Siste publikasjoner

• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2019). School leadership in data use practices: collegial and consensus-oriented. Educational Research.  ISSN 0013-1881.  61(1), s 70- 86 . doi: 10.1080/00131881.2018.1561201
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2019). Policy Mediated through Subject Matter Contexts: Antecedents of Subject-Bound Differences in Teachers’ Perceptions of Collaboration across Subjects. International Journal of Learning, Teaching and Educational Research.  ISSN 1694-2116.  18(4), s 1- 16
• Brevik, Lisbeth M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2.. Reading and writing.  ISSN 0922-4777. . doi: 10.1007/s11145-019-09951-w
• Vold, Eva Thue (2019). L'atténuation à travers les langues et les disciplines: une approche plurilingue et interculturelle pour enseigner la rédaction scientifique dans des contextes multiculturels., I: Birgit Huemer; Eve Lejot & Katrien Deroey (red.),  Academic writing across languages: multilingual and contrastive approaches in higher education.  Böhlau.  ISBN 978-3-205-20705-4.  Kap. 3.  s 79 - 102
• Buchholtz, Nils (2019). Planning and Conducting Mixed Methods Studies in Mathematics Educational Research, In Gabriele Kaiser (ed.),  Compendium for Early Career Researchers in Mathematics Education.  Springer.  ISBN 978-3-030-15635-0.  6.  s 131 - 152
• Tusiime, Wycliff Edwin; Johannesen, Monica & Gudmundsdottir, Greta Björk (2019). Developing Teachers’ Digital Competence: Approaches for Art and Design Teacher Educators in Uganda. ijEDict - International Journal of Education and Development using Information and Communication Technology.  ISSN 1814-0556.  15(1), s 147- 163 Vis sammendrag

  The aim of this study is to establish an in-depth understanding of how art and design teacher educators (TEs) develop digital competences in teacher training institutions in Uganda. The study utilizes perspectives from Jan van Dijk’s resources and appropriation theory as a conceptual lens to understand how art and design TEs develop digital competence for teaching in Uganda. Based on a case study design, semi-structured interviews and non-participant observations were employed to gather qualitative data from twenty-four informants who were purposively selected. The informants included ten TEs, ten teacher trainees and four administrators from two teacher training institutions in central Uganda. The findings indicate that art and design TEs develop digital competence through formal approaches, such as continuous professional development and pre-service training, and informal approaches, such as collaboration, self-teaching and repetition. The empirical findings contribute to the existing body of knowledge and provide an understanding of the development of teachers’ digital competence in Uganda.

• Scherer, Ronny & Siddiq, Fazilat (2019). The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education.  ISSN 0360-1315.  138, s 13- 32 . doi: 10.1016/j.compedu.2019.04.011
• Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2019). Language Use in English lessons. Monolingual, bilingual and multilingual approaches, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 4.
• Rindal, Ulrikke Elisabeth & Ianuzzi, Manuela (2019). Pronunciation. Accent, identity and intelligibility, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 5.
• Brevik, Lisbeth M. & Lyngstad, Marit Elise (2019). The role of literature in the English classroom, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 8.
• Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2019). Digital English Competence. Innovative and ordinary use, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 3.
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Isaksen, Anja Ramfjord (2019). Vocational English. Building vocational orientation and relevance, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 2.
• Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2019). Strategic readers of L2 English. Gradual release of responsibility, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 6.
• Rindal, Ulrikke Elisabeth; Beiler, Ingrid Rodrick & Listuen, Sigrid Graedler (2019). Intercultural competence and cultural identities, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 9.
• Rindal, Ulrikke Elisabeth (2019). English in Norway. A language and a school subject in transition, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 1.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education.  ISSN 1360-3124.  s 1- 20 . doi: 10.1080/13603124.2019.1580773 Vis sammendrag

  Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals’ feedback for department heads, department heads’ trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads’ self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedbackbased school leadership is positively related to department heads’ self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads’ mentoring self-efficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads’ selfefficacy, perceived job autonomy, and role clarity.

