Siste publikasjoner

• 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.
• Remmen, Kari Beate; Jegstad, Kirsti Marie & Höper, Jan (2020). Preservice teachers' reflections on outdoor science activities following an outdoor chemistry unit. Journal of Science Teacher Education.  ISSN 1046-560X. . doi: https://doi.org/10.1080/1046560X.2020.1847967
• Lund, Andreas (2020). The Adopted School as a Transformative Space, In Markus Janssen & Thomas Wiedenhorn (ed.),  School adoption in teacher education. Increasing pre-service teachers' responsibility during practice..  Waxmann Verlag.  ISBN 978-3-8309-4263-4.  Kapittel 2.  s 15 - 21
• Mkimbili, Selina Thomas & Ødegaard, Marianne (2020). Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction. Cultural Studies of Science Education.  ISSN 1871-1502.  15, s 1121- 1142 . doi: https://doi.org/10.1007/s11422-020-09973-9
• Lunde, Ida & Ottesen, Eli (2020). Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis. European Educational Research Journal.  ISSN 1474-9041. . doi: 10.1177/1474904120972291 Fulltekst i vitenarkiv.
• Børte, Kristin; Nesje, Katrine & Lillejord, Sølvi (2020). Barriers to student active learning in higher education. Teaching in Higher Education.  ISSN 1356-2517.  s 1- 20 . doi: 10.1080/13562517.2020.1839746
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival, I: Knut-Willy Sæther & Anders Aschim (red.),  Rom og sted: Religionfaglige og interdisiplinære bidrag.  Cappelen Damm Akademisk.  ISBN 978-82-02-69675-7.  5.  s 93 - 110 Vis sammendrag

  In this article, we explore how children and youth participating in a multicultural festival in Norway construct space and place. Such events respond to the call to action for reducing prejudice and stereotypes, and they aim to promote inclusion, participation and community. Nonetheless, researchers have criticized such events for instead promoting categorical understandings of cultural identities; as such, some researchers regard multicultural festivals as counterproductive to the aim of promoting inclusion. However, previous research has directed scarce attention to the participants’ perspective, in particular viewpoints of children and youth. Inspired by perspectives on spatial justice (Soja, 1996, 2010), we interpret young people’s experiences and meaning making while attending a multicultural festival. We collected data through an app, which allowed us to conduct structured interviews with children and youths on site. The findings bring out the significance of space and place when interpreting young people’s participation and meaning making at such events. We conclude the article by reflecting on the potential of perspectives on space and place to nuance an often one-sided criticism of multicultural events.

• Mathé, Nora Elise Hesby (2020). Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education. Journal of Social Science Education.  ISSN 1611-9665.  19(3), s 66- 85 . doi: 10.4119/jsse-1243 Fulltekst i vitenarkiv.
• Evang, Håvard Johnsrud (2020). Matematikk for livet. Norsk pedagogisk tidsskrift.  ISSN 0029-2052. . doi: 10.18261/issn.1504-2987-2020-03-06 Vis sammendrag

  Forskning har vist at regneferdigheter og tillit til egen matematisk kompetanse påvirker elevers hverdag og evne til å mestre sine liv nå og i fremtiden. En spennende utfordring blir dermed hvordan vi kan undervise matematikk på en slik måte at matematikk blir til positive helse- og livsmestringsressurser for den enkelte elev. Denne artikkelen undersøker hvordan myndiggjøring som didaktisk rettesnor i matematikkundervisningen kan bidra til å utvikle elevenes evne til å mestre egne liv. Artikkelen tar utgangspunkt i et begrep om myndiggjøring i matematikkundervisningen hentet fra Paul Ernest (2002) og viser hvordan elevaktiv og variert undervisning hvor utforsking og problemløsing står sentralt, kan legge til rette for matematisk, sosial og epistemologisk myndiggjøring av elevene.

