Trude Nilsen

• Johansson, Stefan; Nilsen, Trude; Glassow, Leah Natasha; Atasever, Umut; Kennedy, Alec I. & Eryilmaz, Nurullah [Vis alle 7 forfattere av denne artikkelen] (2026). Teacher quality and mathematics achievement gains: Evidence from the TIMSS longitudinal study. Studies in Educational Evaluation. ISSN 0191-491X. 90, s. 101631–101631. doi: 10.1016/j.stueduc.2026.101631. Fulltekst i vitenarkiv
• Nilsen, Trude; Johansson, Stefan; Strietholt, Rolf; Eryilmaz, Nurullah; Kennedy, Alec & Atasever, Umut (2026). School climate and student achievement: Evidence from TIMSS longitudinal. Studies in Educational Evaluation. ISSN 0191-491X. 90, s. 101641–101641. doi: 10.1016/j.stueduc.2026.101641. Fulltekst i vitenarkiv
• Nilsen, Trude; Strietholt, Rolf; Johansson, Stefan; Kennedy, Alec; Eryilmaz, Nurullah & Atasever, Umut (2026). Teaching quality: Its influence on student achievement and equity in mathematics. Evidence from TIMSS longitudinal. Studies in Educational Evaluation. ISSN 0191-491X. 90, s. 101637–101637. doi: 10.1016/j.stueduc.2026.101637. Fulltekst i vitenarkiv
• Eryilmaz, Nurullah; Strietholt, Rolf; Atasever, Umut; Kennedy, Alec I.; Nilsen, Trude & Johansson, Stefan (2026). Student characteristics and mathematics achievement growth: Evidence from the TIMSS longitudinal study. Studies in Educational Evaluation. ISSN 0191-491X. 90. doi: 10.1016/j.stueduc.2026.101638. Fulltekst i vitenarkiv Vis sammendrag

  Understanding how student characteristics are associated with learning outcomes is central to evaluating educational systems. However, international comparative evidence has relied largely on cross-sectional studies that do not account for prior achievement, thereby limiting insight into the roles of prior achievement, gender, and socioeconomic status. Using panel data from the TIMSS Longitudinal Study, this paper examines mathematics achievement development across multiple education systems. Two cohorts were analyzed: students followed from Grade 4 (2023) to Grade 5 (2024) in nine countries, and from Grade 8 (2023) to Grade 9 (2024) in three countries. Country-specific regression models were estimated to assess whether achievement growth is associated with prior achievement (Matthew effect), gender, or socioeconomic status. Results indicate consistent compensatory patterns, with prior achievement negatively associated with subsequent gains. When prior achievement is controlled, gender and socioeconomic differences are generally small and inconsistent. In contrast, models excluding prior achievement show larger disparities. These findings underscore the importance of accounting for baseline achievement when interpreting educational inequalities.

• Veletić, Jelena; Steinmann, Isa & Nilsen, Trude (2026). Teacher job satisfaction: International stability over 16 years and associations with school climate changes. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 181. doi: 10.1016/j.tate.2026.105670. Fulltekst i vitenarkiv Vis sammendrag

  In response to growing international attention to teacher retention and workforce sustainability, organizations such as UNESCO have identified teacher shortages as a major policy issue, with declining job satisfaction as a potential contributing factor. Using data from TALIS cycles 2008‒2024, this study investigates (1) if average teacher job satisfaction has changed internationally over the past 16 years, and (2) if teacher job satisfaction changes are associated with changes in school climate at the country level. Such associations with school environmental factors could help explain changes in job satisfaction. Utilizing country-fixed effects regression, the analyses account for time-invariant between-country differences and isolate international and country-specific trends. The results indicate that internationally, teacher job satisfaction increased between 2008 and 2013 and remained relatively stable thereafter. Improvements in certain aspects of school climate, especially relationships between students and teachers, are associated with increasing teacher job satisfaction at the country level.

• Veletić, Jelena; Nilsen, Trude & Steinmann, Isa (2026). Limitations to teaching relate to teaching quality but not to teacher job satisfaction in Norway. Frontiers in Education. 11. doi: 10.3389/feduc.2026.1720576. Fulltekst i vitenarkiv Vis sammendrag

  Teaching quality is crucial for positive student outcomes, yet it can be limited by challenges in the classroom. In this study, we examine how teacher-reported limitations to teaching (e.g., student absenteeism, disruptive behavior, lack of engagement, language barriers) relate to student-reported teaching quality. We also explore whether teacher job satisfaction mediates this relationship. Using data from the Norwegian extension of the TIMSS 2019 Grade 9 student questionnaire, we assess three dimensions of teaching quality based on the three basic dimensions (TBD) framework. Results show that more frequent limitations to teaching are linked to lower student-reported quality. We find that more satisfied teachers deliver clearer instruction and achieve better classroom management. However, we find no evidence that limitations to teaching are associated with lower job satisfaction, nor that job satisfaction mediates the relationship between limitations and teaching quality. We discuss implications for teacher education and educational policymaking.

• Nilsen, Trude; Alia, Agim & Ye, Wangqiong (2025). Teacher Qualifications, Professional Development, Teaching Quality, and Student Reading Achievements. A Comparative Perspective for the Dinaric Region. I Džumhur, Žaneta; Koršňáková, Paulína & Meinck, Sabine (Red.), Dinaric Perspectives on PIRLS 2021. Springer. ISSN 9783031880049. s. 73–97. doi: 10.1007/978-3-031-88002-5_4. Fulltekst i vitenarkiv Vis sammendrag

  A large body of research has shown that teachers and their teaching are important to student learning outcomes. However, most of this research has been done in the United States and German-speaking countries for mathematics. There is therefore a lack of research on this in reading, and specifically for this research within the Dinaric region. This study investigates the characteristics of teacher qualifications, teacher professional development (PD), and teaching quality, as well as the relations between them and to student reading achievement in seven Dinaric education systems. Using data from IEA’s Progress in International Reading Literacy Study (PIRLS) 2021, descriptive statistics were used to describe the characteristics. Two-level structural equation models were used to investigate the relations between teacher qualifications, PD, teaching quality, and student reading achievement. The results showed that most Dinaric education systems had lower levels of education than the international average and that most teachers had primary education as their main area of study. Further, Albanian teachers participated in PD activities to a greater extent than those in the other education systems in the Dinaric region and also had the highest teaching quality. Teaching quality was for the most part associated with higher reading achievement in all education systems, while there were few significant findings for the relations between teacher qualifications and achievement via their instruction. The findings are discussed in light of previous research and the context of the Dinaric region.

• Teig, Nani; Nilsen, Trude & Hansen, Kajsa Yang (2025). Revisiting Effective and Equitable Teacher Practice in the Nordic Context: Unpacking Complexity in Response to Kang (2025). Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 21(2), s. 267–275. doi: 10.5617/nordina.12501. Fulltekst i vitenarkiv Vis sammendrag

  This article responds to Dr. Jingoo Kang’s review of Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (Teig et al., 2024). It clarifies and extends the discussion of equity in Nordic education. We address four main critiques: (1) the use of home language as a proxy for immigrant background, (2) the interpretation of teaching quality in high- and low-SES contexts, (3) the omission of gender as a dimension of equity, and (4) the neglect of non-cognitive outcomes. Our response explains the rationale behind these methodological choices while recognizing their limitations. We also point to future directions, including stronger attention to gender equity, greater focus on socio-emotional factors, and deeper examination of the challenges faced by disadvantaged schools. By engaging with these critiques, the article aims to foster ongoing dialogue on equity and effective teaching in Nordic mathematics and science education.

