumsvik & Roger Säljö (red.),  Praktisk-pedagogisk utdanning – en antologi (2. utg.).  Fagbokforlaget.  ISBN 9788245033717.  Kapittel 7.  s 183 - 214
• Engeness, Irina & Lund, Andreas (2020). Reprint of: Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction.  ISSN 2210-6561.  27:100476, s 1- 11 . doi: 10.1016/j.lcsi.2020.100476
• Nihlfors, Elisabet & Novak, Judit (2020). Institutet för utbildningsrätt och dess föreståndare, I: Hans Eklund; Lotta Lerwall & Anna-Sara Lind (red.),  Vänbok till Sverker Scheutz: om rätt och att undervisa rätt.  Iustus förlag.  ISBN 9789177371106.  Kapitel 32.  s 511 - 514
• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2020). Data use in recent school reforms, In George W. Noblit (ed.),  Oxford Research Encyclopedia of Education.  Oxford University Press.  ISBN 9780190264093.  Chapter online.
• Rowan, Brian; Maher, Bridget & White, Mark (2020). The Use of Video Data in Reading Research, In Elizabeth Birr Moje; Peter P Afflerbach; Patricia Enciso & Nonie K Lesaux (ed.),  Handbook of Reading Research, Volume V.  Taylor & Francis Group.  ISBN 9781315676302.  Kapittel.
• Radišić, Jelena; Selleri, Patrizia; Carugati, Felice & Baucal, Aleksandar (2020). Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data. Science Education.  ISSN 0036-8326.  s 1- 31 . doi: https://doi.org/10.1002/sce.21611
• Novak, Judit & Gustafsson, Håkan (2020). God utbildning i lagens namn?, I: Andreas Fejes & Magnus Dahlstedt (red.),  Perspektiv på skolans problem - vad säger forskningen?.  Studentlitteratur AB.  ISBN 9789144133898.  Kapitel 15.  s 237 - 251 Show summary

  Under de senaste decennierna har den svenska skolan genomgått en utveckling där allt fler områden kommit att bli underställda försök till rättslig problemlösning. En så kallad juridifiering har uppstått. Elever och föräldrar har i allt större utsträckning blivit tilldelade individuella rättigheter och dessa rättigheter antas lösa såväl pedagogiska som skolmiljörelaterade problem. Rättigheterna medför att en rad frågor och samhälleliga problem framstår som individuella problem, som förs över till det juridiska området genom rättslig tillsyn och domstolsprocesser. I det här kapitlet argumenterar vi för att denna rättighetsinriktade utveckling har stora konsekvenser inom skolans område som det finns anledning att ställa sig kritisk till.

• Novak, Judit (2020). On Realizing the World-Class University: Litigation and the State, In Sharon Rider; Michael A. Peters; Mats Hyvönen & Tina Besley (ed.),  World Class Universities. A Contested Concept.  Springer.  ISBN 978-981-15-7598-3.  Chapter 7.  s 93 - 106 Full text in Research Archive. Show summary

  This chapter examines Dickinson v. Mälardalen University as an empirical manifestation of state action for creating and maintaining world-class universities (WCUs). It advances the argument that while litigation has long been assumed to play a far more limited role in higher education (HE) than it does in other areas of public policy, this element of governing fuels a different form of state building, in which courts and judges—sometimes from even the mere existence or threat of their intervention—can play a crucial role in WCU development. At the same time, we need to ask a variety of questions about the outcomes of lawsuits and their effects on HE. Does litigation have the effect of realizing the WCU, or does it not matter at all whether policy goals are pressed in courts or through legislation and professional choices? If it does matter, how and why? This chapter argues that a turn to the courts and a reliance on more formal, less malleable rules is not merely an alternative route to the same goal; litigation matters because law is different, because judicial decision-making shapes and constrains HE politics and policy in important ways.

• Tibbitts, Felisa; Nygren, Thomas; Novak, Judit; Bentrovato, Denise; Wassermann, Johan & Anamika, . (2020). Insights from Students on Human Rights Education in India, South Africa, Sweden and the United States, In Joseph Zajda (ed.),  Human Rights Education Globally.  Springer Netherlands.  ISBN 978-94-024-1913-9.  Chapter 5.  s 51 - 74 Show summary

  This article presents the results of a cross-national study on secondary school students’ views about human rights and how they learned about human rights in school. The human rights education literature has recognized the importance of “vernacularization”, or localization, in the learning of universal human rights themes and values (Merry, 2001, 2006; Coysh, 2016). This study involved classrooms in India, South Africa, Sweden and the United States, and demonstrates that vernacularization in human rights education practice has complex applications. The specific context influences not only relevant local human rights concerns, but also classroom teaching methodology and views towards taking action. Results suggest that further research into the vernacularization of human rights education needs to take into account multiple dimensions of the political and educational contexts in which learning is taking place.