• Kvamme, Ole Andreas (2020). Situating Moral Education in a Globalized World: Environmental Ethical Values and Student Experiences, In Torill Strand (ed.),  Rethinking Ethical-Political Education.  Springer Nature.  ISBN 978-3-030-49524-4.  Kapittel 4.  s 45 - 65
• Frønes, Tove Stjern & Roe, Astrid (2020). Kapittel 8. Hva skjer i norsktimene? Elevers oppfatning av norskundervisningen på skolen, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 196 - 221 Fulltekst i vitenarkiv.
• Bakken, Jonas (2020). Kapittel 11. Lesing i norskfaget etter fagfornyelsen. Hva kan vi lære av PISA, og hva kan vi ikke lære?, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 250 - 274 Fulltekst i vitenarkiv.
• Frønes, Tove Stjern & Jensen, Fredrik (2020). Kapittel 10. Avsluttende bemerkninger: Lesing som portvokter, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 242 - 249 Fulltekst i vitenarkiv.
• Jensen, Fredrik; Kjærnsli, Marit; Björnsson, Julius Kristjan & Pettersen, Andreas (2020). Kapittel 9. Gir norsk skole alle elever like muligheter til å bli gode lesere?, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 222 - 241 Fulltekst i vitenarkiv.
• Weyergang, Cecilie & Frønes, Tove Stjern (2020). Kapittel 7. Å lese kritisk: Elevers vurderinger av teksters troverdighet og pålitelighet, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 166 - 195 Fulltekst i vitenarkiv.
• Ryen, Jostein Andresen & Frønes, Tove Stjern (2020). Kapittel 6. Å forstå det man leser – å trekke slutninger i skjønnlitteratur og sakprosa, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 135 - 165 Fulltekst i vitenarkiv.
• Roe, Astrid (2020). Kapittel 5. Elevenes lesevaner og holdninger til lesing, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 107 - 134 Fulltekst i vitenarkiv.
• Magnusson, Camilla G. & Frønes, Tove Stjern (2020). Kapittel 4. Norske elevers kunnskap om strategier for leseforståelse, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 79 - 106 Fulltekst i vitenarkiv.
• Weyergang, Cecilie & Magnusson, Camilla G. (2020). Kapittel 3. Hva er relevant lesekompetanse i dagens samfunn, og hvordan måles lesing i PISA 2018?, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 46 - 78 Fulltekst i vitenarkiv.
• Jensen, Fredrik; Frønes, Tove Stjern; Kjærnsli, Marit & Roe, Astrid (2020). Kapittel 2. Lesing i PISA 2000–2018: Norske elevers lesekompetanse i et internasjonalt perspektiv, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  s 21 - 45 Fulltekst i vitenarkiv.
• Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed?, I: Olga Dysthe; Ingunn Johanne Ness & Preben Olund Kirkegaard (red.),  Dialogisk pædagogik, kreativitet og læring.  Forlaget Klim.  ISBN 9788772044323.  kap 8.  s 217 - 249
• Lund, Andreas & Aagaard, Toril (2020). Digitalization of teacher education: Are we prepared for epistemic change?. Nordic Journal of Comparative and International Education (NJCIE).  ISSN 2535-4051.  4(3), s 56- 71 . doi: http://doi.org/10.7577/njcie3751
• Lund, Andreas & Engeness, Irina (2020). Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design. Learning, Culture and Social Interaction.  ISSN 2210-6561.  s 1- 8 . doi: 10.1016/j.lcsi.2020.100427
• Sjøberg, Svein & Jenkins, Edgar (2020). PISA: a political project and a research agenda. Studies in science education.  ISSN 0305-7267. . doi: 10.1080/03057267.2020.1824473 Vis sammendrag

  PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon schoolscience education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate.

• Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2020). “I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use. Nordic Journal of Comparative and International Education (NJCIE).  ISSN 2535-4051.  4(3), s 39- 55 . doi: 10.7577/njcie.3752 Fulltekst i vitenarkiv. Vis sammendrag

  The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.

• Omland, Maren & Rødnes, Kari Anne (2020). Building agency through technology-aided dialogic teaching. Learning, Culture and Social Interaction.  ISSN 2210-6561.  26 . doi: 10.1016/j.lcsi.2020.100406 Fulltekst i vitenarkiv.
• Gudmundsdottir, Greta Björk; Gassó, Héctor Hernández; Colomer Rubio, Juan Carlos & Hatlevik, Ove Edvard (2020). Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway. Computers & Education.  ISSN 0360-1315. . doi: 10.1016/j.compedu.2020.103877
• Simensen, Aud Marit (2020). A brief history of English teaching in Norway, In Christian Carlsen; Magne Dypedahl & Sarah Hoem Iversen (ed.),  Teaching and Learning English.  Cappelen Damm Akademisk.  ISBN 9788202671082.
• Veum, Aslaug; Siljan, Henriette Hogga & Maagerø, Eva (2020). Who am I? How Newly Arrived Immigrant Students Construct Themselves Through Multimodal Texts. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 16 . doi: 10.1080/00313831.2020.1788147
• Beiler, Ingrid Miriam Rodrick & Dewilde, Joke Ingrid (2020). Translation as Translingual Writing Practice in English as an Additional Language. The Modern Language Journal.  ISSN 0026-7902.  104(3), s 533- 549 . doi: 10.1111/modl.12660 Fulltekst i vitenarkiv. Vis sammendrag

  Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethnographic methods, the study combines multiple data sources (screen recordings, classroom audio recordings, language portraits, student texts, interviews) that provide detailed insights into translation moves and participant perspectives. The findings highlight the linguistic and mediational translation strategies that structured students’ translation practices during English writing, but also reveal tensions in students’ orientations to translation. Despite these tensions, translation served as a key means of aligning students’ communicative resources to write in English as an additional language. A translingual orientation toward writing and translation facilitates the recognition of students’ translation practices as alignment of ecological affordances with an integrated repertoire of semiotic resources across languages, modalities, and media. We conclude that translation can develop students’ performative competence in ways that support their in‐school English writing but also prepare them to encounter text in new contexts.

• Teig, Nani; Scherer, Ronny & Kjærnsli, Marit (2020). Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data. Journal of Research in Science Teaching.  ISSN 0022-4308.  s 1- 30 . doi: 10.1002/tea.21657 Fulltekst i vitenarkiv.
• Jornet, Alfredo; Guarrasi, Ivana & Rajala, Antti (2020). LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project. Mind, Culture, and Activity.  ISSN 1074-9039.  27(2), s 185- 200 . doi: 10.1080/10749039.2020.1768271 Fulltekst i vitenarkiv.
• Beiler, Ingrid Rodrick (2020). Marked and Unmarked Translanguaging in Accelerated, Mainstream, and Sheltered English Classrooms. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation.  ISSN 0167-8507. . doi: 10.1515/multi-2020-0022 Fulltekst i vitenarkiv.
• Vold, Eva Thue & Brkan, Altijana (2020). Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use. System (Linköping).  ISSN 0346-251X.  93 . doi: https://doi.org/10.1016/j.system.2020.102309 Fulltekst i vitenarkiv.
• Sundqvist, Pia; Sandlund, Erica; Skar, Gustaf Bernhard Uno & Tengberg, Michael (2020). Effects of Rater Training on the Assessment of L2 English Oral Proficiency. Nordic Journal of Modern Language Methodology.  ISSN 1894-2245.  8(1), s 3- 29 . doi: https://doi.org/10.46364/njmlm.v8i1.605
• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin D.; Burns, Denise; Nortvedt, Guri A.; Skedsmo, Guri; Wiese, Eline; Nayir, Funda; Fellner, Magdalena; McNamara, Gerry & O'Hara, Joe (2020). Teachers responding to cultural diversity: Case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability.  ISSN 1874-8597.  20(3) . doi: 10.1007/s11092-020-09330-y
• Arnesen, Thomas; Arnesen, Trond Egil & Elstad, Eyvind (2020). Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Pedagogy, Culture & Society.  ISSN 1468-1366. . doi: 10.1080/14681366.2020.1777461
• Tusiime, Wycliff Edwin; Johannesen, Monica & Gudmundsdottir, Greta Björk (2020). Teaching art and design in a digital age: challenges facing Ugandan teacher educators. Journal of Vocational Education and Training.  ISSN 1363-6820. . doi: 10.1080/13636820.2020.1786439 Vis sammendrag

  Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that art and design (A&D) educators in Uganda encounter when teaching with digital technologies and examines how they cope with these challenges. To address the research question, the study adopts a descriptive case study design that seeks to document the participants' accounts. Semi-structured interviews and non-participant observations were employed to collect data from teacher educators (TEs) and administrators (ADs) in two teacher training institutions (TTIs) in Uganda. The findings indicate that A&D TEs face accessibility challenges relating to motivation and material access. The educators use various strategies to cope with the existing challenges including peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for Bring Your Own Device (BYOD).

