Siste publikasjoner

• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise; Nortvedt, Guri A.; Skedsmo, Guri; Wiese, Eline; Nayir, Funda; Fellner, Magdalena; McNamara, Gerry & O'Hara, Joe (2021). Leistungsbeurteilung und kulturelle Vielfalt: Herausforderungen und Bewertungspraktiken in Schulen der Sekundarstufe I in Österreich, Irland, Norwegen und der Türkei. Erziehung & Unterricht.  ISSN 0014-0325.  171(3-4), s 251- 261
• Gudmundsdottir, Greta Björk & Björnsson, Julius Kristjan (2021). Hvor godt er lærere forberedt på den digitale hverdagen?, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Kap. 4.  s 57 - 86
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2021). Production, Transforming and Practicing ‘What Works’ in Education–The Case of Norway, In John Benedicto Krejsler & Lejf Moos (ed.),  What Works in Nordic School Policies?.  Springer.  ISBN 978-3-030-66629-3.  Kap 5.  s 87 - 102
• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2021). Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning?, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Chapter 3.  s 35 - 55
• Brandmo, Christian & Tiplic, Dijana (2021). Nyutdannede læreres opplevelse av læreryrket, I: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-70898-6.  Kapittel 6.  s 107 - 122
• Kersting, Magdalena; Haglund, Jesper & Steier, Rolf (2021). A growing body of knowledge. Science & Education.  ISSN 0926-7220. . doi: 10.1007/s11191-021-00232-z
• Colbjørnsen, Tor (2021). Kvalitetsstyring av skoler i Oslo og Akershus i 2008 og 2018 - endringer og tilpasninger til internasjonale føringer for styring av skoler. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (1-2021), s 29- 41
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Journal of Peace Education.  ISSN 1740-0201. . doi: 10.1080/17400201.2021.1911792
• Daza Ramos, Leidy Viviana; Gudmundsdottir, Greta Bjørk & Lund, Andreas (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  102 . doi: https://doi.org/10.1016/j.tate.2021.103338 Fulltekst i vitenarkiv.
• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2021). Student teacher podcasting: Agency and change. Learning, Culture and Social Interaction.  ISSN 2210-6561.  29, s 1- 13 . doi: 10.1016/j.lcsi.2021.100514 Fulltekst i vitenarkiv.
• Lunde, Ida & Gunnulfsen, Ann Elisabeth (2021). Governance Through Digital Formations – The Case of ‘What Works’ in a Norwegian Education Context, In John Benedicto Krejsler & Lejf Moos (ed.),  What Works in Nordic School Policies?.  Springer.  ISBN 978-3-030-66629-3.  Kapittel 10.  s 195 - 212
• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Christiansen, Torgeir (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet, I: Cecilie Pedersen Dalland & Emilia Andersson-Bakken (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap..
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign, I: Cecilie Pedersen Dalland & Emilia Andersson-Bakken (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap. 2.
• Aashamar, Peter Nicolai; Bakken, Jonas & Brevik, Lisbeth M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  3
• Lund, Andreas (2021). The Norwegian Ministry of Education and Research’s action plan for digitalization in primary and secondary education and training: appraisal and critique.. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  16(1), s 34- 42 . doi: https://doi.org/10.18261/issn.1891-943x-2021-01-04 Fulltekst i vitenarkiv.
• Segerholm, Christina; Lindgren, Joakim & Novak, Judit (2021). Evidence-Based Governing? Educational Research in the Service of the Swedish Schools Inspectorate. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2021.1897882
• Jensen, Ruth (2021). Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts. Journal of educational change.  ISSN 1389-2843. . doi: https://doi.org/10.1007/s10833-021-09415-5 Fulltekst i vitenarkiv.
• Julia, Woithe & Kersting, Magdalena (2021). Bend it like dark matter!. Physics Education.  ISSN 0031-9120.  56 . doi: 10.1088/1361-6552/abe09c Fulltekst i vitenarkiv.
• Forsbakk, Bente & Nortvedt, Guri A. (2021). Prøven er gjennomført, hva nå? En studie av praksiser i arbeid med nasjonale kartleggingsprøver i regning., I: Trond Lekang & Torill Moen (red.),  Tilpasset opplæring og tidlig innsats i ordinær undervisning og i spesialundervisning.  Universitetsforlaget.  ISBN 9788215034416.  Kapittel 11.
• Knain, Erik; Fredlund, Tobias & Furberg, Anniken Larsen (2021). Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis. Research in Science Education.  ISSN 0157-244X.
• Mueller, Martin Lee & Witoszek, Nina (2021). Ecological Ethics of Nordic Children’s Tales. From Pippi Longstocking to Greta Thunberg. Environmental Ethics.  ISSN 0163-4275.
• Hartvigsen, Kirsten Marie (2021). The Complexity of Aseneth's Transformation, In  The Complexity of Conversion. Intersectional Perspectives on Religious Change in Antiquity and Beyond.  Equinox Publishing.  ISBN 9781781795729.  Chapter 9. Vis sammendrag

