Siste publikasjoner

• Brevik, Lisbeth M.; Garvoll, Katharina Køber & Ahmadian, Shilan (2020). English Use Outside of School. Gamers, Surfers and Social Media Users, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 7.
• Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2020). Language Use in English lessons. Monolingual, bilingual and multilingual approaches, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 4.
• Rindal, Ulrikke Elisabeth & Ianuzzi, Manuela (2020). Pronunciation. Accent, identity and intelligibility, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 5.
• Brevik, Lisbeth M. & Lyngstad, Marit Elise (2020). The role of literature in the English classroom, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 8.
• Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2020). Digital English Competence. Innovative and ordinary use, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 2.
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Isaksen, Anja Ramfjord (2020). Vocational English. Building vocational orientation and relevance, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 3.
• Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2020). Strategic readers of L2 English. Gradual release of responsibility, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 6.
• Rindal, Ulrikke Elisabeth; Beiler, Ingrid Rodrick & Listuen, Sigrid Graedler (2020). Intercultural competence and cultural identities, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 9.
• Rindal, Ulrikke Elisabeth (2020). English in Norway. A language and a school subject in transition, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 1.
• Gunnulfsen, Ann Elisabeth & Jacobsen, Hilde Marie Madsø (2019). Bidrag til et mer motiverende ungdomstrinn? UH-sektorens erfaringer med intensjon og virkelighet i nasjonal politikkutforming. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  103(1), s 29- 41 . doi: 10.18261/issn.1504-2987-2019-01-04
• Gabrielsen, Ida Lodding; Blikstad-Balas, Marte & Tengberg, Michael (2019). The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts?. L1-Educational Studies in Language and Literature.  ISSN 1567-6617.  19, s 1- 32 . doi: 10.17239/L1ESLL-2019.19.01.13 Fulltekst i vitenarkiv.
• Colbjørnsen, Tor (2019). Like krav til nasjonal rektorutdanningen, men ulik prioritering fra tilbydere. Skolelederen.  ISSN 0802-2062.
• Bellens, Kim; Van Damme, Jan; Van den noortgate, Wim; Wendt, Heike & Nilsen, Trude (2019). Instructional quality: catalyst or pitfall in educational systems? aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway. Large-scale Assessments in Education.  ISSN 2196-0739.  7(1) . doi: 10.1186/s40536-019-0069-2
• Knain, Erik & Ødegaard, Marianne (2019). Naturfagets rolle i bærekraftdidaktikk, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 7.  s 135 - 151
• Sæther, Elin (2019). Bærekraftig handlekraft i samfunnsfag - hva innebærer det?, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 5.  s 97 - 114
• Colbjørnsen, Tor (2019). Like krav til rektorutdanning, men ulik prioritering fra tilbydere. Skolelederen.  ISSN 0802-2062.  (1) Vis sammendrag

  Utdanningsdirektoratet har utarbeidet en kravspesifikasjon for den nasjonale rektorutdanningen som tilbyderne av en slik utdanning må forholde seg til. En analyse av innhold i rektorutdanningen fra 4 av 7 tilbydere, viser at disse tilfredsstiller kravene fra direktoratet, men at det er til dels store forskjeller på prioriteringer i lederopplæringen. Innledning Utdanning og kompetanseutvikling av skoleledere har fått et betydelig omfang de siste årene i kjølvannet av de utvidete forventninger som stilles til profesjonen. Disse forventningene er nedfelt i flere styringsdokumenter utgitt i Norge de siste årene, blant annet i Stortingsmelding 31 (2007-2008), som førte til opprettelsen av den nasjonale rektorutdanningen. I dag er det 7 tilbydere av en slik rektorutdanning i Norge. Det har blitt viktig for myndighetene å profesjonalisere skoleledere ved å gjøre dem handlingsdyktige, og å gi innsikt knyttet til ansvar innenfor eget område (Møller 2011). Både skoleeiere og sentrale myndigheter har som oppgave å bidra til kompetanseutvikling av skoleledere. Som grunnlag for denne artikkelen, er det gjort en dokumentanalyse av den nye kravspesifikasjonen fra Utdanningsdirektoratet (Udir 2014) til den nasjonale rektorutdanningen, gjeldende i perioden 2015-2020, og hvordan 4 tilbydere av rektorutdanningen forstår og utøver sitt mandat ut fra hvordan utdanningen er presentert på egne nettsider. Disse tilbyderne er Handelshøyskolen BI (BI), Høgskolen i Oslo og Akershus/OsloMet (HIOA), Høgskulen på Vestlandet (HVL) og ILS/Universitetet i Oslo (UiO). Funn fra empirien blir så analysert ut fra en modell som viser krav og forventninger til skoleledere i dag (Hulgård-Larsen 2013). Mine forskningsspørsmål for denne studien er: Hva kjennetegner kravspesifikasjonen til Udir, og hvordan tolker rektorutdanningen hos 4 tilbydere Udirs krav til kompetanse for skoleledere? Det har blitt publisert 3 delrapporter og en sluttrapport fra evalueringen av rektorutdanningen 2009-2014 (NIFU/NTNU 2011, 2012, 2013, 2014), og en delrapport fra evalueringen av rektorutdanningen 2015-2020 (NIFU/NTNU 2017). Alle rapportene analyserer likheter og forskjeller mellom tilbyderne, men lite når det gjelder avtrykk på egen praksis etter endt utdanning.

