Siste publikasjoner

• 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
• Brevik, Lisbeth M. (2019). The gamer, the surfer and the social media user: Unpacking the role of interest in developing English language learning.. 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
• Svenkerud, Sigrun & Klette, Kirsti (2019). Video studies and the challenge of selecting time scales.. International Journal of Research & Method in Education.  ISSN 1743-727X. . doi: 10.1080/1743727X.2018.1563062
• 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 21.
• 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 11.
• 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 17.
• 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 2.
• 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 10.
• 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 8.
• 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 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
• Sjøberg, Svein (2018). The Legacy of IOSTE– and two Competing Visions for Science and Technology Education, In Anna Jobér; Maria Andrée & Malin Ideland (ed.),  Future Educational Challenges from Science and Technology Perspectives. XVIII IOSTE Symposium Book of Proceeding.  Malmö University.  ISBN 978-91-7104-971-1.  Kapittel.  s 278 - 287
• Simensen, Aud Marit (2018). A Brief History of English Teaching and Learning in Norway, In Henrik Bøhn; Magne Dypedahl & Gro-Anita Myklevold (ed.),  Teaching and Learning English.  Cappelen Damm Akademisk.  ISBN 9788202547615.  Chapter 1.  s 18 - 37
• Kirfel, Christoph & Aslaksen, Helmer (2018). Ein alternativer Zugang zur Ableitung: Betrachtungen zu Volumen, Flächeninhalt und Umfang. Der Mathematikunterricht.  ISSN 0025-5807.  64(3), s 23- 32
• Kirfel, Christoph & Aslaksen, Helmer (2018). Areal, volum og derivasjon. Tangenten - tidsskrift for matematikkundervisning.  ISSN 0802-8192.  29(3), s 34- 38
• Kirfel, Christoph & Aslaksen, Helmer (2018). Areal, omkrets og derivasjon. Tangenten - tidsskrift for matematikkundervisning.  ISSN 0802-8192.  29(2), s 37- 41
• Elf, Nikolaj; Gilje, Øystein; Olin-Scheller, Christina & Slotte, Anna (2018). Nordisk status og forskningsperspektiver i L1: Multimodalitet i styredokumenter og klasserumspraksis, I: Magne Rogne & Lars Rune Waage (red.),  Multimodalitet i skole- og fritidstekstar.  Fagbokforlaget.  ISBN 9788245022889.  4.  s 71 - 104
• Hatlevik, Ida Katrine R (2018). Transformativ læring. Hva er det, og hva kan det bidra med i lærerstudenters kompetanseutvikling?. UNIPED.  ISSN 1893-8981.  41(4), s 384- 400 . doi: 10.18261/issn.1893-8981-2018-04-02
• Tiplic, Dijana & Hovdenak, Sylvi Stenersen (2018). Strategic Curricular Change: A Case of the Norwegian Medical School in Tromsø. Health Science Journal.  ISSN 1791-809X.  12(3)
• Kvamme, Ole Andreas (2018). Blurring the Image of the Other? The Recontextualization of Environmental Ethical Values in Norwegian Education Policy Documents, In Jari Ristiniemi; Karin Sporre & Geir Skeie (ed.),  Challenging Life. Existential Questions as a Resource for Education.  Waxmann Verlag.  ISBN 978-3-8309-3886-6.  Into the Future.  s 359 - 381

Se alle arbeider i Cristin

• 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.  400 s.

