Our latest publications

• Bakken, Jonas (2023). Sámi literature in Norwegian language arts textbooks. Scandinavian Studies. ISSN 0036-5637.
• Larsen, Eivind & Mathé, Nora Elise Hesby (2022). Teachers’ Perceptions of Their Schools’ Democratic Character. Scandinavian Journal of Educational Research. ISSN 0031-3831.
• Aslaksen, Helmer & Kirfel, Johann Christoph (2022). Integration by Riemann triangles. Mathematics Magazine. ISSN 0025-570X.
• Dewilde, Joke (2022). Negotiating Minority Language Resources, Practices and Experiences in Norwegian Writing Instruction for Migrant Students. In Norlund Shaswar, Annika & Rosén, Jenny (Ed.), Literacies in the Age of Mobility: Literacy Practices of Adult and Adolescent Migrants. Palgrave Macmillan. ISSN 978-3-030-83319-0. p. 239–262. doi: 0.1007/978-3-030-83317-6.
• Sundqvist, Pia (2022). Extramural English in language education. In Mohebbi, Hassan & Coombe, Christine (Ed.), Research questions in language education and applied linguistics: A reference guide. Springer. ISSN 978-3-030-79142-1. p. 201–205. doi: 10.1007/978-3-030-79143-8_37.
• Siljan, Henriette Hogga (2022). Grammatikken som system og mulighet. Grammatikken forklart og praktisert i to lærebøker for ungdomstrinnet. Acta Didactica Norden (ADNO). ISSN 2535-8219. doi: 10.5617/adno.8677.
• Remmen, Kari Beate & Iversen, Elisabeth (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. doi: https%3A/doi.org/10.1080/14729679.2022.2027796.
• Jensen, Ruth & Ottesen, Eli (2022). Unfolding teaching practices in higher education courses: Cases from school leadership programs. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2021.101919.
• Ottesen, Eli (2022). Unfolding Teaching Practices in Higher Education Courses: Cases from School Leadership Programs. International Journal of Educational Research. ISSN 0883-0355. 112. doi: 10.1016/j.ijer.2021.101919.
• Brevik, Lisbeth M. (2022). The Emergent Multiphase Design: Demonstrating a Fully Integrated Approach in the Context of Language Research in Education. In Onwuegbuzie, Anthony & Hitchcock, John H. (Ed.), The Routledge Handbook for Advancing Integration in Mixed Methods Research. Routledge. ISSN 9781138361065.
• Klette, Kirsti (2022). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. doi: 10.1016/j.tate.2021.103593. Show summary

  Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices. Teachers spent large amounts of time providing concrete and specific feedback, most of it addressing procedural skills while conceptual feedback was less common. The study highlights details of feedback relevant for both pre- and inservice mathematics teacher training.

• Brevik, Lisbeth M. & Holm, Thea (2022). Affinity and the classroom: informal and formal L2 learning . ELT Journal. ISSN 0951-0893.
• Larsen, Eivind (2021). Mission and mandates: school leaders’ andteachers’ professional discretion in enactingeducation for democracy. International Journal of Leadership in Education. ISSN 1360-3124. p. 1–25. doi: 10.1080/13603124.2021.1893390.
• Allmendinger, Henrike; Aslaksen, Helmer & Buchholtz, Nils (2021). Das stochastische Quiz „Borel“. Mathematik lehren : Die Zeitschrift für den Unterricht in allen Schulstufen. ISSN 0175-2235.
• Nissen, Anna; Tengberg, Michael; Svanbjörnsdóttir, Birna María; Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Klette, Kirsti (2021). Function and use of Literary Texts in Nordic Schools. L1-Educational Studies in Language and Literature. ISSN 1567-6617. 21, p. 1–22. doi: 10.17239/L1ESLL-2021.21.02.10. Show summary

  Function and use of literary texts in Nordic schools. Contribution to a special issue Working with Literature in Nordic Secondary Education edited by A.F. Gourvcennec. H. Höglund, M. Johansson, K. Kabel, & M. Sønneland. In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.