• Helstad, Kristin & Mausethagen, Sølvi (2019). Utviklingsarbeid i skolen - et kritisk blikk på en positiv diskurs, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  Kapittel 7.  s 111 - 128
• Ottesen, Eli (2019). Skoleledelse og kunnskapsarbeid, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  Kapittel 10.  s 163 - 178
• Rødnes, Kari Anne (2019). Skjønnlitteratur og bærekraft - et bidrag fra norskfaget, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 3.  s 61 - 75
• Korbøl, Karsten (2019). Hva er det felles beste? Historie og bærekraft, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 2.  s 43 - 58
• Dypedahl, Magne & Vold, Eva Thue (2019). Interkulturell kompetanse gjennom engelsk og fremmedspråk - et bidrag til bærekraftdidaktikk, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  6.  s 117 - 133
• Gunnulfsen, Ann Elisabeth & Skedsmo, Guri (2019). Elevresultater og ledelsesstrategier i (sam)spill – skolelederes praksis for å følge opp resultater i skolen, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  Kapittel 4.  s 56 - 72
• Evang, Håvard Johnsrud (2019). Bærekraft og matematikk - Utforsking og transformasjon, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.
• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2019). Multicultural School Festival as a Creative Space for Identity Construction – From a Minority Parent Perspective. Intercultural Education.  ISSN 1467-5986.
• Remmen, Kari Beate (2019). Sammenhenger mellom natur og samfunn gjennom feltarbeid i geografi, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  8.
• Kvamme, Ole Andreas (2019). Etikkens plass i en bærekraftdidaktikk, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 9.  s 170 - 188
• Sæther, Elin & Kvamme, Ole Andreas (2019). Fagovergripende perspektiver i en bærekraftdidaktikk, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 10.  s 190 - 214
• Kvamme, Ole Andreas & Sæther, Elin (2019). Bærekraftdidaktikk - spenninger og sammenhenger, I: Ole Andreas Kvamme & Elin Sæther (red.),  Bærekraftdidaktikk.  Fagbokforlaget.  ISBN 978-82-450-2427-2.  Kapittel 1.  s 14 - 40
• Bakken, Jonas (2019). The integration of rhetoric into existing school subjects. Utbildning och Demokrati.  ISSN 1102-6472.  8(2), s 93- 108
• Beiler, Ingrid Miriam Rodrick (2019). Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway. TESOL Quarterly (Print).  ISSN 0039-8322. . doi: 10.1002/tesq.535 Vis sammendrag

  Recent studies have demonstrated how teachers can draw on students' multilingual resources in teaching English writing, even in monolingually oriented policy settings. However, limited research has been conducted outside of countries where English is the majority language or in classes where few students share a language background. This article reports on a linguistic ethnography of English writing instruction in two introductory classes for newly arrived students in Norway (Grades 8–10, N = 22), where students and teachers negotiated the role of students' diverse language backgrounds and emerging Norwegian. Data reflect 3 months of participant observation, including classroom video recording, recording of students' computer screens, text collection, and creation of language portraits, followed by stimulated recall interviews. The teachers and students drew on multilingual resources in various ways during writing instruction, most extensively in receptive and oral uses. However, Norwegian assumed a privileged position among the language resources of the class while students sidelined their less formal or prestigious literacy resources. The study demonstrates teachers' and students' ability to reshape English writing instruction as a multilingual space but also concludes that multilingual literacy must be promoted as more than an instrumental resource in the service of English writing development.