• Nilsen, Trude; Ye, Wangqiong & Teig, Nani (2025). Utvikling av ulikheter i utdanningen over tid. I Kaarstein, Hege & Lehre, Anne- Catherine W G (Red.), Hva TIMSS forteller om norsk skole: Sekundæranalyser av TIMSS-undersøkelsen. Cappelen Damm Forskning. ISSN 9788202869137. s. 21–46. doi: 10.23865/cdf.274.ch2. Fulltekst i vitenarkiv Vis sammendrag

  Økende ulikhet i utdanningen utfordrer demokratiske prinsipper og sosial mobilitet, men forskningen på langtidstrender, spesielt etter covid-19- pandemien og med bredere ulikhetsmål, er begrenset. Denne studien undersøker utviklingen av ulikheter i matematikkprestasjoner på 8. og 9. trinn i norsk skole fra 1995 til 2023. Den analyserer endringer i sammenhengen mellom elevers sosioøkonomiske status (SØS) og prestasjoner, både på elev- og klassenivå, samt utviklingen i andelen faglig resiliente elever (elever med lav SØS, men høye prestasjoner). Studien benytter TIMSS-data fra syv sykluser (fra 1995 til 2023) og analyserer sammenhengen mellom SØS og prestasjoner i matematikk ved hjelp av ett- og tonivå strukturell ligningsmodellering og lineær regresjon, samt beregner andelen resiliente elever. Resultatene indikerer en økende sammenheng mellom SØS og matematikkprestasjoner på elevnivå og muligens økte forskjeller på klassenivå. Andelen resiliente elever sank fra ca. 18 prosent i 1995 til ca. 12 prosent i 2023. Samlet sett peker funnene mot økende ulikheter over perioden, også under pandemien, med et unntak for perioden 2003–2007. Funnene understreker et presserende behov for forsterket innsats og koordinerte politiske tiltak fra både skole og samfunn for å motvirke økende utdanningsulikhet og sikre reelt like muligheter for alle elever.

• Ye, Wangqiong; Aleman, Jose Manuel Arencibia; Nilsen, Trude & Widding-Havnerås, Tarjei (2025). Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students. International Journal of Educational Research. ISSN 0883-0355. 134. doi: 10.1016/j.ijer.2025.102804. Fulltekst i vitenarkiv Vis sammendrag

  Academic resilience, which describes how disadvantaged students excel in schools, has gained attention for its potential to narrow achievement gaps and reduce educational inequalities. While malleable protective factors in the learning environment have been extensively studied, institutional factors like school spending have received less attention. This study utilizes Norwegian register data to examine how the amount and allocation of school spending may influence academic resilience through regression analyses. Instrumental variable (IV) analyses are then used to further examine support for the relationship between academic resilience and long-term outcomes, such as educational attainment and income by age 30. The findings reveal that class size and student-teacher ratios, while not predictors of academic resilience, are associated with long-term outcomes. The amount of school spending influences academic resilience; however, its effects on educational attainment and income vary. The allocation of school spending influences educational attainment and income, with specific investments in Norwegian language and special education support significantly predicting academic resilience. Academic resilience is predictive of both educational attainment and income, showing a more pronounced relationship with educational attainment. The IV analyses show consistent results. This study contributes to the literature by detailing the influence of school spending on academic resilience and its connection to future success, thus supporting policy development aimed at fostering social inclusion.

• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Vis alle 16 forfattere av denne artikkelen] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Fulltekst i vitenarkiv Vis sammendrag

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Nilsen, Trude; Senden, Bas; Ye, Wangqiong; Jentsch, Armin; Teig, Nani & König, Johannes (2025). Mathematics teaching quality in classrooms of different compositions in Norway. ZDM: Mathematics Education. ISSN 1863-9690. doi: 10.1007/s11858-025-01722-y. Fulltekst i vitenarkiv Vis sammendrag

  Educational inequalities are increasing globally, including in Norway. Many studies have highlighted the importance of teaching quality (TQ) in reducing these inequalities. However, it remains unclear how different classroom compositions shape TQ and how TQ is distributed between advantaged and disadvantaged classrooms in Norway. This knowledge is crucial for teacher education and educational policy, especially given that substantial compensatory funding is allocated to schools with high proportions of disadvantaged students. The present study examined the association between classroom composition and TQ in mathematics. We also examined the distribution of TQ and the number of teachers per classroom across classrooms of diverse compositions (in terms of socio-economic status (SES) and immigrant background). Two-level structural equation modelling was used to analyze data from a representative sample of 5th-graders from Norway (N = 3951) and Oslo (N = 922). To contextualize the results in terms of segregation and educational inequality across classrooms, the study also estimated the compositional effects of SES and immigration backgrounds on mathematics achievement across these classrooms. To examine the characteristics of TQ more deeply, we also analyzed video observations from a subsample of 15 Oslo classrooms (121 twenty-minute segments) using the TEDS-Instruct observational instrument. Findings from student questionnaires and the video study were consistent. Low-SES classrooms and those with many immigrants showed higher cognitive activation, a more supportive climate, and more teachers per classroom. In contrast, high-SES classrooms and those with few immigrants exhibited higher levels of classroom management. Implications for teacher education and further research are discussed.

• Jentsch, Armin; Senden, Bas; Teig, Nani; Nilsen, Trude; König, Johannes & Kaiser, Gabriele Agnes Hildegard (2025). Using Generalizability Theory to examine the effects of presentation order on classroom observation scores. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1547204. Fulltekst i vitenarkiv Vis sammendrag

  Background: Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods: Using a cross-over design, we randomly assigned four raters to score 30 videotaped lessons in sequential (SEQ) or nonsequential (NON) 20-min segments. We explored means as well as correlations across conditions and conducted Generalizability Studies (G Studies) to estimate the precision of scores. Results: We found marginal fluctuations in scores across conditions, and correlation analysis indicated similar rankings of lessons and classrooms. However, G Studies reveal that nonsequential scoring captures a greater proportion of between-classroom variance, while sequential scoring captures more variance between lessons. This also implies that the precision of scores varies across conditions and the unit of analysis. Conclusion: The findings suggest that scoring procedures could affect decision-making drawing on scores from classroom observation. We argue, however, that results depend to some extent on the observation system used to generate the scores. Therefore, we encourage researchers to replicate our findings with other observation systems.

• Kjeldsen, Christian Christrup; Nilsen, Trude; Hiltunen, Jenna & Teig, Nani (2024). Introduction: Student Achievement and Equity Over Time in the Nordic Countries. IEA Research for Education. ISSN 2366-1631. s. 1–19. doi: 10.1007/978-3-031-49580-9_1. Fulltekst i vitenarkiv Vis sammendrag

  This chapter introduces the importance of promoting fair, effective, and equitable teacher practice for both individual students and society in general. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and science to offer a backdrop for policymaking aimed at enhancing effective and equitable teacher practices. The main argument of this chapter, and indeed the entire book, revolves around the necessity of evaluating teacher practices by investigating their contribution not only to student learning outcomes (effectiveness) but also their potential in reducing the gaps in educational outcomes among students with diverse backgrounds (equity), including gender, socioeconomic status, and home language. This approach to evaluating teacher practice holds substantial relevance for the development of educational policy and practice.

• Scherer, Ronny; Siddiq, Fazilat & Nilsen, Trude (2024). The potential of international large-scale assessments for meta-analyses in education. Large-scale Assessments in Education. 12(1). doi: 10.1186/s40536-024-00191-1. Fulltekst i vitenarkiv Vis sammendrag

  Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta- analysts seldom integrate ILSAs, and current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illus- trate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review four ILSA data inclusion approaches (analytic steps, potential, challenges); (b) examine whether and how existing meta-analyses included ILSA data; and (c) provide a hands-on illustrative example of how to implement the four approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in stu- dent achievement. Ultimately, we outline the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.

• Teig, Nani; Nilsen, Trude & Hansen, Kajsa Yang (2024). Theoretical Framework of Teacher Practice. IEA Research for Education. ISSN 2366-1631. s. 21–33. doi: 10.1007/978-3-031-49580-9_2. Fulltekst i vitenarkiv Vis sammendrag

  Teacher practice encompasses a wide range of aspects pertaining to the work and responsibilities of teachers within an academic setting. This book focuses specifically on three fundamental aspects of teacher practice that directly impact student learning: the content taught by teachers (referred to as content coverage), the way teachers deliver instruction (referred to as teaching quality), and the approaches employed by teachers to assess their students’ progress (referred to as assessment practice). Despite the pivotal role these aspects play in shaping students’ learning experiences, their interrelationship remains insufficiently explored in existing literature. To address this gap, this chapter begins by examining the three aspects of teacher practice independently, recognizing the importance of understanding their individual contributions. These aspects form the pillars of a theoretical framework that serves as the foundation for the empirical chapters presented in this book. Next, the interplay among content coverage, teaching quality, and assessment practices in creating effective learning experiences is then examined. Finally, the chapter presents the theoretical model of Potential Educational Experiences. This model integrates the three aforementioned aspects, revealing a dynamic mechanism that links teacher practice with student learning outcomes.

