Siste 100 IPED publikasjoner

Registrert i Cristin.

  • Sivesind, Kirsten (2023). Public schooling in a ‘post-factual’ society: A call for historically nuanced discussions. I Krogh, Ellen; Qvortrup, Ane & Graf, Stefan Ting (Red.), Bildung, Knowledge, and Global Challenges in Education. Didaktik and Curriculum in the Anthropocene Era. Routledge. ISSN 9781032245829.
  • Sivesind, Kirsten; Tiplic-Lunde, Dijana & Johnsen, Lars Gunnarsønn Bagøien (2023). Surveying Policy Discourses Across Time and Space Internationalization of Knowledge Providers and Nordic Narratives. I Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Red.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. s. 308–331.
  • Baricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2022). CoPDA 2022 - Cultures of Participation in the Digital Age: AI for Humans or Humans for AI? I Bottoni, Paolo (Red.), AVI 2022: Proceedings of the 2022 International Conference on Advanced Visual Interfaces. ACM Publications. ISSN 978-1-4503-9719-3. s. 1–3. doi: 10.1145/3531073.3535262.
  • Angela Daniela, La Rosa & Mavroudi, Anna (2022). A case study of hybrid learning in higher education using quantitative research design. I Domenech, Josep (Red.), Eighth edition of the International Conference on Higher Education Advances (HEAd). Polytechnic University of Valencia. ISSN 978-84-1396-003-6. s. 943–950. doi: http%3A/dx.doi.org/10.4995/HEAd22.2022.14680. Fulltekst i vitenarkiv
  • Mørch, Anders & Andersen, Renate (2022). Toward a Method of Visual Artifact Analysis: Understanding Learners’ Design Activity in a Makerspace. CEUR Workshop Proceedings. ISSN 1613-0073. 3136, s. 86–92.
  • Andersen, Renate; Gjølstad, Eli & Mørch, Anders (2022). Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload. CEUR Workshop Proceedings. ISSN 1613-0073. 3136, s. 30–35.
  • Karseth, Berit (2022). Skoleutvikling i lys av et nasjonalt læreplanverk. I Mausethagen, Sølvi & Helstad, Kristin (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 55–73.
  • Peftitsis, Dimosthenis & Mavroudi, Anna (2022). Students Perceptions on Teaching Design of Power Electronics Using Student-Response Systems: Thematic Content Analysis of Interviews. IEEE Access. ISSN 2169-3536. 10, s. 1–13. doi: 10.1109/ACCESS.2022.3183584. Fulltekst i vitenarkiv
  • Ulvund, Stein Erik (2022). Early Intervention in Families with Preterm Infants: A Review of Findings from a Randomized Controlled Trial Following Children Up to 9 Years of Age. Children. ISSN 2227-9067. 9(4), s. 1–10. doi: 10.3390/children9040474.
  • Bråten, Ivar & Bembenutty, Héfer (2022). An interview with Ivar Bråten: A pioneer making a scientific contribution to theoretical and empirical research on the role of epistemic cognition in multiple document literacy. I Bembenutty, Héfer (Red.), Contemporary pioneers in teaching and learning, Volume 2. Information Age Publishing. ISSN 978-1-64802-827-4. s. 235–256.
  • Ronconi, Angelica; Veronesi, Valentina; Mason, Lucia; Manzione, Lucia; Florit, Elena & Anmarkrud, Øistein [Vis alle 7 forfattere av denne artikkelen] (2022). Effects of reading medium on the processing, comprehension, and calibration of adolescent readers. Computers & Education. ISSN 0360-1315. 185. doi: 10.1016/j.compedu.2022.104520.
  • Tsai, Meng-Jung; Wu, An-Hsuan; Bråten, Ivar & Wang, Ching-Yeh (2022). What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information. Computers & Education. ISSN 0360-1315. 187. doi: 10.1016/j.compedu.2022.104544.
  • Biele, Guido; Lekhal, Ratib; Øvergaard, Kristin Romvig; Wang, Mari Vaage; Brandlistuen, Ragnhild Eek & Friis, Svein [Vis alle 7 forfattere av denne artikkelen] (2022). The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children. Child and Adolescent Psychiatry and Mental Health (CAPMH). ISSN 1753-2000. 16(1). doi: 10.1186/s13034-022-00442-5.
  • Røe-Indregård, Hanne; Rowe, Meredith L.; Rydland, Veslemøy & Zambrana, Imac Maria (2022). Features of communication in Norwegian parent–child play interactions. First language. ISSN 0142-7237. 42(3), s. 383–404. doi: 10.1177/01427237211072661.