• Brandmo, Christian; Aas, Marit; Colbjørnsen, Tor & Olsen, Rolf (2019). Group coaching that promotes self-Efficacy and role clarity among school leaders. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 17 . doi: 10.1080/00313831.2019.1659406 Fulltekst i vitenarkiv.
• Buchholtz, Nils (2019). Mit Actionbound spielerisch Mathematisieren üben. Mathematik lehren : Die Zeitschrift für den Unterricht in allen Schulstufen.  ISSN 0175-2235.  (215), s 26- 28
• Scherer, Ronny & Teo, Timothy (2019). Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know. British Journal of Educational Technology.  ISSN 0007-1013.  50(5) . doi: 10.1111/bjet.12866
• Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2019). Predictions of school mentors’ effort in teacher education programmes. European Journal of Teacher Education.  ISSN 0261-9768. . doi: 10.1080/02619768.2019.1652902 Vis sammendrag

  Mentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programmes and supporting the pre-service teachers to become educational professionals, but for mentors in schools this task often comes on top of the other requirements they face as teachers. In this study, we present findings from a self-report survey completed by 295 mentors in two teacher education institutions in Norway. Using structural equation modelling of cross-sectional survey data, the study explores predictions of the effort mentors put into their work in supporting the development of pre-service teachers. The findings indicate that affective commitment predicts mentor’s efforts in mentoring and that professional development of mentors through programs designed to develop a professional identity as mentors could enhance their feeling of being teacher educators, and thereby having the willingness to put effort into their jobs as mentors.

• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2019). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology.  ISSN 1664-1078.  10(3389) . doi: 10.3389/fpsyg.2019.01697
• Blikstad-Balas, Marte & Skaug, Sigrid (2019). Hele tekster versus utdrag – hvilke tekster velger norsklærerne?. Nordic Journal of Literacy Research.  ISSN 2464-1596.  5(1) . doi: 10.23865/njlr.v5.1566
• Sundqvist, Pia; Sandlund, Erica; Källkvist, Marie; Fredholm, Kent & Dahlberg, Maria (2019). Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever, I: Birgitta Ljung Egeland; Tim Roberts; Pia Sundqvist & Erica Sandlund (red.),  Ljung Egeland, B., Roberts, T., Sandlund, E., & Sundqvist, P. (Eds.) (2019). Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018. [Classroom research and language/languaging: Report from the ASLA symposium in Karlstad, 12–13 April, 2018.].  Karlstad University Press.  ISBN 978-91-87884-27-6.  Chapter 1.  s 19 - 41
• Tiplic, Dijana; Elstad, Eyvind; Brandmo, Christian; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2019.1616611
• Remmen, Kari Beate & Frøyland, Merethe (2019). Utvidet klasserom - hvordan inkludere andre læringsarenaer i naturfagundervisning, I: Liv Oddrun Voll; Anne Bergliot Øyehaug & Anne Holt (red.),  Dybdelæring i naturfag.  Universitetsforlaget.  ISBN 978-82-15-02811-8.  kapittel 10.  s 261 - 278
• Jornet, Alfredo & Damsa, Crina I. (2019). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture and Social Interaction.  ISSN 2210-6561.  s 1- 10 . doi: 10.1016/j.lcsi.2019.100329
• Dionne, Patricia & Jornet, Alfredo (2019). Conceiving work as (an) activity: Epistemological underpinnings from a cultural-historical perspective, In Pedro F. Bendassolli (ed.),  Culture, Work, and Psychology. Invitations to dialogue..  Information Age Publishing.  ISBN 978-1-64113-632-7.  Kapittel 3.  s 37 - 57