• Nilsen, Trude & Jensen, Fredrik (2024). Like muligheter til matematisk kompetanse? I Pettersen, Andreas & Jensen, Fredrik (Red.), Matematisk kompetanse : I dybden på resultater fra PISA 2022. Cappelen Damm AS. ISSN 9788202839284. doi: 10.23865/cdf.222.ch7. Fulltekst i vitenarkiv Vis sammendrag

  Dette kapittelet utforsker endringer i likeverd i skolen i Norge og andre nordiske land fra 2018 (før pandemien) til 2022 («etter» pandemien), med fokus på sosioøkonomisk status (SØS) og innvandrerbakgrunn som faktorer som påvirker skoleprestasjoner i matematikk. Regresjonsanalyser på elev- og skolenivå benyttes for å analysere sammenhengen mellom disse faktorene og prestasjoner i matematikk basert på data fra PISA 2018 og 2022. Med søkelys på skolenivå, viser resultatene at Norge skiller seg ut fra de andre landene ved at SØS forklarer nesten dobbelt så mye av forskjellene i matematikkprestasjoner mellom skoler i 2022 som i 2018. Også innvandrerbakgrunn forklarer en større andel av forskjellen mellom skoler i 2022 enn i 2018 i Norge og i Finland. I Danmark og Sverige har innvandrerbakgrunn sterkest sammenheng med skoleprestasjoner i begge sykluser av PISA, mens Island har den svakeste sammenhengen. I PISA 2022 er Sverige det nordiske landet som har sterkest sammenheng mellom SØS og skoleprestasjoner. Funnene peker på en nedgang i likeverd i Norge og økte ulikheter mellom skolene. Resultatene blir tolket og diskutert i lys av tidligere forskning, og implikasjoner blir beskrevet.

• Jensen, Fredrik & Nilsen, Trude (2024). Lavtpresterende elever i matematikk. I Pettersen, Andreas & Jensen, Fredrik (Red.), Matematisk kompetanse : I dybden på resultater fra PISA 2022. Cappelen Damm AS. ISSN 9788202839284. doi: 10.23865/cdf.222.ch8. Fulltekst i vitenarkiv Vis sammendrag

  Andelen lavtpresterende elever i PISA-undersøkelsen økte betydelig fra 2018 til 2022. I dette kapittelet ser vi nærmere på hva som kjennetegner de lavtpresterende elevene. Dette gjør vi ved å sammenlikne resultater for lavtpresterende elever, det vil si de som presterer under nivå 2 i matematikk, med resultater for elever som presterer på nivå 2 og over. I gruppen med lavtpresterende elever er det en litt større andel gutter enn jenter, og det er en større andel elever med innvandrerbakgrunn. Gruppen har også lavere gjennomsnittlig sosioøkonomisk status. Lavtpresterende elever rapporterer om lavere utholdenhet og mestringsforventning, og om mer matematikkangst. Det er små forskjeller i resultatene knyttet til læringsmiljø. De lavtpresterende elevene svarer at de opplever et litt dårligere læringsmiljø enn elever som presterer på nivå 2 og over.

• Nilsen, Trude & Pettersen, Andreas (2024). Matematikkundervisning i norske og nordiske klasserom – klasseledelse, støttende undervisning og faglige utfordringer. I Pettersen, Andreas & Jensen, Fredrik (Red.), Matematisk kompetanse : I dybden på resultater fra PISA 2022. Cappelen Damm AS. ISSN 9788202839284. doi: 10.23865/cdf.222.ch6. Fulltekst i vitenarkiv Vis sammendrag

  Undervisningskvaliteten er viktig for elevers prestasjoner i matematikk, men det er uklart hvilke aspekter ved undervisningskvaliteten som er viktig for elever i Norge. I PISA 2022 ble det undersøkt tre aspekter ved undervisningskvaliteten i matematikk: klasseledelse, støttende undervisning og faglige utfordringer. I dette kapittelet undersøker vi hva som karakteriserer undervisningskvaliteten i matematikk basert på disse tre dimensjonene, og hvordan disse henger sammen med matematikkprestasjoner på 10. trinn i Norge og de andre nordiske landene. I tillegg undersøker vi forskjellen på undervisningskvaliteten på skoler med elever med gjennomsnittlig høy og lav sosioøkonomisk status (SØS) i Norge. Analysene ble gjort på to nivåer (elev- og skolenivå), og resultatene viste at alle de tre dimensjonene av undervisningskvalitet hadde positiv sammenheng med matematikkprestasjoner. Det var en klar tendens til at på skoler med høy andel elever med høy SØS, rapporterte elevene om bedre undervisningskvalitet enn på skoler med lav SØS. Sammenliknet med gjennomsnittet for OECD-landene og de andre nordiske landene, rapporterte norske elever om relativt høy grad av faglige utfordringer (undervisning som utfordrer elevene kognitivt, for eksempel ved resonnering og problemløsing), men svakere grad av klasseledelse (arbeidsro og effektiv bruk av tid til læring) og støttende undervisning (faglig og emosjonell støtte). Funnene blir tolket og diskutert mot tidligere forskning, og begrensninger, videre forskning og implikasjoner blir beskrevet.

• Nilsen, Trude & Teig, Nani (2024). Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters. IEA Research for Education. ISSN 2366-1631. s. 277–293. doi: 10.1007/978-3-031-49580-9_10. Fulltekst i vitenarkiv Vis sammendrag

  This final chapter discusses the findings from the empirical chapters of the book that focus on different aspects of teacher practice: what teachers teach (content coverage), how teachers teach (teaching quality), and how teachers assess their students (assessment practice). It begins by summarizing the findings from each chapter. Next, the chapter discusses the findings on content coverage by comparing the results across chapters and in light of previous research. A similar comparative discussion is provided for the findings on teaching quality and assessment practices. These discussions place a strong emphasis on the relationships between the three aspects of teacher practice and student achievement, the changes in teacher practice over time, and whether these changes are related to the changes in achievement. The interplay between teacher practice and educational equality is also explored. Subsequently, the chapter addresses the reliability and validity of the findings, reflecting on the conceptual structure of the book and the varying methodological approaches applied in the chapters. Lastly, this chapter outlines the contributions of the book and offers some concluding remarks, with a special emphasis on educational policy. This book seeks to provide valuable insights for researchers, policymakers, and educators to better understand and address the challenges facing today’s educational systems.

• Nilsen, Trude & Teig, Nani (2024). Analytical Framework. IEA Research for Education. ISSN 2366-1631. s. 35–56. doi: 10.1007/978-3-031-49580-9_3. Fulltekst i vitenarkiv Vis sammendrag

  This chapter offers a comprehensive overview of the Trends in International Mathematics and Science Study (TIMSS) and its design. We discuss the various aspects of the methodology used in this book, such as the reliability and validity of the constructs examined, the data preparation process, measurement invariance testing, and other analytical approaches that were employed, including structural equation modeling (SEM) and confirmatory factor analysis (CFA). While there are necessary deviations in operationalizing constructs and changes in items across cycles, the overall coherent approach across chapters contributes to the existing knowledge of teacher practices from multiple perspectives. This uniformity ensures that findings can be effectively compared, ultimately contributing to the overall understanding of teacher practice and its impact on student learning outcomes in various educational contexts.

• Senden, Bas; Teig, Nani & Nilsen, Trude (2023). Studying the comparability of student perceptions of teaching quality across 38 countries. International Journal of Educational Research Open. 5. doi: 10.1016/j.ijedro.2023.100309. Fulltekst i vitenarkiv Vis sammendrag

  Student perceptions are rarely used to compare teaching quality across countries due to the challenge of ensuring a comparable construct or achieving exact measurement invariance. The present study aims to evaluate the extent to which student perceptions of teaching quality can be used for valid cross-national comparisons. To this end, the study aims to overcome challenges associated with traditional measurement invariance by applying a novel method – alignment optimization. Based on data from 38 countries from the 2019 Trends in Mathematics and Science Study (TIMSS), our results showed limited comparability across countries with variation between behavioral management and instructional clarity scales. We review potential causes of non-comparability using the estimated mean scores. Implications for further research are discussed.

• Senden, Bas; Nilsen, Trude & Teig, Nani (2023). The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement. Studies in Educational Evaluation. ISSN 0191-491X. 78. doi: 10.1016/j.stueduc.2023.101274. Fulltekst i vitenarkiv Vis sammendrag

  Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (TIMSS) and its national extensions in Norway (N = 3951 5th graders and N = 4575 9th graders), we could confirm a theoretically assumed three-dimensional factor structure (i.e., classroom management, cognitive activation, and supportive climate). Moreover, classroom management and supportive climate were more comparable across grades and subjects then cognitive activation. Finally, classroom management was associated with achievement across all groups, whereas other dimensions showed mixed results, especially across grades. Overall, the findings indicate that students, especially in Grade 9, can provide a valid assessment of teaching quality.

