Our latest publications

• Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2023). Surveying Policy Discourses Across Time and Space Internationalization of Knowledge Providers and Nordic Narratives. In Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Ed.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. p. 308–331.
• Bakken, Jonas (2023). Sámi literature in Norwegian language arts textbooks. Scandinavian Studies. ISSN 0036-5637.
• Vestøl, Jon Magne (2022). Livssyn hos humanistiske konfirmanter – implikasjoner for religions- og livssynsundervisning. Acta Didactica Norden (ADNO). ISSN 2535-8219. 16(1). doi: 10.5617/adno.9115.
• Brevik, Lisbeth M. & Buchholtz, Nils (2022). The use of mixed methods to study language learning beyond the classroom. In Reinders, Hayo; Lai, Chun & Sundqvist, Pia (Ed.), The Routledge handbook of language learning and teaching beyond the classroom . Routledge. ISSN 9781003048169. doi: 10.4324/9781003048169-28.
• Lahn, Leif Christian & Klette, Kirsti (2022). Reactivity beyond contamination. An integrative literature review of video studies in educational research. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2022.2094356. Full text in Research Archive Show summary

  The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness and ‘reactivity’ understood as researcher-derived changes in subjects. In addition to a plethora of concepts referring to such effects in extant literature, different ontological and epistemological positions provide contrasting frameworks for interpreting and deciding on methodological guidelines. In this article we discuss these elements, that we have called ‘meta-methodological’, from the standpoints of experimental research, social-constructivism and scientific realism. We combine conceptual analysis and a literature review of video-studies in teaching in order to identify both possible traces of contesting beliefs and to provide a glance at different aspects of ‘reactivity’ that needs to be systematized in the ongoing debates. Whereas the methodological literature underline the importance of such effects, these are rarely reported in the reviewed video studies. Moreover, reactivity is seen as a minor problem in the latter, and we found few instances that validated the effects on the field and on the empirical conclusions. Our article ask for more transparency in field researchers’ judgment about reactivity and mitigating measures.

• Bakken, Jonas & Brevik, Lisbeth M. (2022). Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway. TESOL Quarterly. ISSN 0039-8322. doi: 10.1002/tesq.3173.
• Källkvist, Marie; Gyllstad, Henrik; Sandlund, Erica & Sundqvist, Pia (2022). Towards an in-depth understanding of English-Swedish translanguaging pedagogy in multilingual EFL classrooms. HumaNetten. ISSN 1403-2279. 48, p. 138–167. doi: 10.15626/hn.20224807. Full text in Research Archive Show summary

  This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal institutional policy document, their teacher and fellow students.

• Reinders, Hayo; Lai, Chun & Sundqvist, Pia (2022). Introduction: Language Learning and Teaching Beyond the Classroom. In Reinders, Hayo; Lai, Chun & Sundqvist, Pia (Ed.), The Routledge handbook of language learning and teaching beyond the classroom . Routledge. ISSN 9781003048169. p. 1–6. Full text in Research Archive
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-022-09394-y. Full text in Research Archive
• Teig, Nani (2022). Inquiry in Science Education. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_62-1.
• Teig, Nani & Nilsen, Trude (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation. ISSN 0191-491X. 74, p. 1–17. doi: 10.1016/j.stueduc.2022.101170. Show summary

  Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms.

