Siste publikasjoner

• 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
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). English didactics doctoral research – state of the art, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter x.
• 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 x.
• 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 x.
• Simensen, Aud Marit (2019). PhD revisited: A quarter of a century of assessment in the school subject English, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 9788215030746.  Chapter x.
• 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 x.
• 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 x.
• Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen & Bergem, Ole Kristian (2018). Opportunities to enact practice in campus courses: Taking a student perspective.. Teachers and Teaching: theory and practice.  ISSN 1354-0602.
• Ødegaard, Marianne (2018). Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research, In Kok-Sing Tang & Kristina Danielsson (ed.),  Global Developments in Literacy Research for Science Education.  Springer Nature.  ISBN 978-3-319-69196-1.  Kap 16.  s 261 - 280
• Elf, Nikolaj Frydensbjerg; Gilje, Øystein; Olin-Scheller, Christina & Slotte, Anna (2018). Nordisk status og forskningsperspektiver i L1 : multimodalitet i styredokumenter og klasseromspraksis, I: Magne Rogne & Lars Rune Waage (red.),  Multimodalitet i skole- og fritidstekstar.  Fagbokforlaget.  ISBN 9788245022889.  Kapittel 4.  s 71 - 104
• Hall, Jeffrey Brooks (2018). The performative shift: middle leadership 'in the line of fire'. Journal of Educational Administration & History.  ISSN 0022-0620.  s 1- 15 . doi: http://dx.doi.org/10.1080/00220620.2018.1518317
• Støle, Hildegunn; Mangen, Anne; Frønes, Tove Stjern & Thomson, Jenny (2018). Digitisation of reading assessment, In Mirit Barzillai; Jenny Thompson; Sascha Schroeder & Paul van den Broek (ed.),  Learning to read in a digital world.  John Benjamins Publishing Company.  ISBN 9789027201225.  Chapter 9.  s 205 - 224 Vis sammendrag

  As screen reading becomes the new standard, valid measures for capturing the defining features of reading ability as it moves from paper to screens must be developed. With the ongoing digitisation of many international and national large scale assessments, questions about the role of testing mode become especially pertinent. This chapter explores the question of how testing mode impacts the design of digital reading tests as well as children’s performance on them. We discuss how findings from empirical research on mode effects can inform the design of reading assessment and consider the pedagogical implications of a move to digital assessment.

• Kaarstein, Hege; Radišić, Jelena & Nilsen, Trude (2018). 20 Years of Mathematics Motivation Mirrored Through TIMSS: Example of Norway, In Ewa Bergquist; Magnus Österholm; Carina Granberg & Lovisa Sumpter (ed.),  Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3).  PME.  ISBN 978-91-7601-904-7.  chapter.  s 179 - 186
• Mathé, Nora Elise Hesby & Elstad, Eyvind (2018). Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests.. Journal of Social Science Education.  ISSN 1618-5293.
• Bakken, Jonas (2018). Hvorfor og hvordan skal elever gjøre retoriske analyser i norskfaget?, I: Kåre Kverndokken (red.),  101 litteraturdidaktiske grep: om å arbeide med skjønnlitteratur og sakprosa.  Fagbokforlaget.  ISBN 978-82-450-2382-4.  Kapittel 5.  s 89 - 105
• Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond & Christophersen, Knut-Andreas (2018). Mentors of Preservice Teachers: The Relationships between Mentoring Approach, Self-efficacy and Effort. International Journal of Mentoring and Coaching in Education.  ISSN 2046-6854. . doi: 10.1108/IJMCE-12-2017-0076
• Tenenberg, Josh; Roth, Wolff-Michael; Chinn, Donald; Jornet, Alfredo; Socha, David & Walter, Skip (2018). More than the code: Learning rules of rejection in writing programs. Communications of the ACM.  ISSN 0001-0782.  61(5), s 66- 71 . doi: 10.1145/3132699
• Furberg, Anniken Larsen & Silseth, Kenneth (2018). Students’ everyday experiences as resources in whole-class conversations. Proceedings (International Conference of the Learning Sciences).  ISSN 1814-9316.  2, s 989- 992
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2018). Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology.  ISSN 1664-1078.  9(935), s 1- 8 . doi: 10.3389/fpsyg.2018.00935
• Nortvedt, Guri A. & Siqveland, Arvid (2018). Are Beginning Calculus and Engineering Students Adequately Prepared for Higher Education? An Assessment of Students’ Basic Mathematical Knowledge. International journal of mathematical education in science and technology.  ISSN 0020-739X. . doi: 10.1080/0020739X.2018.1501826 Vis sammendrag