  In the ancient novel Joseph and Aseneth, the female Egyptian protagonist undergoes a profound transformation to be able to marry Joseph, the Hebrew patriarch. Aseneth separates herself from her Egyptian traditions and cult and becomes Hebrew. Hartvigsen explores Aseneth’s transformation using insights from theories on conversion and intersectionality.

• Roe, Astrid; Blikstad-Balas, Marte & Dalland, Cecilie Pedersen (2021). The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity. Frontiers in Sports and Active Living.  ISSN 2624-9367.  2, s 1- 13 . doi: https://doi.org/10.3389/fspor.2020.589227 Fulltekst i vitenarkiv.
• Magnusson, Camilla G. (2021). Reading Literacy Practices in Norwegian Lower-Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1869078
• Müller, Martin Lee & Hydle, Katja Maria (2021). Brave New Salmon: From Enlightened Denial to Enlivened Practices, In Tomaz Grusovnik; Reingard Spannring & Karen Lykke Syse (ed.),  Environmental and Animal Abuse Denial: Averting Our Gaze.  Rowman & Littlefield Publishers.  ISBN 978-1-7936-1046-1.  6.  s 103 - 126
• Trujillo, Tina; Møller, Jorunn; Jensen, Ruth; Kissel, René Espinoza & Larsen, Eivind (2021). Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts. Educational Administration Quarterly.  ISSN 0013-161X. . doi: 10.1177/0013161X20981148
• Gudmundsdatter Magnusson, Camilla (2021). Reading Literacy Practices in Norwegian Lower- Secondary Classrooms: Examining the Patterns of Teacher Questions. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1869078 Fulltekst i vitenarkiv. Vis sammendrag

  We know from previous research that teacher questions can influence reading comprehension development; however, we know less about the reading processes that are required of students through the use of questions. The present study examines teacher questions on texts reviewed during whole class reading comprehension instruction across 51 lessons in 26 Norwegian eight-grade language arts classrooms. Through video observations, the study (a) identifies text-dependent vs. otherwise text-related teacher questions, (b) deductively examines frequency patterns of text-dependent questions based on three reading literacy processes: locating information, understanding, and reflecting/ evaluating, and (c) examines the relative time allocated to various question-response literacy interactions arising from text-dependent teacher questions. Findings showed that teachers mostly asked questions that required students to interpret or reflect, while they hardly asked any questions that required students to assess the quality and credibility of texts. Implications for the development of reading literacy proficiency required in today’s society are discussed.

• Hughes, Theo & Kersting, Magdalena (2021). The invisibility of time dilation. Physics Education.  ISSN 0031-9120. . doi: 10.1088/1361-6552/abce02
• Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  98, s 1- 12 . doi: https://doi.org/10.1016/j.tate.2020.103229 Fulltekst i vitenarkiv.
• Dewilde, Joke & Skrefsrud, Thor Andre (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk.  ISSN 2387-5739. Vis sammendrag

  The article discusses schools’ use of multicultural school events as a practice designed to enhance inclusion and to prevent prejudice and negative intergroup attitudes in school. While prior research has largely criticized such events for promoting cultural stereotypes and essentialist cultural identities, in this article we argue for a more nuanced way of perceiving such practices. Based on our previous empirical work, we apply the idea of strategic essentialism (Spivak, 1996) and discuss how multicultural school events may also represent an opportunity for minority parents to achieve certain objectives. The minority temporarily adopts the image provided by the majority and uses it in a strategic manner to act and pursue chosen political advantages. However, we also critically discuss possible limitations and pitfalls of the idea of strategic essentialism as the concept may in fact essentialize the minority group contrary to the intention of the multicultural school event. The contribution of the article is a theoretically informed discussion of how these events may ascribe agency to the participating families, reducing the way critics perceive them solely as victims of a majority-dominated and non-inclusive practice.