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• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2020). Learning as gap-closing. Investigating digitalized dialogues. Routledge.  ISBN 978-1-138-59271-1.  18 s.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (ed.) (2020). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget.  ISBN 9788215032283.  200 s.
• Kvamme, Ole Andreas & Sæther, Elin (red.) (2019). Bærekraftdidaktikk. Fagbokforlaget.  ISBN 978-82-450-2427-2.  225 s.
• Knain, Erik & Kolstø, Stein Dankert (red.) (2019). Elever som forskere i naturfag. Universitetsforlaget.  ISBN 978-82-15-03144-6.  255 s.
• Ljung Egeland, Birgitta; Roberts, Tim; Sundqvist, Pia & Sandlund, Erica (red.) (2019). Ljung Egeland, B., Roberts, T., Sandlund, E., & Sundqvist, P. (Eds.) (2019). Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018. [Classroom research and language/languaging: Report from the ASLA symposium in Karlstad, 12–13 April, 2018.]. Karlstad University Press.  ISBN 978-91-87884-27-6.  341 s.

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• Naoufal, Nayla Joelle & Ødegaard, Marianne (2019). Engagement of school science students in an interdisciplinary project interweaving youth culture and environmental issues.
• Daza Ramos, Leidy Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2019). Conference paper: The Conceptualization of the Third Space in Pre-Service Teachers' Professional Practice.
• Kaarstein, Hege & Olsen, Rolf Vegar (2019). Fakta om norske skole- resultater. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Hellekjær, Glenn Ole (2019). Læreplan 2020: Engelsk programfag - noen forslag til endringer. Bedre Skole.  ISSN 0802-183X.  (1), s 70- 75 Vis sammendrag

  Denne artikkelen tar utgangspunkt i de vedtatte kjerne-elementene i engelsk for Læreplan 2020 og nyere forskning for å drøfte hvordan undervisningen på engelsk programfag kan og bør endres for å utfordre elevene og bedre forberede dem til bruken av engelsk i høyere utdanning og arbeidsliv. Det legges spesiell vekt på prosjektarbeid og behovet for å utvikle avanserte muntlige og skriftlige ferdigheter som en integrert del av dette.

• Kjørven, Ole Kolbjørn & Sæther, Elin (2019). Holding on to multiculturalism: Exploring young people’s discourses at a multicultural festival.
• Hall, Jeffrey Brooks; Lindgren, Joakim & Sowada, Moritz (2019). Information-seeking practices of school inspectors: navigating through state policy.
• Hall, Jeffrey Brooks & Gunnulfsen, Ann Elisabeth (2019). Skolen og personvern: Dilemmaer for ledere og lærere.
• Dewilde, Joke (2019). Translation and translingual remixing in multilingual young people's writing.
• Jensen, Ruth (2019). Partnerships between Educational Leaders and Researchers– how a Methodology Emerged.
• Beiler, Ingrid Rodrick (2019). Screen recording of students’ digital writing: A window on alignment of translingual resources.
• Furuseth, Sissel; Kvamme, Ole Andreas; Eide, Espen Barth; Kroneberg, Benedicte Meyer & Nesheim, Lea Justine (2019). Klimafrykt og sivil ulydighet på timeplanen.
• Lund, Andreas (2019). Hvordan endrer teknologiutviklingen perspektiver på kunnskap og læring?.
• Sjøberg, Svein (2019). Å tro at store kvantitative studier er verdifrie, og ikke verdibaserte, er i beste fall naivt -- en kritikk av Thomas Nordahl. Utdanningsnytt.no.
• Sjøberg, Svein (2019). Uten mål kan man ikke gå seg vill -- men når målene erstattes av målinger, kan man havne på feil sted..
• Blikstad-Balas, Marte (2019, 17. september). Debatten: Nettbrett i skolen. Det er en konflikt som foregår hver dag i alle norske hjem, tiden man bruker på skjerm. Og vi får besøk av to Youtubere som fengsler hundretusener av barn og unge i timesvis. Men hva skal foreldrene slå i bordet med når skolen gir elevene skjermbrett på første skoledag?. [TV].  NRK.
• Klette, Kirsti (2019). Towards a common language for teaching? How research on curriculum and instruction provide a common language and professional vision around teaching to improve instruction..
• Blikstad-Balas, Marte; Aashamar, Peter Nicolai & Tveit, Sverre (2019). Elleville konspirasjonsteorier Pinlig og mislykket retorisk tokt fra professorene Torgersen og Sæverot.. Dagsavisen.  ISSN 1503-2892.
• Blikstad-Balas, Marte (2019, 17. september). Krever lengdetrening/Klassekampen.  Klassekampen.
• Dewilde, Joke (2019). Transspråking – Hva i all verden er det?.
• Dewilde, Joke (2019). “It’s just in my heart.” Translation and translingual remixing in writing.
• Dewilde, Joke (2019). Translation and translingual remixing in writing: A young person developing as a writer.
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2019). Observation manuals as lenses into classroom teaching and learning – towards a common language when studying classroom instruction?.
• Klette, Kirsti (2019). Utfordringer i lærerutdanningen i et internasjonalt perspektiv.
• Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data Experiences from the LISA study. Vis sammendrag