• Teig, Nani & Nilsen, Trude (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation. ISSN 0191-491X. 74. doi: 10.1016/j.stueduc.2022.101170. Fulltekst i vitenarkiv Vis sammendrag

  Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms.

• Scherer, Ronny & Nilsen, Trude (2022). 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. ISSN 9780128186299. s. 324–340. doi: 10.1016/B978-0-12-818630-5.09060-6. Fulltekst i vitenarkiv
• 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 9783030382988. s. 1089–1134. Fulltekst i vitenarkiv
• 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 9783030382988. s. 603–656. 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 9783030382988. s. 1496–1517. Fulltekst i vitenarkiv
• 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 9783030382988. s. 803–830. Fulltekst i vitenarkiv
• Nilsen, Trude; Kaarstein, Hege & Lehre, Anne- Catherine W G (2022). Trend analyses of TIMSS 2015 and 2019: school factors related to declining performance in mathematics. Large-scale Assessments in Education. 10(1). doi: 10.1186/s40536-022-00134-8. Fulltekst i vitenarkiv Vis sammendrag

  Gaining knowledge of what contextual factors may contribute to changes in student achievement across cycles of international large-scale assessments (ILSA), is important for educational policy and practice. Addressing this necessitates advanced methodology that utilizes the trend design of the ILSAs. The Trends in International Mathematics and Science Study (TIMSS) data is suitable for such analyses as it measures students’ competence based on the participating countries curricula. In Norway, students’ performance in mathematics decreased from 2015 to 2019 as evidenced by TIMSS. During this time-period, there are indications that also school climate, student motivation and self-concept decreased. This study investigates whether school climate (including bullying, a safe environment, school emphasis on academic success, and students’ sense of school belonging and well-being), student motivation (including interest-enjoyment and utility value), and self-concept declined from 2015 to 2019, and whether this possible decline is related to the decline in mathematics performance in Norway. The present study utilized a trend approach with mediation structural equation modelling. The results showed that school climate, the utility value of the subject and students’ self-concept declined during this period, and that a safe environment and student self-concept mediated the changes in achievement from TIMSS 2015 to 2019. Hence, declines in a safe school climate and student self-concept were associated with declining achievements. While the study cannot prove a causal relation, it is discussed whether this could indicate that the decline in these predictors may explain the decline in mathematics achievement. The usefulness of the methodological approach for other countries, as well as the implications of the results for policy, practice, and research are discussed.

• Vik, Frøydis Nordgård; Nilsen, Trude & Øverby, Nina Cecilie (2022). Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS. International Journal of Educational Development. ISSN 0738-0593. 89. doi: 10.1016/j.ijedudev.2022.102553. Fulltekst i vitenarkiv Vis sammendrag

  This article describes associations between breakfast intake and school achievements among Norwegian 9th graders in 2015 and 2019. The study involved a representative sample based on Trends in International Mathematics and Science Study (TIMSS), N = 4499 (2015) and N = 4685 (2019). This trend study using structural equation modelling and triangulation revealed a significant positive association between breakfast intake and school achievements among Norwegian 9th graders. This was found for both mathematics and science achievements, in 2015 and 2019, reported both by the students and their teachers. Mediation analyses showed that being hungry at school explained a third of the decrease in science achievement and more than half of the decrease in mathematics achievement from 2015 to 2019.

• Nilsen, Trude & Teig, Nani (2022). A systematic review of studies investigating the relationships between school climate and student outcomes in TIMSS, PISA, and PIRLS. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 9783030382988. s. 1–34. doi: 10.1007/978-3-030-38298-8_34-1. Fulltekst i vitenarkiv Vis sammendrag

  School climate is a leading factor in explaining student outcomes. Although several studies have reviewed existing research on the link between school climate and student outcomes, these studies only emphasized one or a few aspects of school climate. Moreover, previous reviews have rarely included research examining data from international large-scale assessments (ILSAs). The present study aims to (1) describe how ILSAs conceptualize school climate and assess its multiple aspects (i.e., academic, community, safety, and institutional environment) and (2) review studies using ILSA data to identify the relationships between different aspects of school climate and student outcomes in mathematics, science, and reading. In general, ILSA frameworks cover all aspects of school climate. While the academic, community, and institutional environment aspects are explicitly assessed at the student, class, or school levels, the assessment of safety aspect was less emphasized across ILSAs. Although ILSAs assess multiple aspects of school climate, studies included in this review mainly focused on investigating the academic aspect, particularly in examining teaching and learning. Most studies examined student achievement, and very few focused on affective outcomes, such as student interest, self-efficacy, and attitudes toward a subject. Concerning the relationships between school climate aspects and student outcomes, this review reveals a high alignment between findings from the studies using ILSAs and other studies, including meta-analyses, reviews, and longitudinal studies. The implications of these findings are discussed in relation to improving the assessment of school climate in ILSAs and providing methodological recommendations and directions for future research on school climate using ILSA data.

• Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2022). Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden. Large-scale Assessments in Education. 10(1). doi: 10.1186/s40536-022-00132-w. Fulltekst i vitenarkiv Vis sammendrag

  The prerequisite for meaningful comparisons of educational inequality indicators across immigration status is the comparability of socioeconomic status (SES) measures. The Programme for International Student Assessment (PISA) uses its index of economic, social, and cultural status (ESCS) to provide insights into the problems of inequality across students’ socioeconomic and immigration statuses. However, missing evidence regarding the comparability of the ESCS index or its components across students with and without immigrant background challenges the accuracy of empirical inferences. Our study sheds light on the comparability of the index of household possessions (HOMEPOS) across immigration status in Norway and Sweden—two countries that continue to be two largest recipients of immigration flows among their Nordic neighbours. We tested the PISA 2018 HOMEPOS scale for the overall measurement invariance and possible differential item functioning (DIF) across three student groups with first-generation, second-generation, or no immigrant background. Several HOMEPOS items exhibited DIF within these countries. Moreover, we examined how four strategies to deal with DIF items may affect the inferences regarding educational inequalities across immigration status. The strength of the HOMEPOS–achievement association was sensitive to the choice of approach for 15-year-old immigrant students, while it remained stable and moderate for native students. Our findings encourage researchers using the HOMEPOS scale to consider the invariance testing to avoid measurement bias and provide robust evidence characterizing immigrant achievement gaps.

• Vik, Frøydis Nordgård; Nilsen, Trude & Øverby, Nina Cecilie (2022). Associations between sleep deficit and academic achievement - triangulation across time and subject domains among students and teachers in TIMSS in Norway. BMC Public Health. 22, s. 1–9. doi: 10.1186/s12889-022-14161-1. Fulltekst i vitenarkiv Vis sammendrag

  Background Sufficient sleep is important to an individual’s health and well-being, but also for school achievement among adolescents. This study investigates the associations between sleepiness, sleep deficits, and school achievements among adolescents. Methods This trend study involved a representative sample of Norwegian adolescents based on the “Trends in International Mathematics and Science Study” (TIMSS), N = 4499 (2015) and N = 4685 (2019) and their teachers. The students were 9th graders from a Norwegian compulsory secondary school. The survey included questions on students’ sleepiness as students reported in 2019 and sleep deficits among students that limited teaching in class as their teachers reported in 2015 and 2019. Regression, triangulation, and mediation analyses were used. Mplus was used to perform the statistical analyses. Results The results revealed significant negative associations between sleep deficits and school achievements, adjusted for gender, socioeconomic status (SES), and minority status among Norwegian 9th graders. These results were found for both mathematics and science achievements in 2015 and 2019. Sleepiness that the students reported was negatively associated with school achievements in 2019. Trend and mediation analyses showed that sleep deficits explained 18 and 11% of the decrease in mathematics and science achievements, respectively, from 2015 to 2019. Conclusions Sleep deficits were associated with school achievements in mathematics and science among Norwegian 9th graders. Mediation analyses revealed that sleep deficits explained a significant part of the decline in academic achievements. Insufficient sleep may have negative public health implications and influence adolescents’ academic achievements and competences, and should therefore be discussed in both the educational and health systems.