• Buchholtz, Nils (2020). THE NORWEGIAN STUDY MATH & THE CITY ON MOBILE LEARNING WITH MATH TRAILS, In  Research on Outdoor STEM Education in the digiTal Age Proceedings of the ROSETA Online Conference in June 2020.  WTM Verlag.  ISBN 978-3-95987-144-0.  Papers.  s 79 - 86
• Larsen, Eivind; Møller, Jorunn & Jensen, Ruth (2020). Constructions of professionalism and the democratic mandate in education A discourse analysis of Norwegian public policy documents. Journal of Education Policy.  ISSN 0268-0939. . doi: 10.1080/02680939.2020.1774807
• Nilsen, Trude & Bergem, Ole Kristian (2020). Teacher Competence and Equity in the Nordic Countries. Mediation and moderation of the relation between SES and achievement. Acta Didactica Norden (ADNO).  ISSN 2535-8219.  14(1) . doi: 10.5617/adno.7946 Fulltekst i vitenarkiv.
• Luoto, Jennifer Maria (2020). Scrutinizing two Finnish teachers’ instructional rationales and perceived tensions in enacting student participation in mathematical discourse. LUMAT: International Journal on Math, Science and Technology Education.  ISSN 2323-7104.  8(1), s 133- 161 . doi: 10.31129/LUMAT.8.1.1329

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• Frønes, Tove Stjern & Jensen, Fredrik (red.) (2020). Like muligheter til god leseforståelse? 20 år med lesing i PISA. Universitetsforlaget.  ISBN 9788215040059.  280 s. Fulltekst i vitenarkiv.
• Anly, Ingeborg; Frønes, Tove Stjern & Kvinge, Stig Erlend (2020). NORSK 5 fra Cappelen Damm. Lærerveiledning. Cappelen Damm AS.  ISBN 9788202638412.  254 s.
• Tønnesson, Johan & Blikstad-Balas, Marte (2020). Inn i sakens prosa. Universitetsforlaget.  ISBN 978-82-15-03688-5.  195 s.