• Skarpaas, Kaja Granum & Rødnes, Kari Anne (2022). Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms. Languages. ISSN 2226-471X. 7(1). doi: 10.3390/languages7010055.
• Møller, Jorunn (2022). Skoleutvikling i et ledelsesperspektiv - spenninger, strategier og dilemmaer. In Mausethagen, Sølvi & Helstad, Kristin (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 74–90.
• Tasquier, Giulia; Knain, Erik & Jornet, Alfredo (2022). Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges. Frontiers in Education. ISSN 2504-284X. 7, p. 1–20. doi: 10.3389/feduc.2022.689329.
• Sundqvist, Pia (2022). Learning across the lifespan: Age, language learning, and technology. In Ziegler, Nicole & González-Lloret, Marta (Ed.), The Routledge handbook of second language acquisition and technology . Routledge. ISSN 9781351117586. p. 343–355. Full text in Research Archive
• Källkvist, Marie; Gyllstad, Henrik; Sandlund, Erica & Sundqvist, Pia (2022). Språkpraktiker som didaktiskt kontrakt i skolämnet engelska. In Nordin, Andreas & Uljens, Michael (Ed.), Didaktikens språk: Om skolundervisningens mål, innehåll och form. Gleerups Utbildning AB. ISSN 978-91-511-0548-2. p. 103–120.
• Schurz, Alexandra & Sundqvist, Pia (2022). Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden. Applied Linguistics. ISSN 0142-6001. p. 1–24. doi: 10.1093/applin/amac013. Full text in Research Archive Show summary

  Today, we globally observe a sharp increase in learners’ engagement in extramural (out-of-class) English (EE; Sundqvist 2009). This undoubtedly affords new opportunities for, but also challenges to, English language teaching (ELT) and learning. To our knowledge, this study is the first to explore this topic from a cross-national perspective. Upper secondary English teachers (N=534) from Austria, France (‘dubbing countries’), Finland, and Sweden (‘subtitling countries’) answered a web-based survey on their students’ EE practices and the estimated impact on teaching and learning. Results showed that overall EE use appears lower in the dubbing countries, especially France (p < 0.001). The teachers’ estimated effect of EE on different areas of learning overall was also the weakest in France (p < .01). Further, teachers in subtitling countries agreed more strongly with statements about adapting instruction to what is (not) learned extramurally (p < 0.001). As EE use is growing, individual learner needs within a class, such as emerging gaps in learner motivation and/or language knowledge and skills, will increasingly have to be catered to in ELT.

• Sundqvist, Pia; Waldmann, Christian; Straszer, Boglárka & Ljung Egeland, Birgitta (2022). En skriftserie som sträcker på sig: Introduktion till det första fristående ASLA-numret. In Sundqvist, Pia; Waldmann, Christian; Straszer, Boglárka & Ljung Egeland, Birgitta (Ed.), Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap [Language in school, leisure time, and working life: Current arenas for Swedish research in applied linguistics] . Association suédoise de linguistique appliquée (ASLA). ISSN 978-91-87884-29-0. p. 1–14. doi: https%3A/doi.org/10.15626/asla2022.29. Full text in Research Archive
• Elstad, Eyvind (2022). Lærerutdanning i den nordiske regionen: Muligheter for dypere samarbeid? Nordisk Tidskrift för vetenskap, konst och industri. ISSN 0029-1501.
• Kvamme, Ole Andreas (2022). Ethical Grounding of Critical Place-Based Education in the Anthropocene. In Paulsen, Michael; jagodzinski, jan & Hawke, Shé M. (Ed.), Pedagogy in the Anthropocene. Re-Wilding Education for a New Earth. Palgrave Macmillan. ISSN 978-3-030-90979-6. p. 277–294. doi: 10.1007/978-3-030-90980-2_14.
• Frøvik, Jeanette; Torstensen, Ragnhild & Goldschmidt- Gjerløw, Beate (2022). Pornografi og kritisk tenkning. In Goldschmidt-Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (Ed.), Kontroversielle, emosjonelle og sensitive tema i skolen.. Universitetsforlaget. ISSN 9788215049212. p. 111–130. Show summary