• Fosse, Britt Oda (2021). Tilpasset opplæring som intensjon- og virksomhet, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. p. 254–272.
• Jørgensen, Camilla Finne & Siljan, Henriette Hogga (2021). Hva slags grammatikkarbeid inviterer læreboka til? En studie av grammatikkoppgaver i to norsklæreverk for ungdomstrinnet. NLT - Norsk lingvistisk tidsskrift. ISSN 0800-3076.
• Stovner, Roar Bakken & Klette, Kirsti (2021). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 110. doi: 10.1016/j.tate.2021.103593. Show summary

  Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices. Teachers spent large amounts of time providing concrete and specific feedback, most of it addressing procedural skills while conceptual feedback was less common. The study highlights details of feedback relevant for both pre- and inservice mathematics teacher training.

• Fosse, Britt Oda & Scheie, Janne Thoralvsdatter (2021). Preparing student teachers to teach in diverse classrooms: A comparative case study of two teacher education programmes. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3). doi: 10.5617/adno.8362.
• Ødegaard, Marianne; Knain, Erik; Kvamme, Ole Andreas & Sæther, Elin (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3). doi: 10.5617/adno.8184.
• Frønes, Tove Stjern & Pettersen, Andreas (2021). Spørreundersøkelser i utdanningsforskning. In Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Ed.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. p. 167–208. Show summary

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• Skedsmo, Guri & Huber, Stephan Gerhard (2021). School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change. In Ylimaki, R. M. & Brunderman, L. A. (Ed.), Evidence-Based School Development in Changing Demographic Contexts. Springer Nature. ISSN 978-3-030-76837-9. p. 159–176. doi: https%3A/doi.org/10.1007/978-3-030-76837-9_11.
• Blikstad-Balas, Marte & Klette, Kirsti (2021). Video i klasseromsforskning. In Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Ed.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. p. 153–165. Show summary

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• Blikstad-Balas, Marte (2021). Assessing students’ competences through digital technologies. . In Reimers, Fernando & Opertti, Renato (Ed.), Learning to Build Back Better Futures for Education: Lessons from educational innovations during the COVID-19 Pandemic. UNESCO Global Education Innovation Initiative. p. 118–123.
• Blikstad-Balas, Marte & Klette, Kirsti (2021). Hvilke læremidler bruker norsklærerne på åttende trinn? En systematisk kartlegging av norskfagets analoge og digitale tekster. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(3), p. 268–281.
• Hartvigsen, Kirsten Marie (2021). How audience members envision new testament characters: Mental character models, blending, and the reception of Luke 1:5-2:52. Biblical Interpretation. ISSN 0927-2569. 29(4-5), p. 551–589. doi: 10.1163/15685152-29040007.
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). THE ROOTS OF PROSPECTIVE TEACHERS’ INSTRUCTIONAL EFFICACY IN CAMPUS EXPERIENCES AND FIELD EXPERIENCES. Advances in Education Sciences. 3(1), p. 44–63.
• Höper, Jan; Jegstad, Kirsti Marie & Remmen, Kari Beate (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment . Chemistry Education Research and Practice (CERP). ISSN 1756-1108. doi: 10.1039/D1RP00127B.
• Vold, Eva Thue (2021). Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake. Languages. ISSN 2226-471X. 6(4). doi: 10.3390/languages6040210.
• Byman Frisén, Liliann; Sundqvist, Pia & Sandlund, Erica (2021). Policy in practice: Teachers’ conceptualizations of L2 English oral proficiency as operationalized in high-stakes test assessment. Languages. ISSN 2226-471X. 6(4). doi: 10.3390/languages6040204. Full text in Research Archive
• Hatlevik, Ove Edvard; Gudmundsdottir, Greta Björk & Rohatgi, Anubha (2021). Digital downsides in teacher education. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 5(4), p. 123–139. doi: 10.7577/njcie.4227. Full text in Research Archive
• Maagerø, Eva; Siljan, Henriette Hogga & Veum, Aslaug (2021). Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts. Linguistics and Education. ISSN 0898-5898. 66. doi: 10.1016/j.linged.2021.101001.
• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit; Jorde, Doris & Frøyland, Merethe (2021). Defining knowledge domains for science teacher educators. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2021.2006819.
• Lunde, Ida M. (2021). Emergent school leader subjectivities in digitized practices: the case of VSware. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.2000034. Full text in Research Archive

View all works in Cristin

• Anly, Ingeborg; Frønes, Tove Stjern & Kvinge, Stig Erlend (2021). Norsk 7 fra Cappelen Damm Lærerveiledning. Cappelen Damm AS. ISBN 9788202644413. 262 p.
• Norendal, Audhild; Fodstad, Lars August; Minken, Lars; Lånke, Mai; Blikstad-Balas, Marte & Østmoe, Tor Ivar (2021). Moment. Norsk for studieforberedende. VG2. Cappelen Damm AS. ISBN 978-82-02-59734-4. 450 p.