• Lehre, Anne- Catherine W G & Nilsen, Trude (2021). Språk i hjemmet og naturfagprestasjoner fra TIMSS 2015 til TIMSS 2019. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 165–182. doi: 10.18261/9788215045108-2021-07. Fulltekst i vitenarkiv Vis sammendrag

  Språk er en viktig faktor i et likeverdsperspektiv. Denne studien bruker data fra TIMSS 2015 og TIMSS 2019 (9. trinn) for å se om endringer i hvor ofte elevene snakker norsk hjemme, kan forklare nedgangen i naturfagprestasjoner. Resultatet fra kvasi-longitudinell metodisk tilnærming med medieringsmodellering viser at språk forklarer noe av nedgangen i naturfagprestasjoner, men at språk ikke er en hovedgrunn til den observerte nedgangen i naturfagprestasjoner.

• Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Vis alle 14 forfattere av denne artikkelen] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 207–260. doi: 10.18261/9788215045108-2021-09. Fulltekst i vitenarkiv Vis sammendrag

  Dette kapitlet retter et kritisk, men konstruktivt blikk på naturfag, og foretar en gjennomgang av naturfag og naturfagdidaktikk innen forskning og i praksis. Kapitlet starter med å beskrive og diskutere naturfagets kjennetegn, verdi og relevans. Her kastes det lys på hva som er fagets og naturvitenskapens egenart, og hvorfor og hvordan naturfag er verdifullt og relevant. Videre beskrives og diskuteres naturfag på tre nivåer eller fra tre perspektiver: 1) på system- og politikknivå (antall timer til naturfag, realfagssatsing og læreplan), 2) på lærernivå (læreres kompetanse, etterutdanning og undervisning) og 3) på elevnivå (elevers kompetanse og motivasjon). Innen hvert av disse nivåene beskrives først tilstanden og hvordan gunstige betingelser ville ha vært (f.eks. hva kjennetegner god undervisning), og deretter diskuteres utfordringer og muligheter. Kapitlet avsluttes med en oppsummering og diskusjon av veien videre.

• Nilsen, Trude & Kaarstein, Hege (2021). Skolemiljø, motivasjon og naturfagprestasjoner fra TIMSS 2015 til TIMSS 2019. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 143–164. doi: 10.18261/9788215045108-2021-06. Fulltekst i vitenarkiv Vis sammendrag

  På samme måte som motivasjon og skolemiljø (målt ved trygghet, læringsfokus, psykososialt og fysisk miljø) har betydning for elevenes prestasjoner, har også skolemiljøet en betydning for elevenes motivasjon. Dette kapitlet undersøker om endringer i disse variablene kan forklare nedgangen i naturfagprestasjoner på 9. trinn fra TIMSS 2015 til 2019. Resultatene fra en kvasi-longitudinell metodisk tilnærming med medieringsmodellering tyder på at skolemiljøet kan forklare en del av nedgangen i motivasjon og at både skolemiljø og motivasjon er med på å forklare noe av nedgangen i elevenes prestasjoner.

• Kaarstein, Hege & Nilsen, Trude (2021). Lærerkompetanse, undervisningskvalitet og naturfagprestasjoner fra TIMSS 2015 til TIMSS 2019. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 183–206. doi: 10.18261/9788215045108-2021-08. Fulltekst i vitenarkiv Vis sammendrag

  Lærernes kompetanse og undervisningskvalitet har betydning for elevenes prestasjoner, mens elevsammensetningen i en klasse har betydning for både undervisningskvalitet og prestasjoner. Dette kapitlet undersøker om endringer i disse variablene kan forklare nedgangen i naturfagprestasjoner på 9. trinn fra TIMSS 2015 til TIMSS 2019. Resultatene fra en kvasi-longitudinell metodisk tilnærming med medieringsmodellering tyder på at lærerne har vært med på å motvirke nedgangen i naturfagprestasjoner, mens elevfaktorer som begrenser undervisningskvaliteten, kan ha sammenheng med nedgangen.

• Nilsen, Trude & Kaarstein, Hege (2021). Elevenes muligheter til å lære. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 23–45. doi: 10.18261/9788215045108-2021-02. Fulltekst i vitenarkiv Vis sammendrag

  Denne studien beskriver elevenes muligheter til å lære (OTL) i naturfag, og undersøker tre læreplannivåer: det intenderte (altså hva elevene skal lære), det implementerte (altså hva lærerne underviser, OTL) og det oppnådde (elevers prestasjoner) nivået. Studien kan utgjøre et sammenligningsgrunnlag av elevers OTL og kompetanse i fremtidige undersøkelser av om endringer i elevers kompetanse og OTL kan ha sammenheng med Fagfornyelsen. Resultater viser god overenstemmelse mellom norsk læreplan og TIMSS’ rammeverk, og mellom nedgang i prestasjoner og OTL fra 2015 til 2019.

• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2021). Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning? I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 9788202718800. s. 35–55. doi: 10.23865/noasp.123. Fulltekst i vitenarkiv Vis sammendrag

  What encourages an innovative environment in schools and what does that imply for teaching? An innovative environment is important for a school’s ability to adapt to societal changes and for students’ ability to cope with future society. It is therefore crucial to find out what promotes an innovative environment in a school and what consequences an innovative environment has for teaching and learning. Certain aspects of teaching are especially important for students to learn how to cope with a society where, for instance, critical thinking and problem solving are required and where diversity is increasing. Such teaching practices include cognitive activation and inclusive practices. Using TALIS 2018, we employ two-level (teachers and schools) structural equation modelling to examine both direct and indirect effects of distributed leadership on teaching practices via an innovative environment. Results show that distributed leadership has a medium strong relationship to an innovative environment and that an innovative environment has a medium strong relationship to teaching practices. An innovative environment mediates the effect of distributed leadership on teaching practices. Overall, our study has implications for policy and practice as it finds that school leaders who employ distributed leadership can help promote an innovative environment and that an innovative environment in turn may encourage the type of teaching students need to acquire skills that are important in the 21st century.

• Teig, Nani; Bergem, Ole Kristian; Nilsen, Trude & Senden, Bas (2021). Gir utforskende arbeidsmåter i naturfag bedre læringsutbytte? I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 46–72. doi: 10.18261/9788215045108-2021-03. Fulltekst i vitenarkiv Vis sammendrag

  Flere internasjonale studier har funnet en positiv sammenheng mellom utforskende arbeidsmåter og elevers læringsutbytte, men nesten ingen studier har tidligere undersøkt dette med utgangspunkt i representative norske data. Data fra TIMSS 2019-studien ble analysert med flernivå strukturell ligningsmodellering for å undersøke sammenhenger mellom utforskende arbeidsmåter og prestasjoner og motivasjon på 9. trinn. Resultatene viser en sterk sammenheng mellom utforskende arbeidsmåter og motivasjon for naturfag og en middels sterk sammenheng mellom utforskende arbeidsmåter og faglige prestasjoner.

• Blömeke, Sigrid; Nilsen, Trude & Scherer, Ronny (2021). School Innovativeness Is Associated With Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction. Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0000668. Fulltekst i vitenarkiv
• Senden, Bas; Nilsen, Trude & Blömeke, Sigrid (2021). Instructional Quality: A Review of Conceptualizations, Measurement Approaches, and Research Findings. I Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (Red.), Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISSN 9788215045061. s. 140–172. doi: 10.18261/9788215045054-2021-05. Fulltekst i vitenarkiv Vis sammendrag

  This chapter reviews and discusses conceptualizations, measurement approaches, and research findings of instructional quality. Although agreement on how to conceptualize and measure instructional quality is rare, some common ground can be found. In addition, research findings indicate that the role of instructional quality for student learning might vary across contexts, hinting towards the importance of differential effectiveness for instructional quality.

• Bergem, Ole Kristian; Nilsen, Trude; Mittal, Oleksandra & Ræder, Henrik Galligani (2020). Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 251–272. doi: 10.1007/978-3-030-61648-9_10. Fulltekst i vitenarkiv Vis sammendrag

  Students’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

• Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Teig, Nani & Kaarstein, Hege (2020). Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation. I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 173–196. doi: 10.1007/978-3-030-61648-9_7. Fulltekst i vitenarkiv Vis sammendrag

  Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.