  Paper contribution in the invited symposium: Doing research after the new General Data Protection Regulation. How does it affect new research projects?

• Gabrielsen, Ida Lodding (2019). Hvordan og hvorfor leser ungdomsskoleelever skjønnlitteratur på skolen?.
• Gabrielsen, Ida Lodding & Oksbjerg, Marianne (2019). Læremiddelbruk i litteraturundervisningen – en sammenligning av dansk og norsk grunnskolepraksis.
• Klette, Kirsti (2019). Observation Manuals as Lenses into Classroom Teaching and Learning – Towards a Common Language when Studying Classroom Instruction?.
• Klette, Kirsti (2019). Ethical by Design: Secure, Accessible and Shareable Video Data. Experiences from Norwegian and Swedish Lower Secondary Classrooms.
• Luoto, Jennifer Maria (2019). Opportunities For Student Participation In Discourse In Secondary Mathematics Classrooms In A Finnish Context: Teachers’ Perspectives and Instructional Practices.
• Klette, Kirsti & Roe, Astrid (2019). Conceptualization and level of analyses matter: Using the PLATO manual when analyzing teaching quality.
• Klette, Kirsti; Blikstad-Balas, Marte & Roe, Astrid (2019). LISA Nordic Study: Analyzing teaching quality by combining observational and survey data.
• Luoto, Jennifer Maria (2019). What shapes classroom discourse in the mathematics classrooms? A study of instructional practices, meta-rules and teacher perspectives. Vis sammendrag

  This study combines teacher perspectives with observed practices to gain understanding of what shapes student opportunities to participate in classroom discourse in four Finnish lower secondary mathematics classrooms. Opportunities to participate in discourse are analyzed with three different lenses; teachers’ instructional moves, meta-discursive rules, and teacher perspectives. The data consists of video-recordings from a week of instruction in four 9th grade math classroom and teacher interviews. The analyses show how meta-discursive rules of discussion together with instructional moves shape what kind of opportunities students have. Some teacher moves and meta-rules enable participation while other constrain opportunities to participate. The teachers however mostly see student attributes as constraints for participation. Another key finding is that the teachers vary in what they perceive as ‘participation’, and how they engage students in discourse align with their views of participation and student needs. The present study thus problematizes the relationship between teachers’ enacted practice and their perspectives, which previous research often has found to disagree. The study intends to raise awareness among teachers and teacher educators of how instructional practices, meta-discursive rules and teacher perspectives of student talk relate to student opportunities to engage in content related discourse, which may limit or enable learning opportunities.