View all works in Cristin

• Eriksen, Kristin Gregers; Goldschmidt- Gjerløw, Beate & Jore, Mari Kristine (2022). Kontroversielle, emosjonelle og sensitive tema i skolen. In Eriksen, Kristin Gregers; Goldschmidt-Gjerløw, Beate & Jore, Mari Kristine (Ed.), Kontroversielle, emosjonelle og sensitive tema i skolen.. Universitetsforlaget. ISSN 9788215049212. 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.

• Blikstad-Balas, Marte (2022). Podacast. DIFO-podden. Om forskningsdesign og hva du må tenke på når du skal komme i gang med masteroppgaven. Med Marte Blikstad-Balas, UiO. 3. januar 2022. . [Internet]. https://eur02.safelinks.protection.outlook.com/?url=https%3A.
• Kure, Astrid Elisabeth; Ahmadian, Shilan & Brevik, Lisbeth M. (2022). Panel: Time, narrative and technology in English classrooms in Norway. Show summary

  In this panel, we will present two studies from nine English classrooms in Norway across 8th, 9th and 10th grade, where teenagers are video recorded over time concerning their use of narratives and technology. Gee (2007) states that using technology is valuable for narrative engagement, which in turn leads to learning. The present study argues that engagement in narratives and technology has the potential to develop skills critical for education. Digital technologies are considered a crucial aspect of educational policy around the world (Erstad et al., 2021; Ferrari, 2013; Kaarakainen & Saikkonen, 2021). Information and communication technology can complement, enrich and transform education for the better (UNESCO, 2021). The first study addresses how time matters when teenagers engage in two very different narratives by reading a novel and playing an online game to learn about Native Americans. The study draws on video recordings from 30 English lessons in two lower secondary classrooms in Norway, following 60 students during a two-week gaming-based project in 8th grade. Findings showed that time matter. A notable finding is that the combination of reading fiction and playing a video game matter in terms of student engagement, which aligns with research by the UK's National Literacy Trust (2020). One class read the novel before playing the game, while the other class played the game before reading the novel. The students who read the novel before playing the game were more engaged and learnt more about native Americans compared to the students who played the video game before reading the novel. The second study investigates teenagers' use of English across technologies and time. Adapting a national Framework for Digital Skills into an observation protocol (Norwegian Directorate of Education and Training, 2012), this study analysed video recordings from 60 English lessons in seven lower secondary classrooms in Norway, following 186 students across two school years (9th and 10th grade). The results show that students used digital skills critical for education in half of the video-recorded lessons. The main differences within and across classrooms related to the type of digital skills used in any given lesson, and an increase in the use of digital skills over time. First, students’ used basic rather than advanced digital skills. Second, when using digital skills, the main repertoire involved searching for and processing information online, and using digital technology to produce written texts. Third, we identified that the students’ use of digital skills increased over time. In the panel, we will present illustrative examples of how time matters when students engage with digital skills, narratives and online games in English. Implications for practice and the direction of future research are discussed.