Se alle arbeider i Cristin

• Blikstad-Balas, Marte; Tjønndal, Anne & Sandtorv, Alexander Harald (2020). Har hele Norge havnet i en Disney-film?. morgenbladet.no.
• Busby, Nicole; Dahl, Anne & Hellekjær, Glenn Ole (2020). Presumptions, proficiencies, and parallel languages: Investigating academic English reading among Norwegian university students.
• Blikstad-Balas, Marte; Kvellestad, Anders & Tjønndal, Anne (2020). Hva spiller inn når folk skal beregne en meter?. Morgenbladet.  ISSN 0805-3847.
• Kvamme, Ole Andreas & Heggen, Marianne Presthus (2020). Barn og unge som lokale og globale medborgere? Utdanningens plass i bærekraftagendaen.
• Brevik, Lisbeth M. (2020). Innlegg: Om å lære å lære i Fagfornyelsen.
• Brevik, Lisbeth M. (2020). Innlegg: Gutter, gaming og lesing.
• Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
• Blikstad-Balas, Marte; Skar, Gustaf Bernhard Uno; Tengberg, Michael & Bakken, Arild Michel (2020). Expanding Nordic Literacy Research. Nordic Journal of Literacy Research.  ISSN 2464-1596. . doi: 10.23865/njlr.v6.2641
• Bratland-Sanda, Solfrid; Blikstad-Balas, Marte & Sandtorv, Alexander Harald (2020, 12. august). Ukens spørsmål: Hva er ferie?.  Morgenbladet.
• Dewilde, Joke (2020). Flerspråklighet i opplæring.
• Dewilde, Joke (2020). Translanguaging and using multilingual resources.
• Dewilde, Joke & Steien, Guri Bordal (2020, 20. oktober). Guri Bordal Steien om forskning med flyktninger. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Dewilde, Joke; Iversen, Celine Simers & Roland, Victoria (2020, 29. juli). Celine Simers Iversen og Victoria Roland om å skrive didaktisk masteroppgave om flerspråklighet. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Dewilde, Joke & Iversen, Jonas Yassin (2020, 29. juli). Jonas Yassin Iversen om flerspråklighet i lærerutdanning. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Dewilde, Joke & Aamodt, Sigrun (2020, 02. mars). Sigrun Aamodt, NAFO og flerspråklighet som ressurs. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Dewilde, Joke & Beiler, Ingrid Rodrick (2020, 02. mars). Ingrid Rodrick Beiler om flerspråklighet i engelskdidaktikk. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Hvistendahl, Rita Elisabeth & Dewilde, Joke (2020, 02. mars). Velkommen til Mi Lenga-podden. Rita Hvistendahl intervjuer Joke Dewilde. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Blikstad-Balas, Marte; Tjønndal, Anne & Sandtorv, Alexander Harald (2020). Anbefaler dere andre å bli forskere?. Morgenbladet.  ISSN 0805-3847.
• Beiler, Ingrid Rodrick (2020). Students’ translation practices in linguistically diverse classrooms.
• Aarre, Ane Krogsæter; Bjerkestrand, Mimi; Bjørklund, Bjørn Håvard; Engelsen, Knut Steinar; Fjørtoft, Henning; Larsen, Marius; Lund, Andreas; Olsson, Joakim; Prøitz, Tine Sophie; Reikerås, Elin Kirsti Lie; Skrøvset, Siw & Tollefsrud, Mette (2020). Partnerskap for kvalitet i lærerutdanningene: Anbefalinger fra Faglig råd for lærerutdanning 2025. Delrapport 2..
• Carlbaum, Sara; Hanberger, Anders; Andersson, Eva; Roe, Astrid; Tengberg, Michael & Kärnebro, Katarina (2020). Utvärdering av Läslyftet Slutrapport från den nationella utvärderingen av Läslyftets genomförande och effekter i olika skolformer.
• Frønes, Tove Stjern & Jensen, Fredrik (2020). Kapittel 1. Introduksjon: Like muligheter til god leseforståelse? 20 år med lesing i PISA, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.  Kapittel.  s 10 - 20 Fulltekst i vitenarkiv.
• Frønes, Tove Stjern & Jensen, Fredrik (2020). Forord, I: Tove Stjern Frønes & Fredrik Jensen (red.),  Like muligheter til god leseforståelse? 20 år med lesing i PISA.  Universitetsforlaget.  ISBN 9788215040059.
• Aashamar, Peter Nicolai (2020). Observing Democratic Citizenship Instruction in Nordic Classrooms.
• Brevik, Lisbeth M. (2020). Utdanningsprisen 2020: Studenter som medforskere. Hvordan involvere masterstudenter i forskningsprosjekter og som medforfattere?.
• Gudmundsdottir, Greta Björk & Hatlevik, Ida Katrine R (2020). Er lærerne rustet til å møte fremtiden?. utdanningsforskning.no.
• Gudmundsdottir, Greta Björk; Jakobsdottir, Solveig; Hjartarson, Torfi; Gissurardóttir, Salvör Kristjana; Kjartansdottir, Skulina & Petursdottir, Svava (2020). Nýting stafrænnar tækni og netkennsla: skammtímalausnir eða þróun til framtíðar [Use of digital technology and online teaching: short term use or future development].
• Skedsmo, Guri; Rönnberg, Linda & Ydesen, Christian (2020). National testing and accountability in the Scandinavian welfare states: Education policy translations in Norway, Denmark and Sweden, In Sotiria Grek; Christian Maroy & Antoni Verger (ed.),  World Yearbook of Education 2021 Accountability and Datafication in the Governance of Education.  Taylor & Francis Group.  ISBN 978-0-367-85650-2.  Kap. 6.  s 91 - 107
• Sjøberg, Svein (2020). Clemets skolesuksess?. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Sjøberg, Svein (2020). Vitenskap, fusk og fakta -- i forskning og i media.
• Bakken, Jonas; Brevik, Lisbeth M. & Aashamar, Peter Nicolai (2020). Myter om læreboka. Utdanningsnytt.no.
• Nesje, Katrine (2020). Virituelle klasseromssimuleringer i lærerutdanningen, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 11.  s 243 - 255
• Lejonberg, Eli & Nesje, Katrine (2020). Tools for mentoring of preservice teachers.
• Beiler, Ingrid Rodrick (2020). Monitoring Ethical Decision-Making in Classroom Linguistic Ethnography.
• Iversen, Jonas Yassin; Dewilde, Joke & Skrefsrud, Thor Andre (2020). Pre-service teachers’ first encounter with multilingualism in field placement.
• Alnæs, Hege & Dewilde, Joke (2020). FN-dagen i skolen fra et elevperspektiv. Bedre Skole.  ISSN 0802-183X.  3, s 70- 74
• Dversnes, Gunvald & Blikstad-Balas, Marte (2020, 14. september). Hva foregår i norsktimene?. [Internett].  Spotify.
• Hvalstad, Mette & Brevik, Lisbeth M. (2020). Læringsfremmende tilbakemeldinger i engelsktimer. Bedre Skole.  ISSN 0802-183X.  4, s 76- 81
• Lunde, Ida (2020). Karakterrot i IB-systemet: et skrekkeksempel på bruk av algoritmer som vurderingsform. Khrono.no.  ISSN 1894-8995.
• Hall, Jeffrey Brooks & Johansson, Lotta (2020). Student Learning Environment: Regulation in Transition and Challenges for School Leaders as Enactors of the Law.
• Sandvik, Lise Vikan & Doetjes, Gerke (2020). Elever som ikke velger fremmedspråk på ungdomsskolen, vil bare ha faget i to år på videregående. Adresseavisen.  ISSN 0805-3804.
• Bratland-Sanda, Solfrid; Blikstad-Balas, Marte & Sandtorv, Alexander Harald (2020, 04. august). Ukens spørsmål: Hva er den beste isen?.  Morgenbladet.
• Beiler, Ingrid Rodrick (2020). Negotiating Classroom Language Policy for English Teaching Across Three Instructional Settings. Vis sammendrag