• Nygren, Thomas; Kronlid, David O.; Larsson, Esbjörn; Novak, Judit; Bentrovato, Denise; Wassermann, Johan; Welply, Oakleigh; Guath, Mona & Anamika, . (2020). Global Citizenship Education for global citizenship? Students’ views on learning about, through, and for human rights, peace, and sustainable development in England, India, New Zealand, South Africa, and Sweden. Journal of Social Science Education.  ISSN 1611-9665.  19(4), s 63- 97 . doi: 10.4119/jsse-3464 Full text in Research Archive.
• Magnusson, Camilla G. (2020). Examining the polestar of reading comprehension: one teacher's instruction in one L1 classroom and students' metacognitive knowledge of reading. L1-Educational Studies in Language and Literature.  ISSN 1567-6617. . doi: 10.17239/L1ESLL-2020.20.01.18 Show summary

  This qualitative study examines reading comprehension instruction and students’ metacognitive knowledge of reading in one L1 classroom at the lower secondary level. The data comprises four consecutive videotaped lessons from the same class in grades 8, 9 and 10 (N = 12), student group interviews, and an in-depth interview with the teacher. The study investigates a) the prominent features of the reading comprehension instruction in videotaped lessons, b) to what extent and how features of the observed instruction is reflected in students’ perceptions of L1 lessons, and c) students’ metacognitive knowledge of reading, i.e., what strategies they express that they would use to understand complex texts. A key finding is that the observed instruction was mainly dominated by reading comprehension strategies and language skills, which was also reflected in students’ utterances of strategies they would use themselves and emphasized as important instructional elements by the teacher. However, while the students overall expressed metacognitive knowledge of how to approach complex texts independently, they also ex-pressed a lack of variation in the provided instruction. The article discusses instructional practices, instruc-tional variation, and the necessity of reading instruction balancing between fostering basic skills and higher-order thinking at the lower-secondary level.

• Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (2020). Equity, Equality and Diversity in the Nordic Model of Education – Final thoughts and looking ahead, In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  16.  s 397 - 412
• Jensen, Ragnhild Engdal (2020). Implications of changing the delivery mode on reading tests in Norway—A gender perspective., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  13.  s 337 - 362 Show summary

  What can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfavourable to any particular group of students. As a solution to this, the format of the test is preserved using fixed, as opposed to dynamic, texts, assuming that fixed texts are consumed in the same way regardless of whether they are presented on paper or on screen. Building on this, this chapter reports on a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influence students’ outcomes. In particular, we investigate whether the change in delivery mode affects boys’ and girls’ results on reading comprehension tests in the same way. For the purpose of analysis, the Rasch model will be used as a measure of student ability and a multiple regression model will be used to investigate gender differences across the modes. Based on the research so far, we assume that the change in mode will not have a significant impact on student performance relative to gender. The results will be discussed in the light of the gender gap in reading achievement present in the Norwegian educational system.

• Frønes, Tove Stjern; Rasmusson, Maria & Bremholm, Jesper (2020). Equity and diversity in reading comprehension—A case study of PISA 2000–2018., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  12.  s 305 - 335 Show summary

  This chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.

• Radišić, Jelena & Pettersen, Andreas (2020). Resilient and nonresilient students in Sweden and Norway—Investigating the interplay between their self-beliefs and the school environment., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  11.  s 273 - 304 Show summary

  Using TIMSS 2015 data and a person-centred approach, the chapter focuses on academically resilient students in Norway and Sweden in grade eight. The self-belief profiles of academically resilient students compared with the nonresilient groups (i.e., low SES/low achievement, high SES/low achievement and high SES/high achievement) are investigated. Further, we evaluated the characteristics of the classroom environment for each of the profiles. After accounting for student SES and achievement, personal characteristics, advantages and disadvantages in the classroom and the school environment, we identified distinctive student profiles that might be more prone to risk. In the context of the equality–inequality paradigm, recognition of these profiles can strengthen the possibility to reduce the gap in battling different aspects of inequality across social groups. Concurrently, although we distinguish the same student groups across Sweden and Norway, their distribution within the countries differs. The latter results contribute to the ongoing debate on the dissolution/unification of the Nordic model, especially regarding particular trends within the Swedish education system.