• Mittal, Oleksandra; Nilsen, Trude & Björnsson, Julius Kristjan (2020). Measuring equity across the Nordic education systems: Conceptual and methodological choices as implications for educational policies. I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 43–71. doi: 10.1007/978-3-030-61648-9_3. Fulltekst i vitenarkiv Vis sammendrag

  Ever since international large-scale student assessments made it possible to rank countries according to their equitability, Nordic countries have topped these rankings. Nevertheless, a decline in equity has been reported lately. However, the process of empirical enquiry that leads to specific inferences on equity partly stays obscure to education decision-makers. This unawareness of the boundaries of specific methodological and analytical approaches may lead to wrong interpretations and policy implications. Therefore, our aim is to discuss and empirically illustrate how the array of choices taken throughout the research process, from equity conceptualization and operationalization to its measurement, may affect the inferences on educational equity for Nordic countries. Our sample includes fourth- and eighthgrade students from Norway, Sweden, Denmark and Finland who participated in TIMSS 2015. We applied two-level multigroup regression models within the structural equation modelling framework to investigate the sensitivity of the countries’ level of equity to: (a) operationalization of the socioeconomic status measure; (b) operationalization of equity or, in other words, the method of analysis employed (e.g., bivariate analysis versus univariate); (c) single-level against multilevel analytical approaches; (d) the grade/age of students; and (e) the choice of the learning outcome across subject domains. Prior to the analyses, we estimated the comparability of SES as a latent construct between Nordic countries. Our results confirmed that some of the most common choices to measure educational equity do matter. Thus, we would encourage a researcher to report elaborately on the research process and inform on its limitations because if interpreted wrongly, it may have unfavourable consequences for a particular group of individuals.

• 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). 14(1). doi: 10.5617/adno.7946. Fulltekst i vitenarkiv Vis sammendrag

  The Nordic countries are known to have small differences between schools, and educational policies that promote equity. However, there are indications that in many Nordic countries, the influence of students’ socio-economic status (SES) on achievement, has increased over the last decades. To promote equity, there is need to identify factors that may reduce this strong relation. Teacher competence (TC) is the foundation of instruction and learning, and studies from the US and Germany have shown that competent teachers may reduce the strong influence of students’ home background on achievement. However, few studies have investigated the relation between TC and equity in Nordic countries. This study investigates whether TC may mediate and/or moderate the relation between SES and achievement in these countries. Analyses of TIMSS grade 8 data from Norway, Sweden and Finland (N = 13 345 students) were conducted using multi-group, multi-level mediation and moderation structural equation models. Results across the three Nordic countries show that only in Norway were some aspects of TC (specialization in mathematics, and self-efficacy in mathematical pedagogical content knowledge and mathematical content knowledge) associated with higher levels of equity. In all three countries, there were indications of unequal distributions of competent teachers to high-SES schools. These findings could have implications for educational policy and are discussed in light of the context and previous research in each country.

• Bellens, Kim; Damme, Jan Van; noortgate, Wim Van den; 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. 7(1). doi: 10.1186/s40536-019-0069-2. Fulltekst i vitenarkiv Vis sammendrag

  In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a unique opportunity was created to investigate the various dimensions of INQUA and their relation to educational outcomes. In this study, multilevel structural equational modelling analyses are conducted to answer three research questions: (a) ‘Do the items reliably measure the three dimensions of INQUA as classroom constructs? And if not, can we build reliable scales with the items, capturing the dimensions of INQUA as classroom constructs?’ (b) ‘To what extent can INQUA contribute to achievement?’, and (c) ‘To what extent can INQUA contribute to (social and ethnic) equity?’. Results indicate that INQUA might serve as a catalyst in increasing achievement in education systems. Furthermore, results indicate that INQUA does not relate to equity and consequently that all students benefit from the same educational practices. However, issues in the cross-cultural conceptualization and measurement of INQUA are raised, questioning the extent to which the three well-known dimensions of INQUA (a) are well-defined and might be sufficiently differentiated from each other, (b) sufficiently capture the diverse set of educational practices relating to students’ educational outcomes, and (c) can be established across countries in a unified manner. The results of this study give direction to educational practitioners and policy makers in creating and providing effective learning environments.

• Scherer, Ronny & Nilsen, Trude (2019). Closing the gaps? Differential effectiveness and accountability as a road to school improvement. School Effectiveness and School Improvement. ISSN 0924-3453. 30(3), s. 255–260. doi: 10.1080/09243453.2019.1623450. Fulltekst i vitenarkiv
• 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. 10. doi: 10.3389/fpsyg.2019.01697. Fulltekst i vitenarkiv Vis sammendrag

  Considerable research has demonstrated that teachers’ self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers’ self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers’ self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers’ competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

• Kaarstein, Hege; Radišić, Jelena & Nilsen, Trude (2018). 20 Years of Mathematics Motivation Mirrored Through TIMSS: Example of Norway. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. Fulltekst i vitenarkiv
• Nilsen, Trude & Blömeke, Sigrid (2018). Lærerkvalitet, undervisningskvalitet, -kvantitet og prestasjon: Analyser av TIMSS 2015 data i naturfag på barnetrinnet. I Björnsson, Julius Kristjan & Olsen, Rolf Vegar (Red.), Tjue år med TIMSS og PISA i Norge: Trender og nye analyser. Universitetsforlaget. ISSN 9788215030067. s. 57–74. doi: 10.18261/9788215030067-2018-04. Fulltekst i vitenarkiv Vis sammendrag

  I dette kapitlet undersøker vi sammenhengene mellom læreres kvalitet, deres undervisningskvalitet samt -kvantitet og elevers prestasjoner i naturfag på 5. trinn. TIMSS 2015-rapporten undersøkte en del av disse relasjonene på 9. trinn. Ellers finnes det ingen undersøkelser av dette i Norge bortsett fra småskalaundersøkelser. Ved strukturell ligningsmodellering på elev- og klassenivå fant vi at lærernes utdanningsnivå, samarbeid med andre lærere, yrkesstolthet og etterutdanning hadde en indirekte sammenheng med elevenes prestasjoner i naturfag via lærernes undervisningskvalitet. I tillegg hadde undervisningstid en positiv og signifikant indirekte sammenheng med elevenes prestasjoner. Læreres selvtillit i naturfagdidaktikk hadde en positiv og signifikant sammenheng med deres undervisningskvalitet, men hadde ikke en indirekte effekt på prestasjoner. Resultatene indikerer på den ene siden at dersom lærere får for liten tid til undervisning, er det en fare for at kvaliteten på undervisningen og elevenes læringsutbytte forringes. På den annen side peker resultatene på hvor viktig det er å få lærerkvalitet implementert i klasserommet framfor bare å satse på høyere formale kvalifikasjoner. Videre forskning trengs særlig på den rollen spesialisering i naturfag spiller, fordi resultatene ikke er entydig.

• Nilsen, Trude; Björnsson, Julius Kristjan & Olsen, Rolf Vegar (2018). Hvordan har likeverd i norsk skole endret seg de siste 20 årene? I Björnsson, Julius Kristjan & Olsen, Rolf Vegar (Red.), Tjue år med TIMSS og PISA i Norge: Trender og nye analyser. Universitetsforlaget. ISSN 9788215030067. s. 150–172. doi: 10.18261/9788215030067-2018-08. Fulltekst i vitenarkiv Vis sammendrag

  Likeverd er et viktig aspekt ved norsk skole, og forskjeller i prestasjoner knyttet til hjemmebakgrunn er små i Norge sett i et internasjonalt perspektiv. Likevel er det mye som tyder på at dette kanskje er i ferd med å endres. Denne studien ser på hvordan likeverd har endret seg i løpet av 20 år, og bruker data fra TIMSS (4. og 8. trinn) og PISA (10. trinn) fra 1995 til 2015. Prestasjonsforskjeller mellom skoler (variansen) er stigende gjennom perioden for to av de tre trinnene, men har en nedgang i siste runde i 2015. Samtidig viser det overordnede bildet at spredningen i prestasjoner synker, for så å øke i siste del av perioden. Dersom man sammenligner PISA og TIMSS når det gjelder sammenhengen mellom elevers hjemmebakgrunn og prestasjoner, er ikke mønsteret så tydelig. På 8. trinn i TIMSS har sammenhengen mellom hjemmebakgrunn og prestasjoner på skolenivå doblet seg. Den totale sammenhengen øker kun svakt i TIMSS i perioden, men er uendret i PISA.

