Siste publikasjoner

Under er en oversikt over våre siste 100 publikasjoner registrert i Cristin. Her listes vitenskapelige artikler og bokkapitler, bøker og vitenskapelige foredrag.

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    • Bakken, Jonas (2023). Sámi literature in Norwegian language arts textbooks. Scandinavian Studies. ISSN 0036-5637.
    • Betschart, Simona; Sandmeier, Anita; Skedsmo, Guri; Hascher, Tina; Okan, Orkan & Dadaczynski, Kevin (2022). The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 19(22). doi: 10.3390/ijerph192214829.
    • Skedsmo, Guri & Camphuijsen, Marjolein (2022). The Battle for Whole-Child Approaches: Examining the Motivations, Strategies and Successes of a Parents’ Resistance Movement Against a Performance Regime in a Local Norwegian School System. Education Policy Analysis Archives. ISSN 1068-2341. 30(135). doi: https%3A/doi.org/10.14507/epaa.30.6452.
    • Baek, Chanwoong; Tiplic-Lunde, Dijana & Santos, Íris (2022). Evidence-Based Policymaking in Nordic Countries: Different Settings, Different Practices? I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 253–280. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_9.
    • Sjøberg, Svein (2022). OECD, PISA, and Globalization: The Influence of the International Assessment Regime. I Tienken, Christopher H* & Mullen, Carol A. (Red.), The Risky Business of Education Policy. Routledge. ISSN 9780367622480.
    • Sundqvist, Pia; Sandund, Erica; Källkvist, Marie & Gyllstad, Henrik (2022). Language practices in English classrooms: Guest editors’ introduction to the special issue. Languages. ISSN 2226-471X. 7(4). doi: 10.3390/languages7040291.
    • Weyergang, Cecilie (2022). “... And how can we know that, then?”: Middle school students’ reading strategies when responding to reading tasks in social science that require a critical approach. Acta Didactica Norden (ADNO). ISSN 2535-8219. 16(2). doi: 10.5617/adno.9059.
    • Lycurgus, Timothy; Hansen, Ben & White, Mark Christopher (2022). Conjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects. Journal of Research on Educational Effectiveness. ISSN 1934-5747. doi: 10.1080/19345747.2022.2142178.
    • Yang Hansen, Kajsa; Radišić, Jelena; Ding, Yi & Liu, Xin (2022). Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems. Large-scale Assessments in Education. ISSN 2196-0739. 10(1). doi: 10.1186/s40536-022-00133-9.
    • Jenset, Inga Staal & Klette, Kirsti (2022). The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term. I Menter, Ian (Red.), The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. ISSN 978-3031161926. s. 1–21. doi: 10.1007/978-3-030-59533-3_87-1.
    • Keddie, Amanda; MacDonald, Katrina; Blackmore, Jill; Boyask, Ruth; Fitzgerald, Scott & Gavin, Mihajla [Vis alle 20 forfattere av denne artikkelen] (2022). What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? The Australian Educational Researcher. ISSN 0311-6999. doi: 10.1007/s13384-022-00573-w.
    • Pettersen, Marthe & Lejonberg, Eli (2022). Elevrespons i praksisveiledning: Hvordan kan et verktøy bidra til støtte, utfordring og teoretisk forankret refleksjon? NORDVEI- Nordisk tidsskrift i veiledningspedagogikk. ISSN 2535-3047. 7(1). doi: 10.15845/ntvp.v7i1.3336.
    • Lejonberg, Eli & Hatlevik, Ida Katrine Riksaasen (2022). ‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers. Mentoring & Tutoring. ISSN 1361-1267. 30(5), s. 606–633. doi: 10.1080/13611267.2022.2127259.
    • White, Mark Christopher; Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Bringing the Conceptualization and Measurement of Teaching into Alignment. Studies in Educational Evaluation. ISSN 0191-491X. Fulltekst i vitenarkiv
    • Kostøl, Kristine Bakkemo & Remmen, Kari Beate (2022). A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators. Disciplinary and Interdisciplinary Science Education Research (DISER). 4. doi: 10.1186/s43031-022-00066-x.