• Siddiq, Fazilat & Scherer, Ronny (2019). Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy. Educational Research Review.  ISSN 1747-938X. . doi: 10.1016/j.edurev.2019.03.007
• Gilje, Øystein & Silseth, Kenneth (2019). Unpacking FIFA play as text and action in literacy practices in and out of school. Learning, Media & Technology.  ISSN 1743-9884. . doi: 10.1080/17439884.2018.1563105
• Gunnulfsen, Ann Elisabeth & Jacobsen, Hilde Marie Madsø (2019). Gunnulfsen, A. E., & Jacobsen, H. M. M. (2019). Bidrag til et mer motiverende ungdomstrinn?. Norsk pedagogisk tidsskrift, 103(01), 29-41.. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  103(1), s 29- 41
• Prøitz, Tine Sophie; Mausethagen, Sølvi & Skedsmo, Guri (2019). District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education.  ISSN 1360-3124. . doi: 10.1080/13603124.2018.1562097 Vis sammendrag

  This study focus on how administrators in districts approach data and data use in education differently. Based on data material from local policy documents, interviews with district administrators and observations from meetings with district administrators, school leaders and teachers, we reveal how different views on learning outcomes manifest in language use and choice of influence attempts, calling for greater consideration and awareness of the role of local authority in education. Our analysis shows how policy goals, as defined in key policy documents, are transformed and adapted into varied local governing styles – sometimes shifting the focus of primary goals in another direction, and at other times enhancing and extending the goals.

