Siste publikasjoner

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

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• Scherer, Ronny & Nilsen, Trude (2023). Accountability for the future? International testing and future directions. I Tierney, Robert J.; Rizvi, Fazal & Erkican, Kadriye (Red.), International Encyclopedia of Education (4th Edition). Elsevier Science. ISSN 978-0-12-818629-9. s. 324–340. doi: 10.1016/B978-0-12-818630-5.09060-6.
• Kvamme, Ole Andreas; Sinnes, Astrid Tonette & Wals, Arjen (2022). School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices. NORRAG Special Issue. ISSN 2571-8010. s. 84–89. Vis sammendrag

  In this article we rethink schooling and education in times of climate urgency. Climate urgency is not simply a content issue to be dealt with and solved. The students are themselves a part of the content, at risk and nested in a wider world shaped by deeply rooted and highly resilient structures. This situatedness has bearings on educational institutions and the functions of transgression, resistance and the common good.

• Kvamme, Ole Andreas; Sinnes, Astrid Tonette & Wals, Arjen (2022). School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices . NORRAG news. ISSN 1462-5733. s. 84–89.
• Skedsmo, Guri & Huber, Stephan Gerhard (2022). Assessment as a policy instrument and/or tool for professional development. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 34, s. 423–425. doi: 10.1007/s11092-022-09402-1.
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2022). Verdier på glid. Bedre Skole. ISSN 0802-183X. 34(4), s. 56–61.
• Doetjes, Gerke (2022). Das norwegische Schulsystem in 60 Minuten.
• Doetjes, Gerke (2022). Mehrsprachigkeit in der Schule.
• Doetjes, Gerke (2022). Interkulturelle Kompetenz als Teil des Fremdsprachenunterrichts.
• Doetjes, Gerke (2022). Die Schule der Zukunft.
• Doetjes, Gerke (2022). Digital teacher education?
• Breivik, Jarle; Brevik, Lisbeth M.; Funova, Adéla; Steuernagel, Carolina Rau & Sæther, Oline (2022). Studentinvolvering i undervisning og forskning (panelsamtale).
• Sundqvist, Pia (2022). STAGE-prosjektet: Engelsk på første trinn.
• Sundqvist, Pia (2022). Young Swedish L2 English learners and changed self-perceptions. Vis sammendrag

  In this talk, keeping the goal of #YouthMediaLife in mind, I will draw on research on extramural English and what it has taught us about the informal learning of English in out-of-school settings on the one hand, and the crucial role of media in the lifeworlds of young people on the other. Extramural English (EE) refers to ‘English outside the walls of the classroom’ in activities such as listening to music, watching streamed media content, and online gaming. EE activities are always initiated by the learners themselves, generally for the purpose of entertainment. However, both incidental and intentional (and online and offline) learning of L2 English is covered by the concept. Based on survey and interview data collected over a decade, I have had the opportunity to examine some learners’ EE and media engagement from middle school until the end of lower secondary school. In my presentation, I will let some of their voices speak to the audience. It will become clear how former learners of English have turned into daily users of English who, contrary to popular belief, demonstrate advanced English knowledge – not least thanks to their consumption of English media, according to themselves.

• Rindal, Ulrikke Elisabeth (2022). English in transition - the status of English in and out of school in Norway.
• Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. [Internett]. Utdanningsnytt.no.
• Rindal, Ulrikke Elisabeth (2022). Hvorfor snakker unge engelsk? [TV]. NRK Helgemorgen.
• Ulfat, Nasrin (2022). Gaming og youtube har vært viktig for at jeg skulle lære engelsk. [Internett]. Instagram.
• Sundqvist, Pia (2022). The pyramid is upside down: Age, instruction, and L2 English learning.
• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2022). Exposure and grammar: Young L2 learners’ extramural English and grammaticality judgement prior to formal instruction.
• Rindal, Ulrikke Elisabeth (2022). NRK Helgemorgen: Hvorfor snakker unge engelsk? NRK-TV. Vis sammendrag

  https://tv.nrk.no/serie/helgemorgen-tv/202211/DNRR62008422#t=5354s

• Mejlbo, Kaja & Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. Utdanningsnytt.no. Vis sammendrag

  https://www.utdanningsnytt.no/engelsk-undervisning/forsker-pa-verdien-av-fritids-engelsken/332516

• Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
• Jenset, Inga Staal & Brataas, Gøril (2022). Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason.
• Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
• Niederberger, Vera & Skedsmo, Guri (2022). School Actors’ Use of Research to Develop Practice: Review of Existing Research in the German-speaking Contexts.
• Niederberger, Vera & Skedsmo, Guri (2022). School Actors’ Use of Research to Develop Practice: Review of Existing Research in the German-speaking Contexts.
• Rindal, Ulrikke Elisabeth (2022). English in transition - the status of English in and out of school in Norway.
• Perlander, Annika & Sjøberg, Mari (2022). Student teachers’ Sense-making of becoming teachers; Identifying Storylines as Sources for Positionings. Vis sammendrag

  We apply positioning theory to analyse interviews to provide insight into how student teachers with diverse backgrounds make sense of them becoming teachers during a short post-master program in Norway.

• Sjøberg, Mari & Perlander, Annika (2022). Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program .
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Using PLATO within and across different school subjects. Vis sammendrag

  Lisbeth M Brevik and Nora Mathé present work from their research in several projects using the PLATO instrument to study seven different school subjects in lower secondary school: English as an additional language, Norwegian language arts, modern foreign languages (French, German, Spanish), social studies, science, mathematics, and religion. PLATO has been originally developed as a language arts protocol, but has now been used across these subjects to measure direct instruction. Using the same protocol across subjects provides a unique opportunity for interdisciplinary comparison, which offers a common language with which to understand and discuss instruction within and across subjects. In the presentation we will provide specific examples of similarities and differences between subjects identified through the use of PLATO. In this seminar, Brevik and Mathé describe their work with PLATO as an analytic tool and give examples of the affordances of a common instrument as well as important considerations when using PLATO in this way.

• Mathé, Nora Elise Hesby & Christensen, Anders S. (2022). Stillasbygging og støttestrukturer i samfunnsfag.
• Brevik, Lisbeth M. & Blikstad-Balas, Marte (2022). Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms. Journal of Computer Assisted Learning. ISSN 0266-4909. doi: 10.1111/jcal.12745.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Samfunnsfagets bidrag til å utvikle potensialet i det tverrfaglige temaet bærekraftig utvikling.
• Brevik, Lisbeth M. & Yri, Jørgen Sørlie (2022). Studentaktivitet som snakkis og som praksis. [Internett]. Pausepraten: live (S2E3).
• Hall, Jeffrey Brooks (2022). What research tells about the challenges and opportunities for ICCEP.
• Daza , Viviana (2022). What do pre-service teachers' voices tell us? An exploration of practice experiences in a teacher education program.
• Daza , Viviana (2022). Third space partnerships: Affordances, Challenges and Digital Possibilities. .
• Daza , Viviana (2022). Partnerships in the Third Space. What Can We Learn from the Conceptualization of a Vague Concept in Teacher Education?
• Klette, Kirsti (2022). The Use of Video for Teacher Learning.
• Brevik, Lisbeth M.; Vold, Eva Thue & Myhill, Debra (2022). Å forske på språkundervisning – verdien av å sammenligne undervisning i ulike språkfag på tvers av land . Bedre Skole. ISSN 0802-183X. 3, s. 14–17. Vis sammendrag

  Ved å se på språkbruk, språkidentitet og språkundervisning i engelsk- og franskklasserom i Norge, England og Frankrike ønsker LANGUAGES-prosjektet å finne svar på hva som kjennetegner god språkundervisning på tvers av fag og kontekster.