• Tronsmo, Eli (2021). Læreplanen og profesjonsfellesskapet. . Bedre Skole. ISSN 0802-183X. 32(2), p. 26–31.
• Tronsmo, Eli & Lorentzen, Marte (2021). Keynote:Profesjonsfelleskapet som motor for faglig utvikling, og lærerspesialistenes rolle i skolens utviklingsprosesser.
• Tronsmo, Eli & Gilje, Øystein (2021). Å lede fellesskapsprosesser. Når fungerer det på sitt beste? .
• Tronsmo, Eli (2021). SEllpodden: Utvikling av profesjonsfellesskap. . [Internet]. Høgskolen Innlandet. Sellpodden .
• Tronsmo, Eli & Bolstad, Bjørn (2021). Hvordan få til gode profesjonsfellesskap blant lærere? Læring, en podcast fra Det utdanningsvitenskapelige fakultet . [Internet]. Universitetet i Oslo.
• Tronsmo, Eli & Gilje, Øystein (2021). Multimodality and Assessment: A scoping review.
• Gilje, Øystein (2021). Læring og undervisning med en skjerm til alle, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. p. 225–239.
• Gilje, Øystein (2021). Kunstig intelligens og læringsanalyse for læring og vurdering. Bedre Skole. ISSN 0802-183X. p. 17–22.
• Gabrielsen, Ida Lodding (2021). Inquiry in The Norwegian Curriculum. Show summary

  The Norwegian Curriculum Renewal (2020) is a revision that entails a new core curriculum stating values and principles for primary and secondary education. Three interdisciplinary themes are introduced: Health and life skills, Democracy and citizenship and Sustainable development. Across the subject curricula, the topics are framed within a subject‐specific context. This study investigates the role of literature in the new L1 curriculum and aims to reflect upon the potential for an inquiry‐oriented approach to literature education in the revised curriculum, focusing on the three interdisciplinary topics. The topics, their intentions, content and function have been a subject of discussion not only in schools and within the field of educational research, but in the public debate. The analysis has implications for our assumptions about teachers` transformation of the QUALE program theory in a Norwegian context.

• Qvortrup, Ane; Elf, Nicolaj; Hansen, Thomas Illum; Vibeke, Christensen; Olin-Scheller, Christina & Gabrielsen, Ida Lodding [Show all 7 contributors for this article] (2021). Quality Literature Education in the Nordic - The design, theorization, methodological reflections and preliminary findings from a comparative study of an inquiry-oriented approach to literature education in three Nordic countries . Show summary

  The Quality Literature Education project (‘QUALE’ in the following) draws on the completed large‐scale research and development project Improving the Quality of Danish and Mathematics in Danish Lower‐Secondary Education (abbreviated KiDM in a Danish context: Kvalitet i Dansk og Matematik). KiDM was a multi‐pronged intervention program taking place from 2016‐2019 focusing on inquiry‐based teaching of Danish. The purpose was to improve the quality of literature teaching: A multiple intervention research program was designed, which established an initial program theory for improving the quality of literature education. Quantitative and qualitative analyses have shown positive effects, while also highlighting limitations and, more broadly, the contextual nature of quality literature education. In the QUALE project, which is part of the larger Quality in Nordic Teaching (QUINT) research center, we hypothesize that due to the universal nature of literature as well as similarities found in Scandinavian Language arts subjects related to language and culture (Krogh, Penne & Ulfgard, 2012; Krogh & Piekut 2015), it will be possible to re‐ design and explore how the KiDM material is used and understood in six classrooms in Sweden, Norway and Denmark. Specifically, QUALE aims at recontextualising and redesigning, in a smaller scale, the material platform and didactic design of literature interventions developed and explored within KiDM. The comparative research project aims at exploring the following over‐arching research question: What does it mean to be inquiry‐based and to explore literature in a teaching context? What happens when we recontextualize an inquiry‐based approach and adapt it in different but comparable contexts? Sub‐questions include: • How do students and teachers in Swedish, Norwegian and Danish classrooms transform inquiry‐oriented design material for literature education in Language arts classrooms? • How do teachers perceive the effects and interpret an inquiry‐based approach in relation to contextual factors, needs and potentials for conducting literature education of a high quality? In this symposium, we present the program theory of QUALE, reflect on the design and methodology focusing on comparative issues, and offer findings from the first phases of the intervention from three Scandinavian perspectives.

