Our latest publications

  • Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? . Contemporary Educational Psychology. ISSN 0361-476X. doi: 10.1016/j.cedpsych.2024.102271.
  • Skåland, Gro & Arnseth, Hans Christian (2024). Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2024.2316073.
  • Sellberg, Charlott; Nazari, Zeinab & Solberg, Mads (2024). Virtual laboratories in STEM higher education: A scoping review. Nordic Journal of Systematic Reviews in Education (NJSRE). doi: 10.23865/njsre.v2.5766.
  • Bråten, Ivar; Haverkamp, Ymkje Elisabeth & Anmarkrud, Øistein (2024). Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-024-10521-y.
  • Silseth, Kenneth; Steier, Rolf Erik Jorgenson & Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-023-09413-0.
  • Kvernbekk, Tone (2024). Dannelse som anden-ordens fænomen. In Løw, Ole & Jensen, Elsebeth (Ed.), Om dannelse i skole og læreruddannelse. Akademisk Forlag. ISSN 9788750064824. p. 183–199.
  • Keskinen, Katri A.; Juntunen, Marja-Leena & Nerland, Monika (2024). Expanding professionalism in popular music voice teaching: A framework synthesis. Research Studies in Music Education. ISSN 1321-103X. doi: 10.1177/1321103X231223414. Full text in Research Archive
  • Zhang, Maoxin; Andersson, Björn & Jin, Shaobo (2024). Fast estimation of generalized linear latent variable models for performance and process data with ordinal, continuous, and count observed variables. British Journal of Mathematical & Statistical Psychology. ISSN 0007-1102. doi: 10.1111/bmsp.12337. Full text in Research Archive
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2024). Dual‑language Learners’ Questions and Teacher Responses in Shared Reading in Preschool. Early Childhood Education Journal. ISSN 1082-3301. Full text in Research Archive
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2024). Dual-language Learners’ Questions and Teacher Responses in Shared Reading in Preschool. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-023-01624-2.
  • Bearman, Margaret; Tai, Joanna; Henderson, Michael; Esterhazy, Rachelle; Mahoney, Paige & Molloy, Elizabeth (2024). Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2024.2307332.
  • Nordtug, Maja & Petersen, Line Nybro (2024). Navigating Health Communication: The Effects of Mediatization on Responsibility in Complex Decision-Making. SCM. Studies in Communication and Media. ISSN 2192-4007.
  • Sellberg, Charlott; Nordenström, Elin & Säljö, Roger (2024). The development of visual expertise in a virtual environment: A case of maritime pilots in training. Frontline Learning Research. ISSN 2295-3159. 12(1), p. 16–33. doi: 10.14786/flr.v12i1.1217. Full text in Research Archive
  • Nkwiga, Riziki Charles & Brock-Utne, Birgit (2024). Bottlenecks Teachers face when using an unfamiliar language in rural lower primary classes in Tanzania. . World Studies in Education. ISSN 1441-340X. 24(1), p. 20–32.
  • Kluge, Anders & Hasle, Marlene (2023). Use of Augmented Reality to Integrate Knowledge. ID&A Interaction design & architecture(s). ISSN 1826-9745. doi: 10.55612/s-5002-058-004.
  • Eie, Siv; Andersen, Renate; Mifsud, Louise; Mørch, Anders & Rustad, Mikkel Bertram (2023). Kritisk tenkning og Minecraft i lærerutdanningen: en studie av samfunnsfagundervisning om det industrielle gjennombruddet i Norge . Nordidactica - Journal of Humanities and Social Science Education. ISSN 2000-9879. Full text in Research Archive
  • Øvrelid, Egil; Bygstad, Bendik; Ludvigsen, Sten Runar & Dæhlen, Morten (2023). Dual Digitalization: A Framework for Digital Transformations of Higher Education. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. p. 53–74. doi: 10.1007/978-3-031-27758-0_3.
  • McCrudden, Matthew T.; Bråten, Ivar & Salmerón, Ladislao (2023). Learning from multiple texts. In Tierney, Robert J.; Rizvi, Fazal & Ercikan, Kadriye (Ed.), International Encyclopedia of Education. Elsevier. ISSN 978-0-12-818629-9. p. 353–363.