• Doetjes, Gerke & Gooskens, Charlotte S. (2021). Deutsch leicht gemacht? Eine Untersuchung zum Einsatz von transparenten Wörtern in einem norwegischen Lehrbuch für DaF-Anfänger.. Deutsch als Fremdsprache.  ISSN 0011-9741.  2021(1), s 25- 34
• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2021). Multicultural school festivals as a creative space for identity construction–the perspective of minority parents. Intercultural Education.  ISSN 1467-5986.  32, s 212- 229 . doi: 10.1080/14675986.2020.1851173 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.

• Gunnulfsen, Ann Elisabeth (2020). School leadership and micro-policymaking in schools - time use and the collective care for the self. International Journal of Leadership in Education.  ISSN 1360-3124.
• Sjøberg, Mari; Gregers, Tone Fredsvik; Ødegaard, Marianne & Tsigaridas, Kristin Glørstad (2020). Biologilæreres kryssing av kulturgrenser– fra en naturvitenskapelig kultur til en skolekultur. Nordic Studies in Science Education.  ISSN 1504-4556.  16(1), s 52- 66 . doi: 10.5617/nordina.6518 Fulltekst i vitenarkiv.
• Teig, Nani (2020). Scientific inquiry in TIMSS and PISA 2015. Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science. Nordic Studies in Science Education.  ISSN 1504-4556.  16(2), s 235 . doi: 10.5617/nordina.8029
• Nesje, Katrine (2020). The Origin and Adaptation of Teach First Norway, In Matthew A.M. Thomas; Emilee Rauschenberger & Katherine Crawford-Garrett (ed.),  Examining Teach For All International Perspectives on a Growing Global Network.  Routledge.  ISBN 9780367336486.  Kapittel.
• Klette, Kirsti (2020). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen, I: Rune Johan Krumsvik & Roger Säljö (red.),  Praktisk-pedagogisk utdanning – en antologi (2. utg.).  Fagbokforlaget.  ISBN 9788245033717.  Kapittel 7.  s 183 - 214
• Engeness, Irina & Lund, Andreas (2020). Reprint of: Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction.  ISSN 2210-6561.  27:100476, s 1- 11 . doi: 10.1016/j.lcsi.2020.100476 Fulltekst i vitenarkiv.

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• Björnsson, Julius Kristjan (red.) (2021). Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  147 s.
• Björnsson, Julius Kristjan (red.) (2021). Hva kan vi lære av TALIS 2018. Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk.  ISBN 978-82-02-70898-6.  146 s.
• Ahmadian, Shilan; Aspfors-Sveen, Ingeborg & Næsmo, Camilla Bruu (2021). Fortellinger om flukt. Universitetsforlaget.  ISBN 9788215047614.  120 s.
• Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hreinsdottir, Freyja; Hähkioniemi, Marcus; Jessen, Britta Eyrich; Kurvits, J.; Liljekvist, Yvonne; Misfeldt, Morten; Naalsund, Margrethe; Nilsen, Hans Kristian; Palsdottir, Gudbjørg; Portaankorva-Koivisto, Päivi; Radisic, J. & Werneberg, A. (ed.) (2021). Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021. SMDF, Swedish Society for Research in Mathematics Education.  ISBN 9789198402438.  296 s.
• Wølner, Tor Arne; Kverndokken, Kåre; Moe, Mette & Siljan, Henriette Hogga (2020). 101 digitale grep - didaktikk for profesjonsfaglig digital kompetanse 2.utgave. Fagbokforlaget.  ISBN 9788245034202.  383 s.
• Blikstad-Balas, Marte; Korhall, Per & Nilsson, Jenny Maria (2020). Det store digitaliseringseksperimentet i skolen. Fagbokforlaget.  ISBN 9788245034707.  212 s.

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• Hall, Jeffrey Brooks & Lomsdalen, Christian (2021, 30. desember). LL-325: Jeffrey Hall om utdanningsrett og skoleleders ansvar (Podcast). [Internett].  https://open.spotify.com/episode/1AlYpkMekCs0hlMhAhl8CG.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021, 02. mai). Forskerne brukte denne campingvogna ute i felten til sine undersøkelser.  Hamar Arbeiderblad.
• Røkenes, Fredrik Mørk; Lund, Andreas & Erstad, Ola (2021, 27. april). Profesjonsfaglig digital kompetanse i lærerutdanningene: Fredrik Mørk Røkenes, NTNU, i samtale med Andreas Lund og Ola Erstad, Universitetet i Oslo.. [Internett].  Lærerutdanningskonferansen 2021.
• Hathaway, Dawn & Gudmundsdottir, Greta Bjørk (2021). Teachers’ online readiness in times of crises: A comparison of Norway and US teachers.
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking som pedagogisk strategi i grunnmodul og modul 1.
• Blikstad-Balas, Marte (2021). The effects of school closures on student learning. Vis sammendrag