• Hultberg, Laura Isabelle (2021). Klimakrisen må forstås som en kamp mellom samfunnsklassene. Morgenbladet. ISSN 0805-3847.
• Hultberg, Laura Isabelle (2021). Økosorg: Angsten for det politiske . Morgenbladet. ISSN 0805-3847.
• Bakken, Jonas (2021). Sámi literature in the Norwegian school canon.
• Sjøberg, Mari (2021). Teaching and learning through scientific practices in the laboratory in biology education: Exploring model-ling through representation construction as scientific practice. Nordic Studies in Science Education. ISSN 1504-4556.
• Sjøberg, Mari; Knain, Erik & Furberg, Anniken Larsen (2021). Students’ Model-based Reasoning in Immunology: The Role of Drawings, Gestures and Material Artefacts. .
• Sjøberg, Mari (2021). ‘Scientific practices and reasoning’ in the new curriculum in Norway; What are students supposed to know about nature of science? .
• Skarpaas, Kaja Granum (2021). L2 English in vocational study programmes: Comparing teacher and student views. Show summary

  In Norway, as in other countries, upper secondary vocational students are required to study a certain number of general subjects, among them English. The presence of so-called theoretical subjects in vocational education has been the object of debate, often centring on their negative effects on student motivation. As a remedy, common core teachers in Norway are required by law to adapt their instruction to the study programmes of their students. In other words, they must plan and deliver lessons with a vocational orientation. In the case of English, a vocational orientation is not only intended to boost motivation, but also to assure that students learn the language skills needed for work. Compared to academic programmes, very little research addresses L2 English instruction in vocational study programmes. Thus, to contribute to a better understanding of such instruction, this paper compares English teachers’ aims and intentions when utilising a vocational orientation to vocational students’ perceptions and desires for their English instruction. The paper uses qualitative data collected (in 2018 and 2019) from an ongoing doctoral research project involving teachers and students in 10 schools in eastern and western parts of Norway. It compares results from teacher and student interviews, and draws on secondary data from classroom observations. The aim of the paper is to address the following research question: “To what extent do teachers and students share a common vision for the vocational orientation of English language instruction in upper secondary vocational study programmes?”.