  • Kaliisa, Rogers; Jivet, Ioana & Prinsloo, Paul (2023). A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards. International Journal of Educational Technology in Higher Education. ISSN 2365-9440. doi: 10.1186/s41239-023-00394-6.. Full text in Research Archive
  • Drugli, May Britt; Buøen, Elisabet Solheim & Lekhal, Ratib (2023). Erfaringer med Trygg før 3 - profesjonsutvikling på småbarnsavdelinger - en kvalitativ studie. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. 26, p. 20–31.
  • Mavroudi, Anna (2023). Challenges and Recommendations on the Ethical Usage of Learning Analytics in Higher Education. In Viberg, Olga & Grönlund, Åke (Ed.), Practicable Learning Analytics. Springer. ISSN 978-3-031-27645-3. p. 193–206. doi: https:/doi.org/10.1007/978-3-031-27646-0_11.
  • Rognstad, Kristian; Engell, Thomas; Fjermestad, Krister Westlye; Wentzel-Larsen, Tore & Kjøbli, John (2023). Process and Implementation Elements of Measurement Feedback Systems: A Systematic Review. Administration and Policy in Mental Health and Mental Health Services Research. ISSN 0894-587X. doi: 10.1007/s10488-023-01325-3. Full text in Research Archive
  • Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie & Esterhazy, Rachelle (2023). Student Staff as Co-Designers in Higher Education. In Blikstein, Paulo; van Aalst, Jan; Kizito, Rita & Brennan, Karen (Ed.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. International Society of the Learning Sciences (ISLS). ISSN 9781737330677. p. 1973–1974. doi: 10.22318/icls2023.704174.
  • Sivesind, Kirsten & Hultén, Magnus (2023). Reform histories and changing educational conceptions of the nation and nationalism in Norwegian and Swedish curricula (1900 - 2000). In Tröhler, Daniel (Eds.), Education, Curriculum and Nation-Building Contributions of Comparative Education to the Understanding of Nations and Nationalism. Routledge. ISSN 9781032307589. p. 224–248. doi: https:/doi.org/10.4324/9781003315988-11.
  • Litherland, Kristina Torine & Kluge, Anders (2023). Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. Computer Science Education. ISSN 0899-3408. doi: 10.1080/08993408.2023.2290410. Full text in Research Archive
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2023). Deliberative leadership: Sustainable practices for public universities? Journal of Praxis in Higher Education (JPHE). Full text in Research Archive
  • Rydland, Veslemøy & Grøver, Vibeke (2023). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231210637. Full text in Research Archive
  • Silseth, Kenneth & Furberg, Anniken (2023). Bridging group work and whole-class activities through responsive teaching in science education. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-023-00770-w. Full text in Research Archive
  • Erstad, Ola Andres; Kucirkova, Natalia; Mangen, Anne; Aarsand, Pål André & Blikstad-Balas, Marte (2023). Reading in the digital age: Differences and commonalities across research approaches. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(4), p. 272–286. doi: 10.18261/NJDL.18.4.6. Full text in Research Archive
  • Gunnerud, Hilde Lowell & Bratlie, Siri Steffensen (2023). Assessing developmental language disorder in bilingual immigrant children : The case of morphological knowledge and executive functions. In Hanssen, Natallia Bahdanovich; Harju-Luukkainen, Heidi Katarina & Sundqvist, Christel (Ed.), Inclusion and special needs education for immigrant students in the Nordic countries. Routledge. ISSN 9781032355900. p. 51–68. doi: 10.4324/9781003327554-4.
  • Bernotaite, Simona & Ottesen, Eli (2023). Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway. European Educational Research Journal. ISSN 1474-9041. doi: 10.1177/14749041231213902. Full text in Research Archive
  • Baek, Chanwoong & Nordin, Andreas (2023). Understanding implicit reference societies in education policy. Journal of Education Policy. ISSN 0268-0939. doi: 10.1080/02680939.2023.2282456. Full text in Research Archive
  • Donolato, Enrica; Toffalini, Enrico; Rogde, Kristin; Nordahl-Hansen, Anders ; Lervåg, Arne & Norbury, Courtenay Frazier [Show all 7 contributors for this article] (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell systematic reviews. ISSN 1891-1803. 19(4), p. 1–48. doi: 10.1002/cl2.1368. Full text in Research Archive
  • Scianna, Jennifer & Kaliisa, Rogers (2023). ‘SSEEN’: a networked approach to uncover connections between sentiment, social, and epistemic elements of student online forum discourse. Educational technology research and development. ISSN 1042-1629. doi: 10.1007/s11423-023-10310-4. Full text in Research Archive
  • Karseth, Berit (2023). Curriculum, National Identity, and National Literacy. In Fox, Stephanie & Boser, Lukas (Ed.), National Literacies in Education. Historical Reflections on the Nexus of Nations, National Identity, and Education. Palgrave Macmillan. ISSN 978-3-031-41761-0. p. 125–142. doi: doi.org/10.1007/978-3-031-41762-7_10.