• Brevik, Lisbeth M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning.  ISSN 0266-4909. . doi: 10.1111/jcal.12362
• Scherer, Ronny & Teo, Timothy (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review.  ISSN 1747-938X. . doi: 10.1016/j.edurev.2019.03.001
• Tondeur, Jo; Scherer, Ronny; Baran, Evrim; Siddiq, Fazilat; Valtonen, Teemu & Sointu, Erkko (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology.  ISSN 0007-1013. . doi: 10.1111/bjet.12748
• Sjøberg, Svein (2019). The PISA-syndrome – How the OECD has hijacked the way we perceive pupils, schools and education. Confero: Essays on Education, Philosophy and Politics.  ISSN 2001-4562.  7(1), s 12- 65 . doi: 10.3384/confero.2001-4562.190125
• Throndsen, Inger & Hatlevik, Ove Edvard (2019). Elevenes skoleprestasjoner sett i lys av IKT-bruk på fritiden. Nordic Studies in Education.  ISSN 1891-5914.  39(1), s 5- 23 . doi: 10.18261/issn.1891-2019-01-02
• Sundqvist, Pia (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology.  ISSN 1094-3501.  23(1), s 87- 113 . doi: 10125/44674
• Nortvedt, Guri A.; Wiese, Eline F.; Skedsmo, Guri; Nayir, Funda; Gloppen, Silje Kristin; Brown, Martin D.; Burns, Denise; McNamara, Gerry & O'Hara, Joe (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research.  ISSN 2528-8911.  (79), s 39- 69 . doi: 10.14689/ejer.2019.79.3
• Doetjes, Gerke (2019). Fransk, spansk og tysk i ungdomsskolen etter Kunnskapsløftet: styrket eller ikke?. Nordic Journal of Modern Language Methodology.  ISSN 1894-2245.  2018(2), s 28- 56
• Dalland, Cecilie; Klette, Kirsti & Svenkerud, Sigrun (2019). Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education.  ISSN 1743-727X.  s 1- 13 . doi: 10.1080/1743727X.2018.1563062
• Sjøberg, Svein (2019). Global Educational Governance by standardization, rankings, comparisons and “successful” examples, In Roman Langer & Thomas Brüsemeister (ed.),  Handbuch Educational Governance Theorien.  Springer.  ISBN 9783658222369.  Kapittel.  s 653 - 690
• Roås, Sissel E. & Siljan, Henriette Hogga (2019). Skrive- og leseopplæring i det digitale klasserommet, I: Tor Arne Wølner; Kåre Kverndokken; Mette Moe & Henriette Hogga Siljan (red.),  101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse..  Fagbokforlaget.  ISBN 9788245025354.  Kapittel 7.  s 125 - 146
• Moe, Mette & Siljan, Henriette Hogga (2019). Nettbrett og novelle i norskfaget. Om nettbrett som ditigalt redskap i litteraturundervisningen, I: Tor Arne Wølner; Kåre Kverndokken; Mette Moe & Henriette Hogga Siljan (red.),  101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse..  Fagbokforlaget.  ISBN 9788245025354.  Kapittel 5.  s 79 - 96
• Gilje, Øystein (2019). Multimodality, moving images and aesthetics, In Elise Seip Tønnessen & Frida Forsgren (ed.),  Multimodality and Aesthetics.  Routledge.  ISBN 9781138103511.  14.  s 237 - 249
• Jornet, Alfredo (2019). Experience as Emerging Concept in Contemporary Learning Sciences, In Michael A. Peters (ed.),  Encyclopedia of Educational Philosophy and Theory.  Springer.  ISBN 978-981-287-532-7.  E.  s 1 - 5
• Blikstad-Balas, Marte (2019). Digital teknologi i klasserommet – noen sentrale utfordringer, I: Tor Arne Wølner; Kåre Kverndokken; Mette Moe & Henriette Hogga Siljan (red.),  101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse..  Fagbokforlaget.  ISBN 9788245025354.  Kapittel 3.  s 51 - 64
• Hall, Jeffrey Brooks; Lindgren, Joakim & Sowada, Moritz (2019). Inspectors as information-seekers, In Steven Van de Walle & Nadine Raaphorst (ed.),  Inspectors and Enforcement at the Front Line of Government.  Palgrave Macmillan.  ISBN 978-3-030-04057-4.  3.  s 35 - 58
• Scherer, Ronny; Siddiq, Fazilat & Tondeur, Jo (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education.  ISSN 0360-1315.  128, s 13- 35 . doi: 10.1016/j.compedu.2018.09.009 Fulltekst i vitenarkiv.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter 20.  s 420 - 442
• Brevik, Lisbeth M. (2019). PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter 10.  s 209 - 230
• Rindal, Ulrikke Elisabeth (2019). PhD revisited: Meaning in English. L2 attitudes, choices and pronunciation in Norway, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter 16.  s 337 - 357
• Simensen, Aud Marit (2019). PhD revisited: English in compulsory school. Aims and content, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter 1.  s 18 - 36
• Hellekjær, Glenn Ole (2019). PhD revisited: The Acid Test. Does Upper Secondary EFL Instruction Effectively Prepare Norwegian Students for the Reading of English Textbooks at Colleges and Universities?, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter 9.  s 185 - 208
• Lund, Andreas (2019). PhD revisited: The Teacher as Interface. Teachers of EFL in ICT-Rich Environments. Beliefs, Practices, Appropriation, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter 7.  s 142 - 163
• Stenseth, Tonje & Strømsø, Helge Ivar (2018). To read or not to read: A qualitative study of students' justifications for document selection in task-oriented reading. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 18 . doi: 10.1080/00313831.2018.1434828
• Klette, Kirsti (2018). A new generation classroom studies, In Christina Osbeck; Åke Ingerman & Silwa Claesson (ed.),  Didactic classroom studies A potential research direction.  Nordic Academic Press.  ISBN 9789188661456.  11.  s 225 - 243
• Klette, Kirsti; Bell, Courtney A.; Dobbelaer, Marjoleine & Visscher, Adrie (2018). Qualities of classroom observation systems. School Effectiveness and School Improvement.  ISSN 0924-3453.  s 3- 29 . doi: 10.1080/09243453.2018.1539014
• Klette, Kirsti (2018). Individualism and Collectivism in Nordic Schools - A Comparative Approach, In Nina Witoszek & Atle Midttun (ed.),  Sustainable Modernity: The Nordic Model and Beyond.  Routledge.  ISBN 978-1138718210.  4.  s 59 - 79
• Klette, Kirsti; Blikstad-Balas, Marte; Luoto, Jennifer Maria; Tanner, Marie; Tengberg, Michael; Slotte, Anna; Roe, Astrid & Sahlström, Fritjof (2018). Justice through participation: student engagement in Nordic classrooms. Education Inquiry.  ISSN 2000-4508.  9(1), s 57- 77 . doi: 10.1080/20004508.2018.1428036 Fulltekst i vitenarkiv. Vis sammendrag