• Daza , Viviana (2021). A scoping review of the third space in partnerships for professional practice.
• Daza , Viviana (2021). Exploring pre-service teachers’ perceptions of professional practice in partnerships.
• Jore, Mari Kristine & Goldschmidt- Gjerløw, Beate (2021). Kontroversielle, emosjonelle og sensitive tema i skolen.
• Brataas, Gøril & Jenset, Inga Staal (2021). Teacher Candidates’ Take up From a Campus Intervention: How teacher candidates enact scaffolding techniques in language arts during fieldwork.
• Jenset, Inga Staal & Brataas, Gøril (2021). Facilitation to Support Reasoning in Teacher Education.
• Busterud, Guro & Blikstad-Balas, Marte (2021). Podkast. Forskerrådet. "Bør kvinnelige forskere få barn?". [Internet]. Forskerrådet.
• Mathé, Nora Elise Hesby & Christensen, Anders Stig (2021). Hovedinnlegg: Høyere ordens tenkning i samfunnsfag .
• Tonsberg, Signe; Beiler, Ingrid Rodrick & Dewilde, Joke (2021). Ja, det er faktisk helt okay at tale arabisk i dansktimen. [Business/trade/industry journal]. Magasinet Gymnasieforskning.
• Gloppen, Silje Kristin & Novak, Judit (2021). Making Teachers by Policy: The Case of Teacher Evaluation in Norwegian Education.
• Sandmeier, Anita; Betschart, Simona; Adams, Donnie & Skedsmo, Guri (2021). School Leaders’ Approaches to Health Promotion in Schools.
• Adams, Donnie; Lok, Tan King; Sandmeier, Anita & Skedsmo, Guri (2021). School Leadership that Supports Health Promotion in Schools: A Systematic Literature Review.
• Skedsmo, Guri (2021). Literatur-Reviews: Grundlagen, Methoden und Systematik.
• Skedsmo, Guri (2021). Education Governance: Emerging trends and issues.
• Skedsmo, Guri (2021). National and local quality assessment systems: School Principals’ Roles and Strategies? .
• Gloppen, Silje Kristin & Skedsmo, Guri (2021). Lærervurdering i Norge: Nye praksiser og forståelser i framvekst? .
• Dewilde, Joke & Tonsberg, Signe (2021). Ja, det er faktisk helt okay at tale arabisk i dansktimen. [Business/trade/industry journal]. Magasinet Gymnasieforskning .
• Bakken, Jonas (2021). Yrkesfaglig norsk som ferdighets- og danningsfag. Norsklæreren. ISSN 0332-7264.
• Bjørkvold, Tuva; Wollebæk, Gro; Blikstad-Balas, Marte & Stein, Jonas (2021). Forskningsrådet kveler satsningen på barns vitenskapelige utvikling. Det er uholdbart. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. p. 31–31.
• Brevik, Lisbeth M. & Lomsdalen, Christian (2021). Om evaluering av fagfornyelsen. [Internet]. Lektor Lomsdalens Innfall.
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i videregående skole- endringsverksteder som metode (Endringsledelse).
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i videregående skole- endringsverksteder som metode.
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i og på tvers av arenaer.
• Gunnulfsen, Ann Elisabeth (2021). Ledelse av reformarbeid i og på tvers av arenaer.
• Ahmadian, Shilan; Aspfors-Sveen, Ingeborg; Næsmo, Camilla Bruu & Svarca, Katrina (2021). Forfattertrio: – Noe mer enn en skolebok. [Newspaper]. Utrop - Norges første flerkulturelle avis.
• Ahmadian, Shilan; Aspfors-Sveen, Ingeborg & Næsmo, Camilla Bruu (2021). Ungdom som flykter til Norge . [Internet]. Podcast Rekk opp hånda! Episode 166.
• Ødegaard, Kjersti Løken (2021). Profesjonsfellesskap på Nesbru vgs. [Internet]. SELL-podden.
• Ødegaard, Kjersti Løken (2021). Tverrfaglig samarbeid på vgs - del 2. [Internet]. SELL-podden.
• Ødegaard, Kjersti Løken (2021). Tverrfaglig samarbeid på vgs - del 1 av 2. [Internet]. SELL-podden.
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Søkelys på de pedagogiske ag.
• Jensen, Ruth; Gunnulfsen, Ann Elisabeth; Abrahamsen, Hedvig Neerland; Helstad, Kristin & Ødegaard, Kjersti Løken (2021). Formative Interventions in School Leadership Teams in Upper Secondary Schools.
• Kersting, Magdalena (2021). Primary students see the big picture with Einsteinian physics. [Radio]. The Science Show (ABC).
• Mork, Sonja Merethe; Henriksen, Ellen Karoline; Haug, Berit; Jorde, Doris & Frøyland, Merethe (2021). Knowledge domains for science teacher educators.
• Kersting, Magdalena (2021). Eine didaktische Rekonstruktion der Allgemeinen Relativitätstheorie für den Oberstufenunterricht. Astronomie und Raumfahrt. ISSN 1437-8639. 4/2021.
• Ruud, Kenneth & Blikstad-Balas, Marte (2021). Hvordan bli en vellykket forsker? [Internet]. Spotify.
• Vila, Xavier Llovet & Carrai, Debora (2021). Hva krever LK20 av den profesjonelle spansk- og fremmedspråklæreren? .
• Vila, Xavier Llovet & Carrai, Debora (2021). Exigencias de LK20 para el profesor ELE.
• Carrai, Debora (2021). Exigencias de LK20 para el profesor ELE.
• Carrai, Debora (2021). Hva krever LK20 av den profesjonelle spansk- og fremmedspråklæreren? .
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking i voksenopplæring.
• Dewilde, Joke (2021). «Læreren må våge å legge fra seg ekspertrollen. Det er elevene som er eksperter på sine egne språk».
• Lohne, Kjersti; Mathé, Nora Elise Hesby; Myksvoll, Mari Skuggedal & Reinertsen, Hilde (2021). Akademisk ytringsfrihet: Tre løsningsforslag. Khrono.no. ISSN 1894-8995. Show summary

  Midlertidighet, eksternfinansiering og press fra eksterne interesser kan utfordre yngre forskeres akademiske ytringsfrihet.

• Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (2021). Forord. In Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Ed.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439.
• Sjøberg, Mari (2021). Teaching and learning through scientific practices in the laboratory in biology education. Exploring modelling as a scientific practice. Universitetet i Oslo. ISSN 1501-8962.
• Sandmeier, Anita; Betschart, Simona; Perrenoud, Olivier & Skedsmo, Guri (2021). Erste Ergebnisse zur Gesundheit von Schweizer Schulleiter/innen. RepoSZ - PH Schwyz Repository.

View all works in Cristin