  An international conference for teacher training students The Covid-19 pandemic has caused some of the most rapid and fundamental changes to education and teaching we have seen in times of peace. Literally overnight, schools had to shift from physical teaching to online teaching. Even as pupils are allowed to return to the classroom, hygiene regulations and social distancing requirements still dominate school life. ITS Volda 2021 does not want to dwell on the difficulties and hardship brought by the pandemic, but rather look to the future. What has education under the pandemic taught us? What elements and processes should we hold on to? What elements have we missed, taken for granted, and should increase our attention to in the future? How do we think this will affect the school of tomorrow? ITS Volda 2021 will look at lessons learned from the pandemic in terms of: a) Social and relational aspects of education b) Digitalization and the use of technology in education c) Limitations of distance education in various subjects and for different groups

• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Dewilde, Joke (2021). Multilingualism as a Resource in English Writing Instruction: Opportunities and Obstacles in Five Linguistically Diverse Classrooms in Norway. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 329. Fulltekst i vitenarkiv.
• Brevik, Lisbeth M.; Toraman, Sinem; Smith, Michelle C. Howell; Guetterman, Timothy C.; Johnson, Burke R. & Plano Clark, Vicki L. (2021). Invited mentor: How to Convey the Methodology of Mixed Methods Research in Conference Proposals (invited session).
• Brevik, Lisbeth M. (2021). Invited workshop: Mixed methods.
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, I:  Fortellinger om flukt.  Universitetsforlaget.  ISBN 9788215047614.  Forord.
• Fransson, Göran & Lejonberg, Eli (2021). Disruptive innovations in teacher education?.
• Vold, Eva Thue & Brkan, Altijana (2021). Antall elever som velger fag som fransk, spansk og tysk har aldri vært lavere. Har elevene for mange valgmuligheter?. Forskersonen.no.
• Bragdø, Magnus Børre & Mathé, Nora Elise Hesby (2021). Ungdomsskoleelevers demokratiske deltagelse. Bedre Skole.  ISSN 0802-183X.  2021(1), s 68- 72
• Blikstad-Balas, Marte (2021). Hvorfor bør elever forske selv? Innlegg på den digitale lærerkonferansen til Nysgjerrigper 2020..
• Blikstad-Balas, Marte (2021). Det store digitaliseringseksperimentet i norsk skole – hvor går veien videre?.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Flerspråklige elevers oversettelsesstrategier og holdninger til oversettelse som ledd i engelsk skriving. Liv i skolen.  ISSN 1398-2613.  23(1), s 44- 53
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Elevers oversettelsespraksiser. Bedre Skole.  ISSN 0802-183X.  33(1), s 78- 83
• Beiler, Ingrid Rodrick & Dewilde, Joke (2021). When we see that kind of language, “someone is going to jail”. Ether – Ethics and Aesthetics for Encountering the Other.
• Iversen, Jonas Yassin; Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa; Heikkola, Leena Maria; Kekki, Niina; Pesonen, Sari; Straszer, Boglárka; Reath Warren, Anne & Yli-Jokipii, Maija (2021). Conceptualising students with a migrant background and their languages in education across the Nordic countries.
• Brevik, Lisbeth M. & Slåen, Åshild (2021, 17. mars). Om gaming og språkbevissthet. [Radio].  NRK kulturnytt.
• Blikstad-Balas, Marte (2021). Stengte skoler - hvilke konsekvenser har det hatt for eleven, læringen og foreldrene?.
• Blikstad-Balas, Marte (2021). Hvordan var hjemmeskolen for foreldrene?.
• Blikstad-Balas, Marte (2021, 15. mars). Intervju om hva som kjennetegnet hjemmeskolen. [Radio].  NRK EKKO.
• Hall, Jeffrey Brooks & Nielsen, Sandra Rebecca (2021, 11. mars). ILS er tildelt to nye oppdrag for videreutdanninger.. [Internett].  https://www.uv.uio.no/ils/om/aktuelt/aktuelle-saker/2021/ils.
• Ottesen, Eli; Colbjørnsen, Tor; Gunnulfsen, Ann Elisabeth; Hall, Jeffrey Brooks & Jensen, Ruth (2021). Fagfornyelsens forberedelser i praksis: Strategier, begrunnelser, spenninger. Fulltekst i vitenarkiv.
• Björnsson, Julius Kristjan & Skar, Gustaf Bernhard Uno (2021). Sensorreliabilitet på skriftlig eksamen i videregående opplæring. Fulltekst i vitenarkiv.
• Dewilde, Joke Ingrid (2021). Mi Lenga: Et studentdrevet FoU-prosjekt som skal styrke flerspråklighet i opplæring ved ILS, UiO.
• Mueller, Martin Lee & Hydle, Katja Maria (2021). Brave New Salmon: From Enlightened Denial to Enlivened Practices, In Tomaz Grusovnik; Reingard Spannring & Karen Lykke Syse (ed.),  Environmental and Animal Abuse Denial: Averting Our Gaze.  Rowman & Littlefield Publishers.  ISBN 978-1-7936-1046-1.  kapittel 6.  s 103 - 126 Vis sammendrag