• Bergem, Ole Kristian; Nilsen, Trude; Mittal, Oleksandra & Ræder, Henrik Galligani (2020). Can teachers’ instruction increase low-SES students’ motivation to learn mathematics?, In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  10.  s 251 - 272 Show summary

  Students’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

• Nortvedt, Guri A.; Bratting, Karianne Berg; Kovpanets, Oksana; Pettersen, Andreas & Rohatgi, Anubha (2020). Improving equity through national-level assessment initiatives., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  9.  s 225 - 248 Show summary

  This chapter investigates how a national-level assessment initiative may improve equity in early years numeracy education, taking the Norwegian mapping tests for primary grades 1–3 as an example. Three assessments, one test for each grade level, were launched in the 2013–2014 school year and have been used every year since. In accordance with Nordic model principles, the test content is available to teachers to ensure familiarity with the test content and the formative use of the assessment outcomes to improve teaching and learning for students identified as at risk of lagging behind. Analysis of student data reveals that, 6 years after the first implementation, no inflation can be seen in test scores. Thus, an exposed assessment may remain robust within an educational system that aspires to transparency, such as the Norwegian one. However, analyses of interview data and achievement data reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant autonomy and are responsible for identifying professional development needs for their teachers. This research confirms the dilemmas in the Nordic model between national-level and local initiatives and responsibilities.

• Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Teig, Nani & Kaarstein, Hege (2020). Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  7.  s 173 - 196 Show summary

  Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.

• Rohatgi, Anubha; Bundsgaard, Jeppe & Hatlevik, Ove Edvard (2020). Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers’ collaboration, attitudes, ICT use and students’ ICT literacy., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  6.  s 139 - 172 Show summary

  The capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

• Yang Hansen, Kajsa; Radišić, Jelena; Liu, Xin & Glassow, Leah Natasha (2020). Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  5.  s 99 - 137 Show summary

  Equity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.

• Björnsson, Julius Kristjan (2020). Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us?, In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  4.  s 75 - 97 Show summary

  Almost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used,taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.

• Mittal, Oleksandra; Nilsen, Trude & Björnsson, Julius Kristjan (2020). Measuring equity across the Nordic education systems: Conceptual and methodological choices as implications for educational policies., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  3.  s 43 - 71 Show summary

  Ever since international large-scale student assessments made it possible to rank countries according to their equitability, Nordic countries have topped these rankings. Nevertheless, a decline in equity has been reported lately. However, the process of empirical enquiry that leads to specific inferences on equity partly stays obscure to education decision-makers. This unawareness of the boundaries of specific methodological and analytical approaches may lead to wrong interpretations and policy implications. Therefore, our aim is to discuss and empirically illustrate how the array of choices taken throughout the research process, from equity conceptualization and operationalization to its measurement, may affect the inferences on educational equity for Nordic countries. Our sample includes fourth- and eighthgrade students from Norway, Sweden, Denmark and Finland who participated in TIMSS 2015. We applied two-level multigroup regression models within the structural equation modelling framework to investigate the sensitivity of the countries’ level of equity to: (a) operationalization of the socioeconomic status measure; (b) operationalization of equity or, in other words, the method of analysis employed (e.g., bivariate analysis versus univariate); (c) single-level against multilevel analytical approaches; (d) the grade/age of students; and (e) the choice of the learning outcome across subject domains. Prior to the analyses, we estimated the comparability of SES as a latent construct between Nordic countries. Our results confirmed that some of the most common choices to measure educational equity do matter. Thus, we would encourage a researcher to report elaborately on the research process and inform on its limitations because if interpreted wrongly, it may have unfavourable consequences for a particular group of individuals.