  • Alexandersen, Nina; Zachrisson, Henrik Daae; Røysamb, Espen; Wilhelmsen, Tiril; Wang, Mari Vaage & Brandlistuen, Ragnhild Eek (2023). Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design. Early Childhood Research Quarterly. ISSN 0885-2006. 66, p. 48–60. doi: 10.1016/j.ecresq.2023.08.009. Full text in Research Archive
  • Stensaker, Bjørn (2023). Rebuilding Collegiality? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. p. 209–214.
  • Stensaker, Bjørn (2023). Policy Framing in Canada, the U.S. and Western Europe – A Comparison, Comparative Higher Education Politics. Policymaking in North America and Western Europe. Springer. ISSN 9783031258664. p. 313–324.
  • Woelert, Peter & Stensaker, Bjørn (2023). The evaluative state, the evaluative society – and beyond. In Amaral, Alberto & Magalhães, António (Ed.), Handbook on Higher Education Management and Governance. Edward Elgar Publishing. ISSN 978 1 80088 806 7. p. 232–243.
  • Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology. ISSN 1664-1078. 14, p. 1–12. doi: 10.3389/fpsyg.2023.1212567. Full text in Research Archive
  • Frølich, Nicoline; Elken, Mari & Eide, Thea (2023). Mergers, distance, and leadership: Perceptions of different forms of distance to leadership in merger processes. Higher Education Quarterly. ISSN 0951-5224. p. 1–13. doi: 10.1111/hequ.12477. Full text in Research Archive
  • Erstad, Ola Andres & Silseth, Kenneth (2023). Rethinking the boundaries of learning in a digital age. Learning, Media & Technology. ISSN 1743-9884. 48(4), p. 557–565. doi: 10.1080/17439884.2023.2260977.
  • Sadorge, Christopher; Nerland, Monika & Grisot, Miria (2023). The Generative Role of Objects in Infrastructure Design: A Case of Designing a System for Continuity of Care. Computer Supported Cooperative Work (CSCW). ISSN 0925-9724. doi: 10.1007/s10606-023-09485-4. Full text in Research Archive
  • Strand, Torill & Papastephanou, Marianna (2023). Education and democratization. An introduction. Ethics and Education. ISSN 1744-9642. 18(3-4), p. 231–241. doi: 10.1080/17449642.2023.2281856. Full text in Research Archive
  • Strand, Torill (2023). Cinema, philosophy and paideia: A Badiouan analysis of the Iranian movie “Hit the Road”. Ethics and Education. ISSN 1744-9642. 18(3-4), p. 405–422. doi: 10.1080/17449642.2023.2281213. Full text in Research Archive
  • Nerland, Monika; Hasu, Mervi & Grisot, Miria (2023). Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case Study. Social Inclusion. ISSN 2183-2803. 11(4), p. 172–183. doi: 10.17645/si.v11i4.7121. Full text in Research Archive
  • Ribeiro, Luisa Jacinta Feio Antunes; Donolato, Enrica; Aguiar, Cecília; Correia, Nadine & Zachrisson, Henrik Daae (2023). Concurrent and Longitudinal Associations Between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study. Journal of Cognition and Development. ISSN 1524-8372. doi: 10.1080/15248372.2023.2248259.