  Hva er kontroversielle, emosjonelle og sensitive tema i skolen, og hvordan kan læreren være best mulig rustet til å møte og undervise om slike tema? Dette er noen av spørsmålene denne boken ønsker å gi svar på i lys av Fagfornyelsen (LK20). LK20 vektlegger kompetanse i å håndtere uenighet og kritisk dialog. Dette gjør kontroversielle tema særlig aktuelle. Boken baserer seg på at hva som kan fremstå som kontroversielt, emosjonelt og sensitivt, er kontekstavhenging og forbundet med elevers og læreres posisjoner i klasserommet. Konseptene kontroversielle, emosjonelle og sensitive brukes som en samlebetegnelse på tema og problemstillinger som preges av høy følelsesmessig og politisk intensitet, som kan skape debatt og uenighet, og som berører elever og læreres liv, menneskeverd og identitet på ulike måter. Boken drøfter ulike undervisningsstrategier læreren kan ta i bruk i møte med slike tema i klasserommet og skolen. Bokens innledning, om hva som kjennetegner kontroversielle, emosjonelle og sensitive tema i skolen i dag, fungerer som en paraply for de øvrige temaene boken tar opp: rasisme, ekstreme ytringer, terror, klimaendringer, seksuelle krenkelser, pornografi, kroppspress i sosiale medier og kjønnsidentitet.

• Teigen, Helene Maria Fiane; Steinnes, Kamilla Knutsen & Goldschmidt- Gjerløw, Beate (2022). Ungdommer og kroppspress i sosiale medier. . In Goldschmidt-Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (Ed.), Kontroversielle, emosjonelle og sensitive tema i skolen.. Universitetsforlaget. ISSN 9788215049212. p. 149–168. Show summary

  Hva er kontroversielle, emosjonelle og sensitive tema i skolen, og hvordan kan læreren være best mulig rustet til å møte og undervise om slike tema? Dette er noen av spørsmålene denne boken ønsker å gi svar på i lys av Fagfornyelsen (LK20). LK20 vektlegger kompetanse i å håndtere uenighet og kritisk dialog. Dette gjør kontroversielle tema særlig aktuelle. Boken baserer seg på at hva som kan fremstå som kontroversielt, emosjonelt og sensitivt, er kontekstavhenging og forbundet med elevers og læreres posisjoner i klasserommet. Konseptene kontroversielle, emosjonelle og sensitive brukes som en samlebetegnelse på tema og problemstillinger som preges av høy følelsesmessig og politisk intensitet, som kan skape debatt og uenighet, og som berører elever og læreres liv, menneskeverd og identitet på ulike måter. Boken drøfter ulike undervisningsstrategier læreren kan ta i bruk i møte med slike tema i klasserommet og skolen. Bokens innledning, om hva som kjennetegner kontroversielle, emosjonelle og sensitive tema i skolen i dag, fungerer som en paraply for de øvrige temaene boken tar opp: rasisme, ekstreme ytringer, terror, klimaendringer, seksuelle krenkelser, pornografi, kroppspress i sosiale medier og kjønnsidentitet.

• Goldschmidt- Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (2022). Undervisning som balansekunst. In Goldschmidt-Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (Ed.), Kontroversielle, emosjonelle og sensitive tema i skolen.. Universitetsforlaget. ISSN 9788215049212. p. 13–32. Show summary

  Hva er kontroversielle, emosjonelle og sensitive tema i skolen, og hvordan kan læreren være best mulig rustet til å møte og undervise om slike tema? Dette er noen av spørsmålene denne boken ønsker å gi svar på i lys av Fagfornyelsen (LK20). LK20 vektlegger kompetanse i å håndtere uenighet og kritisk dialog. Dette gjør kontroversielle tema særlig aktuelle. Boken baserer seg på at hva som kan fremstå som kontroversielt, emosjonelt og sensitivt, er kontekstavhenging og forbundet med elevers og læreres posisjoner i klasserommet. Konseptene kontroversielle, emosjonelle og sensitive brukes som en samlebetegnelse på tema og problemstillinger som preges av høy følelsesmessig og politisk intensitet, som kan skape debatt og uenighet, og som berører elever og læreres liv, menneskeverd og identitet på ulike måter. Boken drøfter ulike undervisningsstrategier læreren kan ta i bruk i møte med slike tema i klasserommet og skolen. Bokens innledning, om hva som kjennetegner kontroversielle, emosjonelle og sensitive tema i skolen i dag, fungerer som en paraply for de øvrige temaene boken tar opp: rasisme, ekstreme ytringer, terror, klimaendringer, seksuelle krenkelser, pornografi, kroppspress i sosiale medier og kjønnsidentitet.