• Buchholtz, Nils; Stuart, Amelie & Frønes, Tove Stjern (2020). Equity, equality and diversity—Putting educational justice in the Nordic model to a test, In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  2.  s 13 - 41 Show summary

  Equity, equality and diversity are often linked to educational policy within the Nordic countries in the form of goals and principles. This can be traced back to the common educational tradition of these countries within the Nordic model of education. Because the terms are often used interchangeably, it seems appropriate to first grasp the theoretical and philosophical understanding of the terms before concrete educational policy measures can be assessed regarding to these goals. The chapter provides an overview of the terms and concretises educational policy measures to achieve equity, equality and diversity in the context of the Nordic countries. Today, societal developments and political changes call into question the common ground of the Nordic countries when it comes to matters of educational equity. Among other things, it will be discussed what contribution large scale international comparative studies can make to understanding equity, equality and diversity.

• Buchholtz, Nils; Kaiser, Gabriele & Krauss, Stefan (2020). Innovative Ansätze in der Forschung zur Lehrerprofessionalität, I: Hans-Stefan Siller; Wolfgang Weigel & Jan Franz Wörler (red.),  Beiträge zum Mathematikunterricht 2020 auf der 54. Jahrestagung der Gesellschaft für Didaktik der Mathematik.  WTM-Verlag.  ISBN 978-3-95987-139-6.  Del 3.
• Buchholtz, Nils; Klette, Kirsti & Roe, Astrid (2020). Students’ ratings of instructional quality and achievement in mathematics, In Hans-Stefan Siller; Wolfgang Weigel & Jan Franz Wörler (ed.),  Beiträge zum Mathematikunterricht 2020 auf der 54. Jahrestagung der Gesellschaft für Didaktik der Mathematik.  WTM-Verlag.  ISBN 978-3-95987-139-6.  Del 3.
• Buchholtz, Nils (2020). Voraussetzungen und Qualitätskriterien von Mixed-Methods-Studien in der mathematikdidaktischen Forschung. Journal für Mathematik-Didaktik.  ISSN 0173-5322.
• Hatlevik, Ida Katrine R & Hovdenak, Sylvi Stenersen (2020). Promoting students' sense of coherence in medical education using transformative learning activities. Advances in Medical Education and Practice.  ISSN 1179-7258.  11, s 807- 816 . doi: 10.2147/AMEP.S266960 Show summary

  Objective: Transformative learning theory offers medical educators a particularly relevant insight into student learning. Transformative learning involves critically reflecting on assumptions and actions using empirical research methods and participating in a continuing discourse to validate the best reflective judgement and act according to new insights. The purpose of this paper is to investigate medical students’ experiences with transformative learning activities and empirically and theoretically explain how these activities contribute to their understanding of the interplay between theoretical knowledge and professional practice, thereby creating a sense of coherence in medical education. Methods: This paper analyzes the data from interviews with 40 medical students derived from a qualitative longitudinal research project in Norway from 2012 through 2018. Results: Students characterize linking theoretical knowledge with professional practice, experiencing authentic placement situations with real patients, and discussing and critically reflecting on cases and professional practice with experienced doctors as learning activities that transformed their understanding of professional practice. These transformative learning activities influenced students’ perceptions of educational content and demands as being comprehensible, manageable, and meaningful, which are the core components of “sensing coherence” in professional education. Moreover, experiencing a lack of knowledge in either case-based learning on campus or when meeting patients in clinical placements motivates students to pursue further theoretical studies. Conclusion: Medical education includes rich opportunities to use transformative learning activities both on campus and at clinical placement sites, but it is not given that these types of learning activities are present in the teaching offered at all the various learning sites; thus, enhanced awareness of why and how to promote transformative learning is required among medical educators. Keywords: transformative learning, sense of coherence, critical reflection, educational quality, placement learning, on-campus learning, professional program, medical program

• Simensen, Aud Marit (2020). Book review of Teaching English in Norwegian Classrooms. From Research to Practice. Acta Didactica Norden (ADNO).  ISSN 2535-8219. . doi: 10.5617/adno.8318
• Saliu Abdulahi, Drita & Hellekjær, Glenn Ole (2020). Upper secondary school students’ perceptions of and experiences with feedback in English writing instruction. Acta Didactica Norden (ADNO).  ISSN 2535-8219.  14(3), s 1- 35 . doi: http://dx.doi.org/10.5617/adno.8299 Full text in Research Archive. Show summary

  This paper presents a survey of student perceptions of feedback in English writing in a context where formative assessment is mandatory. The study comprises 329 first year upper secondary school students from seven schools in eastern Norway, and uses a survey to examine their perceptions of and experiences with feedback in EFL writing instruction. Overall, the findings reveal that students receive varied feedback, on language as well as global errors, but primarily to finished and graded texts. There is little use of feedback between drafts, or of oral conferencing and peer-feedback. While many students do not follow up feedback at all, those who do tend to focus on language error correction and less on global errors. However, student follow up in general, and of global errors in particular, increases markedly with unfinished and ungraded texts, possibly because of available time and teacher support during the revision process. This indicates that feedback utilization can be improved by setting aside classroom time to work with texts between drafts during which students can receive teacher support, and by making this an integrated part of English writing instruction.