  • Stensaker, Bjørn; Maassen, Peter & Rosso, Arianna (2023). The European University Initiative – investigating alliance formation and initial profile developments. Tertiary Education and Management. ISSN 1358-3883. doi: 10.1007/s11233-023-09125-y. Full text in Research Archive
  • Amundrud, Anja; Christensen, Ingrid; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Exploring the Potential of a Co-Creation Platform for Children and Youth. In Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
  • Amundrud, Anja; Rasmussen, Ingvill; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Classroom Talk for Learning: Support for and From Microblogging. In Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
  • Vasbø, Kristin Beate & Hegna, Kristinn (2023). Feeling close, disclosing feelings–family practices and practices of intimacy in youth–parent relations across three generations in Norway. Journal of Youth Studies. ISSN 1367-6261. doi: 10.1080/13676261.2023.2267481. Full text in Research Archive
  • Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts. In Spano, Lucio Davide; Schmidt, Albrecht; Santoro, Carmen & Stumpf, Simone (Ed.), End-User Development. 9th International Symposium, IS-EUD 2023, Cagliari, Italy, June 6–8, 2023, Proceedings. Springer. ISSN 978-3-031-34433-6. p. 230–240. doi: 10.1007/978-3-031-34433-6_15.
  • Lackner, Elisabeth Josefine (2023). Legitimising quality work in higher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–12. doi: 10.1080/00313831.2023.2262494. Full text in Research Archive
  • Peng, Altman Yuzhu; Liu, Fengshu & Chen, Zhen Troy (2023). Co-Constructing a Gender–State Entanglement in Canonical Three Kingdoms Fandom: A Discourse-Historical Approach. Asian Studies Review. ISSN 1035-7823. doi: 10.1080/10357823.2023.2245130. Full text in Research Archive
  • Lekhal, Ratib; Drugli, May Britt; Karlsen, Lisa-Marie; Lydersen, Stian & Buøen, Elisabet Solheim (2023). Does thrive by three, a quality-building intervention in childcare centres, strengthen children’s language skills? European Early Childhood Education Research Journal. ISSN 1350-293X. p. 1–16. doi: 10.1080/1350293X.2023.2260131. Full text in Research Archive
  • Knoph, Rebecca; Lawrence, Joshua & Francis, David J. (2023). The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2023.2241939. Full text in Research Archive
  • Grøver, Vibeke; Snow, Catherine; Evans, Leigh & Strømme, Hilde (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica. ISSN 0001-6918. 239. doi: 10.1016/j.actpsy.2023.103997. Full text in Research Archive
  • Lahn, Leif Christian & Berntsen, Svanhild Kristine (2023). Frameworking vocational teachers’ digital competencies: An integrative literature review and synthesis. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 7(2). doi: 10.7577/njcie.5322. Full text in Research Archive
  • Letnes, Mari-Ann; Rasmussen, Ingvill; Ní Bhroin, Niamh; Stänicke, Line Indrevoll & Veelo, Nicole Christine (2023). Socio-digital divides in Norwegian education - How variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(3), p. 201–213. doi: 10.18261/njdl.18.3.. Full text in Research Archive
  • Brandenberger, Isabel Alexandra; Hasu, Mervi & Nerland, Monika (2023). Integrating technology with work practices in primary care: Challenges to sustainable organizing "from within". Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-01-2023-0009. Full text in Research Archive
  • Sadorge, Christopher; Nerland, Monika & Mäkitalo, Åsa (2023). Conditioning the work of colleagues: health professionals’ explorative work in technology design. Vocations and Learning. ISSN 1874-785X. doi: 10.1007/s12186-023-09331-0. Full text in Research Archive
  • Bastiansen, Sofie & Wittek, Anne Line (2023). Problem-Based Peer Group Mentoring: A Tool for Faculty Development, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. p. 131–154. doi: 10.1007/978-3-031-37458-6_8.
  • Wittek, Anne Line (2023). Feedback in the Context of Peer Group Mentoring: A Theoretical Perspective, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. p. 23–38. doi: 10.1007/978-3-031-37458-6_2.
  • Lunde, Ida Martinez (2023). From generic skills to behaviour monitoring: exploring materialisations of the key skills framework in public–private relationships. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2023.2259814. Full text in Research Archive
  • Lackner, Elisabeth Josefine (2023). Agreements between the state and higher education institutions–how do they matter for institutional autonomy? Studies in Higher Education. ISSN 0307-5079. doi: 10.1080/03075079.2023.2258901. Full text in Research Archive
  • Brock-Utne, Birgit (2023). English as a medium of instruction and research in education: An international and comparative analysis. In Tierney, Robert, Robert; Rizvi,, Fazald & Erkican, Kadriye (Ed.), International Encyclopedia of Education, 4th edition. vol. 1. . Elsevier. ISSN 9780128186305 . p. 371–379. doi: https:/dxdoi.org/10.1016/B978-0-12-818630-5.01045-9..