  Are students transitioning from the secondary level to university studies in mathematics and engineering adequately prepared for education at the tertiary level? In this study, we discuss the prior mathematical knowledge and skills demonstrated by Norwegian engineering (N = 1537) and calculus (N = 626) university students by using data from a mathematics assessment administered by the Norwegian Mathematical Council. The assessment examines students’ conceptual understanding, computation skills and problem solving skills on the basis of the mathematics curriculum of lower secondary education. We found that calculus students significantly outperformed engineering students, but both student groups struggled to solve the test, with the calculus and engineering groups scoring an average of 60% and 46%, respectively. Beginning students who fail to master basic skills, such as solving arithmetic and algebra problems, will most likely face difficulties in their further courses. Although few female students enrol in calculus and engineering programmes compared with male ones and are thus underrepresented, male and female students at the same ability level achieved comparable test scores. Furthermore, students reported high levels of intrinsic and extrinsic motivation, and a positive relationship was observed between intrinsic motivation and achievement.

• Jornet, Alfredo & Erstad, Ola (2018). ). From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners. Digital Education Review.  ISSN 2013-9144.  33, s 1- 25
• Nortvedt, Guri A. & Buchholtz, Nils (2018). Assessment in mathematics education: responding to issues regarding methodology, policy, and equity. ZDM: Mathematics Education.  ISSN 1863-9690. . doi: 10.1007/s11858-018-0963-z Vis sammendrag

  In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed—as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

• Vold, Eva Thue (2018). Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk, In Åsta Haukås; Camilla Bjørke & Magne Dypedahl (ed.),  Metacognition in Language Learning and Teaching.  Routledge.  ISBN 9781138633384.  Kapittel 5.
• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2018). Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education. European Journal of Teacher Education.  ISSN 0261-9768.  41(3), s 360- 376 . doi: 10.1080/02619768.2018.1448783
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2018). Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour. Computers in Human Behavior.  ISSN 0747-5632.  83, s 56- 63 . doi: 10.1016/j.chb.2018.01.022
• Greiff, Samuel & Scherer, Ronny (2018). Still Comparing Apples With Oranges? Some Thoughts on the Principles and Practices of Measurement Invariance Testing. European Journal of Psychological Assessment.  ISSN 1015-5759.  34(3), s 141- 144 . doi: 10.1027/1015-5759/a000487
• Tengberg, Michael; Roe, Astrid & Skar, Gustaf Bernhard Uno (2018). Interrater reliability of constructed response items in standardized tests of reading. Nordic Studies in Education.  ISSN 1891-5914.  38(2), s 118- 137 . doi: 10.18261/issn.1891-5949-2018-02-03
• Stang Lund, Elisabeth; Bråten, Ivar; Brandmo, Christian; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and writing.  ISSN 0922-4777. . doi: https://doi.org/10.1007/s11145-018-9868-z
• Daus, Stephan; Nilsen, Trude & Braeken, Johan (2018). Exploring content knowledge: Country profile of science strengths and weaknesses in TIMSS. Possible implications for educational professionals and science research.. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2018.1478882 Vis sammendrag

  This study offers curriculum developers, teachers and science education researchers a fine-grained profile on strengths and weaknesses in specific science domains and topics. The study involved a representative sample of 3844 Norwegian pupils in grade 8. Their responses on 216 TIMSS items in 18 topics from 4 science domains were modelled in a hierarchical item response model. An internal comparison identified topics that were relatively harder or easier compared to other topics for the Norwegian pupils, and an external comparison identified topics that were relatively harder or easier for the Norwegian pupils compared with the average of TIMSS participating countries. Interpretation of the profile necessitates contextualisation; hence, these strengths and weaknesses as well as their plausible explanations and possible implications are discussed from the perspectives of curriculum development, teacher training and science education research.