    • Elvebakk, Lisbeth & Blikstad-Balas, Marte (2022). Kritisk lesing i høyere utdanning: Hvordan forholder lærerstudenter seg til tekster som krever kritisk lesing? Nordic Journal of Literacy Research. ISSN 2464-1596. 8(2), s. 44–63. doi: 10.23865/njlr.v8.3347.
    • Källkvist, Marie; Erica, Sandlund; Sundqvist, Pia & Gyllstad, Henrik (2022). Intercultural interaction in the multilingual classroom. I Kecskes, Istvan (Red.), The Cambridge Handbook of Intercultural Pragmatics. Cambridge University Press. ISSN 9781108884303. s. 836–868. doi: https%3A/doi.org/10.1017/9781108884303.033. Fulltekst i vitenarkiv
    • Gyllstad, Henrik; Sundqvist, Pia; Sandlund, Erica & Källkvist, Marie (2022). Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms. Language Learning. ISSN 0023-8333. doi: 10.1111/lang.12527. Fulltekst i vitenarkiv
    • Stancel-Piatak, Agnes; Nilsen, Trude & Gustafsson, Jan-Eric (2022). 60-Years of ILSA: Where It Stands and How It Evolves. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. s. 1496–1517.
    • Klieme, Eckhard & Nilsen, Trude (2022). Teaching Quality and Student Outcomes in TIMSS and PISA. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. s. 1089–1134.
    • Gustafsson, Jan-Eric & Nilsen, Trude (2022). Methods of Casual Analysis with ILSA Data. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. s. 803–830.
    • Blömeke, Sigrid; Nilsen, Trude; Olsen, Rolf Vegar & Gustafsson, Jan-Eric (2022). Conceptual and Methodological Accomplishments of ILSAs, Remaining Criticism and Limitations. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. s. 603–656.
    • Klette, Kirsti (2022). The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. s. 470–510.
    • Bakken, Jonas (2022). Rhetorical Strategies of Unashamed Sámi Citizens. NORA - Nordic Journal of Feminist and Gender Research. ISSN 0803-8740. doi: 10.1080/08038740.2022.2133166. Fulltekst i vitenarkiv

    Se alle arbeider i Cristin

    • Scherer, Ronny & Nilsen, Trude (2023). Accountability for the future? International testing and future directions. I Tierney, Robert J.; Rizvi, Fazal & Erkican, Kadriye (Red.), International Encyclopedia of Education (4th Edition). Elsevier Science. ISSN 978-0-12-818629-9. s. 324–340. doi: 10.1016/B978-0-12-818630-5.09060-6.
    • Kvamme, Ole Andreas; Sinnes, Astrid Tonette & Wals, Arjen (2022). School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices. NORRAG Special Issue. ISSN 2571-8010. s. 84–89.
    • Kvamme, Ole Andreas; Sinnes, Astrid Tonette & Wals, Arjen (2022). School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices . NORRAG news. ISSN 1462-5733. s. 84–89.
    • Skedsmo, Guri & Huber, Stephan Gerhard (2022). Assessment as a policy instrument and/or tool for professional development. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 34, s. 423–425. doi: 10.1007/s11092-022-09402-1.
    • Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2022). Verdier på glid. Bedre Skole. ISSN 0802-183X. 34(4), s. 56–61.
    • Doetjes, Gerke (2022). Das norwegische Schulsystem in 60 Minuten.
    • Doetjes, Gerke (2022). Mehrsprachigkeit in der Schule.
    • Doetjes, Gerke (2022). Interkulturelle Kompetenz als Teil des Fremdsprachenunterrichts.
    • Doetjes, Gerke (2022). Die Schule der Zukunft.
    • Doetjes, Gerke (2022). Digital teacher education?
    • Breivik, Jarle; Brevik, Lisbeth M.; Funova, Adéla; Steuernagel, Carolina Rau & Sæther, Oline (2022). Studentinvolvering i undervisning og forskning (panelsamtale).
    • Sundqvist, Pia (2022). Young Swedish L2 English learners and changed self-perceptions.
    • Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. [Internett]. Utdanningsnytt.no.
    • Rindal, Ulrikke Elisabeth (2022). Hvorfor snakker unge engelsk? [TV]. NRK Helgemorgen.
    • Ulfat, Nasrin (2022). Gaming og youtube har vært viktig for at jeg skulle lære engelsk. [Internett]. Instagram.