  • Erstad, Ola Andres (2023). Understanding Learning Lives in Transition: The Cultural Dynamics of Education Among Migrant Children. In Lee, W.O.; Goodwin, A.L. & Green, A. (Ed.), International Handbook on Education Development in Asia-Pacific.. Springer. ISSN 978-981-16-2327-1. doi: https:/doi.org/10.1007/978-981-16-2327-1_114-1.
  • Sharr, Zin Mie (2023). Exploring globally responsible women leadership in Myanmar: characteristics, challenges, and opportunities. Journal of Global Responsibility. ISSN 2041-2568. doi: 10.1108/JGR-07-2023-0115.
  • Qushem, Umar Bin; Oyelere, Solomon Sunday; Akçapınar, Gökhan; Kaliisa, Rogers & Laakso, Mikko-Jussi (2023). Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-023-09674-6.
  • Damsa, Crina I. (2023). Networks, Artifacts and Agency - Examining Engineering Students’ Collaborative Learning and Agency. In Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
  • Damsa, Crina I.; Henriksen, Lise Toft & Christensen, Hege (2023). Dialogue and Artefacts as Instruments in Peer Group Mentoring and Supervision of Problem-Based Learning in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. p. 63–77.
  • Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Introduction. In Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Ed.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. p. 1–13.
  • Markauskaite, Lina; Carvalho, Lucila & Damsa, Crina I. (2023). Ecological perspectives on learning and methodological implications for research and design. In Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Ed.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. p. 30–47.
  • de Lange, Thomas & Wittek, Anne Line (2023). Experiences from the PeTS Project: What Lessons Have We Learned, and How Should We Proceed? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_10.
  • de Lange, Thomas & Wittek, Anne Line (2023). Analysing the Emergence of Trust in Peer Group Mentoring, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_9.
  • de Lange, Thomas; Esterhazy, Rachelle & Wittek, Anne Line (2023). Peer Group Mentoring Among Faculty Staff in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_1.
  • Karlsen, Lisa-Marie; Rydland, Veslemøy; Buøen, Elisabet Solheim; Vandell, Deborah Lowe & Lekhal, Ratib (2023). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231195708. Full text in Research Archive
  • Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. In de Lange, Thomas & Wittek, Anne Line (Ed.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9.
  • Hermansen, Hege; Kartzow, Marianne Bjelland; Lycke, Kirsten Marie Rode Hofgaard & Rasmussen, Alf (2023). Peer Group Mentoring: Exploring the Interplay with Institutional Practices. In de Lange, Thomas & Wittek, Anne Line (Ed.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9. p. 39–54.
  • Rowsell, Jennifer; Arnseth, Hans Christian & Cabello, Paulina Ruiz (2023). From boundaries to entangled story lines: untangling young people’s material and immaterial storied practices. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2244878. Full text in Research Archive
  • van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy & Buøen, Elisabet Solheim (2023). Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care. Early Child Development and Care. ISSN 0300-4430. p. 1403–1416. doi: 10.1080/03004430.2023.2247188. Full text in Research Archive
  • Aksnes, Dag W.; Borlaug, Siri Brorstad; Eide, Thea & Stensaker, Bjørn (2023). Exploring the relationship between departmental characteristics and research performance. Perspectives. ISSN 1360-3108. doi: 10.1080/13603108.2023.2227132. Full text in Research Archive
  • Araos Moya, Andres Arturo & Damsa, Crina I. (2023). Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2230124. Full text in Research Archive
  • Bostad, Inga & Bondevik, Hilde (2023). Education, Immunity and Autoimmunity—A Study of Medicalized Philosophy of Education. Education Sciences. ISSN 2227-7102. 13(7). doi: 10.3390/educsci13070691. Full text in Research Archive
  • Strømsø, Helge Ivar (2023). Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension? Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-023-10468-6. Full text in Research Archive
  • Stensen, Kenneth; Lydersen, Stian; Ranøyen, Ingunn; Lekhal, Ratib; Drugli, May Britt & Buøen, Elisabet Solheim (2023). Investigating the Measurement Invariance of the Caregiver-Teacher Report Form (C-TRF) Factors in a Norwegian Early Childhood Education and Care Context. Journal of Psychopathology and Behavioral Assessment. ISSN 0882-2689. doi: 10.1007/s10862-023-10074-4. Full text in Research Archive
  • Sundby, Anniken Hotvedt & Rødnes, Kari Anne (2023). Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document. L1-Educational Studies in Language and Literature. ISSN 1567-6617. 23, p. 1–27. doi: 10.21248/l1esll.2023.23.1.504.