  Language teachers act as policy agents who appropriate official policies, but how teachers and students together negotiate classroom language policy is not sufficiently understood. This study examines the construction of a multilingual language policy across three English classrooms in Norway that vary in linguistic composition and previous subject achievement. The study uses linguistic ethnographic methods, including participant observation, video-, audio-, and screen recording, and stimulated recall interviews. Primary participants include one teacher and 53 students. Findings include three linguistic categories—marked bilingual practices, unmarked bilingual practices, and minoritized multilingual practices—whose policy treatment varied by language status and instructional setting. The study contributes to understanding classroom language policy as contextually contingent and locally negotiated by students as well as teachers.

• Eriksen, Marianne Hem; Blikstad-Balas, Marte & Sandtorv, Alexander Harald (2020). "Hvorfor er vi så besatt av gull, sølv og diamanter?" Arkeologen, tekstforskeren og kjemikeren svarer.. morgenbladet.no.
• Hvalstad, Mette Brenno; Brevik, Lisbeth M. & Dalland, Cecilie (2020). MA thesis: Effective feedback in English lessons in Norway. A video study of feedback practices in seven lower secondary classrooms.
• Holm, Thea & Brevik, Lisbeth M. (2020). MA thesis: Connecting English learning in and out of school. Teacher beliefs, student perspectives and bridging activities in the English classroom.
• Olafsrud, Annie Karoline & Brevik, Lisbeth M. (2020). Utvikling av skrivekompetanse i engelsk. Bedre Skole.  ISSN 0802-183X.  (3), s 86- 91
• Brevik, Lisbeth M.; Holm, Thea & Christensen, Lina (2020, 23. juni). Hun lar studentene delta i forskningen: – Svært ettertraktet i arbeidslivet. [Fagblad].  Forskerforum.
• Sundqvist, Pia (2020). Extramural English research: Definition, findings, and implications. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret.  ISSN 1893-1499.  9, s 17- 21
• Blikstad-Balas, Marte & Eikenes, Åsmund H. (2020, 01. april). Hva er forskning? Akademiet for yngre forskere forklarer.. [TV].  Video publisert på YouTube og AYFs nettsider.
• Gudmundsdottir, Greta Björk & Strand, Anneli (2020, 19. juni). Lærernes håndtering av hjemmeskole under koronakrisen imponerer forskere. [Internett].  NRK.no.
• Dewilde, Joke; Fløgstad, Guro Nore & Tessem, Amalie (2020, 18. juni). Om norsk romani i samfunn og utdanning. [Radio].  Podcast Mi Lenga-podden, ILS, UiO.
• Luoto, Jennifer Maria (2020). Instructional patterns and activity formats in mathematics classrooms:A comparative approach to understanding instruction in Norwegian and Swedish-Speaking Finnish lower secondary classrooms.
• Gudmundsdottir, Greta Björk & Drevvatne, Anneli Strand (2020, 09. juni). Få lærere hadde kunnskap om heldigital undervisning da skolene stengte. (God morgen Nordland). [Radio].  NRK.

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