• Bråten, Ivar; Brandmo, Christian & Kammerer, Yvonne (2018). A validation study of the Internet-specific Epistemic Justification Inventory with Norwegian preservice teachers. Journal of educational computing research.  ISSN 0735-6331. . doi: http://journals.sagepub.com/doi/10.1177/0735633118769438 Vis sammendrag

  A validation study of the Internet-specific Epistemic Justification Inventory with Norwegian preservice teachers

• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2018). Characterizing CLIL teaching: New insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism.  ISSN 1367-0050. . doi: 10.1080/13670050.2018.1472206 Vis sammendrag

  As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in popularity in Europe and research has primarily focused on (language) learning outcomes. Few studies have identified what characterizes teaching in the CLIL classroom in terms of content and language integration. Studying how CLIL is practiced is vital to understanding how it works and how students can benefit from it. In this study, we filmed and observed CLIL lessons in science and mathematics in a 9th grade, Norwegian CLIL class offering subjects in English. The present study uses The Protocol for Language Arts Teaching Observation (PLATO) to analyze video-recordings of CLIL lessons in science and mathematics, emphasizing a within-CLIL focus, and compared this with the English language teaching in the same class, as a baseline. Our findings indicate content-driven and intellectually challenging CLIL teaching with clear instructional explanations and systematic language support. English was used as frequently in the CLIL teaching as in the English teaching. Content and language were clearly integrated in the observed CLIL lessons, underscoring that the CLIL teachers successfully conveyed their subject in the target language.

• Sjøberg, Svein (2018). The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?. Nordina: Nordic studies in science education.  ISSN 1894-1257.  14(2), s 186- 2012
• Knain, Erik & Ødegaard, Marianne (2018). The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006, In Kok-Sing Tang & Kristina Danielsson (ed.),  Global Developments in Literacy Research for Science Education.  Springer Nature.  ISBN 978-3-319-69196-1.  Chapter 2.  s 15 - 28
• Roger, Säljö & Radišić, Jelena (2018). Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment: looking beyond numbers. European Journal of Psychology of Education.  ISSN 0256-2928.  33(3), s 419- 426 . doi: 10.1007/s10212-018-0388-7
• Vold, Eva Thue (2018). Tilpasset opplæring i fremmedspråk, I: Camilla Bjørke; Magne Dypedahl & Åsta Haukås (red.),  Fremmedspråksdidaktikk.  Cappelen Damm Akademisk.  ISBN 9788202566739.  Kapittel 15.  s 270 - 287
• Vold, Eva Thue (2018). Grammatikkens rolle i fremmedspråksundervisningen, I: Camilla Bjørke; Magne Dypedahl & Åsta Haukås (red.),  Fremmedspråksdidaktikk.  Cappelen Damm Akademisk.  ISBN 9788202566739.  Kapittel 10.  s 172 - 193
• Hermansen, Hege; Lorentzen, Marte; Mausethagen, Sølvi & Zlatanovic, Tatjana (2018). Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  12(1) . doi: http://dx.doi.org/10.5617/adno.4351

Se alle arbeider i Cristin

• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (ed.) (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.  ISBN 9788215030746.  400 s.
• Hauge, Trond Eiliv (2018). Å planlegge og designe undervisning. Cappelen Damm Akademisk.  ISBN 9788202494650.  102 s.
• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2018). Elevresultater. Mellom kontroll og utvikling. Fagbokforlaget.  ISBN 9788245024326.  167 s. Vis sammendrag