  • Evenshaug, Aurora Jacobsen & Lie, Elin Rødahl (2023). Fragments of danning - A critical analysis of the current educational discourse in Norway. Global Education Review (GER). ISSN 2325-663X. Full text in Research Archive
  • Lie, Elin Rødahl (2023). Encountering the Promise of Happiness. In Search for a Critical Space in Education. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. doi: https:/doi.org/10.4324/9781003327332.
  • Wilhelmsen, Tiril; Røysamb, Espen; Lekhal, Ratib; Brandlistuen, Ragnhild Eek; Alexandersen, Nina & Wang, Mari Vaage (2023). Children's mental health: The role of multiple risks and child care quality. Journal of Applied Developmental Psychology. ISSN 0193-3973. 86. doi: 10.1016/j.appdev.2023.101546. Full text in Research Archive
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View all works in Cristin

  • Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (2024). Education and Dialogue in Polarized Societies. Oxford University Press. ISBN 9780197605424. 256 p.
  • Brock-Utne, Birgit (2023). Learning from and Teaching Africans. Cambridge Scholars Publishing. ISBN 978-1-5275-9156-1. 173 p.
  • Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (2023). Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISBN 9783030895815.
  • de Lange, Thomas & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 9783031374579. 61(61).
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  • Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Re-theorising Learning and Research Methods in Educational Research. Routledge. ISBN 9781032071893. 300 p.
  • Damsa, Crina I. & Barany, Amanda (2023). Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISBN 9783031317255. 430 p.
  • Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISBN 9781032355351. 262 p. Full text in Research Archive
  • Tröhler, Daniel; Bostad, Inga; Tveit, Sverre & Hörmann, Bernadette (2023). The Nordic Education Model in Context. Routledge. ISBN 9781032110462. 368 p.
  • Larsen, Jesper Eckhardt; Schulte, Barbara & Thue, Fredrik W. (2022). Schoolteachers and the Nordic Model. Comparative and Historical Perspectives. Routledge. ISBN 9781003082514. 260 p.
  • Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (2022). Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education. Routledge. ISBN 978-0-367-70252-6. 217 p. Full text in Research Archive

View all works in Cristin

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  • Grøver, Vibeke & Lawrence, Joshua (2024). Exploring Idioms in Shared Book Reading: Impact on Chinese-Norwegian Bilingual Children's Vocabulary Growth. .
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  • Bostad, Inga; Guillemin, Elodie & Hogstad, Kjetil Horn (2024). Demokrati og anarki. Salongen – nettidsskrift for filosofi og idéhistorie. ISSN 2703-7053.
  • Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-modellen.
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  • Beck, Eevi Elisabeth (2024). Facilitating university teachers’ reflections on how to teach sustainability.
  • Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-prosjektet.
  • Rydland, Veslemøy (2024). Hvordan kan barnehager bidra til sosial utjevning?
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  • Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Testing the structure of credibiltiy evaluation in an online multiple text context.
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  • Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy.
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  • Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt & Lekhal, Ratib (2023). Measuring preschool teachers’ emotion socialisation with young children.
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  • Rydland, Veslemøy (2023). Language stimulation for children with another language background and inclusion.
  • Buøen, Elisabet Solheim; Lekhal, Ratib & Drugli, May Britt (2023). Effects of the Thrive by Three: a Professional Development Model to Enhance ECEC Quality.
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  • Breit, Eric & Bråthen, Magne (2023). What distinguishes inclusive and non-inclusive companies: Experiences from a survey in Norway.
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  • Donolato, Enrica; Masi, Alice; Caviola, Sara; Melby-Lervåg, Monica & Lervåg, Arne (2023). Math-attitudes intervention programs for school-age students: A meta-analysis and overview of the literature.