• Goldschmidt- Gjerløw, Beate (2022). Når kjønn og seksualitet utfordres i undervisning. In Goldschmidt-Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (Ed.), Kontroversielle, emosjonelle og sensitive tema i skolen.. Universitetsforlaget. ISSN 9788215049212. p. 169–188. Show summary

  Hva er kontroversielle, emosjonelle og sensitive tema i skolen, og hvordan kan læreren være best mulig rustet til å møte og undervise om slike tema? Dette er noen av spørsmålene denne boken ønsker å gi svar på i lys av Fagfornyelsen (LK20). LK20 vektlegger kompetanse i å håndtere uenighet og kritisk dialog. Dette gjør kontroversielle tema særlig aktuelle. Boken baserer seg på at hva som kan fremstå som kontroversielt, emosjonelt og sensitivt, er kontekstavhenging og forbundet med elevers og læreres posisjoner i klasserommet. Konseptene kontroversielle, emosjonelle og sensitive brukes som en samlebetegnelse på tema og problemstillinger som preges av høy følelsesmessig og politisk intensitet, som kan skape debatt og uenighet, og som berører elever og læreres liv, menneskeverd og identitet på ulike måter. Boken drøfter ulike undervisningsstrategier læreren kan ta i bruk i møte med slike tema i klasserommet og skolen. Bokens innledning, om hva som kjennetegner kontroversielle, emosjonelle og sensitive tema i skolen i dag, fungerer som en paraply for de øvrige temaene boken tar opp: rasisme, ekstreme ytringer, terror, klimaendringer, seksuelle krenkelser, pornografi, kroppspress i sosiale medier og kjønnsidentitet.

• Goldschmidt- Gjerløw, Beate (2022). #MeToo rammer også barn og ungdommer. In Goldschmidt- Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (Ed.), Kontroversielle, emosjonelle og sensitive tema i skolen.. Universitetsforlaget. ISSN 9788215049212. p. 89–110.
• Sumpter, Lovisa & Löwenhielm, Anna (2022). Differences in grade 7 students’ understanding of the equal sign. Mathematical Thinking and Learning. ISSN 1098-6065. doi: 10.1080/10986065.2022.2058160.
• Ramlo, Siri Husa; Hatlevik, Ove Edvard & Utvær, Britt Karin Støen (2022). Didaktisk bruk av MOOC som digital læringsressurs innenfor yrkesfaglærerutdanning . In Utvær, Britt Karin Støen; Morud, Elin Bø; Hansen, Kari; Rokkones, Klara & Firing, Kristian (Ed.), Å bygge broer: samarbeid på tvers i yrkesfag . Universitetsforlaget. ISSN 978-82-15-04925-0. p. 72–89.
• Hartvigsen, Kirsten Marie & Haakedal, Elisabet (2022). Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education. British Journal of Religious Education. ISSN 0141-6200. doi: 10.1080/01416200.2022.2052803. Full text in Research Archive
• Vold, Eva Thue (2022). 3.3 Le rôle du jeu dans la formation des enseignants de langues : revue de la littérature . In Silva, Haydée (Eds.), Regards sur le jeu en didactique des langues et des cultures Penser, concevoir, évaluer, former. Peter Lang Publishing Group. ISSN 9782875744012.
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms. Research in Comparative and International Education. ISSN 1745-4999. doi: 10.1177/17454999221077848.
• Sumpter, Lovisa (2022). “The question is not why I don’t work in a maths department; the question is why should I?” Women mathematicians’ experiences of power relations and gender symbols during their PhD. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2022.2047445.
• Furberg, Anniken Larsen & Silseth, Kenneth (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2021.1954521. Full text in Research Archive
• Nesje, Katrine & Lejonberg, Eli (2022). Tools for the school-based mentoring of pre-service teachers: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 111. doi: 10.1016/j.tate.2021.103609.
• Jensen, Karen; Nerland, Monika Bærøe & Tronsmo, Eli (2022). Changing Cultural Conditions for Knowledge Sharing in the Teaching Profession: A Theoretical Reinterpretation of Findings Across Three Research Projects. Professions and Professionalism. ISSN 1893-1049. 11(3), p. 1–20. doi: 10.7577/pp.4267.
• Vold, Eva Thue (2022). Learner spoken output and teacher response in second versus foreign language classrooms. Language Teaching Research. ISSN 1362-1688. doi: 10.1177/13621688211068610. Full text in Research Archive
• Vik, Frøydis Nordgård; Nilsen, Trude & Øverby, Nina Cecilie (2022). Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS. International Journal of Educational Development. ISSN 0738-0593. 89. doi: 10.1016/j.ijedudev.2022.102553. Full text in Research Archive

