Eline Wiese

• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise & Nortvedt, Guri A. [Vis alle 12 forfattere av denne artikkelen] (2021). Leistungsbeurteilung und kulturelle Vielfalt: Herausforderungen und Bewertungspraktiken in Schulen der Sekundarstufe I in Österreich, Irland, Norwegen und der Türkei. Erziehung & Unterricht. ISSN 0014-0325. 171(3-4), s. 251–261.
• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin D.; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Vis alle 11 forfattere av denne artikkelen] (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), s. 395–424. doi: 10.1007/s11092-020-09330-y.
• Nortvedt, Guri A.; Wiese, Eline F.; Brown, Martin D.; Burns, Denise; McNamara, Gerry & O'Hara, Joe [Vis alle 11 forfattere av denne artikkelen] (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32, s. 5–27. doi: 10.1007/s11092-020-09316-w. Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Wiese, Eline (2020). Numeracy and migrant students: a case study of secondary level mathematics education in Norway. ZDM: Mathematics Education. ISSN 1863-9690. 52(3), s. 527–539. doi: 10.1007/s11858-020-01143-z. Fulltekst i vitenarkiv
• Nayir, Funda; Brown, Martin D.; Burns, Denise; O'Hara, Joe; McNamara, Gerry & Nortvedt, Guri A. [Vis alle 9 forfattere av denne artikkelen] (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER). ISSN 1302-597X. s. 39–69. doi: 10.14689/ejer.2019.79.3. Vis sammendrag

  Purpose: The purpose of this research as part of an Erasmus+ funded project tilted Aiding Culturally Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory analysis of survey responses related to culturally responsive assessment policies, professional development and practices that were administered to school principals in four European countries (Austria, Ireland, Norway and Turkey). Research Methods: The research method used in this study was a quantitative comparative analysis. A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey. The survey was also administered to all principals in four out of eighteen Norwegian counties. Descriptive analysis and nonparametric analysis were used. Findings: There is evidence to suggest that the foundations for culturally responsive assessment practices are beginning to take shape albeit varying degrees of difference in each country. However, the survey results also indicate the need for training and professional development, and this study also implies that not enough emphasis is being placed on culturally responsive assessment despite the rhetoric that espouses interculturalism. Implications for Research and Practice: The research points the need for upskilling in culturally responsive leadership as well as the development of an overarching culturally responsive assessment framework and toolkit that can be used by policy makers and schools to allay the various interpretations of what it means to satisfy the assessment needs of teachers and students with migrant backgrounds.

• Hovdenak, Sylvi Stenersen & Wiese, Eline F. (2018). Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe. Society, health and vulnerability. ISSN 2002-1518. 9. doi: 10.1080/20021518.2018.1451174. Fulltekst i vitenarkiv
• Hovdenak, Sylvi Stenersen & Wiese, Eline F. (2017). Fronesis: veien til profesjonell lærerutdanning? UNIPED. ISSN 1500-4538. s. 170–184. doi: 10.18261/ISSN.1893-8981-2017-02-06. Fulltekst i vitenarkiv
• Skarpaas, Kaja Granum; Wiese, Eline F. & Engelien, Kirsti Lyngvær (2015). Utilizing MOOC technology in a campus based Teacher Education Programme. I Ho, Curtis P. & Lin, Grace (Red.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015. Association for the Advancement of Computing in Education (AACE). ISSN 978-1-939797-20-9. s. 664–669.
• Carver, Rebecca Bruu; Wiese, Eline Fatima & Breivik, Jarle (2013). Frame Analysis in Science Education: A Classroom Activity for Promoting Media Literacy and Learning about Genetic Causation. International Journal of Science Education. ISSN 0950-0693. 4(3), s. 211–239. doi: 10.1080/21548455.2013.797128.

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• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Vis alle 11 forfattere av denne artikkelen] (2020). Correction to: 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, (2020), 32, 3, (395-424), 10.1007/s11092-020-09330-y). Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32(3), s. 425–426. doi: 10.1007/s11092-020-09332-w.
• Wiese, Eline Fatima (2013). Democratic Education and Participation - Implications for Students' Quality of Life.
• Wiese, Eline Fatima (2013). Teaching sensitive issues - the need for democratic forms of teaching.
• Wiese, Eline Fatima & Wiese, Veslemøy (2011). Medborgerskap er fremditen. Utrop - Norges første flerkulturelle avis.

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