• Kaarstein, Hege & Nilsen, Trude (2018). Norske elevers motivasjon for naturfag gjennom 20 år. I Björnsson, Julius Kristjan & Olsen, Rolf Vegar (Red.), Tjue år med TIMSS og PISA i Norge: Trender og nye analyser. Universitetsforlaget. ISSN 9788215030067. s. 35–55. doi: 10.18261/9788215030067-2018. Fulltekst i vitenarkiv Vis sammendrag

  I TIMSS-undersøkelsene har spørsmål om motivasjon for naturfag (og matematikk) inngått i elevenes spørreskjema fra den første undersøkelsen i 1995 til den foreløpig siste i 2015. Motivasjon er delt opp i de tre aspektene selvtillit, indre og ytre motivasjon. Alle tre aspektene måles på 8. trinn, mens bare indre motivasjon og selvtillit måles på 4. trinn. For å undersøke om det har vært endringer i løpet av disse 20 årene, var det nødvendig å finne ut om elevene har oppfattet motivasjon på samme måte i alle undersøkelsene. Analysene viste at motivasjon ble oppfattet på samme måte, og dermed er det mulig å undersøke hvordan elevers motivasjon har utviklet seg over tid. Resultatene viser at elevene på 4. trinn har økt sin selvtillit i og indre motivasjon for naturfag. For elevene på 8. trinn fant vi at deres indre og ytre motivasjon har økt i løpet av 20 år, mens selvtilliten ikke har endret seg siden 1995. I tillegg har vi undersøkt hvordan motivasjon oppfattes på tvers av trinn og på tvers av kjønn. Her viste analysene at motivasjon for naturfag ikke kan sammenlignes på tvers av trinn. Når det gjelder kjønn, fant vi at jenter og gutter oppfatter indre motivasjon på samme måte på begge trinn, og at de på 8. trinn har lik oppfatning av ytre motivasjon. Selvtillit kunne ikke sammenlignes på tvers av kjønn. I store trekk fant vi få kjønnsforskjeller på 4. trinn, mens gutter på 8. trinn stort sett har høyere motivasjon enn jenter.

• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2018). The relation of science teachers' quality and instruction to student motivation and achievement in the 4th and 8th grade: A Nordic perspective. I Ministers, Nordic Council of (Red.), Northern Lights on TIMSS and PISA 2018. Nordic Council of Ministers:. ISSN 9789289355650. s. 61–94. doi: 10.6027/TN2018-524. Fulltekst i vitenarkiv
• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction. ISSN 0959-4752. 56, s. 20–29. doi: 10.1016/j.learninstruc.2018.02.006. Fulltekst i vitenarkiv Vis sammendrag

  Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

• Daus, Stephan; Nilsen, Trude & Braeken, Johan (2018). Exploring content knowledge: Country profile of science strengths and weaknesses in TIMSS. Possible implications for educational professionals and science research. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–19. doi: 10.1080/00313831.2018.1478882. Fulltekst i vitenarkiv Vis sammendrag

  This study offers curriculum developers, teachers and science education researchers a fine-grained profile on strengths and weaknesses in specific science domains and topics. The study involved a representative sample of 3844 Norwegian pupils in grade 8. Their responses on 216 TIMSS items in 18 topics from 4 science domains were modelled in a hierarchical item response model. An internal comparison identified topics that were relatively harder or easier compared to other topics for the Norwegian pupils, and an external comparison identified topics that were relatively harder or easier for the Norwegian pupils compared with the average of TIMSS participating countries. Interpretation of the profile necessitates contextualisation; hence, these strengths and weaknesses as well as their plausible explanations and possible implications are discussed from the perspectives of curriculum development, teacher training and science education research.

• Olsen, Rolf Vegar & Nilsen, Trude (2017). Standard Setting in PISA and TIMSS and How These Procedures Can Be Used Nationally. I Blömeke, Sigrid & Gustafsson, Jan-Eric (Red.), Standard Setting in Education. The Nordic Countries in an International Perspective.. Springer. ISSN 9783319508559. s. 69–84. doi: 10.1007/978-3-319-50856-6. Fulltekst i vitenarkiv
• Scherer, Ronny & Nilsen, Trude (2016). The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics. I Nilsen, Trude & Gustafsson, Jan-Eric (Red.), Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time.. Springer. ISSN 9783319412511. s. 51–80. doi: 10.1007/978-3-319-41252-8_3. Fulltekst i vitenarkiv Vis sammendrag

  Instructional quality is considered to be an important classroom variable, as it is significantly related to student achievement and motivation in mathematics. Existing studies in educational effectiveness furthermore identified a positive relation between instructional quality and school climate, suggesting that the school environment plays a significant role in teachers’ instructional practices. In order to bring together these two core findings, the relations among different aspects of school climate, instructional quality, and students’ achievement motivation for the TIMSS 2011 grade eight mathematics data sets comprising 50 countries are investigated. In particular, the role of instructional quality as a potential mediator between school climate and student motivation is examined, thereby focusing on three aspects of school climate (emphasis on academic success, safety, and order in schools) and three aspects of achievement motivation (self-concept, intrinsic value, and extrinsic value). In general, there was a significant positive relation between instructional quality and achievement motivation at the classroom level in mathematics; in some countries, a partial mediation of instructional quality between school climate and achievement motivation was apparent. Four main patterns of relations occurred. These findings are discussed with respect to implications for educational effectiveness research.

• Nilsen, Trude & Frøyland, Merethe (2016). Undervisning i narurfag. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 137–157. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Kaarstein, Hege; Nilsen, Trude & Blömeke, Sigrid (2016). Lærerkompetanse. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 97–119. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Nilsen, Trude (2016). Skolemiljø. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 78–96. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (2016). TIMSS 2015. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 11–21. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Nilsen, Trude & Bergem, Ole Kristian (2016). Hjemmebakgrunn. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 158–172. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Gustafsson, Jan-Eric & Nilsen, Trude (2016). The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach. I Nilsen, Trude & Gustafsson, Jan-Eric (Red.), Teacher Quality, Instructional Quality and Student Outcomes Relationships Across Countries, Cohorts and Time. Springer Publishing Company. ISSN 9783319412528. s. 81–95. doi: 10.1007/978-3-319-41252-8_4. Fulltekst i vitenarkiv
• Nilsen, Trude & Kaarstein, Hege (2016). TIMSS og statistiske metoder. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 178–199. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Kaarstein, Hege & Nilsen, Trude (2016). Motivasjon. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 63–77. doi: 10.18261/97882150279999-2016-01. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

• Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan & Marsh, Herbert W. (2016). The quest for comparability: Studying the invariance of the teachers' sense of self-efficacy (TSES) measure across countries. PLOS ONE. 11(3). doi: 10.1371/journal.pone.0150829. Fulltekst i vitenarkiv Vis sammendrag

  Teachers’ self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used ‘Teachers’ Sense of Self-Efficacy (TSES)’ measure across countries and provides a synergism between substantive research on teachers’ self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers’ self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model.

• Scherer, Ronny; Nilsen, Trude & Jansen, Malte (2016). Evaluating Individual Students’ Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes. Frontiers in Psychology. 7. doi: 10.3389/fpsyg.2016.00110. Fulltekst i vitenarkiv Vis sammendrag

  Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

• Bergem, Ole Kristian; Nilsen, Trude & Scherer, Ronny (2016). Undervisningskvalitet i Matematikk. I Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Red.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 9788215027982. s. 120–136. doi: 10.18261/97882150279999-2016-08. Fulltekst i vitenarkiv Vis sammendrag

  Undervisningskvalitet måles og analyseres i dette kapitlet gjennom de fire dimensjonene 1) god klasseromsledelse, 2) støttende lærer, 3) tydelige intensjoner og 4) faglige/kognitive utfordringer. Data hentes fra elevspørreskjemaet hvor det er 5–7 spørsmål knyttet til hver av disse dimensjonene. Analysene indikerer at undervisningskvalitet har positiv sammenheng med norske elevers faglige prestasjoner og motivasjon i matematikk både på 5. trinn og 9. trinn. I tillegg fant vi at god klasseromsledelse har positiv sammenheng med elevenes faglige motivasjon.