  Alle er opptatt av elevresultater på en eller annen måte elever, foreldre, lærere, skoleledere, kommunalt ansvarlige, skolepolitikere og skoleforskere. Uansett hvor mye og på hvilke måter vi vektlegger disse resultatene, er de viktige for å forstå hva som foregår i skolen. De gir oss en pekepinn på om elevene får den undervisningen de skal ha, og på hva de som jobber i og med skolen kan gjøre for å utvikle skolens virksomhet. Samtidig er det et viktig poeng at tilgangen til disse resultatene ikke fører til utvikling i seg selv. Det er også en del utfordrende sider ved hvordan disse resultatene brukes som er viktig å studere og diskutere. I denne boken, som har utgangspunkt i forskningsprosjektet PraDa (Practices of Data Use in Municipalities and Schools), er hovedvekten lagt på bruk av elevresultater. Hvorfor, hvordan og til hva brukes resultatene? Hva vet vi om bruk av elevresultater fra internasjonal forskning? Hva kjennetegner bruk av elevresultater i norske kommuner og skoler? Hva skjer i kommunene? Hva skjer i skolene? Hvordan er de eventuelt med på å endre virksomheten i skolen? Sølvi Mausethagen er førsteamanuensis på OsloMet storbyuniversitetet, og hennes forskningsinteresser er særlig knyttet til lærerprofesjonen og utdanningspolitikk. Tine S. Prøitz er professor ved Institutt for pedagogikk, Universitetet i Sørøst-Norge, hvor hun forsker på utdanningspolitiske temaer som utdanningsreform, styring og evaluering i opplæring og utdanning. Guri Skedsmo er førsteamanuensis ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, hvor hun forsker på temaer innenfor utdanningspolitikk, styring og ledelse i skole og utdanning.

• Kvamme, Ole Andreas; Lindhardt, Eva Mila & Steineger, Agnethe (2018). I samme verden Religion og etikk VG3. Cappelen Damm AS.  ISBN 9788202575724.  364 s.
• Hermansen, Hege (2018). Kunnskapsarbeid i lærerprofesjonen. Universitetsforlaget.  ISBN 9788215028521.  160 s.
• Roe, Astrid; Ryen, Jostein Andresen & Weyergang, Cecilie (2018). God leseopplæring med nasjonale prøver. Om elevers leseutfordringer I et mangfold av tekster. Universitetsforlaget.  ISBN 978-82-15-02905-4.  206 s.
• Jensen, Ruth (2018). Profesjonelt arbeid i grensesoner. Skoleforbedring på tvers av virksomheter.. Cappelen Damm Akademisk.  ISBN 978-82-02-48248-0.  176 s. Vis sammendrag

  Profesjonelt arbeid i skolen innebærer ofte samarbeid i team på tvers av virksomheter, i det vi kan kalle grensesoner. Slikt arbeid kan gi mange gevinster, men medfører også utfordringer for de involverte. I denne boka tematiseres arbeid i team der deltakere fra ulike profesjoner arbeider med skoleforbedring. Boka presenterer internasjonal forskning og empiriske analyser og resultater fra to forskningsprosjekter, samt metodologiske tilnærminger i prosjektene. Den gir innsikt i de prosessene som karakteriserer profesjonelt teamarbeid med skoleforbedring i grensesoner. Kulturhistorisk aktivitetsteori gir det teoretiske rammeverket for analyser av samtaler i prosjektteam. Analysene viser hvordan arbeidet blir innovativt, og hvordan det kan gi avtrykk i skolers praksis. I tillegg tematiserer boka hvordan redskaper tas i bruk, hvordan arbeidsfordeling tar form, og hvordan ledelse konstitueres og utøves. Boka henvender seg til alle som er interessert i profesjonelt arbeid i grensesoner og i skoleforbedring som forskningsfelt. Den vil være spesielt aktuell for forskere ved universiteter og høyskoler, men også for studenter og ansatte i skolen.