Se alle arbeider i Cristin

• 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). 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; Bergman, Eva & Bergman, Maria (2019). Läsförståelse och undervisning om lässtrategier.
• 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.
• 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.
• Svingen, Olaug Ellen Lona; Gilje, Øystein; Kristensen, Tor Espen; Spurkland, Simen; Valbekmo, Ingunn; Brede Vig, Hanne; Fagernæs, Merethe & Kongelf, Tom Rune (2018). Kunnskapsgrunnlag for kvalitetskriterium for læremiddel i matematikk, I:  Kunnskapsgrunnlag for kvalitetskriterium for læremidler i matematikk.  Utdanningsdirektoratet.  Innspillsgruppe/referansegrupper.  s 1 - 37
• Helstad, Kristin (2018). Ledelse og profesjonsutvikling i skolen.
• Helstad, Kristin (2018). Kunnskapsarbeid i skolen – skoleledernes rolle.
• Helstad, Kristin (2018). Læreren som regissør.
• Helstad, Kristin (2018). Ledelse i klasserommet - et læringsperspektiv. Bedre Skole.  ISSN 0802-183X.  (3), s 60- 64
• 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.
• Bakken, Jonas (2018). Norskfaget i fagfornyelsens støpeskje.
• Bakken, Jonas (2018). Prosessen og utvikling av ny læreplan for norskfaget.
• Bakken, Jonas (2018). Norskfaget i fagfornyelsen.
• Vasbø, Kristin Beate; Sæther, Elin & Gudmundsdottir, Greta Björk (2018). Conference paper: Exploring student teachers’ understanding of diversity in Norwegian classrooms.
• Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk (2018). Conference paper: The Benefits of Flipped Learning in a Teacher Education Program in Norway.
• Dahl, Anne Kristin & Scheie, Janne Thoralvsdatter (2018). Expectations and fears. Newly Qualified Teachers on the threshold of entering the teaching profession.
• Dahl, Anne Kristin & Scheie, Janne Thoralvsdatter (2018). How do I cope? Novice Teachers` strategies for handling challenges in the profession.
• Dahl, Anne Kristin & Scheie, Janne Thoralvsdatter (2018). Arbeidslivsmestring. To unge læreres valg i møte med utfordrende situasjoner.. Bedre Skole.  ISSN 0802-183X.  (1), s 32- 37
• Gabrielsen, Ida Lodding (2018). Literature Instruction – A Study of Instructional Practices and the Role of Literary Texts in 46 Lower Secondary Language Arts Classrooms.
• Skedsmo, Guri (2018). Datengestützte Schulentwicklung.
• Gabrielsen, Ida Lodding (2018). How and why do students read fiction? A Study of Literature Instruction in 182 Lower Secondary Language Arts Lessons in Norway.
• Skedsmo, Guri (2018). Comparison and benchmarking as governing processes in Norwegian schools.
• Camphuijsen, Marjolein; Møller, Jorunn & Skedsmo, Guri (2018). School Autonomy with Accountability as a Global Education Reform: Its Adoption and Re-contextualization in the Norwegian Context.
• Huber, Stephan Gerhard; Tian, Meng & Skedsmo, Guri (2018). Mapping the Field of Research on Education Leadership Administration and Management: Methodological, Thematical and Regional Perspective.
• Huber, Stephan Gerhard; Pham, Giang; Koszuta, Anja; Karwat, Katja & Skedsmo, Guri (2018). School Turnaround in Ten Schools in Germany: Identifying change and development models.
• Skedsmo, Guri & Huber, Stephan Gerhard (2018). Conceptualizing School Improvement: Rapid Change or Piecemeal Advancement.
• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2018). Data Use Practices From a Discursive Perspective: Relational and (Non)Risky.
• Skedsmo, Guri & Huber, Stephan Gerhard (2018). School Turnaround in Ten schools in Germany: School Leadership and Coordinated System Efforts as a Key to Development.
• Prøitz, Tine Sophie; Mausethagen, Sølvi & Skedsmo, Guri (2018). Investigative Modes in Research on Data Use in Education.
• Skedsmo, Guri & Huber, Stephan Gerhard (2018). School Turnaround in Germany: School Leadership and Coordinated System Efforts as a Key to Development.
• Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Tengberg, Michael (2018). The Role of Literary Texts in Lower Secondary School Language Arts Lessons. Vis sammendrag