• Gustafsson, Jan-Eric & Nilsen, Trude (2016). Final remarks. I Nilsen, Trude & Gustafsson, Jan-Eric (Red.), Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time.. Springer. ISSN 9783319412511. s. 135–147. Fulltekst i vitenarkiv
• Nilsen, Trude; Gustafsson, Jan-Eric & Blömeke, Sigrid (2016). Conceptual Framework and Methodology of This Report. I Nilsen, Trude & Gustafsson, Jan-Eric (Red.), Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time.. Springer. ISSN 9783319412511. s. 1–20. Fulltekst i vitenarkiv
• Gustafsson, Jan-Eric; Nilsen, Trude & Hansen, Kajsa Yang (2016). School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011. Studies in Educational Evaluation. ISSN 0191-491X. doi: 10.1016/j.stueduc.2016.09.004. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (2022). International Handbook of Comparative Large-Scale Studies in Education. Springer. ISBN 9783030382988. 990 s. Fulltekst i vitenarkiv
• Nilsen, Trude & Kaarstein, Hege (2021). Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISBN 9788215045092. 260 s. doi: 10.18261/9788215045108-2021. Fulltekst i vitenarkiv Vis sammendrag

  I Norge har naturfagprestasjoner på ungdomstrinnet i lang tid ligget under de andre nordiske landene, og de falt i tillegg med 13 poeng fra 2015 til 2019, noe som tilsvarer omtrent et halvt års skolegang. Derfor handler denne antologien om naturfag på 9. trinn. Basert på tidligere forskning tar antologien for seg elevenes muligheter til å lære, utforskende arbeidsmåter og sammenheng med elevenes prestasjoner og motivasjon, elevenes bruk av faglig språk, elevenes motivasjon for faget, og hvorvidt endringer over tid i elevenes skolemiljø, motivasjon og språk, lærernes kompetanse og undervisning har sammenheng med nedgangen i elevenes naturfagprestasjoner. Antologien avsluttes med et omfattende kapittel som beskriver og diskuterer naturfagets kjennetegn, verdi og relevans og deretter ser på naturfag og naturfagdidaktikk fra system-, lærer- og elevnivå. Vi håper at antologien vil kunne gi et viktig bidrag til forskningsfeltet og være med på å forme veien videre for naturfaget i norsk skole.

• Nilsen, Trude & Gustafsson, Jan-Eric (2016). Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time. Springer. ISBN 9783319412511. 166 s. Fulltekst i vitenarkiv
• Nilsen, Trude & Gustafsson, Jan-Eric (2016). Teacher Quality, Instructional Quality and Student Outcomes Relationships Across Countries, Cohorts and Time. Springer Publishing Company. ISBN 9783319412528. 166 s. Fulltekst i vitenarkiv
• Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (2016). Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISBN 9788215027982. 206 s. doi: 10.18261/97882150279999-2016. Fulltekst i vitenarkiv Vis sammendrag

  Trends in International Mathematics and Science Study (TIMSS) er en internasjonal studie i matematikk og naturfag for grunnskolen, som fra og med 1995 har blitt gjennomført hvert fjerde år. Norge har deltatt hver gang bortsett fra i 1999. TIMSS administreres av den internasjonale organisasjonen International Association for the Evaluation of Educational Achievement (IEA).

Se alle arbeider i NVA

• Olsen, Rolf Vegar; Nilsen, Trude; Blömeke, Sigrid & Gustafsson, Jan-Eric (2023). Conceptual And Methodological Accomplishments Of ILSAs, Remaining Criticism And Limitations. Fulltekst i vitenarkiv
• Senden, Bas; Jentsch, Armin; Teig, Nani & Nilsen, Trude (2023). Different classrooms, different teaching? Exploring the interplay between classroom composition and teaching quality. Fulltekst i vitenarkiv
• Senden, Bas; Teig, Nani & Nilsen, Trude (2022). Studying student perceptions across 38 countries using the alignment method: Comparability and the role of teachers’ gender. Fulltekst i vitenarkiv
• Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2022). Assessing the Evidence for Comparability of Socioeconomic Status across Students with and without Immigrant Background in Norway and Sweden [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Reykjavik, Iceland. Fulltekst i vitenarkiv
• Kaarstein, Hege; Nilsen, Trude & Lehre, Anne- Catherine W G (2022). Trend analyses of TIMSS 2015 and 2019: The importance of teachers for performance in mathematics and science. Fulltekst i vitenarkiv
• Øverby, Nina Cecilie; Nilsen, Trude & Vik, Frøydis Nordgård (2022). Derfor er frokosten så viktig for skoleelever. Fulltekst i vitenarkiv
• Senden, Bas; Teig, Nani & Nilsen, Trude (2022). Studying student perceptions of teaching quality across 38 countries: Comparability and the impact of teachers’ gender. Fulltekst i vitenarkiv
• Øverby, Nina Cecilie; Nilsen, Trude & Vik, Frøydis Nordgård (2022). Derfor er frokosten så viktig for skoleelever. Fulltekst i vitenarkiv
• Lehre, Anne- Catherine W G; Nilsen, Trude & Kaarstein, Hege (2022). Trend analyses of TIMSS 2015 and 2019: The importance of language for declining performance in mathematics and science. Fulltekst i vitenarkiv
• Senden, Bas; Nilsen, Trude & Teig, Nani (2021). The validity of students' ratings of instructional quality: Factorial structure, comparability, and the relationship to student achievement. Fulltekst i vitenarkiv
• Senden, Bas; Nilsen, Trude & Teig, Nani (2021). Instructional quality: validity, comparability, and the relationship to student achievement. Fulltekst i vitenarkiv
• Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2021). Measuring Socioeconomic Status across Ethnic Majority and Minorities in PISA 2018: Testing Household Possessions Index for Differential Item Functioning [Paper presentation]. European Conference on Educational Research (ECER), Geneva (online). https://eera-ecer.de/ecer-programmes/conference/26/contribution/51551/. Fulltekst i vitenarkiv
• Mittal, Oleksandra; Nilsen, Trude & Bjørnsson, Julius Kristjan (2021). Measuring Educational Equity Across Nordic Countries. Conceptual and Methodological Choices as Implications for Educational Policies [Paper presentation]. The 9th IEA International Research Conference (IRC), Dubai, UAE. https://online.flippingbook.com/view/1029174133/. Fulltekst i vitenarkiv
• Kaarstein, Hege & Nilsen, Trude (2021). Introduksjon. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 9–20. doi: 10.18261/9788215045108-2021-01. Fulltekst i vitenarkiv Vis sammendrag

  I Norge har naturfagprestasjoner på ungdomstrinnet i lang tid ligget under de andre nordiske landene, og de falt i tillegg med 13 poeng fra 2015 til 2019, noe som tilsvarer omtrent et halvt års skolegang. Derfor handler denne antologien om naturfag på 9. trinn. Basert på tidligere forskning tar antologien for seg elevenes muligheter til å lære, utforskende arbeidsmåter og sammenheng med elevenes prestasjoner og motivasjon, elevenes bruk av faglig språk, elevenes motivasjon for faget, og hvorvidt endringer over tid i elevenes skolemiljø, motivasjon og språk, lærernes kompetanse og undervisning har sammenheng med nedgangen i elevenes naturfagprestasjoner. Antologien avsluttes med et omfattende kapittel som beskriver og diskuterer naturfagets kjennetegn, verdi og relevans og deretter ser på naturfag og naturfagdidaktikk fra system-, lærer- og elevnivå. Vi håper at antologien vil kunne gi et viktig bidrag til forskningsfeltet og være med på å forme veien videre for naturfaget i norsk skole.

• Mittal, Oleksandra & Nilsen, Trude (2021). Measuring Equity across the Nordics. Methodological Choices as Implications for Educational Policies [Paper presentation]. The 19th Biennial EARLI Conference (online), University of Gothenburg, Sweden. Fulltekst i vitenarkiv
• Mittal, Oleksandra & Nilsen, Trude (2020). Measuring Equity across the Nordic Education Systems [Poster]. Department of Teacher Education and School Research, University of Oslo, Norway. Fulltekst i vitenarkiv
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes. Fulltekst i vitenarkiv
• Eriksen, Anne; Gjærum, Rikke Gürgens & Nilsen, Trude (2017). Mye på spill: drama som læringsform får det til. Fulltekst i vitenarkiv
• Nilsen, Trude; Blömeke, Sigrid; Hansen, Kajsa Yang & Gustafsson, Jan-Eric (2016). Are school characteristics related to equity? The answer may depend on a country’s developmental level. IEA Policy Brief. Fulltekst i vitenarkiv
• Nilsen, Trude; Kaarstein, Hege & Gustafsson, Jan-Eric (2016). Teacher quality mediating and moderating the relation between SES and achievement in Nordic countries. Fulltekst i vitenarkiv
• Kaarstein, Hege; Radišić, Jelena; Lehre, Anne- Catherine W G; Nilsen, Trude & Bergem, Ole Kristian (2020). TIMSS 2019 - Kortrapport. Universitetet i Oslo. Fulltekst i vitenarkiv
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes: Findings from TIMSS 2015 in Norway. IEA-IRC Conference Proceedings. Fulltekst i vitenarkiv

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