Se alle arbeider i Cristin

• 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.
• Gunnulfsen, Ann Elisabeth & Møller, Jorunn (2018). Ledelse som drivkraft for utvikling.
• Sjøberg, Svein (2018). Merkelig BI-rapport om Osloskolen. Morgenbladet.no.
• Stovner, Roar Bakken (2018). Får elevene gruble nok? Dilemmaer ved å gi støtte i matematikktimene.
• Stovner, Roar Bakken; Nortvedt, Guri A.; Buchholtz, Nils & Luoto, Jennifer Maria (2018). Symposium of Researching the Quality of Mathematics Teaching.
• Knain, Erik & Furberg, Anniken Larsen (2018). Læring gjennom visuelle kunnskapsrepresentasjoner i naturfag.
• Gunnulfsen, Ann Elisabeth & Hall, Jeffrey Brooks (2018). Ledelse av læreplanarbeid i et juridisk perspektiv.
• Gunnulfsen, Ann Elisabeth (2018). Ledelse, læreres praksis og bruk av resultater på nasjonale prøver.
• Gunnulfsen, Ann Elisabeth (2018). How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation.
• Gunnulfsen, Ann Elisabeth & Roe, Astrid (2018). How do teachers use national test results? Exploring testing policies, teacher practice and principals’ facilitation.
• Gunnulfsen, Ann Elisabeth (2018). Micro Policy Making in Schools. Use of National Test Results in a Norwegian Context.
• Dewilde, Joke (2018, 13. september). Multicultural events – reinforcing differences or building bridges?. [Internett].  JustEd.
• Dewilde, Joke (2018). A transnational young person’s poetry writing.
• Beiler, Ingrid Miriam Rodrick & Dewilde, Joke (2018). Translation as translingual writing practice in English as an additional language.
• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2018). Preschool predictors of later reading comprehension ability: a Campbell systematic review.
• Fredlund, Tobias & Knain, Erik (2018). Analysing school science group work in terms of multimodal text development and its interplay with context of situation.
• Fredlund, Tobias; Knain, Erik & Furberg, Anniken Larsen (2018). Using representations to learn about the greenhouse effect.
• Knain, Erik; Remmen, Kari Beate & Fredlund, Tobias (2018). Representations in students’ argumentation on SSI.
• Brøyn, Tore & Mathé, Nora Elise Hesby (2018, 12. september). Intervju: Ungdommers forhold til politikk og demokrati. [Fagblad].  Bedre skole.
• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2018). Multicultural school celebrations: Investigating transnational representations in an international school event in Norway. Vis sammendrag

  General description on research questions, objectives and theoretical framework: In the proposed paper, we report on a case study of an international school event in a Norwegian primary school. The event is a two-hour festival that gathers the whole school, parents and also other people affiliated with the school. At the event a number of nations and cultures are represented by posters, traditional foods, costumes and folkdances. Moreover, exhibition stands representing different nations are set up, where traditional food is served by parents or others representing the country. In this paper, we focus on the Kurdish stand, exploring how Kurdish minority identity is constructed in the event. The paper addresses the following research questions: • To what extent and in what way do minority representations feature dynamic, hybrid, interconnected, and spatial signs? • What can these representations tell us about multicultural events? Our study is part of a larger project on multicultural school and community events conducted by a research team from two universities in Norway. The study explores an internationally widespread, yet understudied educational practice of multicultural celebrations in school and communities. Such multicultural events are designed as a response to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools and in local communities. Interestingly, while school and society see these events as helping further inclusion, prior research on the subject has criticized such events for promoting essentialist understandings of cultural identities, and hence functioning counterproductively with regard to the proclaimed aim of inclusion (Øzerk, 2008; Hoffman, 1996). In the project, we argue that this research, which is predominantly theory-driven, brings forward superficial understandings of the events and of multicultural educational practices more in general. In particular, this research has directed scarce attention to the participants’ perspectives and especially to the experiences of the minorities in these events. Theoretically, we draw on Steven Vertovec’s (2009) concept of “transnationalism”. As processes of globalization and changing patterns of migration create complex multicultural communities throughout Norway and the rest of Europe, cultural, linguistic, and religious identities of young people of migrant heritage in Norway are no longer necessarily tied to the nation-state. Rather, cultural traditions travel and transcend traditional borders, allowing individuals and diasporic groups to retain affiliation to national heritage in multiple ways. Hence, multicultural school events can be characterized as “contact zones,” as places where “cultures meet, clash, and grapple with each other” (Pratt, 1991, p. 34), and where the participants’ cultural, linguistic, and religious backgrounds interact in new and unexpected ways (Meissner & Vertovec, 2015; Welsch, 1999). The concept of transnationalism thus refers to the increasing changes in “cross-border relationships, patterns of exchange, affiliations and social formations” (Vertovec, 2009, p. 2) that characterises multicultural communities throughout Norway as well as in the rest of Europe. Applying this trans-lens, helps us see the dynamic, hybrid, interconnected, and spatial features of the representations present in the multicultural school event, thus adding another layer of complexity, which previous research has not addressed.