• Magnusson, Camilla Gudmundsdatter (2019). Reading Comprehension Instruction and Students’ Metacognitive Awareness in One Effective L1 Classroom at the Lower-Secondary Level.
• Magnusson, Camilla Gudmundsdatter (2019). One teacher’s reading comprehension instruction in one classroom in grade 8, 9 and 10. Vis sammendrag

  This qualitative study is a case study of one teacher’s reading comprehension instruction in one language arts classroom at the lower-secondary level. The classroom was selected based on students' gains on the Norwegian National Test in reading, which were significantly higher than the national average. In this classroom, four consecutive language arts lessons have been videotaped at three different points in time, in grade 8, 9 and 10 (n = 12). The study investigates the prominent features of this one teacher’s reading comprehension instruction at the lower secondary level. The study is based on theories of reading comprehension instruction and how it ought to be integrated in classroom settings at the secondary level, in order to enhance students’ reading proficiency. Key findings are that the instruction is heavily targeted towards reading comprehension strategies and language skills training. The observations show that the teacher focuses on explicit strategies instruction for reading comprehension, such as getting an overview of the text before reading, making stops when reading in order to reflect and asking questions about the text, and different ways of summarizing a text. The language skills instruction focuses in particular on multiple exposures of to-be-learned words and building metalinguistic awareness

• Magnusson, Camilla Gudmundsdatter (2019). I hvilken grad og hvordan er leseforståelsesstrategier integrert i norskundervisning på ungdomstrinnet?.
• Stovner, Roar Bakken & Nortvedt, Guri A. (2019). Using video data to research teachers’ feedback practices – a matched comparison approach. Vis sammendrag

  Many teaching practices of high research interest occur rarely during normal teaching, such as practices associated with conceptual understanding and higher-order skills in mathematics. Because such practices are scarce, they are hard to study during naturally occurring instruction. This presentation reports on an attempt at analyzing a rarely occurring teaching practice by carefully sampling videos from a large-scale video study. The videos were sampled by using ratings from a standardized observation instrument as sampling criteria. The practice investigated was “responding conceptually to student thinking”. We sampled both teachers proficient in the practice, and comparison teachers. We used this matched comparison sample to find distinguishing features of instruction in classrooms where teachers responding conceptually to student thinking. Results show that teachers responded conceptually when “moments of confusion” arose while working on cognitively demanding tasks; comparison teachers also included demanding tasks in their teaching, but they handled “moments of confusion” differently. We suggest that rarely occurring teaching practices can fruitfully be researched by sampling from existing video-studies using standardized observation instruments. Adding comparison teachers to the analysis allowed cleaner identification of what distinguishes teachers that are adept at the rarely occurring practice. However, this approach demands other (stronger?) reliability and validity assertions than the observation instruments were designed for.

• Stovner, Roar Bakken; Klette, Kirsti; Blikstad-Balas, Marte & Radišić, Jelena (2019). Using video data to research teachers’ feedback practices – a matched comparison approach. Vis sammendrag

  Teaching observation instruments based on research of effective mathematics instruction are increasingly used for teacher evaluations and forms the basis of teacher preparation programs, professional development programs, and student assessments. Because observation instruments now travel across sites, we need research on the cross-cultural validity of these instruments to know how the instruments can be used in other cultures. This study investigates how three mathematics teaching observation instruments from the USA portray the teaching of an algebra lesson in lower secondary school taught by three locally recognized expert teachers from Norway, Finland and the USA respectively. The instruments used were the Reformed Teaching Observation Protocol (RTOP), Mathematics Quality of Instruction (MQI) and the Mathematics Classroom Observation Protocol for Practices (MCOP2). The researchers chose these three instruments based on validity tests and their wide use. The total of three lessons, three researchers’ ratings and three instruments produced 27 observational reports. Audio-recordings of the researchers’ discussions about the rating of the lessons were also made. The data from using the observation instruments, documented conversations, and item level analysis were used to explore how these tools are interpreted, what qualities of teaching the instruments measure across contexts, and what qualities of teaching that were not measured. The three tools were created in the United States and reflect the reforms, standards, and objectives specific to that context. Results from this study indicate the applicability of current instruments to other contexts and shed light on how the instruments construe instructional quality in mathematics.