  • Braasch, Jason; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar (2022). Belief bias when adolescents read to comprehend multiple conflicting texts. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10262-w.
  • Sivesind, Kirsten (2022). The Rise and Relevance of Curriculum Reform. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305.
  • Volmari, Saija; Sivesind, Kirsten & Jónasson, Jón Torfi (2022). Regional Policy Spaces, Knowledge Networks, and the "Nordic Other". I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 349–382. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_12.
  • Sivesind, Kirsten & Karseth, Berit (2022). Introduction: A comparative Network Analysis of Knowledge Use in Nordic Education Policies. I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 1–31. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_1.
  • Hörmann, Bernadette & Sivesind, Kirsten (2022). Structuring School Reform Policy with Evidence: The Inter-mediational Role of Knowledge Sources and Arguments. I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 183–225. doi: https%3A/doi.org/10.1007/978-3-030-91959-7_7.
  • Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne (2022). Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-022-10907-x.
  • Steiner-Khamsi, Gita; Baek, Chanwoong; Karseth, Berit & Nordin, Andreas (2022). How Much is Policy Advice Changed and Lost in Political Translation? . I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 281–320.
  • Karseth, Berit & Sivesind, Kirsten (2022). Conclusions: Toward a Renewed Understanding of Evidence-Based Policy in Education . I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISSN 978-3-030-91959-7. s. 409–429.
  • Bygstad, Bendik; Øvrelid, Egil; Ludvigsen, Sten Runar & Dæhlen, Morten (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education. ISSN 0360-1315. 182. doi: 10.1016/j.compedu.2022.104463.
  • Dohn, Nina Bonderup; Kafai, Yasmin; Mørch, Anders & Ragni, Marco (2022). Survey: Artificial Intelligence, Computational Thinking and Learning. Künstliche Intelligenz. ISSN 0933-1875. 36, s. 5–16. doi: 10.1007/s13218-021-00751-5.
  • Prinsloo, Paul & Kaliisa, Rogers (2022). Data privacy on the African continent: Opportunities, challenges and implications for learning analytics. British Journal of Educational Technology (BJET). ISSN 0007-1013. s. 1–20. doi: 10.1111/bjet.13226. Fulltekst i vitenarkiv
  • Bostad, Inga; Lie, Hanne Cathrine; Gerwing, Jennifer; Bondevik, Hilde; Ellingsen, Dan Mikael & Gulbrandsen, Pål [Vis alle 11 forfattere av denne artikkelen] (2022). Studying clinical communication through multiple lenses: The underused potential of inter-disciplinary collaborations. Patient Education and Counseling. ISSN 0738-3991. doi: 10.1016/j.pec.2022.04.010.
  • Amundrud, Anja; Rasmussen, Ingvill & Warwick, Paul (2022). Teaching talk for learning during co-located microblogging activities. Learning, Culture and Social Interaction. ISSN 2210-6561. 34(100618). doi: 10.1016/j.lcsi.2022.100618.
  • Nystad, Kathrin; Drugli, May Britt; Lydersen, Stian; Lekhal, Ratib & Buøen, Elisabet Solheim (2022). Change in toddlers' cortisol activity during a year in childcare. Associations with childcare quality, child temperament, well-being and maternal education. Stress. ISSN 1025-3890. doi: 10.1080/10253890.2022.2048371.
  • Lie, Elin Rødahl (2022). When unhappiness is not the endpoint, fostering justice through education . Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054562.
  • Kaliisa, Rogers & Dolonen, Jan Arild (2022). CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-022-09598-7. Fulltekst i vitenarkiv
  • Silseth, Kenneth & Erstad, Ola Andres (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. doi: 10.1016/j.tate.2022.103633.
  • Silseth, Kenneth; Hontvedt, Magnus & Mäkitalo, Åsa (2022). Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions. European Journal of Psychology of Education. ISSN 0256-2928. doi: 10.1007/s10212-022-00610-3.
  • Bostad, Inga (2022). An ethics of rhythm—reflections on justice and education. Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054559.
  • Kvernbekk, Tone (2022). Objektivitet som epistemisk norm i pedagogisk forskning. I Thuen, Harald; Myklestad, Synnøve & Vik, Stine (Red.), Pedagogikkens idé og oppdrag. Fagbokforlaget. ISSN 9788245040883. s. 260–278.
  • Beck, Eevi Elisabeth (2022). The will to injustice. An autoethnography of learning to hear uncomfortable truths. Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054561.
  • Sundby, Anniken Hotvedt & Lackner, Elisabeth Josefine (2022). Kompetanse er svaret i utdanningspolitikken – hva var spørsmålet? Nytt Norsk Tidsskrift. ISSN 0800-336X. 39(1), s. 41–50. doi: 10.18261/issn.1504-3053.