  In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.

• Hole, Arne; Grønmo, Liv Sissel & Onstad, Torgeir (2018). The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement. Large-scale assessments in education.  ISSN 2196-0739.  6(3) . doi: 10.1186/s40536-018-0055-0
• Grønmo, Liv Sissel (2018). The Role of Algebra in School Mathematics, In Gabriele Kaiser; Helen Forgasz; Mellony Graven; Alain Kuzniak; Elaine Simmt & Binyan Xu (ed.),  Invited Lectures from the 13th International Congress on Mathematical Education.  Springer.  ISBN 9783319721699.  Kapittel 12.  s 175 - 193

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• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (ed.) (2019). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget.  ISBN 9788215032283.  200 s.
• Henry, Alastair; Sundqvist, Pia & Thorsen, Cecilia (2019). Motivational Practice: Insights from the Classroom. Studentlitteratur AB.  ISBN 978-91-44-11848-2.  329 s.
• Wølner, Tor Arne; Kverndokken, Kåre; Moe, Mette & Siljan, Henriette Hogga (red.) (2019). 101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse.. Fagbokforlaget.  ISBN 9788245025354.  381 s.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (ed.) (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.  ISBN 9788215030746.  446 s.

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• Sundqvist, Pia; Brevik, Lisbeth M.; Sandlund, Erica & Rindal, Ulrikke Elisabeth (2019). Conference paper: A comparative study of language use in L2 English multilingual secondary school classrooms in Norway and Sweden. Vis sammendrag

  It is crucial that teaching practices rest on empirical findings from classroom research. In Norway and Sweden, second language (L2) English teachers have for a long time been guided by monolingual (English Only, EO) ideology, as this is believed to aid learning and many students are proficient enough to use English as the medium of communication (Others, Author1, & Author3, 2017; Lundahl, 2012). While the predominant ideology has been EO, observation studies of classroom work have revealed that in practice, many teachers enact a bilingual, English-Norwegian/Swedish, classroom language policy (Author2 & Author4, 2018; Lundahl, 2012; Author3 & Author1, 2016; Swedish Schools Inspectorate, 2011). However, in light of the growing linguistic diversity in schools in both countries, English may be the only shared language in a particular classroom, which in turn may provide support for EO teaching practices (Lundahl, 2012). Teachers may also adopt teaching practices aligning with a translanguaging ideology and pedagogy in adapting to the multilingual classroom (García & Wei, 2014), which would entail involving students’ entire language repertoires. Notably, there is little guidance from national English curricula regarding classroom language use, leaving teachers to rely on their own professional judgement for what language(s) to use to facilitate students’ learning. Internationally, empirical studies from multilingual L2 English classrooms are scarce, but much needed. The key research question is, then, what languages are used in such classrooms in Norway and Sweden? In this small-scale study, video and audio data were collected from seven lessons in three secondary school classrooms in each country, totaling 14 lessons. Learners were around 14 years old, which means that data were drawn from the 9th grade in Norway and the 8th grade in Sweden. Data were coded using the time-stamping method (Author2 & Author4, forthcoming), employing four codes: (1) ‘Norwegian/Swedish’; (2) ‘English’; (3) ‘Both’ (i.e., code-switching between Norwegian/Swedish and English), and (4) ‘Other language(s)’. A quantitative analysis was then carried out, examining the frequency and duration of each code, and putting those findings also in relation to the total speaking time of each lesson, followed by a qualitative analysis, focusing on characterizing the language practices. Preliminary findings reveal a range from English Only-dominant classrooms to classrooms where the majority language (Norwegian/Swedish) dominated. Whereas code-switching occurred frequently, there was hardly any use of other languages. Findings are discussed in light of learner group compositions, teacher beliefs about language learning and multilingualism, and didactic decisions in situ.

