Siste publikasjoner

• Arnesen, Thomas; Arnesen, Trond Egil & Elstad, Eyvind (2020). Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Pedagogy, Culture & Society.  ISSN 1468-1366. . doi: 10.1080/14681366.2020.1777461
• Tusiime, Wycliff Edwin; Johannesen, Monica & Gudmundsdottir, Greta Björk (2020). Teaching art and design in a digital age: challenges facing Ugandan teacher educators. Journal of Vocational Education and Training.  ISSN 1363-6820. . doi: 10.1080/13636820.2020.1786439 Vis sammendrag

  Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that art and design (A&D) educators in Uganda encounter when teaching with digital technologies and examines how they cope with these challenges. To address the research question, the study adopts a descriptive case study design that seeks to document the participants' accounts. Semi-structured interviews and non-participant observations were employed to collect data from teacher educators (TEs) and administrators (ADs) in two teacher training institutions (TTIs) in Uganda. The findings indicate that A&D TEs face accessibility challenges relating to motivation and material access. The educators use various strategies to cope with the existing challenges including peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for Bring Your Own Device (BYOD).

• Buchholtz, Nils (2020). THE NORWEGIAN STUDY MATH & THE CITY ON MOBILE LEARNING WITH MATH TRAILS, In  Research on Outdoor STEM Education in the digiTal Age Proceedings of the ROSETA Online Conference in June 2020.  WTM Verlag.  ISBN 978-3-95987-144-0.  Papers.  s 79 - 86
• Larsen, Eivind; Møller, Jorunn & Jensen, Ruth (2020). Constructions of professionalism and the democratic mandate in education A discourse analysis of Norwegian public policy documents. Journal of Education Policy.  ISSN 0268-0939. . doi: 10.1080/02680939.2020.1774807
• Nilsen, Trude & Bergem, Ole Kristian (2020). Teacher Competence and Equity in the Nordic Countries. Mediation and moderation of the relation between SES and achievement. Acta Didactica Norden (ADNO).  ISSN 2535-8219.  14(1)
• Luoto, Jennifer Maria (2020). Scrutinizing two Finnish teachers’ instructional rationales and perceived tensions in enacting student participation in mathematical discourse. LUMAT: International Journal on Math, Science and Technology Education.  ISSN 2323-7104.  8(1), s 133- 161 . doi: //doi.org/10.31129/LUMAT.8.1.1329
• Tronsmo, Eli (2020). Changing conditions for teachers’ knowledge work: new actor constellations and responsibilities. Curriculum Journal.  ISSN 0958-5176. . doi: 10.1002/curj.60
• Lund, Andreas & Engeness, Irina (2020). Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: https://doi.org/10.1016/j.lcsi.2020.100427
• Arnesen, Thomas; Arnesen, Trond Egil & Elstad, Eyvind (2020). Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Pedagogy, Culture & Society.  ISSN 1468-1366. . doi: https://doi.org/10.1080/14681366.2020.1777461
• Vold, Eva Thue (2020). Grammatikkundervisning i franskfaget. Viden om Literacy.  ISSN 2246-6517.  (27), s 106- 114
• Sivesind, Kirsten & Skedsmo, Guri (2020). Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the State Authorities in Norway, In Helene Ârlestig & Olof Johansson (ed.),  Educational Authorities and the Schools.  Springer.  ISBN 9783030387587.  Norway.  s 75 - 92 Vis sammendrag

  This chapter disentangles the organizational structures of national policies for basic education in Norway and examines how state boards and agencies fulfill their institutional responsibilities and roles within the education system. In the last two decades, state authorities have encouraged national reform programs to create innovation and change across policy realms and levels. They have also enacted changes by reorganizing their own administrative apparatus at the national level. This study examines policy documents, consisting of white and green papers, expert reports, and website articles. All texts were organized thematically in order to provide an overview of the reform programs, the problems and solutions that were addressed by policy-makers and experts, and the strategies that led to reorganizational processes at the state administrative level. To map out the challenges, the chapter summarizes reviews of policy-relevant research on the implementation of the Knowledge Promotion Reform (2006–2020) and similar studies that reflect how the government sets the agenda and formulates new policies for basic education. By investigating the current reorganization of state agencies, the chapter also demonstrates how gap management is employed at the state level to enable or constrain the ways in which school reforms change policies and practices.