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• Reinders, Hayo; Lai, Chun & Sundqvist, Pia (2022). The Routledge handbook of language learning and teaching beyond the classroom . Routledge. ISBN 9781003048169. 441 p.
• Sundqvist, Pia; Waldmann, Christian; Straszer, Boglárka & Ljung Egeland, Birgitta (2022). Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap [Language in school, leisure time, and working life: Current arenas for Swedish research in applied linguistics] . Association suédoise de linguistique appliquée (ASLA). ISBN 978-91-87884-29-0. 314 p.
• Fodstad, Lars August; Lånke, May; Minken, Martin; Norendal, Audhild; Blikstad-Balas, Marte & Østmoe, Tor Ivar [Show all 8 contributors for this article] (2022). Moment. Norsk for studieforberedende. VG3. Cappelen Damm AS. ISBN 9788202597351.
• Goldschmidt- Gjerløw, Beate; Eriksen, Kristin Gregers & Jore, Mari Kristine (2022). Kontroversielle, emosjonelle og sensitive tema i skolen. Universitetsforlaget. ISBN 9788215049212. 216 p.
• Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (2022). International Handbook of Comparative Large-Scale Studies in Education. Springer. ISBN 978-3-030-38298-8. 990 p.
• Hole, Arne & Hashemi, Amir Massoud (2022). Matematikk i Praksis (7.utgave). Universitetsforlaget. ISBN 9788215020877. 490 p.

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• Barreng, Rebecca Linnéa Söderström (2022). En ung forskers erfaringer med innsamling av store mengder data.
• Klette, Kirsti & Luoto, Jennifer Maria (2022). SYNTEQ Coding workshop. Show summary

  The first day of the conference featured a workshop where researchers applied a coding framework of their choice a video recording from a Nordic classroom, borrowed from the LISA Nordic study. Participants presented their framework and their findings to their workgroup. A total of 12 different frameworks were applied to footage from either a Language Arts or a Mathematics classroom, and were then discussed by the researchers in the group.