• Frid, S; Sumpter, Lovisa & Nortvedt, Guri A. (2020). Who is best in mathematics?. Proceedings of the International Groups for the Psychology of Mathematics Education.  ISSN 0771-100X. Show summary

  Sweden has a reputation for its equality work, but at the same time mathematics is still considered a male domain. We studied grade nine students’ attitudes about who could be considered best in mathematics, both from an individual perspective and how they perceived different groups in society would answer. A questionnaire was used and the analysis showed that girls more often think that this is not a matter connected to biological sex, whereas boys more often state that boys and girls are equally good. Two groups are stereotyped as thinking that boys are better in mathematics both by girls and boys: boys in grade nine and boys in general. This is not reflected in their self-evaluation. Overall, the students showed an awareness of the concept of gender, including some intra-cultural dimensions of the concept.

• Skedsmo, Guri (2020). Assessment and evaluation with clarifying purposes for policy and practice. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  32(2), s 103- 106 . doi: 10.1007/s11092-020-09323-x
• Skedsmo, Guri & Huber, Stephan Gerhard (2020). Measuring teaching quality, designing tests, and transforming feedback targeting various education actors. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  32(3), s 271- 273 . doi: 10.1007/s11092-020-09333-9
• Skedsmo, Guri & Huber, Stephan Gerhard (2020). Culturally responsive student assessment and quality work in higher education. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  32(1), s 1- 4 . doi: 10.1007/s11092-020-09317-9
• Camphuijsen, Marjolein; Møller, Jorunn & Skedsmo, Guri (2020). Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies. Journal of Education Policy.  ISSN 0268-0939. . doi: 10.1080/02680939.2020.1739337
• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2020). Redefining public values: Data use and value dilemmas in education. Education Inquiry.  ISSN 2000-4508.  12(1), s 1- 16 . doi: 10.1080/20004508.2020.1733744 Full text in Research Archive. Show summary

  In this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the students and to create transparency and initiating innovation in schools, yet they lead to performance pressure on the students and narrow the societal mandate in education, and 2) Although it is important to identify students at the lowest proficiency levels, the established accountability chains acknowledge the progress of these students and the teachers’ efforts only to a limited extent. However, values such as meeting the needs of individual students, transparency and innovation/renewal are partly redefined and narrowed on other institutional levels. The dilemmas represent real normative conflicts in public services that are ultimately unsolvable yet not necessarily at odds with professional values.

• Vestøl, Jon Magne (2020). "Å ta andres perspektiv". Nytt kjerneelement og nye kompetansemål i fagene KRLE og Religion og etikk. Prismet.  ISSN 0032-8847.  71(4), s 361- 375 Full text in Research Archive.
• Eriksen, Harald; Lejonberg, Eli; Tschannen-Moran, Megan; Christophersen, Knut-Andreas & Elstad, Eyvind (2020). Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1833236
• Remmen, Kari Beate; Jegstad, Kirsti Marie & Höper, Jan (2020). Preservice teachers’ reflections on outdoor science activities following an outdoor chemistry unit. Journal of Science Teacher Education.  ISSN 1046-560X.  s 1- 20 . doi: 10.1080/1046560X.2020.1847967
• Lund, Andreas (2020). The Adopted School as a Transformative Space, In Markus Janssen & Thomas Wiedenhorn (ed.),  School adoption in teacher education. Increasing pre-service teachers' responsibility during practice..  Waxmann Verlag.  ISBN 978-3-8309-9263-9.  Kapittel 2.  s 15 - 21 Full text in Research Archive.
• Mkimbili, Selina Thomas & Ødegaard, Marianne (2020). Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction. Cultural Studies of Science Education.  ISSN 1871-1502.  15, s 1121- 1142 . doi: https://doi.org/10.1007/s11422-020-09973-9
• Lunde, Ida & Ottesen, Eli (2020). Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis. European Educational Research Journal.  ISSN 1474-9041. . doi: 10.1177/1474904120972291 Full text in Research Archive.
• Børte, Kristin; Nesje, Katrine & Lillejord, Sølvi (2020). Barriers to student active learning in higher education. Teaching in Higher Education.  ISSN 1356-2517.  s 1- 20 . doi: 10.1080/13562517.2020.1839746
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival, I: Knut-Willy Sæther & Anders Aschim (red.),  Rom og sted: Religionfaglige og interdisiplinære bidrag.  Cappelen Damm Akademisk.  ISBN 978-82-02-69675-7.  Kapittel 5.  s 93 - 110 Full text in Research Archive. Show summary