• Kostøl, Kristine Bakkemo; Remmen, Kari Beate; Braathen, Anette & Stromholt, Shelley (2019). 'I was part of something big' - student outcomes of using a co-design tool in a STEM partnership program.
• Blikstad-Balas, Marte; Marti, Kristin Torjesen & Tønnesson, Johan (2019). Tvilsomt demokratistunt. Dagsavisen.  ISSN 1503-2892. Vis sammendrag

  Lenke: https://www.dagsavisen.no/debatt/tvilsomt-demokratistunt-1.1580558?fbclid=IwAR3s-G-Q6WCxU2B1a7Zx97AJufrqbqb9B6uj8a0ngidR3Y-qgNUiCVfFbtQ

• Brevik, Lisbeth M. (2019). Invitert innlegg: Gutter, gaming og lesing.
• Ahmadian, Shilan; Brevik, Lisbeth M. & Sundqvist, Pia (2019). Jentene bruker engelsk til å snakke om fag - guttene bruker engelsk til alt mulig. Bedre Skole.  ISSN 0802-183X.  (3), s 82- 87
• Gunnulfsen, Ann Elisabeth (2019). A more motivating lower secondary school? The University and College Sector’s experience with Intentions and Reality in National Policy Design.
• Gunnulfsen, Ann Elisabeth & Jensen, Ruth (2019). Experiencing the Use of Tools in School Leadership Programs in Two Different National Policy Contexts.
• Gunnulfsen, Ann Elisabeth (2019). The context of time, talk and power in policy making A study of how school professionals deal with policy intentions.
• Gunnulfsen, Ann Elisabeth (2019). Micro Policy Making in Schools The role of Leadership in Test-based Accountability Dynamics in Norway.
• Dewilde, Joke (2019). Translanguaging og bruk av flerspråklige ressurser.
• Fredlund, Tobias & Knain, Erik (2019). Science students' noticing of appropriate frames.
• Ingulfsen, Line; Furberg, Anniken Larsen & Knain, Erik (2019). Sensemaking at the intersection of authorized and student-generated representations. Nordic Research Symposium on Dialogical Perspectives in Science Education.
• Brevik, Lisbeth M.; Ahmadian, Shilan & Grydeland, Anders (2019, 28. august). Intervju: Engelsk på yrkesfag. [Internett].  Yrkesfagpodden.
• Sjøberg, Svein (2019). Mirakelet i skolen?. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Baustad, Anne Grethe & Bjørnestad, Elisabeth (2019). Care and​ education in Norwegian ECEC: Educators’ and​ Parents’ views.
• Biseth, Heidi; Lenz, Claudia; Leming, Tove; Huang, Lihong; Anker, Trine; Erdal, Silje Førland; Sæther, Elin; Kvamme, Ole Andreas; Korbøl, Karsten; Kristiansen, Aslaug; Mathé, Nora Elise Hesby; Wistrøm, Øyvind; Aamaas, Åsmund; Madsen, Janne; Roos, Merethe; Eriksen, Kristin Gregers; Hofmann, Andrea; Hope, Christine; Hauge, Kjellrun Hiis; Lilland, Inger Elin; Abtahi, Yasmine; Johnsen-Høines, Marit; Gøtze, Peter; Kacerja, Suela; Breivega, Kjersti Maria Rongen; Jobst, Solvejg; Berdinesen, Hein; Skårås, Merethe; Sæverot, Herner; Lippe, Marie von der & Moldrheim, Solveig (2019). La elevene bli rustet til å møte de store samfunnsutfordringene, Jan Tore Sanner!. Forskning.no : nettavis med nyheter fra norsk og internasjonal forskning.
• Knain, Erik (2019). Vår tids månelanding. Klassekampen.  ISSN 0805-3839.  s 39
• Blikstad-Balas, Marte (2019, 11. august). Språkteigen. [Radio].  NRK radio. Vis sammendrag

  Seriebeskrivelse Om nye ord og gamle ord, ny forskning og rare språkfenomener Episodebeskrivelse Lesing på skjerm har gjort oss til rastløse lesere viser forskning. Tilgjengelig til: Fredag 31. desember 9999 kl. 00:00 Tilgjengelig i: Verden Første gang sendt: NRK P2 · Søndag 11. august 2019 kl. 15:32 Siste gang sendt: NRK P2 · Tirsdag 13. august 2019 kl. 06:03 Produksjonsår: 2019 Aldersgrense: Tillatt for alle Varighet: 30min

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