• Veum, Aslaug; Siljan, Henriette Hogga & Maagerø, Eva (2018). Who am I? A multimodal self-presentation by newly arrived young immigrants”.
• Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2018). Conference paper: Student teachers, ICT and cyber ethics across four European countries.
• Karseth, Berit; de Lange, Thomas; Gudmundsdottir, Greta Björk; Morken, Ivar & Ottesen, Eli (2018). NERA 46th Congress Mars 2018 Lokal organisasjonskomite.
• Prøitz, Tine Sophie; Mausethagen, Sølvi & Skedsmo, Guri (2018). Symposium: Data use in education: alluring attributes and productive processes.
• Frønes, Tove Stjern (2018, 20. august). Forskar slår alarm: – 15-åringar slit med å finne fram på nett. [Radio].  NRK.
• Frønes, Tove Stjern (2018, 20. august). Forskar slår alarm: – 15-åringar slit med å finne fram på nett. [Internett].  NRK.
• Frønes, Tove Stjern (2018). Ungdommers forståelse og navigasjon i nett-tekster.
• Stovner, Roar Bakken (2018). Do Mathematics-Specific and General Observation Instruments Capture Different Aspects of Instruction?. Vis sammendrag

  Subject-specific and subject-generic teaching observation instruments are important steps towards a common language for teaching across subjects. Previous research shows overlap between generic and subject-specific instruments, but it is unclear which teaching practices are rated similarly and differently. We compare how providing feedback during lessons and providing appropriate cognitive challenge are operationalized by one generic and one mathematics-specific teaching observation instrument and find similarities, but also crucial differences. When rating 32 Norwegian mathematics teachers’ instruction, three teachers’ instruction received significantly different ratings, providing examples where the manuals do not share a common language of instruction. Such precise knowledge of how mathematics-specific and general observation instruments differ helps researchers, teacher professional developers, and teacher evaluators to interpret results from observation instruments.