  This chapter advances existing research on food production practices by interpreting empirical research in the light of an ongoing paradigm shift, that between Enlightenment and Enlivenment theory and practice. Through this theoretical lens, we interpret the organizing of salmon farming and its epistemological and ontological implications. We argue that an industry marketed as ‘the future’ of human-animal relationships – spearhead of the so-called ‘blue revolution’ said to be currently underway – shows symptoms of a comprehensive, structural denial of aliveness. We document practices of denying the fishes’ outer and inner nature, of denying the commonwealth of ecological entanglements, and of denying nature’s tendency for steady-state housekeeping. We show how such practices alienate the human-animal-lifeworld both technologically and conceptually. What is at stake in contemporary farming practices, we argue, is not merely a question of our attitude towards other living beings, but more fundamentally who these others are allowed to be. Against this background, we develop the tenets of future enlivened economic practices, practices that successfully disentangle, reject, and ultimately overcome the multiple structural denials of contemporary feedlot industries.

• Hartvigsen, Kirsten Marie (2021). How Readers Envision New Testament Characters: Mental Character Models, Blending, and the Reception of Luke 1:5–2:52.
• Gilje, Øystein; Fjørtoft, Henning; Tronsmo, Eli; Bjerke, Åslaug & Ørevik, Sigrid (2021). Assessment practices of multimodal compositions.
• Ødegaard, Marianne; Kjærnsli, Marit; Karlsen, Solveig; Kersting, Magdalena; Lunde, Mai Lill Suhr; Olufsen, Magne & Sæleset, Johannes (2021). Tett på naturfag i klasserommet (Linking Instruction in Science & Student Impact).
• Gudmundsdottir, Greta Björk; Sævarsdottir, Margret & Cahill, Camilla (2021, 14. januar). Sjumilssteget og den digitale transformasjonen (Podcast: Unmuta). [Internett].  https://open.spotify.com/show/6GKxcnkbbThrpbH5gcFlFg?si=NQam.
• Brevik, Lisbeth M. (2021). Key note: Assessment in CLIL.
• Mathé, Nora Elise Hesby (2020). Hvordan kan lærere inspirere elever til å delta aktivt i samfunnet?.
• Mathé, Nora Elise Hesby (2020). Kritiske øyeblikk i møter mellom kunnskapsdomener i samfunnsfag.
• Mathé, Nora Elise Hesby (2020). Demokrati i skolen.
• Helstad, Kristin (2020). School-based development online:​ Resources for professional learning and school development?​.
• Blikstad-Balas, Marte (2020). Godt arbeid med læreplaner- sammen. Bedre Skole.  ISSN 0802-183X.
• Mueller, Martin Lee (2020). Cascades of Giving: A More-Than-Human Ontology of the Gift-Giving Principle, In Odin Lysaker (ed.),  Between Closeness and Evil. A Festschrift for Arne Johan Vetlesen.  Scandinavian Academic Press.  ISBN 978-82-304-0268-9.  kapittel 5.  s 125 - 152
• Mausethagen, Sølvi & Helstad, Kristin (2020). School development in Norwegian research.
• Giæver, Tonje Hilde; Mifsud, Louise; Engen, Bård Ketil; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard; Camilleri, Patrick; Colomer, Juan Carlos; Hernandes, Hector; Insa, José Ramón; McDonagh, Adrian.; McGarr, Oliver.; Milton, Josephine & Rohatgi, Anubha (2020). DiCTE Questionnaire Report - Output 2.
• Hartvigsen, Kirsten Marie (2020). The Complexity of Aseneth's Transformation.
• Gudmundsdottir, Greta Björk; Rohatgi, Anubha; Giæver, Tonje Hilde & Mifsud, Louise (2020). Sharing good practices across Europe when developing ICT in teacher education (DICTE). Vis sammendrag