• Rasmussen, Ingvill; Kjærnsli, Marit; Jensen, Fredrik & Ludvigsen, Sten Runar (2020). Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO).  ISSN 2535-8219. . doi: https://doi.org/10.5617/adno.7862 Vis sammendrag

  I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid.

• Hatlevik, Ida Katrine R; Engelien, Kirsti Lyngvær & Jorde, Doris (2020). Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo. Acta Didactica Norge.  ISSN 1504-9922.  14(2) . doi: http://dx.doi.org/10.5617/adno.7913
• Gudmundsdottir, Greta Björk & Hathaway, Dawn (2020). “We Always Make It Work”: Teachers’ Agency in the Time of Crisis. Journal of Information Technology and Teacher Education.  ISSN 1059-7069.  28(2), s 239- 250 Vis sammendrag

  As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teachers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Readiness Online (TRIO) survey (Gudmundsdottir & Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandemic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make online learning work for them and their students.

• Damsa, Crina I. & Jornet, Alfredo (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture and Social Interaction.  ISSN 2210-6561.  s 1- 3 . doi: 10.1016/j.lcsi.2020.100407
• Gabrielsen, Ida Lodding & Blikstad-Balas, Marte (2020). Hvilken litteratur møter elevene i norskfaget? En analyse av hvilke skjønnlitterære verk som inngår i 178 norsktimer på åttende trinn. Edda. Nordisk tidsskrift for litteraturforskning.  ISSN 0013-0818.
• Blikstad-Balas, Marte & Klette, Kirsti (2020). Still a long way to go Narrow and transmissive use of technology in the classroom. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  15(1), s 55- 68 . doi: https://doi.org/10.18261/issn.1891-943x-2020-01-05
• Strømme, Torunn Aanesland & Mork, Sonja Merethe (2020). Students’ Conceptual Sense-making of Animations and Static Visualizations of Protein Synthesis: a Sociocultural Hypothesis Explaining why Animations May Be Beneficial for Student Learning. Research in Science Education.  ISSN 0157-244X. . doi: 10.1007/s11165-020-09920-2
• Siljan, Henriette Hogga & Moe, Mette (2020). «En bro er noe som knytter to ting sammen» – Å bygge broer mellom hverdagskunnskap og norskfaglig kunnskap. Acta didactica Norden.  ISSN 1504-9922.
• Andersson-Bakken, Emilia; Jegstad, Kirsti Marie & Bakken, Jonas (2020). Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education.  ISSN 0950-0693. . doi: 10.1080/09500693.2020.1756516
• 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. . doi: 10.1080/20004508.2020.1733744
• Remmen, Kari Beate (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring. Norsk Geografisk Tidsskrift.  ISSN 0029-1951. . doi: https://doi.org/10.1080/00291951.2020.1749124
• Gudmundsdottir, Greta Björk; Gassó, Héctor Hernández; Rubio, Juan Carlos Colomer & Hatlevik, Ove Edvard (2020). Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway. Computers & Education.  ISSN 0360-1315.  152(July 2020) . doi: 10.1016/j.compedu.2020.103877 Vis sammendrag

  Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practising teachers. The development of professional digital competence (PDC) is emerging as an essential part of teacher education. Due to the increasing use of ICT and the growing number of online teaching and learning resources, the responsible use of ICT has become one of the key aspects of PDC. For the purpose of this paper, the responsible use of ICT includes privacy issues, cyberbullying and the ability to evaluate digital content. We examine Spanish and Norwegian student teachers' perceived competence in privacy issues and in handling cyberbullying and their ability to evaluate digital content. In a survey conducted in autumn 2017, 681 Spanish and 563 Norwegian first-year student teachers in Spain and Norway answered questions on the responsible use of ICT. The findings show that in both countries the three concepts are recognised as distinct and that there is a positive relationship between student teachers' perceived understanding of the concepts. This implies that these concepts should be taught as separate components of PDC. However, it is challenging to compare student teachers’ perceived knowledge of the concepts across two countries and to create an integration model that fit both countries. This is partly due to cultural and language differences. The study provides a baseline in terms of knowledge about responsible use at the participating universities. It also details general implications for policy, practice and ITE programmes.