• Ernstsen, Sigrid (2022). Tverrfaglig undervisning og læring: Å forberede elever på en kompleks fremtid .
• Nilsen, Trude & Teig, Nani (2022). A Systematic Review of Studies Investigating the Relationships Between School Climate and Student Outcomes in TIMSS, PISA, and PIRLS. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. p. 1–34. doi: 10.1007/978-3-030-38298-8_34-1.
• Lehre, Anne- Catherine W G; Nilsen, Trude & Kaarstein, Hege (2022). Trend analyses of TIMSS 2015 and 2019: The importance of language for declining performance in mathematics and science.
• Ødegaard, Kjersti Løken & Gunnulfsen, Ann Elisabeth (2022). Policy Demands on School Reform and Research-Practice Partnerships. Ideas and expectations in Norwegian policy documents.
• Ødegaard, Kjersti Løken & Jensen, Ruth (2022). Formative interventions as a tool in leading reform work in upper secondary schools. A design and situational approach. .
• Weyergang, Cecilie (2022). «En av elevene mine sa: Står det professor? Da er det godt nok for meg!» En intervjustudie om kritisk lesing av sakprosatekster med norsk- og samfunnsfagslærere i ungdomsskolen.
• Dewilde, Joke (2022). Pedagogisk transspråking i voksenopplæring: Fra detektiv til endringsskaper.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Global policy in national curriculum - a case study of the didactisation of UN efforts to shape a better world for all into social studies education in Norway .
• Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote).
• Elstad, Eyvind (2022). Wicked problems in Nordic teacher education.
• Elstad, Eyvind (2022). Norsk skole i et internajonalt perspektiv.
• Baraldsnes, Dziuginta; Kuginyte-Arlauskiene, Ieva & Werler, Tobias Christoph (2022). School bullying: knowledge and experience to intervene in pre-service teachers in Norway.
• Hall, Jeffrey Brooks; Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2022). Organizational tensions in the planning and enactment of the renewed state curriculum: the entrepreneurial role of school principals and superintendents in Norway.
• Elstad, Eyvind (2022). The tension between academic mission and professional mission in teacher education programs.
• Chilla, Solveig; Doetjes, Gerke (Gerard); Vogt, Karin; Filk, Christian; Gillespie, Astrid & Odenwald, Sarah [Show all 8 contributors for this article] (2022). Digital and inclusive challenges for Norwegian and German Learning and Education (DINGLE): A Pilot Study.
• Bauer, Karen & Doetjes, Gerke (Gerard) (2022). Wortschatzarbeit im Deutschunterricht.
• Bjermeland, Monica; Blikstad-Balas, Marte; Brevik, Lisbeth M. & Jordheim, Helge (2022). Podcast: Språk er livsviktig - ferdig snakka. [Internet]. Universitetsplassen.
• Lund, Bjarte Aarmo; Korsvoll, Nils Hallvard & Mathé, Nora Elise Hesby (2022). Ukens spørsmål: Hva er egentlig ytringsfrihet? Morgenbladet. ISSN 0805-3847.
• Jenset, Inga Staal & Canrinus, Esther Tamara (2022). Monitoring Opportunities to Study Practice in Teacher Education – Teacher Candidates’ Perspectives .
• Sundqvist, Pia (2022). 15 Years of Researching Extramural English: Lessons Learned for ELT. Show summary

  In this talk, keeping the theme of the conference in mind, I will focus on what fifteen years of research on extramural English has taught us about informal learning of English in out-of-school settings, and how such research findings can inform English language teaching (ELT). During this time period, there has been a clear global trend of implementing formal instruction of English as a foreign/second/additional language (L2) early in primary school (Nikolov & Mihaljević Djigunović, 2011), even though there is little empirical evidence that an early start is beneficial for learners in the long run (Muñoz & Singleton, 2011). Interestingly, during the same period, the opportunities for learning English informally have been richer than ever thanks to technological advancements, learners’ increased access to the internet, and the status of English as a global language (Graddol, 2006). Extramural English (EE) refers to ‘English outside the walls of the classroom’ in activities such as listening to music, reading books, watching streamed media content, and online gaming (Sundqvist, 2009). EE activities are initiated by the learners themselves, generally for the purpose of entertainment. However, both incidental and intentional (and online and offline) learning of L2 English is covered by the concept (Sundqvist & Sylvén, 2016). Because EE plays a crucial role in most learners’ daily lives, it is essential that teachers gain knowledge about learners’ EE, but how can that be done, and what are some pedagogical implications for ELT? My presentation aims to shed light on questions such as these.