• Vestøl, Jon Magne (2018). Secular life view and Religious Education. Data from interviews with young Norwegian participants in secular humanist confirmation.
• Sjøberg, Svein (2018). Pisa, skolen og Clemet. Klassekampen.  ISSN 0805-3839. . doi: 12.07.2018
• Beiler, Ingrid Miriam Rodrick (2018). Multilingualism as a Resource in English Writing Instruction: Methodological Presentation.
• Sjøberg, Svein (2018). Clemets alternative skolehistorie. Kronikk. Klassekampen.  ISSN 0805-3839.
• Aashamar, Peter; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole.  ISSN 0802-183X.  (3)
• Brevik, Lisbeth M. (2018). The Mixed Methods Emergent Multiphase Design.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?.
• Lanestedt, Jon; Aagaard, Toril; Kofoed, Trine; Swanberg, Anne; Ramberg, Kirsti Rye & Lund, Andreas (2018). Digitalisering for utdanningskvalitet og aktiv læring i høyere utdanning.
• Hall, Jeffrey Brooks (2018). Nasjonalt tilsyn: skolens plikter og sikring av elevenes rettigheter. Dialog, råd og veiledning under tilsynet.
• Dewilde, Joke; Iversen, Jonas & Skrefsrud, Thor Andre (2018). Hamar-skolens opplæring av nyankomne. Hamar arbeiderblad.
• Roger, Säljö & Radišić, Jelena (2018). Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment. European Journal of Psychology of Education.  ISSN 0256-2928.  33(3)
• Bratland-Sanda, Solfrid; Blikstad-Balas, Marte; De Moor, Katrien; Eriksen, Marianne Hem; Falkum, Ingrid Lossius; Holmen, Heidi & Aronsen, Jan Magnus (2018). Akademia må satse på undervisningskarrierer. Khrono.no.  ISSN 1894-8995.
• Sjøberg, Svein (2018). Vi som traff planken. Tilbakeblikk ved 75-års dagen. Kronikk. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Beiler, Ingrid Miriam Rodrick (2018). Flerspråklige praksiser i engelsk skriveundervisning for nyankomne elever.
• Ahmadian, Shilan; Brevik, Lisbeth M. & Sundqvist, Pia (2018). MA thesis: Girls in vocational studies: The academic voices in the classroom. A comparison of vocational girls’ use of English in and out of school.
• Isaksen, Anja Ramfjord; Brevik, Lisbeth M. & Hellekjær, Glenn Ole (2018). MA thesis: Vocational students: Strategy use and motivation for reading in English. A quantitative study of self-reported comprehension strategy use and interest for reading.
• Brevik, Lisbeth M. & Helness, Hildegunn Lahlum (2018). Engelsk VG1: Nye læringsstøttende prøver. Bedre Skole.  ISSN 0802-183X.  (2), s 48- 53 Vis sammendrag

  Nye læringsstøttende prøver i engelsk gjør det mulig å følge elevers utvikling gjennom det første året i videregående skole. Prøvene omfatter lesing, lytting og bruk av engelsk.

• Beiler, Ingrid Miriam Rodrick (2018). Negotiating Multilingual Practices in English Writing Instruction.
• Dewilde, Joke Ingrid (2018). Translation and translingual remixing in writing. Vis sammendrag

  Translation and translingual remixing in writing

• Sjøberg, Svein (2018). The importance of Inquiry-Based Science Education: Nurturing motivation, joy and interest in science – or improving standardized test scores?.
• Nortvedt, Guri A. & Rohatgi, Anubha (2018). Rapport fra skolelederundersøkelsen. Om Osloskolenes bruk av kartleggingsprøver i regning for småtrinnet.
• Brevik, Lisbeth M. (2018). Gamers, surfers and social media users: The role of interest to prevent dropout, In Gert Larsen (ed.),  The COURAGE project - Handbook 2018.  EU Erasmus+.  ISBN 9788798375197.  Lead article.  s 10 - 13
• Brevik, Lisbeth M. (2018). Key note: Gamers, surfers and social media users: The role of interest to prevent dropout.
• Latini, Natalia; Anmarkrud, Øistein & Brandmo, Christian (2018). Exploring predictors of teacher efficacy for instructing dyslexic students in Internet reading.
• Brandmo, Christian; Throndsen, Inger & Carlsten, Tone Cecilie (2018). Predictors of beginning teachers’ self-efficacy and job satisfaction.
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2018). Predictors of department heads’ motivation: The key role of relational trust in schools.
• Brandmo, Christian; Bråten, Ivar & Schewe, Olav (2018). Predictors and mediators of test-anxiety among Norwegian students in upper secondary and higher education.
• Dewilde, Joke Ingrid (2018). Sosiolingvistisk forskning på flerspråklighet i utdanningskontekster med et enspråklig ideal. Metodiske muligheter og utfordringer.

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