• Rohatgi, Anubha & Scherer, Ronny (2020). Identifying profiles of students' school climate perceptions using PISA 2015 data. Large-scale Assessments in Education.  ISSN 2196-0739.  8(1) . doi: 10.1186/s40536-020-00083-0
• Nortvedt, Guri A.; Wiese, Eline F.; Brown, Martin D.; Burns, Denise; McNamara, Gerry; O'Hara, Joe; Altrichter, Herbert; Fellner, Magdalena; Herzog-Punzenberger, Barbara; Nayir, Funda & Taneri, Pervin Oya (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  32, s 5- 27 . doi: 10.1007/s11092-020-09316-w
• Nortvedt, Guri A. & Wiese, Eline (2020). Numeracy and migrant students: a case study of secondary level mathematics education in Norway. ZDM: Mathematics Education.  ISSN 1863-9690. . doi: https://doi.org/10.1007/s11858-020-01143-z
• Jahnsen, Vanja Røkkum & Bakken, Jonas (2020). På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole. Acta Didactica Norden (ADNO).  ISSN 2535-8219. . doi: https://doi.org/10.5617/adno.7847
• Lund, Andreas & Vestøl, Jon Magne (2020). An analytical unit of transformative agency: Dynamics and dialectics. Learning, Culture and Social Interaction.  ISSN 2210-6561.  25, s 1- 9 . doi: 10.1016/j.lcsi.2020.100390 Fulltekst i vitenarkiv.
• Mathé, Nora Elise Hesby & Elstad, Eyvind (2020). Exploring students’ effort in social studies. Nordidactica.  ISSN 2000-9879.  (1), s 65- 87 Vis sammendrag

  Preparing young people for becoming responsible citizens is an important educational aim. The school subject of social studies contributes to this wider educational aim by focusing on knowledge, skills and values to support young people in developing their knowledgeable participation in democratic processes. As social studies combines a focus on knowledge and participation, students’ own effort is of vital importance. The purpose of this study was to explore the factors associated with students’ effort in upper-secondary social studies. The survey sample comprised 264 upper-secondary students (16 to 17 years old) from schools located in urban and rural areas in three Norwegian counties. Regression analysis was used to assess the strength of statistical associations between the dependent variable—students’ effort—and the hypothesised antecedents: students’ perceptions of citizenship preparation in social studies, students’ self-efficacy in social studies, students’ perceptions of the teacher’s expectations in social studies, students’ relational trust toward the teacher, gender and books in the home. Our findings show that all of these factors, except for teacher expectations and relational trust, were significantly related to students’ effort. The results are discussed, and implications for social studies and further research are outlined.