• Dewilde, Joke & Bjermeland, Monica (2022). Norskopplæring for voksne innvandrere: – Vi må hjelpe dem på de språkene vi kan. [Internet]. Forskning.no.
• Furberg, Anniken & Arnseth, Hans Christian (2022). The role of students’ personal experiences in a collaborative interdisciplinary project about well-being.
• Silseth, Kenneth & Furberg, Anniken (2022). Teachers’ orientation to students' personal experiences in an interdisciplinary instructional design about life skills and well-being.
• Dewilde, Joke (2022). Norskopplæring for voksne innvandrere: – Vi må hjelpe dem på de språkene vi kan. [Internet]. Forskning.no.
• Brevik, Lisbeth M. (2022). Research-based teaching, societal needs and academic freedom.
• Brevik, Lisbeth Myklebostad (2022). Studenter som medforskere: Kobling av forskning, undervisning og formidling .
• Hultberg, Laura Isabelle (2022). Hvem har ansvar for skolevegringen? Morgenbladet. ISSN 0805-3847.
• Hall, Jeffrey Brooks (2022). Skolinspektion ur ett jamförande perspektiv.
• Mathé, Nora Elise Hesby; Ole Martin, Bakkevold & Bjermeland, Monica (2022). Vil helst være anonyme i sosiale medier (aktueltsak, UV). [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/podk.
• Mathé, Nora Elise Hesby; Bjermeland, Monica & Ole Martin, Bakkevold (2022). Podcast: Vil helst være anonyme i sosiale medier. [Internet]. https://www.uv.uio.no/forskning/aktuelt/podkast/laering/podk.
• Sundqvist, Pia & Nilsson, Rickard (2022). Young gamers in the digital wilds: Implications of gaming preferences on L2 English vocabulary learning and teaching. . Babylonia Journal of Language Education. ISSN 1420-0007. 1, p. 14–19. Show summary

  This study involves young learners of English as a foreign/second language (L2) in Sweden. The aim is to see whether there is a relation between their online gaming habits on the one hand and L2 English vocabulary knowledge and listening comprehension on the other, and to investigate known words more closely in relation to their gaming preferences. We collected data with the help of a questionnaire, a vocabulary test, and a listening comprehension test, and analyzed data using a mixed method. The results showed positive correlations between gaming frequency and vocabulary knowledge as well as listening comprehension. Playing multiplayer games appeared more common among those who reported playing always, compared with those who played often or rarely. Pedagogical implications are discussed.

• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2022). School Leaders' Planning for Curriculum Reform in Norwegian Schools: Something Old, Something New, Something Borrowed, Something True?
• Hall, Jeffrey Brooks & Novak, Judit (2022). Current Policy Expectations on Norwegian School Leaders: State policy on the professional work of retaining students in secondary education.
• Sundqvist, Pia & Peters, Elke (2022). Teaching L2 English in primary school or not? A comparative pilot study of young learners in input-rich settings with different starting ages of formal English instruction.
• Skedsmo, Guri & Huber, Stephan Gerhard (2022). Data-driven approaches to education governance and their implications. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 34, p. 1–4. doi: 10.1007/s11092-022-09383-1.
• Dewilde, Joke (2022). Pedagogisk transspråking i voksenopplæring.
• Dewilde, Joke (2022). Transspråking som pedagogisk strategi: Et ressursperspektiv på (språk)opplæring.
• Tronsmo, Eli (2022). Metodiske utfordringer ved Design Based Research. Eksempler fra MuLVu-prosjektet.
• Lejonberg, Eli; Jacobsen, Hilde Marie Madsø & Mangen, Ole Tobias (2022). Ledelse av profesjonsfellesskapet: Å anerkjenne nyutdannede lærere som ressurser. Skolelederen. ISSN 0802-2062.
• Kvamme, Ole Andreas (2022). Bærekraftagendaen som utfordring for religions- og etikkdidaktikken.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Sustainability and other good purposes in social studies education: What does it mean to educate for the future? .
• Frøvik, Jeanette; Torstensen, Ragnhild & Goldschmidt- Gjerløw, Beate (2022). Pornografi og kritisk tenkning. Bedre Skole. ISSN 0802-183X. p. 11–15.
• Brevik, Lisbeth M.; Reedy, Gabriel; Breivik, Jarle; Thune, Taran Mari & Barreng, Rebecca Linnéa Söderström (2022). Circle U. Café Oslo: Driving pedagogical innovation. Show summary