  In this article, we explore how children and youth participating in a multicultural festival in Norway construct space and place. Such events respond to the call to action for reducing prejudice and stereotypes, and they aim to promote inclusion, participation and community. Nonetheless, researchers have criticized such events for instead promoting categorical understandings of cultural identities; as such, some researchers regard multicultural festivals as counterproductive to the aim of promoting inclusion. However, previous research has directed scarce attention to the participants’ perspective, in particular viewpoints of children and youth. Inspired by perspectives on spatial justice (Soja, 1996, 2010), we interpret young people’s experiences and meaning making while attending a multicultural festival. We collected data through an app, which allowed us to conduct structured interviews with children and youths on site. The findings bring out the significance of space and place when interpreting young people’s participation and meaning making at such events. We conclude the article by reflecting on the potential of perspectives on space and place to nuance an often one-sided criticism of multicultural events.

• Mathé, Nora Elise Hesby (2020). Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education. Journal of Social Science Education.  ISSN 1611-9665.  19(3), s 66- 85 . doi: 10.4119/jsse-1243 Full text in Research Archive.
• Evang, Håvard Johnsrud (2020). Matematikk for livet. Norsk pedagogisk tidsskrift.  ISSN 0029-2052. . doi: 10.18261/issn.1504-2987-2020-03-06 Show summary

  Forskning har vist at regneferdigheter og tillit til egen matematisk kompetanse påvirker elevers hverdag og evne til å mestre sine liv nå og i fremtiden. En spennende utfordring blir dermed hvordan vi kan undervise matematikk på en slik måte at matematikk blir til positive helse- og livsmestringsressurser for den enkelte elev. Denne artikkelen undersøker hvordan myndiggjøring som didaktisk rettesnor i matematikkundervisningen kan bidra til å utvikle elevenes evne til å mestre egne liv. Artikkelen tar utgangspunkt i et begrep om myndiggjøring i matematikkundervisningen hentet fra Paul Ernest (2002) og viser hvordan elevaktiv og variert undervisning hvor utforsking og problemløsing står sentralt, kan legge til rette for matematisk, sosial og epistemologisk myndiggjøring av elevene.

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• Blikstad-Balas, Marte; Korhall, Per & Nilsson, Jenny Maria (2020). Det store digitaliseringseksperimentet i skolen. Fagbokforlaget.  ISBN 9788245034707.  212 s.
• Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (ed.) (2020). Equity, Equality and Diversity in the Nordic Model of Education. Springer.  ISBN 9783030616472.  412 s.

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• Ødegaard, Marianne; Kjærnsli, Marit; Karlsen, Solveig; Kersting, Magdalena; Lunde, Mai Lill Suhr; Olufsen, Magne & Sæleset, Johannes (2021). Tett på naturfag i klasserommet (Linking Instruction in Science & Student Impact).
• Gudmundsdottir, Greta Björk; Sævarsdottir, Margret & Cahill, Camilla (2021, 14. januar). Sjumilssteget og den digitale transformasjonen (Podcast: Unmuta). [Internett].  https://open.spotify.com/show/6GKxcnkbbThrpbH5gcFlFg?si=NQam.
• Brevik, Lisbeth M. (2021). Key note: Assessment in CLIL.
• Gudmundsdottir, Greta Björk; Rohatgi, Anubha; Giæver, Tonje Hilde & Mifsud, Louise (2020). Sharing good practices across Europe when developing ICT in teacher education (DICTE). Show summary