  • Melby-Lervåg, Monica; Amland, Tonje; Grande, German; Scherer, Ronny & Lervåg, Arne (2023). Does language underlie mathematical skill development? A systematic review and meta-analysis of concurrent and longitudinal predictors .
  • Elken, Mari (2023). Loose Coupling and analysis of university organization.
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  • Strand, Torill (2023). Cinema, Philosophy and Paideia. A Badiouan analysis of the Iranian movie “Hit the Road” .
  • Strand, Torill (2023). Cinema as Political Education.
  • Strand, Torill (2023). Political education through cinema.
  • Nordahl, Marie Aurora; Idsøe, Thormod; Vaillancourt, Tracy; Wang, Mari Vaage & Brandlistuen, Ragnhild Eek (2023). Bullying victimization and internalizing and externalizing problems: The impact of teacher-child relations in the context of early childhood education and care.
  • Nerland, Monika; Aanestad, Margunn; Hasu, Mervi ; Grisot, Miria & Sundt-Ohlsen, Harald (2023). Nye kompetansebehov i helsesektorens digitaliseringsprosesser. .
  • Smørdal, Ole (2023). Forskernatt - Forskernes eget talkshow.
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  • Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke (2023). Språkbruk og barnebøker i hjemmet, og språkferdigheter på morsmål og norsk hos torspråklige barnehagebarn: En latent profilanalyse.
  • Touileb, Samia; Schjøll, Anita; Throndsen, Eivind; Solberg, Per Erik & Ludvigsen, Sten Runar (2023). The Ethics of Large Language Models.
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  • Brock-Utne, Birgit (2023). The Transformative Role of Universities- Making the World a better place to live in: embedding Maori thinking and concepts such as Ubuntu, Vasudhaiva Kutumbakam, and Chikyu Minzokushugi.
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  • Monsrud, May-Britt; Karlsen, Jannicke; Klem, Marianne & Bratlie, Siri Steffensen (2023). Å vurdere språkkompetansen til flerspråklige barn med minoritetsbakgrunn: betydningen av språklige erfaringer. Norsk tidsskrift for logopedi. ISSN 0332-7256. 69(3), p. 22–30.
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  • Damsa, Crina I. (2023). Together for learning: Understanding the ecosystem of collaborative learning.
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  • Nerland, Monika; Hasu, Mervi & Grisot, Miria (2023). Discourses of Digitalisation and the Positioning of Workers in Primary Care: A Norwegian Case .
  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2023). Idioms exposure in shared book reading and child vocabulary growth: An exploratory study.
  • Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts.
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  • Nerland, Monika (2023). Exploring professional knowing and learning in local and extended contexts of practice.
  • Nerland, Monika; Brandenberger, Isabel Alexandra & Hasu, Mervi (2023). Relational meta-work emerging during technology integration in primary care.
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  • Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning.
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  • Amundrud, Anja & Rasmussen, Ingvill (2023). Collaborative design for professional development in digital schools: Co-designing digital technology to develop teachers’ dialogic practice.
  • Engen, Bård Ketil; Steier, Rolf & Giæver, Tonje Hilde (2023). Digitalisering ved GFU.
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  • Ferguson, Leila Eve & Luimes, Maike Kristina (2023). Teaching in higher education (THE project): Teacher beliefs about teaching and research on teaching in higher education.
  • Kvernbekk, Tone (2023). Hva var pedagogikk? Historiefilosofiske betraktninger.
  • Espenes, Kristin; Tørmoen, Anita Johanna; Keles, Serap; Kjøbli, John; Helland, Siri Saugestad & Waaler, Pamela Marie (2023). Omsorgs – og Endringsmodellen (OEM): En DBT-informert miljøterapeutisk tilnærming i barnevernsinstitusjoner Teori og forskning.
  • Monica, Bjermeland; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi (2023). Bør alle kommuner skaffe seg en gaming-ekspert? Forskning.no. ISSN 1891-635X.
  • Bjermeland, Monica; Amundrud, Anja; Smørdal, Ole & Tellefsen, Sølvi (2023). DET GRØNNE SKIFTET: En gamingekspert i hver kommune?
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  • Smørdal, Ole & Amundrud, Anja (2022). IPEDs deltakelse i INCLUDE – et forskningssenter for sosialt inkluderende energiomstilling.
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