• Sundqvist, Pia (2020). Sweden and informal language learning, In Mark Dressman & Randall Sadler (ed.),  The Handbook of Informal Language Learning.  John Wiley & Sons.  ISBN 978-1-119-47230-8.  21.  s 319 - 332
• Jensen, Ruth (2020). Professional development of school leadership as boundary work: patterns of initiatives and interactions based on a Norwegian case. International Journal of Leadership in Education.  ISSN 1360-3124. . doi: 10.1080/13603124.2020.1716998
• Jacobsen, Hilde Marie Madsø; Lejonberg, Eli & Elstad, Eyvind (2020). Veiledning med digital øreplugg: erfaringer fra en utprøvning, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 14.  s 296 - 315
• Elstad, Eyvind (2020). Framtidens lærerutdanning: trender og mulige scenarioer, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 15.  s 317 - 344
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Hvorfor tenker nordiske lærerstudenter på å slutte i studiet?, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 10.  s 221 - 240
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Nordiske lærerstudenters tidsbruk i studiet., I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 9.  s 210 - 220
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Nordiske lærerstudenters vurderinger av pedagogikk, fagdidaktikk og praksisopplæring, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 8.  s 197 - 209
• Elstad, Eyvind (2020). Målinger av kvalitet i lærerutdanning og politiske prosesser, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 7.  s 179 - 196
• Elstad, Eyvind (2020). Lærerutdanninger i nordiske land, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 1.  s 17 - 66
• Skagen, Kaare & Elstad, Eyvind (2020). Lærerutdanningen i Norge, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 4.  s 120 - 138
• Lundmark, Anders Mattias; Augland, Lars Eivind & Jørgensen, Simen V (2020). Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field?. Journal of Geography in Higher Education.  ISSN 0309-8265. . doi: 10.1080/03098265.2020.1712685
• Johansson, Lotta & Hall, Jeffrey Brooks (2020). Research Ethics of Becoming: Approaches Beyond Moral Laws. International review of Qualitative Research.  ISSN 1940-8447.  12(4), s 413- 432 . doi: DOI: 10.1525/irqr.2019.12.4.413 Fulltekst i vitenarkiv.
• Møller, Jorunn (2020). Management, Leadership and Governance in Secondary Education (Norway), In Ian Menter; Maria Teresa. Tatto & Karin Hognestad (ed.),  Bloomsbury Education and Childhood Studies..  Bloomsbury Academic.  ISBN 9781474209151.  Norway.  s 7 - 14
• Møller, Jorunn (2020). Management, Leadership and Governance in Primary Education (Norway)., In Ian Menter; Maria Teresa. Tatto & Karin Hognestad (ed.),  Bloomsbury Education and Childhood Studies..  Bloomsbury Academic.  ISBN 9781474209151.  Norway.  s 1 - 6
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Language Use in the Classroom: Balancing Target Language Exposure with the Need for Other Languages. TESOL Quarterly (Print).  ISSN 0039-8322. . doi: 10.1002/tesq.564 Fulltekst i vitenarkiv.
• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2020). Multicultural School Festival as a Creative Space for Identity Construction – From a Minority Parent Perspective. Intercultural Education.  ISSN 1467-5986. Fulltekst i vitenarkiv. Vis sammendrag

  In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Interestingly, while schools see these events as helping further inclusion, prior research on the subject has criticized such events for promoting essentialist understandings of cultural identities, hence regarding them as counterproductive to the aim of promoting inclusion. This research has directed scarce attention to the participant perspective, among them minority parents. Using the stall of the Kurdish parents as an example, we conducted fieldwork applying the method of Linguistic Landscaping. In addition, we conducted semi-structured interviews with the parents asking questions about the festival and the meaning of the displayed representations in their stall. The findings indicate that the Kurdish parents involved view the event as an important space for creative construction of transnational and diasporic identities, as well as an opportunity for a minority group to strive for acceptance for its cause. We end the article by reflecting on the pedagogical potential in multicultural school events as tools for creating inclusive school practices.

• Hammerness, Karen; Klette, Kirsti; Jenset, Inga Staal & Canrinus, Esther Tamara (2020). Opportunities to study, practice and rehearse teaching in teacher preparation: An international perspective.. Teachers College Record (TCR).  ISSN 0161-4681.

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• Erdal, Silje Førland; Westersjø, Martin; Hove, Olav; Hellerud, Synnøve & Johnsen, Ida Molstad (2020). Arena 8 Samfunnsfag. Aschehoug & Co.  ISBN 9788203404436.  256 s.
• Fodstad, Lars August; Minken, Martin; Norendal, Audhild; Magnusson, Camilla G.; Lånke, May; Østmoe, Tor Ivar; Blikstad-Balas, Marte; Hjortland, Ole Thomassen & Antonsen, Pål Fjeldvig (2020). Moment. Norsk for studieforberedende. VG1. Cappelen Damm AS.  ISBN 9788202597337.  463 s.
• Blikstad-Balas, Marte & Roe, Astrid (2020). Hva foregår i norsktimene? Utfordringer og muligheter i norskfaget på ungdomstrinnet. Universitetsforlaget.  ISBN 9788215033068.  221 s.
• Elstad, Eyvind (red.) (2020). Lærerutdanning i nordiske land. Universitetsforlaget.  ISBN 978-82-15-03514-7.  349 s.
• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2020). Learning as gap-closing. Investigating digitalized dialogues. Routledge.  ISBN 978-1-138-59271-1.  18 s.