  How can active student engagement in research improve the quality of education? Learn from colleagues at King’s College London and the University of Oslo.

• Brevik, Lisbeth M. (2022). Utfordringer og løsninger ved utformingen av informasjons- og samtykkeskriv i VOGUE-prosjektet.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Epistemological shifts and enduring ideologies of language in a translanguaging project . Show summary

  Translanguaging breaks with much traditional language education not only by questioning monolingual ideologies, but through an epistemology that gives primacy to repertoire and practices, rather than languages (García, 2017). This study aims to examine such epistemological shifts within a collaborative implementation of translanguaging in adult basic education for recent immigrants to Norway. The study design aligned with ethnographic monitoring (De Korne & Hornberger, 2017), involving cycles of problem-posing, implementation with participant observation, and evaluation with 5 teachers for one year. Due to COVID-19, the project moved partly into digital forums. Data include field notes, video and audio recordings of in-person and online teaching, meeting recordings, classroom artifacts, and interviews with students, assistants, teachers, and a school leader. A jointly identified goal was to facilitate translanguaging for students with varying access to others with a similar language background. During the project, we found both shifts and durability in dominant epistemologies of language and literacy. First, the teachers expanded their understanding of multilingual competence, from focusing singly on a ‘mother tongue’ as a resource to recognizing students’ multifaceted linguistic repertoires. Second, we observed a more qualified shift toward practice-based pedagogies. While the teachers increasingly identified with García’s (2017) role of detective, they remained unsure about their students’ ability to engage independently with digital technology, despite student practices that indicated potential to us as researchers. Third, we found a form-focused approach to language to remain dominant, although some projects incorporated discussion of lived experiences of language and literacy. With these findings, we seek to highlight the epistemologies that undergird translanguaging and discuss the potential durability of existing notions of language and literacy, even as teachers embrace a more inclusive, multilingual approach. We argue that implementations of translanguaging must address epistemic justice (Severo et al., 2020) to encourage deeper transformation of classroom practice.

• Solstad, Trine; Dancus, Adriana Margareta; Linhart, Silje Hernæs; Brandal, Solveig Ragnhild; Frøjd, Ylva & Villanueva, Maria Casado (2022). Panelsamtale om litteratur og sårbarhet.
• Øverby, Nina Cecilie; Nilsen, Trude & Vik, Frøydis Nordgård (2022). Derfor er frokosten så viktig for skoleelever. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Øverby, Nina Cecilie; Nilsen, Trude & Vik, Frøydis Nordgård (2022). Derfor er frokosten så viktig for skoleelever. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Bakken, Jonas (2022). Den samiske litteraturens plass i norskfaget.
• Dewilde, Joke (2022). Pedagogisk transspråking som ressursorientert tilnærming til språkopplæring i voksenopplæringa.
• Werler, Tobias Christoph (2022). Vom Norden lernen? Pädagogik. ISSN 0933-422X. 73(12), p. 58–61.
• Gudmundsdottir, Greta Björk (2022). Digital Literacy—conceptualization and global perspectives .
• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2022). Fra politiske intensjoner til nytt læreplanverk: Prosesser, rammer og sammenhenger. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. ISSN 978-82-93847-06-9.
• Sundqvist, Pia & O'Dowd, Robert (2022). The VALIANT Virtual Exchange manual. Erasmus+.

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