• Blikstad-Balas, Marte (2019, 14. april). I desse dagar. Barn i en digital tidsalder.. [Radio].  NRK P2.
• Brevik, Lisbeth M. & Skram, Vilde Mathilde (2019). Invitert innlegg: Varierte vurderingsformer på masteremne. Hvordan formativ of summativ vurdering kan spille sammen for å skape god læring og rettferdig vurdering. Erfaringer fra masteremnet EDID4001 English Quality Teaching..
• Blikstad-Balas, Marte; Marti, Kristin Torjesen & Tønnesson, Johan (2019). Den empatiske sakprosaen. Periskop.  ISSN 2535-7034.
• Mathé, Nora Elise Hesby (2019). Democracy and Politics in Upper Secondary Social Studies: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 301. Vis sammendrag

  This thesis comprises three articles and investigates students’ perceptions concerning the theme of democracy and politics in social studies in upper secondary school in Norway. It uses a multiple methods approach to study qualitative and quantitative aspects of students’ perceptions. Article I investigated 23 16-year-old students’ understanding of the concept of democracy, using focus groups. Article II investigated nine 16-year-old students’ perceptions of the concepts of politics and conceptions of the relationship between people and politics, using individual interviews. Article III investigated students’ perceptions of citizenship preparation in social studies and factors related to these, using a quantitative survey. The findings show that the students perceived ‘democracy’ and ‘politics’ both in terms of top-down and bottom-up perspectives. Moreover, the findings indicated that students perceived social studies as valuable in terms of preparing them for current and future citizenship and that their interests and aspects of instruction were associated with these perceptions. The findings are relevant for developing social studies education sensitive to students’ perspectives.