    • Sundqvist, Pia (2022). The pyramid is upside down: Age, instruction, and L2 English learning.
    • Prophète, Elien; Sundqvist, Pia & Peters, Elke (2022). Exposure and grammar: Young L2 learners’ extramural English and grammaticality judgement prior to formal instruction.
    • Rindal, Ulrikke Elisabeth (2022). NRK Helgemorgen: Hvorfor snakker unge engelsk? NRK-TV.
    • Mejlbo, Kaja & Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. Utdanningsnytt.no.
    • Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
    • Jenset, Inga Staal & Brataas, Gøril (2022). Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason.
    • Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
    • Niederberger, Vera & Skedsmo, Guri (2022). School Actors’ Use of Research to Develop Practice: Review of Existing Research in the German-speaking Contexts.
    • Niederberger, Vera & Skedsmo, Guri (2022). School Actors’ Use of Research to Develop Practice: Review of Existing Research in the German-speaking Contexts.
    • Rindal, Ulrikke Elisabeth (2022). English in transition - the status of English in and out of school in Norway.
    • Perlander, Annika & Sjøberg, Mari (2022). Student teachers’ Sense-making of becoming teachers; Identifying Storylines as Sources for Positionings.
    • Sjøberg, Mari & Perlander, Annika (2022). Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program .
    • Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Using PLATO within and across different school subjects.
    • Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Stillasbygging og støttestrukturer i samfunnsfag.
    • Brevik, Lisbeth M. & Blikstad-Balas, Marte (2022). Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms. Journal of Computer Assisted Learning. ISSN 0266-4909. doi: 10.1111/jcal.12745.
    • Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Samfunnsfagets bidrag til å utvikle potensialet i det tverrfaglige temaet bærekraftig utvikling.
    • Brevik, Lisbeth M. & Yri, Jørgen Sørlie (2022). Studentaktivitet som snakkis og som praksis. [Internett]. Pausepraten: live (S2E3).
    • Hall, Jeffrey Brooks (2022). What research tells about the challenges and opportunities for ICCEP.
    • Daza , Viviana (2022). What do pre-service teachers' voices tell us? An exploration of practice experiences in a teacher education program.
    • Daza , Viviana (2022). Third space partnerships: Affordances, Challenges and Digital Possibilities. .
    • Daza , Viviana (2022). Partnerships in the Third Space. What Can We Learn from the Conceptualization of a Vague Concept in Teacher Education?
    • Klette, Kirsti (2022). The Use of Video for Teacher Learning.
    • Brevik, Lisbeth M.; Vold, Eva Thue & Myhill, Debra (2022). Å forske på språkundervisning – verdien av å sammenligne undervisning i ulike språkfag på tvers av land . Bedre Skole. ISSN 0802-183X. 3, s. 14–17.
    • Klette, Kirsti & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
    • Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University.
    • Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual.
    • Adams-Wiggins, Karlyn; Choudry, Sophina; Cortez, Arturo; Ferholt, Beth; Guarrasi, Ivana & Jornet, Alfredo [Vis alle 12 forfattere av denne artikkelen] (2022). A breadth of approaches to mind, culture and activity. Mind, Culture, and Activity. ISSN 1074-9039. 29(2), s. 105–107. doi: 10.1080/10749039.2022.2102194.
    • Bakken, Jonas (2022). Språk og litteratur – to oppgavekulturer i konflikt?
    • Bakken, Jonas; Brevik, Lisbeth M. & Vold, Eva Thue (2022). Flere vil bli språklektor. Bedre Skole. ISSN 0802-183X. s. 28–33.
    • Aagaard, Toril & Lund, Andreas (2022). Digitalization and epistemic change: Transforming teacher education.
    • Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Flerspråklighet, ressursperspektiv og parallell fag- og språkopplæring.
    • Ervik, Hilde; Rønning, Bernt & Remmen, Kari Beate (2022). Masterstudenter i naturfagdidaktikk – studentenes erfaringer fra samarbeid med arbeidslivet om temaet bærekraftig utvikling i havet .
    • Sæther, Elin & Hidle, Kari-Mette Walmann (2022). Forenkling og kompleksitet: Bærekraft og samfunnsfagene i norsk skole. POLIS - tidsskrift for samfundsfagdidaktik. 3(5).