  This study investigates use of literary texts in language arts(LA) lessons across 46 lower-secondary Norwegian classrooms. We examined what students read, sources of texts, and functions of texts in instruction. Theoretical framework Students develop as readers by reading a variety of texts for multiple purposes (e.g Duke&Pearson, 2008). Studies have indicated the importance of instruction that provides students with opportunities to discuss texts to build a deeper understanding of them (Applebee, 2003; Nystrand, 2006; Wilkinson&Son 2011; Langer 2011). Methods The present study investigates the use of literary texts in 180 video-recorded LA lessons across 46 lower-secondary classrooms in Norway. All lessons were coded for the use of literary texts in the instruction, using the socio-cultural PLATO-manual(Grossman, 2015), to assess to what degree students engage in discourse and activities that are grounded in literary texts. Further analyses investigate the role of texts in instruction. Nuances in coding and analyses will be shown in the presentation itself. Findings Results indicate that a majority of the lessons do not contain instruction that systematically probes students’ active use of literature. In over 60% of the instruction in lessons students read fiction, the texts play a rather narrow role. References to the text, when they occur, focus on recall of specific details. Our material also offers detailed insight into how teachers provide instructional activities or opportunity for discussion that require students to actively use texts. These lessons contain extensive literary work and a discourse that could engage students to build deeper understandings of texts. A commonality across these lessons is that texts are actively used in the process of talking about their content, and form and content are seen as interrelated. We found three dominant instructional practices related to literary texts: silent reading, genre instruction and literary classroom discussions. In these three distinct practices, the texts either has a rather unclear role during silent reading, a very defined role as a model text or example in genre/writing instruction, or is used as grounds for literary conversations and analyses. The variety of texts was rather low. Most texts students read are from the textbook, strongly emphasizing pre-1990 male writers. Students scarcely read texts by foreign writers and there are no texts by Sami writers. Relevance In addition to highlighting some serious challenges concerning the role of literary texts in lower secondary schools, we provide insight into high-quality reading instruction via systematic mapping of what happens in lessons where such instruction occurs. Both findings are highly relevant to the educational field, for researchers and practitioners alike.

• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2018). Elevresultater – mellom kontroll og utvikling.
• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2018). School leadership in data use practices: collegial and consensus-oriented.
• Gilje, Øystein (2018, 18. juni). Podkast Rekk opp hånda! - Læring og teknologi https://podtail.com/no/podcast/rekk-opp-handa/laering-og-teknologi-med-oystein-gilje/. [Radio].  Podkast.
• Gilje, Øystein (2018, 04. desember). Lektor Lomsdalens Innfall: Forskning og innovasjon i skolen. [Radio].  Podkast: http://lektorlomsdalen.no/2018/12/ll-127-oystein-gi.
• Gilje, Øystein (2018). Hedda Gablers dans med Eminem i klasserommet. SLÅ - svensklärerföreningens tidsskrift.  ISSN 0349-0246.  (1), s 22- 33
• Hartvigsen, Kirsten Marie (2018). Rethinking Joseph and Aseneth.
• Sundqvist, Pia & Sylvén, Liss Kerstin (2018). Unveiling the force of learner-initiated informal language learning: Extramural learning. Language Magazine.  January, s 30- 31
• Nortvedt, Guri A. & Bulien, Tone (2018). Rapport : norsk matematikkråds forkunnskapstest 2017.
• Nardi, Bonnie; Booker, Angela; Cole, Michael; Ferholt, Beth; Jornet, Alfredo; Vadeboncoeur, Jennifer A. & Williams, Julian (2018). Emotion and Affect Across Varied Contexts and Genres. Mind, Culture, and Activity.  ISSN 1074-9039.  25(4), s 279- 280 . doi: https://doi.org/10.1080/10749039.2018.1546874
• Kvamme, Ole Andreas (2018). Bærekraftig utvikling - elevens eller skolens utfordring?.

Se alle arbeider i Cristin