• Klette, Kirsti & Blikstad-Balas, Marte (2022). Observation Manuals as Lenses Into Classroom Teaching and Learning: Toward a Common Language When Studying Classroom Instruction?
• Klette, Kirsti (2022). Panel debate at the conference Teacher education of the future, Örebro University.
• Klette, Kirsti (2022). Standardized observation manuals as lenses into teaching quality: findings from Nordic classrooms using the PLATO manual. Vis sammendrag

  Session Standardized instruments and observation manuals as lenses into teaching quality: findings from Nordic classrooms using student perception surveys and the PLATO manual

• Adams-Wiggins, Karlyn; Choudry, Sophina; Cortez, Arturo; Ferholt, Beth; Guarrasi, Ivana & Jornet, Alfredo [Vis alle 12 forfattere av denne artikkelen] (2022). A breadth of approaches to mind, culture and activity. Mind, Culture, and Activity. ISSN 1074-9039. 29(2), s. 105–107. doi: 10.1080/10749039.2022.2102194.
• Bakken, Jonas (2022). Språk og litteratur – to oppgavekulturer i konflikt?
• Bakken, Jonas; Brevik, Lisbeth M. & Vold, Eva Thue (2022). Flere vil bli språklektor. Bedre Skole. ISSN 0802-183X. s. 28–33.
• Aagaard, Toril & Lund, Andreas (2022). Digitalization and epistemic change: Transforming teacher education.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Flerspråklighet, ressursperspektiv og parallell fag- og språkopplæring.
• Ervik, Hilde; Rønning, Bernt & Remmen, Kari Beate (2022). Masterstudenter i naturfagdidaktikk – studentenes erfaringer fra samarbeid med arbeidslivet om temaet bærekraftig utvikling i havet .
• Sæther, Elin & Hidle, Kari-Mette Walmann (2022). Forenkling og kompleksitet: Bærekraft og samfunnsfagene i norsk skole. POLIS - tidsskrift for samfundsfagdidaktik. 3(5).
• Dewilde, Joke; Adulrahman, Shaz; Ali, Saleha Ayoubi; Dede, Umran; Ellefsrud, Marte Engen & Gashi, Arlinda [Vis alle 19 forfattere av denne artikkelen] (2022). Den opplevde språklige fiaskoen. Periskop (Oslo). ISSN 2535-7034.
• Casoli Uvsløkk, Julie; Vold, Eva Thue & Brevik, Lisbeth M. (2022). Intercultural Competence in Language Subjects in Norwegian Lower Secondary Schools: A Classroom Video Observation Study. Vis sammendrag

  In precarious times, seeing each other and seeking to understand each other is a key competence. To deal with inequality and social injustice around the world, it is essential to acquire intercultural “knowledge”, “skills” and “attitudes”, and hence develop “critical cultural awareness” (Byram, 2020, p. 44). These elements are fundamental within the field of intercultural competence. Learning processes focusing on developing students’ intercultural competence are therefore central in making young people reflect on contemporary social challenges. This paper presentation will give an account of the role of intercultural competence in Norwegian lower secondary English and French classrooms. Based on video- observations of 60 English lessons and 45 French lessons in 9th and 10th grades (ages 14-15)—collected by researchers between 2015 and 2017 and showing naturally occurring instruction over two school years at seven lower secondary schools in Norway—we will first quantify the amount of time allotted to work on intercultural competence in these classrooms, then investigate the types of instruction and strategy use that take place in the classrooms. In the analysis of instructional practices, we particularly build on the works of Michael Byram, Darla Deardorff (Deardorff, 2011) and Hild Elisabeth Hoff (Hoff, 2020). Given that there are variations between the English and foreign language curricula in how explicitly they refer to intercultural competence, we expect to find variations between the two subjects when it comes to actual teaching and the extent to which intercultural awareness is an integrated part of classroom discourse. Questions we will explore are: To what degree is intercultural competence taught in French as a foreign language (L3) and English (L2) classes? What can we actually observe? Is intercultural competence an integrated part of foreign/second language teaching, or is it treated separately? Is the focus mainly on Great Britain, the USA, and France, or are other relevant language areas and/or minority cultures also included in the teaching? Are there any common characteristics across the subjects? Are there noticeable differences? Although there is a considerable body of research literature on the concept of intercultural competence and different theoretical models, few studies provide findings based on empirical observations of intercultural competence within second and foreign language classroom teaching. Even fewer studies have compared across different language subjects. Consequently, the findings from this study will contribute to filling a knowledge gap in Nordic educational research.

• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Digital dømmekraft i engelsk og samfunnsfag.
• Mathé, Nora Elise Hesby (2022). Demokrati og medvirkning: I skolen – for samfunnet.
• Hall, Jeffrey Brooks (2022). Samarbeid mellom aktører rundt elever med migrasjonsbakgrunn: Foreløpige funn fra ICCEP-prosjektet.
• Selling, Alexander Jonas Viktor (2022). Aligning classroom discussions with competency goals and problem-solving activities.
• Blikstad-Balas, Marte (2022). Hva vil vi med teknologi i skolen? Key Note på skolelederkonferansen 2022.
• Blikstad-Balas, Marte (2022). Læringsanalyse - hva er det og hvordan påvirker det elevers og læreres autonomi? [Radio]. Lærerliv (Podcast).
• Blikstad-Balas, Marte (2022). Hvordan bruke elevdata for å skape bedre læring? [Radio]. Teknologi og mennesker (Podcast).
• Luoto, Jennifer Maria; Klette, Kirsti & Blikstad-Balas, Marte (2022). Possible biases in observation systems when applied across contexts: Conceptualizing, operationalizing and sequencing instructional quality.
• White, Mark Christopher (2022). Panel Discussion on Combining Different Data Sources.
• White, Mark Christopher (2022). Aligning the Analysis of Observation Scores with Conceptual Understandings of Teaching Quality .
• White, Mark Christopher & Maher, Bridget (2022). What Value do Standardized Observation Systems Add to the Summative Goals of Teacher Evaluation Systems?
• White, Mark Christopher & Klette, Kirsti (2022). What’s in a Score? Problematizing Interpretations of Observation Scores?
• White, Mark Christopher (2022). What does the claim of subject-specificity actually mean empirically?. .
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). When we see that kind of language, "someone is going to jail": Aesthetic interpretation and ethical research encounters.
• Hall, Jeffrey Brooks (2022). Skoleledere som juridiske aktører: en krevende balansegang mellom mange hensyn.
• Vestøl, Jon Magne (2022). Om det nye kjerneelementet Å kunne ta andres perspektiv. Religion og livssyn : Tidsskrift for religionslærerforeningen i Norge. ISSN 0802-8214. 34(2), s. 26–34.
• Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian (2022). Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings.
• Sumpter, Lovisa; Frid, Staffan & Nortvedt, Guri Anne (2022). Lower secondary school students’ gendered conceptions about mathematics and related careers. Vis sammendrag

  Sweden is considered as one of the leading countries regarding equity work, but at the same time a country with a highly segregated labour market. This is true for graduate education as well, especially in mathematics, but not at secondary level. Previous studies have concluded that mathematics is considered a male domain, but little is known about mathematics and related careers. Here, the focus is on lower secondary students, and an online questionnaire was used. The results show that little gender stereotyping was made by both groups, but there were some nuances in the replies. Boys more often thought that female teachers and mums would reply that it is more important for boys to study mathematics in order to get a good job. Regarding who has the best requisites to study mathematics, the main response was ”Both”. The qualitative replies signal a relatively advanced understanding of gender as a social construct.

• Skedsmo, Guri & Huber, Stephan Gerhard (2022). Learning to assess and evaluate complex realities. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 34(3), s. 275–277. doi: 10.1007/s11092-022-09397-9.
• Kolstø, Stein Dankert & Sjøberg, Mari Heum (2022). Utforskende læringsdialoger i naturfagundervisning. [Internett]. Naturfagsdidaktikk .
• Elstad, Eyvind; Turmo, Are & Christophersen, Knut Andreas Abben (2022). Hva forklarer studieintensitet i dansk lærerutdanning?
• Hartvigsen, Kirsten Marie (2022). Elevblikk på Jesus - er han en god, eller urettferdig hyrde? (Lukas 15:4-7).
• Knain, Erik; Jornet Gil, Alfredo; Smørdal, Ole & Sæther, Elin (2022). Nøkkelen FNs klimapanel ikke snakker om. Klassekampen. ISSN 0805-3839.
• Gunnulfsen, Ann Elisabeth; Jensen, Ruth; Hall, Jeffrey Brooks; Abrahamsen, Hedvig Neerland; Kleveland, Heidi Merete & Olsen, Rolf Vegar (2022). Underveis med nytt læreplanverk: Ledelse, styring og støtteressurser. Det utdanningsvitenskapelige fakultet. ISSN 978-82-93847-09-0.

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