  This report documents different practices at the University of Valencia, University of Malta, University of Limerick, University of Oslo and Oslo Metropolitan University. Each institution has identified examples of good practices in developing ICT in teacher education and elaborated on how they relate to the PEAT model (DICTE 2019) developed by the DICTE project (pedagogical, ethical, attitudinal and technical dimensions. The dimensions in the PEAT model describe student-teachers’ and teachers’ professional digital competence. The PEAT model was developed through a systematic review of literature which also reviewed current models of teachers’ digital competence. The PEAT model emerged as a result of this review (McGarr & McDonagh, 2019; DICTE 2019). Project members have aimed to identify good practices, ranging from organisational practices on a macro-level to hands-on classroom practices on a micro-level keeping in mind the strengths in each institution as well as areas of shortcomings. Through discussions and reflections in the DICTE project team, members are encouraged to adapt practices across institutions after adjustments and improvements in the existing practices. This provides a huge opportunity to learn from each other, and further develop current practices for better integration of ICT in teacher education.

• Kvamme, Ole Andreas (2020). Recontextualizing Environmental Ethical Values in a Globalized World: Studies in Moral Education. Vis sammendrag

  In this PhD thesis I study recontextualizations of environmental ethical values in moral education. The three considered values, claimed by United Nations and UNESCO within the Sustainable Development Agenda, are the concerns for present and future human beings and for nature – in this thesis expressed as the more-than-human world. In two of the included papers I explore how the values are recontextualized in a Norwegian educational context, respectively in education policy and curriculum documents during the UN Decade of Education for Sustainable Development (2005– 2014), and among 10th grade students engaged in moral education facing the challenges of sustainability. In the third paper I study the school strikes for the climate, analyzing a selection of Greta Thunberg´s speeches. The extended abstract situates the studies within the historical context of globalizations in the era of the Anthropocene and positions the thesis within the research field of moral education. Moral education is in a Norwegian school context addressed in a particular school subject, but is here also conceived of as a dimension in all education, even transcending formal institutions. A central problem is the relationship between universal values and particular contexts, explored from the perspective of critical cosmopolitanism. Qualitative research has been carried out, involving document analysis, classroom observations, and interviews. A reflexive methodology has been adopted, acknowledging the significance of interpretation in research practices. A decisive finding in the first study is the withdrawn position of the values of future generations and the more-than-human world, in both policy documents and the curriculum, with the objects clause as a significant exception. A conspicuous element in the second study is the consistently individual perspective placed on the ethical challenges. The students’ local and global situatedness is not explored, neither is global justice. The hallmark of the school strikes for the climate turns out to be the students´ appropriation of the value of future generations, conceived of as a cosmopolitan claim, by which the adult world is held accountable. This research has been carried out at Department of Teacher Education and School Research, University of Oslo.

• Korbøl, Karsten (2020). "Utrolig kul oppgave" - elever om "Min familie i historien".
• Korbøl, Karsten (2020). Hva kan være utfordrende for elever?.
• Korbøl, Karsten (2020). Hvordan komme i gang med "Min familie i historien"?.
• Korbøl, Karsten (2020). Hva kan elevene skrive om?.
• Korbøl, Karsten (2020). Hva er "Min familie i historien"?.
• Korbøl, Karsten (2020). Folkehelse og livsmestring i historie.
• Korbøl, Karsten (2020). Historie i fagfornyelsen – veier til undervisning.
• Korbøl, Karsten (2020). Bærekraft og historie.
• Korbøl, Karsten (2020). Historie i fagfornyelsen og museet.
• Korbøl, Karsten (2020). «Min familie i historien» - fortsatt liv laga i ungdomsskolen med LK20?..
• Korbøl, Karsten (2020). «Veikart til den franske revolusjon» – forståelse gjennom tegning i historie..
• Korbøl, Karsten (2020). «Basert på sanne hendelser», nesten. – Fakta og fiksjon i filmer og film brukt i historieundervisningen..

Se alle arbeider i Cristin