  This report documents different practices at the University of Valencia, University of Malta, University of Limerick, University of Oslo and Oslo Metropolitan University. Each institution has identified examples of good practices in developing ICT in teacher education and elaborated on how they relate to the PEAT model (DICTE 2019) developed by the DICTE project (pedagogical, ethical, attitudinal and technical dimensions. The dimensions in the PEAT model describe student-teachers’ and teachers’ professional digital competence. The PEAT model was developed through a systematic review of literature which also reviewed current models of teachers’ digital competence. The PEAT model emerged as a result of this review (McGarr & McDonagh, 2019; DICTE 2019). Project members have aimed to identify good practices, ranging from organisational practices on a macro-level to hands-on classroom practices on a micro-level keeping in mind the strengths in each institution as well as areas of shortcomings. Through discussions and reflections in the DICTE project team, members are encouraged to adapt practices across institutions after adjustments and improvements in the existing practices. This provides a huge opportunity to learn from each other, and further develop current practices for better integration of ICT in teacher education.

• Kvamme, Ole Andreas (2020). Recontextualizing Environmental Ethical Values in a Globalized World: Studies in Moral Education. Show summary

  In this PhD thesis I study recontextualizations of environmental ethical values in moral education. The three considered values, claimed by United Nations and UNESCO within the Sustainable Development Agenda, are the concerns for present and future human beings and for nature – in this thesis expressed as the more-than-human world. In two of the included papers I explore how the values are recontextualized in a Norwegian educational context, respectively in education policy and curriculum documents during the UN Decade of Education for Sustainable Development (2005– 2014), and among 10th grade students engaged in moral education facing the challenges of sustainability. In the third paper I study the school strikes for the climate, analyzing a selection of Greta Thunberg´s speeches. The extended abstract situates the studies within the historical context of globalizations in the era of the Anthropocene and positions the thesis within the research field of moral education. Moral education is in a Norwegian school context addressed in a particular school subject, but is here also conceived of as a dimension in all education, even transcending formal institutions. A central problem is the relationship between universal values and particular contexts, explored from the perspective of critical cosmopolitanism. Qualitative research has been carried out, involving document analysis, classroom observations, and interviews. A reflexive methodology has been adopted, acknowledging the significance of interpretation in research practices. A decisive finding in the first study is the withdrawn position of the values of future generations and the more-than-human world, in both policy documents and the curriculum, with the objects clause as a significant exception. A conspicuous element in the second study is the consistently individual perspective placed on the ethical challenges. The students’ local and global situatedness is not explored, neither is global justice. The hallmark of the school strikes for the climate turns out to be the students´ appropriation of the value of future generations, conceived of as a cosmopolitan claim, by which the adult world is held accountable. This research has been carried out at Department of Teacher Education and School Research, University of Oslo.

