Our latest publications

Below you will find a list over our last 100 publications, as registered in Cristin. The list includes scientific articles and book chapters, books and scientific lectures.

  • 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
  • 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
  • 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.
  • 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
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Epistemological shifts and enduring ideologies of language in a translanguaging project .
  • 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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