    • Dewilde, Joke; Adulrahman, Shaz; Ali, Saleha Ayoubi; Dede, Umran; Ellefsrud, Marte Engen & Gashi, Arlinda [Vis alle 19 forfattere av denne artikkelen] (2022). Den opplevde språklige fiaskoen. Periskop (Oslo). ISSN 2535-7034.
    • Casoli Uvsløkk, Julie; Vold, Eva Thue & Brevik, Lisbeth M. (2022). Intercultural Competence in Language Subjects in Norwegian Lower Secondary Schools: A Classroom Video Observation Study.
    • Gudmundsdottir, Greta Björk; Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Digital dømmekraft i engelsk og samfunnsfag.
    • Mathé, Nora Elise Hesby (2022). Demokrati og medvirkning: I skolen – for samfunnet.
    • Hall, Jeffrey Brooks (2022). Samarbeid mellom aktører rundt elever med migrasjonsbakgrunn: Foreløpige funn fra ICCEP-prosjektet.
    • Selling, Alexander Jonas Viktor (2022). Aligning classroom discussions with competency goals and problem-solving activities.
    • Blikstad-Balas, Marte (2022). Hva vil vi med teknologi i skolen? Key Note på skolelederkonferansen 2022.
    • Blikstad-Balas, Marte (2022). Læringsanalyse - hva er det og hvordan påvirker det elevers og læreres autonomi? [Radio]. Lærerliv (Podcast).
    • Blikstad-Balas, Marte (2022). Hvordan bruke elevdata for å skape bedre læring? [Radio]. Teknologi og mennesker (Podcast).
    • Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality.
    • White, Mark Christopher (2022). Panel Discussion on Combining Different Data Sources.
    • White, Mark Christopher (2022). Aligning the Analysis of Observation Scores with Conceptual Understandings of Teaching Quality .
    • White, Mark Christopher & Maher, Bridget (2022). What Value do Standardized Observation Systems Add to the Summative Goals of Teacher Evaluation Systems?
    • White, Mark Christopher & Klette, Kirsti (2022). What’s in a Score? Problematizing Interpretations of Observation Scores?
    • White, Mark Christopher (2022). What does the claim of subject-specificity actually mean empirically?. .
    • Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). When we see that kind of language, "someone is going to jail": Aesthetic interpretation and ethical research encounters.
    • Hall, Jeffrey Brooks (2022). Skoleledere som juridiske aktører: en krevende balansegang mellom mange hensyn.
    • Vestøl, Jon Magne (2022). Om det nye kjerneelementet Å kunne ta andres perspektiv. Religion og livssyn : Tidsskrift for religionslærerforeningen i Norge. ISSN 0802-8214. 34(2), s. 26–34.
    • Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2022). Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings.
    • Sumpter, Lovisa; Frid, Staffan & Nortvedt, Guri Anne (2022). Lower secondary school students’ gendered conceptions about mathematics and related careers.
    • Skedsmo, Guri & Huber, Stephan Gerhard (2022). Learning to assess and evaluate complex realities. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 34(3), s. 275–277. doi: 10.1007/s11092-022-09397-9.
    • Kolstø, Stein Dankert & Sjøberg, Mari Heum (2022). Utforskende læringsdialoger i naturfagundervisning. [Internett]. Naturfagsdidaktikk .
    • Elstad, Eyvind; Turmo, Are & Christophersen, Knut Andreas Abben (2022). Hva forklarer studieintensitet i dansk lærerutdanning?
    • Hartvigsen, Kirsten Marie (2022). Elevblikk på Jesus - er han en god, eller urettferdig hyrde? (Lukas 15:4-7).
    • Knain, Erik; Jornet Gil, Alfredo; Smørdal, Ole & Sæther, Elin (2022). Nøkkelen FNs klimapanel ikke snakker om. Klassekampen. ISSN 0805-3839.
    • Gunnulfsen, Ann Elisabeth; Jensen, Ruth; Hall, Jeffrey Brooks; Abrahamsen, Hedvig Neerland; Kleveland, Heidi Merete & Olsen, Rolf Vegar (2022). Underveis med nytt læreplanverk: Ledelse, styring og støtteressurser. Det utdanningsvitenskapelige fakultet. ISSN 978-82-93847-09-0.

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