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• Hvalstad, Mette Brenno; Brevik, Lisbeth M. & Dalland, Cecilie (2020). MA thesis: Effective feedback in English lessons in Norway. A video study of feedback practices in seven lower secondary classrooms.
• Holm, Thea & Brevik, Lisbeth M. (2020). MA thesis: Connecting English learning in and out of school. Teacher beliefs, student perspectives and bridging activities in the English classroom.
• Olafsrud, Annie Karoline & Brevik, Lisbeth M. (2020). Utvikling av skrivekompetanse i engelsk. Bedre Skole.  ISSN 0802-183X.  (3)
• Brevik, Lisbeth M.; Holm, Thea & Christensen, Lina (2020, 23. juni). Hun lar studentene delta i forskningen: – Svært ettertraktet i arbeidslivet. [Fagblad].  Forskerforum.
• Sundqvist, Pia (2020). Extramural English research: Definition, findings, and implications. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret.  ISSN 1893-1499.  9, s 17- 21
• Blikstad-Balas, Marte & Eikenes, Åsmund H. (2020, 01. april). Hva er forskning? Akademiet for yngre forskere forklarer.. [TV].  Video publisert på YouTube og AYFs nettsider.
• Gudmundsdottir, Greta Björk & Strand, Anneli (2020, 19. juni). Lærernes håndtering av hjemmeskole under koronakrisen imponerer forskere. [Internett].  NRK.no.
• Dewilde, Joke; Fløgstad, Guro Nore & Tessem, Amalie (2020, 18. juni). Om norsk romani i samfunn og utdanning. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Luoto, Jennifer Maria (2020). Instructional patterns and activity formats in mathematics classrooms:A comparative approach to understanding instruction in Norwegian and Swedish-Speaking Finnish lower secondary classrooms.
• Gudmundsdottir, Greta Björk & Drevvatne, Anneli Strand (2020, 09. juni). Få lærere hadde kunnskap om heldigital undervisning da skolene stengte. (God morgen Nordland). [Radio].  NRK.
• Hathaway, Dawn; Gudmundsdottir, Greta Björk & Gilje, Øystein (2020, 25. mai). FIKS webinar: Undervisning og læring på nett - hva sier forskningen?. [Internett].  https://www.youtube.com/watch?v=aRYMp9lJhsA&t=551s.
• Gudmundsdottir, Greta Björk & Strand, Hilde Kristin (2020, 18. april). Har tru på Matteus-effekt for elevane: Dei som har mykje skal få meir. [Internett].  Khrono.no.
• Gudmundsdottir, Greta Björk & Heie, Magnus (2020, 16. juni). Var lærerne klare for å bli heldigitale?. [Internett].  Forskning.no.
• Gudmundsdottir, Greta Björk & Heie, Magnus (2020, 01. april). Det viktigste med nettbasert undervisning skjer på forhånd. [Internett].  Utdanningsforskning.no.
• Gudmundsdottir, Greta Björk & Heie, Magnus (2020, 23. april). Digital kompetanse i skolen handler om mer enn tekniske ferdigheter. [Internett].  Forskning.no.
• Erdal, Silje Førland (2020). “Flukt” – meningsmotstand, perspektivtaking og dialog. Nettressurs for lærerutdanning..
• Erdal, Silje Førland (2020). Demokratisk medborgerskap i mangfoldige samfunn - Skolen som arena for å forebygge diskriminering og gruppefiendtlighet.
• Hatlevik, Ida Katrine R; Hunskaar, Tove Seiness & Eriksen, Tone Malmstedt (2020). Universitet og skole i samarbeid om lærerutdanning - Universitetet i Oslo sin modell for utvidet partnerskap, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 13.  s 277 - 295
• Brevik, Lisbeth M.; Larsen, Christiane Jordheim; Stang, Bendik & Wetås, Åse (2020, 22. mai). Dataspel er ei engelskspråkleg verd.  Dag og Tid.
• Dalland, Cecilie; Blikstad-Balas, Marte; Klette, Kirsti & Roe, Astrid (2020, 13. mai). De minste elevene hadde minst kontakt med lærerne i tiden med hjemmeskole. [Internett].  Forskning.no.
• Hall, Jeffrey Brooks (2020). Lærerprofesjonen – styring og skjønn [The teaching profession: governance and discretion]..
• Hall, Jeffrey Brooks & Johansson, Lotta (2020). School Environment Regulation in Transition: Strengthening Individual Rights?.
• Dalland, Cecilie; Blikstad-Balas, Marte; Roe, Astrid & Klette, Kirsti (2020, 11. mai). Noen snakket med læreren en gang i løpet av flere uker.  Aftenposten.
• Brevik, Lisbeth M. (2020). Conference paper (peer reviewed): Emergent Multiphase Design: A Fully Integrated Approach in the Context of Language Research in Education. Vis sammendrag