• Korbøl, Karsten (2020). "Utrolig kul oppgave" - elever om "Min familie i historien".
• Korbøl, Karsten (2020). Hva kan være utfordrende for elever?.
• Korbøl, Karsten (2020). Hvordan komme i gang med "Min familie i historien"?.
• Korbøl, Karsten (2020). Hva kan elevene skrive om?.
• Korbøl, Karsten (2020). Hva er "Min familie i historien"?.
• Korbøl, Karsten (2020). Folkehelse og livsmestring i historie.
• Korbøl, Karsten (2020). Historie i fagfornyelsen – veier til undervisning.
• Korbøl, Karsten (2020). Bærekraft og historie.
• Korbøl, Karsten (2020). Historie i fagfornyelsen og museet.
• Korbøl, Karsten (2020). «Min familie i historien» - fortsatt liv laga i ungdomsskolen med LK20?..
• Korbøl, Karsten (2020). «Veikart til den franske revolusjon» – forståelse gjennom tegning i historie..
• Korbøl, Karsten (2020). «Basert på sanne hendelser», nesten. – Fakta og fiksjon i filmer og film brukt i historieundervisningen..
• Korbøl, Karsten (2020). Historie, bærekraft og ny læreplan.
• Skedsmo, Guri (2020). Professional Actors' Work on Retaining Students in Secondary Education.
• Skedsmo, Guri & Huber, Stephan Gerhard (2020). School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change.
• Skedsmo, Guri & Gunnulfsen, Ann Elisabeth (2020). School leadership in Norway: Key characteristics and current challenges.
• Skedsmo, Guri & Huber, Stephan Gerhard (2020). Unintended Effects of Accountability Policies and the Quality of Assessment and Evaluation Formats. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  32(4), s 427- 429 . doi: 10.1007/s11092-020-09347-3
• Møller, Jorunn (2020). Fagfornyelsen - utfordringer og muligheter for skoleledere. Bedre Skole.  ISSN 0802-183X.  (4), s 35- 40
• Kaarstein, Hege; Radišić, Jelena; Lehre, Anne- Catherine W G; Nilsen, Trude & Bergem, Ole Kristian (2020). TIMSS 2019 - Kortrapport.
• Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (2020). Equity, Equality and Diversity in the Nordic Model of Education – Contributions from Large-Scale Studies., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  1.  s 1 - 10
• Øvereng, Kjersti S; Brevik, Lisbeth M. & Ahmadian, Shilan (2020). MA thesis: The Gender Asymmetry Supported by the Teachers. An observational research of genders in English lessons regarding authentic text discourse in seven lower secondary schools.
• Brevik, Lisbeth M.; Doetjes, Gerke; Bakken, Jonas; Baran, Mukadder; Beiler, Ingrid Rodrick; Brkan-Musad, Altijana; Buchholtz, Nils; Hartvigsen, Kirsten Marie; Ødegaard, Marianne & Aashamar, Peter Nicolai (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet).. Full text in Research Archive.
• Jensen, Ruth & Gunnulfsen, Ann Elisabeth (2020). Leading Reform Work in Upper Secondary Schools- Change Laboratories as Method (ChangeLead).
• Lund, Andreas & O'Shea, Patrick (2020, 29. november). The Versatilist Podcast with Andreas Lund: Digitalization of teacher education. [Internett].  Appalachian State University, North Carolina.
• Lund, Andreas (2020). Digitalisering + kunnskapsarbeid = transformasjon! (Men hva innebærer det, og hvordan kan vi forske på det?).
• Aagaard, Toril & Lund, Andreas (2020). Digitalisering og transformasjon: Aktør eller brikke?. Show summary

  Digitale teknologier har gått fra å være tjenere til samarbeidspartnere og etter hvert beslutningstakere. Hvorfor og hvordan transformerer digital teknologi potensielt kunnskapsarbeid? Hvordan er digitalisering og epistemologi forbundet? Vi inviterer til refleksjon over ledelse av kunnskapsarbeid, UH-sektorens kjernevirksomhet.

• Andradottir, Iris & Gudmundsdottir, Greta Björk (2020, 14. desember). Persónuvernd. [Internett].  Kennsluvarp Háskóla Íslands.
• Skedsmo, Guri (2020). Forgotten – or ignored perspectives in education and leadership?, In Lejf Moos; Elisabeth Nihlfors & Jan Merok Paulsen (ed.),  Re-centering the critical potential of Nordic school leadership research: Fundamental but often forgotten perspectives.  Springer.  ISBN 978-3-030-55027-1.  Forord.
• Tønnesson, Johan & Blikstad-Balas, Marte (2020). Bli med inn i sakens prosa!.
• Blikstad-Balas, Marte; Tjønndal, Anne & Sandtorv, Alexander Harald (2020). Har hele Norge havnet i en Disney-film?. morgenbladet.no.
• Busby, Nicole; Dahl, Anne & Hellekjær, Glenn Ole (2020). Presumptions, proficiencies, and parallel languages: Investigating academic English reading among Norwegian university students.
• Blikstad-Balas, Marte; Kvellestad, Anders & Tjønndal, Anne (2020). Hva spiller inn når folk skal beregne en meter?. Morgenbladet.  ISSN 0805-3847.
• Kvamme, Ole Andreas & Heggen, Marianne Presthus (2020). Barn og unge som lokale og globale medborgere? Utdanningens plass i bærekraftagendaen.
• Brevik, Lisbeth M. (2020). Innlegg: Om å lære å lære i Fagfornyelsen.
• Brevik, Lisbeth M. (2020). Innlegg: Gutter, gaming og lesing.
• Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
• Blikstad-Balas, Marte; Skar, Gustaf Bernhard Uno; Tengberg, Michael & Bakken, Arild Michel (2020). Expanding Nordic Literacy Research. Nordic Journal of Literacy Research.  ISSN 2464-1596. . doi: 10.23865/njlr.v6.2641

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