• Sjøberg, Svein (2019). Pisa-syndromet -- er det bedring i sikte?. FORM.  ISSN 0805-9144.  (2), s 14- 16
• Knain, Erik (2019). Utforskende arbeidsmåter og representasjoner.
• Knain, Erik (2019). Representasjoner og bærekraft.
• Sinnes, Astrid Tonette; Knain, Erik; Kolstø, Stein Dankert & Ødegaard, Marianne (2019). Må forstå sammenhengene. Dagsavisen.  ISSN 1503-2892.
• Knain, Erik (2019). Nå er det alvor. Dagsavisen.  ISSN 1503-2892.
• Sjøberg, Svein (2019). Osloskolen: Mastergrad etter bestilling?. Klassekampen.  ISSN 0805-3839.
• Beiler, Ingrid Rodrick & Dewilde, Joke (2019). Translation as Translingual Writing Practice - Colloquium on Translanguaging Practices in English Language Teaching in Scandinavian Contexts.
• Sjøberg, Svein (2019). Justismordet i Osloskolen -- om "Søgnengate". Klassekampen.  ISSN 0805-3839.
• Brevik, Lisbeth M.; Skram, Vilde Mathilde; Kristiansen, Eirin & Bore, Inger-Lise (2019, 09. april). #13 Den om medforskning som vurderingsform. [Radio].  NOKUT-podden.
• Brevik, Lisbeth M. & Stranden, Anne Lise (2019, 21. mars). Fantasy, online-spill og Netflix gjør unge bedre i engelsk. [Internett].  Forskning.no.
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2019). Engelsk og onlinespill. Bedre Skole.  ISSN 0802-183X.  2
• Sjøberg, Svein (2019). Teacher Training and IBSE Practice in Europe – A European Schoolnet overview.
• Brevik, Lisbeth M.; Tengberg, Michael & Ekstrom, Linda (2019). Lesestrategier – en kunnskapsoversikt. Bedre Skole.  ISSN 0802-183X.  1, s 62- 69
• Dewilde, Joke (2019). Klargjøre og publisere i tidsskrift - fra et forfatter-, fagfelle- og redaktørperspektiv.
• Dewilde, Joke (2019). Tweetalige leerkrachten en de samenwerking met vakleerkrachten in het Noorse onderwijs [Tospråklige lærere og samarbeid med faglærere i norsk skole].
• Beiler, Ingrid Rodrick (2019). Engelskundervisning for ungdommer med sen start i faget.
• Beiler, Ingrid Rodrick (2019). Negotiating Multilingual Resources in Writing Instruction for Newly Arrived Students in Lower Secondary School.
• Brevik, Lisbeth M. (2019, 15. mars). Ungdom som spiller dataspill, surfer på nettet og bruker sosiale medier leser engelsk bedre enn norsk.. [Radio].  NRK Nyhetsmorgen (01:50:00-01:54:30).
• Brevik, Lisbeth M. & Myhre, Torunn (2019, 08. februar). Dataspill og engelsk. [Radio].  NRK Språkteigen.
• Brevik, Lisbeth M. (2019). Conference paper: The Role of Interest in Developing L2 Readers as Individuals.
• Blikstad-Balas, Marte (2019). NOKUT Utdanningsfest: Kritisk lesing i høyere utdanning.
• Hall, Jeffrey Brooks (2019). Ledelse i skolen: Elevenes rettigheter og skolens plikter i forhold til nytt kapittel 9A i opplæringsloven.
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Searching for the missing link in coherence.
• Sjøberg, Svein (2019). Resultatjegeren -- Portrettintervju. Klassekampen.  ISSN 0805-3839.
• Sjøberg, Svein (2019). Fremtidens skole: Muligheter og utfordringer. Norsk skole i et internasjonalt perspektiv.
• Sjøberg, Svein (2019). Markedet beholder grepet. PISA som globalt styringsverktøy.
• Sjøberg, Svein (2019). Global influences on education in general and science education in particular.
• Dewilde, Joke (2019). Ethnography, In Mike Lambert (ed.),  Practical Research Methods in Education: An Early Researcher’s Critical Guide.  Routledge.  ISBN 0815393563.  11.
• Korbøl, Karsten (2019). Historiefaget, fagfornyelse og vurdering.
• Ekstrom, Linda; Brevik, Lisbeth M.; Tengberg, Michael & Skolforskningsinstitutet, Sverige (red.) (2019). Läsförståelse och undervisning om lässtrategier. Systematisk översikt 2019:02.
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Perceptions of coherence; The research-practice gap?.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). Introduction, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Introduction.  s 11 - 17
• Blikstad-Balas, Marte (2018). Fagfornyelse + Nysgjerrigper = sant? Hvorfor er det så viktig å bruke tid på forskning i skolen?.
• Svingen, Olaug Ellen Lona; Gilje, Øystein; Kristensen, Tor Espen; Spurkland, Simen; Valbekmo, Ingunn; Brede Vig, Hanne; Fagernæs, Merethe & Kongelf, Tom Rune (2018). Veileder for kvalitet i læremidler i matematikk.
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• Helstad, Kristin (2018). Ledelse og profesjonsutvikling i skolen.
• Helstad, Kristin (2018). Kunnskapsarbeid i skolen – skoleledernes rolle.
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• Bjønness, Birgitte; Sinnes, Astrid Tonette & Sæther, Elin (2018). Narratives and representations of agency: Initiating an interdisciplinary ESE project.
• Svingen, Olaug Ellen Lona & Gilje, Øystein (2018). Kunnskapsgrunnlag for kvalitetskriterium for læremidler i matematikk.

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