  This paper proposes that the emergent multiphase design can be conceptualized as an integrated mixed methods (MM) approach for conducting language research. Although MM designs can be planned in advance, changes can arise during the course of a study, thereby allowing for an emergent design. The multiphase aspect of the design allows researchers to attend to integrated analyses in a stepwise fashion, where each phase influences the next and where some decisions can be made during the research process. This design is particularly relevant for the exploration of unexpected outcomes, and this paper focuses on such outcomes concerning students’ use of English as a second language outside school, their English proficiency, and the status of English in their youth culture.

• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Det kan være bra å bruke flere språk i engelsktimene. www.forskning.no. Vis sammendrag

  Språkforskere har undersøkt hvor mye engelsk og norsk det snakkes i engelsktimer på ungdomstrinnet – og hvor mye norsk det er behov for.

• Brevik, Lisbeth M. & Myhre, Torunn (2020, 12. april). Språkbruk i engelsktimer. [Radio].  NRK Språkteigen.
• Brevik, Lisbeth M. & Sylvén, Liss Kerstin (2020). Key note: CLIL in Norway and Sweden - commonalities, differences, state-of-the-art research, and ways forward.
• Carlsten, Tone Cecilie; Throndsen, Inger & Björnsson, Julius Kristjan (2020). TALIS 2018 - Flere hovedfunn fra ungdomstrinnet.
• Sjøberg, Svein (2020). Didaktikk og Fagdidaktikk i norsk lærerutdanning -- forsøk på en avklaring.
• Lund, Andreas & Aagaard, Toril (2020). Epistemological consequences of digitalization.
• Aagaard, Toril & Lund, Andreas (2020). What is pofessional digital competence?.
• Gunnulfsen, Ann Elisabeth (2020). Ledelse av fagfornyelsen i institusjonsskoler - forhandling om mening, makt og posisjonering..
• Korsvoll, Nils Hallvard; Blikstad-Balas, Marte & Sandtorv, Alexander Harald (2020). Utilfredsstillende svar?. morgenbladet.no.
• Sjøberg, Svein (2020). Naturvitenskap i norsk skole og samfunn: En suksesshistorie?.
• Aarre, Ane Krogsæter; Bjerkestrand, Mimi; Bjørklund, Bjørn Håvard; Engelsen, Knut Steinar; Fjørtoft, Henning; Larsen, Marius Andre Leie barnehage; Lund, Andreas; Olsson, Joakim; Prøitz, Tine Sophie; Reikerås, Elin Kirsti Lie; Skrøvset, Siw & Tollefsrud, Mette (2020). Partnerskap i lærerutdanningene – et kunnskapsgrunnlag. Delrapport 1.
• Sjøberg, Svein (2020). The Universe and Space Science: On top of Children’s interest. Selected results from the ROSE-project.
• Korsvoll, Nils Hallvard; Blikstad-Balas, Marte & Eikenes, Åsmund Husabø (2020). Ukens spørsmål: Hvorfor har man sex?. morgenbladet.no.
• Korsvoll, Nils Hallvard; Blikstad-Balas, Marte & Eikenes, Åsmund Husabø (2020). Ukens spørsmål: Når slutter man å være ung?. morgenbladet.no.
• Brevik, Lisbeth M. (2020). Invitert kommentar: Nordisk perspektiv på faglighet i engelsk (utsatt pga Covid19).
• Brevik, Lisbeth M. (2020). Invited talk: Tensions and problematic situations when securing informed consent​ in and outside of school (postponed due to Covid19).
• Brevik, Lisbeth M.; Flognfeldt, Mona Evelyn & Beiler, Ingrid Rodrick (2020). Livsmestring, mangfold, relevans. Engelskfaget etter fagfornyelsen. Bedre Skole.  ISSN 0802-183X.  1, s 46- 51
• Brevik, Lisbeth M.; Flognfeldt, Mona Evelyn; Ronæs, Mary Ann; Bech, Kristin; Ahmadian, Shilan & Holm, Thea (2020). Invitert innlegg: Faglig frokost. Hva er nytt i det nye engelskfaget? Livsmestring - Mangfold - Relevans.
• Hall, Jeffrey Brooks (2020, 30. januar). Styring handler ikke bare om kontroll og sanksjoner. [Fagblad].  utdanningsnytt.no.
• Guttormsen, Julie & Remmen, Kari Beate (2020). Teaching and learning Plate tectonics in school science – a research design. Vis sammendrag

  Teaching and learning Plate tectonics in school science – a research design Guttormsen, J.1,* & Remmen, K.B.2 1 Department of Mathematics and Science Education, University of South-Eastern Norway 2 Department of Teacher Education and School Research, University of Oslo *Email: jgu@usn.no This paper presents an ongoing PhD-project focusing on lower secondary school students learning plate tectonics. In the new national science curriculum, Kunnskapsløftet 2020, plate tectonics is emphasized, and has the potential to facilitate deep learning. However, research on teaching and learning about plate tectonics is scarce, and more research is needed on instructional approaches on the subject (Mills, 2016). Additional research presents students’ misconceptions on important geological processes such as earthquakes, rock formation and volcanoes (Francek, 2013). Therefore, this PhD-project builds on the aforementioned research as well as theoretical perspectives on science learning. Together with teachers, a 12 hours teaching design has been developed and tried out with a class of 30 students (aged 13). The teaching activities aim to engage students in scientific practices across classroom and the local environment to learn about plate boundaries and consequential formation of major rock groups. Preliminary research questions are: a) How do students develop understanding of plate tectonic processes? b) How can teachers support students’ meaning making processes through a dialogic approach? c) In what way does learning activities in the teaching design contribute to students’ exploratory talk? Data comprise interviews with students and teacher(s), video data recorded through class- and field sessions, as well as students’ written material such as diagrams. In this presentation, we focus on the teaching design and preliminary results and implications for teaching plate tectonics in lower secondary school. References: Francek, M. (2013). A Compilation and Review of over 500 Geoscience Misconceptions. International Journal of Science Education, 35(1), 31-64. doi:10.1080/09500693.- 2012.736644 Mills, R., Tomas, L. & Lewthwaite, B. . (2016). Junior secondary school students' conceptions about plate tectonics. International Research in Geographical and Environmental Education, 14. doi:10.1080/10382046.2016.1262511

• Sjøberg, Svein (2020). Hvis leseevnene svekkes, måles de neppe av Pisa. Klassekampen.  ISSN 0805-3839.
• Sjøberg, Svein (2020). Synsing...? Om kritisk lesing av Pisa. Klassekampen.  ISSN 0805-3839.
• Raddum, Elisabeth Stormoen & Remmen, Kari Beate (2020). How do upper secondary students construct a geological time line of their local area?.
• Larsen, Sanne; Qvortrup, Ane; Klitgård, Ida; Jensen, Kim Ebensgaard; Brevik, Lisbeth M.; Tyberg, Emil; Thom, Julie Rørdam & Grønvold, Mette (2020). Faglighed i gymnasiet. Engelsk. Delrapport 5. Gymnasiepædagogik. 5. Vis sammendrag

  I denne rapport præsenterer Syddansk Universitet og den af ministeriet nedsatte ekspertgruppe resultaterne fra en undersøgelse af den faglige udvikling inden for faget engelsk i det almene gymnasium (stx) i perioden 1981-2018. Dette er delrapport 5, som består af et resume og undersøgelsen. Baggrunden for undersøgelsen er Børne- og Undervisningsministeriets ønske om at få solid viden om udviklingen og niveauet i elevernes faglighed samt at etablere et grundlag for at følge fagligheden på de gymnasiale uddannelser fremover.

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