  • Strand, Torill (2022). What promotes justice in, for and through education today? Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054563.
  • Strand, Torill (2022). Educative justice in viral modernity. A Badiouan reading. Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054560.
  • Nerland, Monika (2022). Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway. Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-02-2022-0025. Fulltekst i vitenarkiv
  • Kaliisa, Rogers; Rienties, Bart; Mørch, Anders & Kluge, Anders (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers & Education Open (CAEO). doi: 10.1016/j.caeo.2022.100073. Fulltekst i vitenarkiv
  • Hogstad, Kjetil Horn (2022). ‘Plastic justice’: a metaphor for education. Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054539. Fulltekst i vitenarkiv
  • Klemsdal, Lars; Andreassen, Tone Alm & Breit, Eric Martin Alexander (2022). Resisting or facilitating change? How street-level managers’ situational work contributes to the implementation of public reforms. Journal of public administration research and theory. ISSN 1053-1858. doi: 10.1093/jopart/muac004. Fulltekst i vitenarkiv
  • Bratlie, Siri Steffensen; Brinchmann, Ellen Irén; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research. ISSN 0034-6543. doi: 10.3102/00346543211073186.
  • Furberg, Anniken Larsen & Silseth, Kenneth (2022). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2021.1954521. Fulltekst i vitenarkiv
  • Cederberg, Matilda; Fors, Andreas; Ali, Lilas; Goulding, Anneli & Mäkitalo, Åsa (2022). The interactive work of narrative elicitation in person-centred care: Analysis of phone conversations between health care professionals and patients with common mental disorders. Health Expectations. ISSN 1369-6513. doi: 10.1111/hex.13440.
  • Næss, Kari-Anne Bottegård; Hokstad, Silje; Engevik, Liv Inger; Lervåg, Arne & Smith, Elizabeth (2022). A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program. Remedial and special education. ISSN 0741-9325. doi: 10.1177/07419325211058400.
  • Jensen, Karen; Nerland, Monika Bærøe & Tronsmo, Eli (2022). Changing Cultural Conditions for Knowledge Sharing in the Teaching Profession: A Theoretical Reinterpretation of Findings Across Three Research Projects. Professions and Professionalism. ISSN 1893-1049. 11(3), s. 1–20. doi: 10.7577/pp.4267.
  • Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2022). How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson. Cultural Studies of Science Education. ISSN 1871-1502. doi: 10.1007/s11422-022-10101-y..
  • Major, Louis; Smørdal, Ole; Warwick, Paul; Rasmussen, Ingvill; Cook, Victoria & Vrikki, Maria (2022). Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2022.2032632.
  • Omland, Maren; Ludvigsen, Sten Runar & Rødnes, Kari Anne (2022). The role of querying: Investigating subject-oriented meaning-making. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2021.100599.
  • de Lange, Thomas; Wittek, Anne Line & Bjerknes, Audun (2022). Trust in Peers: Conditions of Trust in Faculty-Based Peer Review of Teaching in Norway. Higher Education Dynamics. ISSN 1571-0378. 57, s. 117–130. doi: 10.1007/978-3-030-87037-9_8.
  • Schaffar, Birgit & Beck, Eevi Elisabeth (2022). Means and Meanings of Research Collaboration in the Face of a Suffering Earth: A Landscape of Questions. I Bjørkdahl, Kristian & Franco Duharte, Adrian Santiago (Red.), Academic Flying and the Means of Communication. Palgrave Macmillan. ISSN 978-981-16-4910-3. s. 297–325.
  • Pierroux, Palmyre; Steier, Rolf & Ludvigsen, Sten Runar (2022). Group Creativity in Adolescence: Relational, Material and Institutional Dimensions of Creative Collaboration. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2022.2025813. Fulltekst i vitenarkiv
  • Pierroux, Palmyre; Knutson, Karen & Crowley, Kevin (2022). Informal Learning in Museums. I Sawyer, Keith (Red.), The Cambridge Handbook of the Learning Sciences. Cambridge University Press. ISSN 9781108888295.
  • Prilutskaya, Marina Yurievna; Knoph, Rebecca & Hanssen, Jessica Allen (2022). “The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway.”. I Krulatz, Anna; Neokleous, Georgios & Dahl, Anne (Red.), Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications. Multilingual Matters. ISSN 9781788926409.
  • Strand, Torill (2022). Thinking education in viral modernity: Semiosis as a root metaphor. Philosophies. ISSN 2409-9287.
  • Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina Torine (2021). Learning Domain Knowledge Using Block-Based Programming: Design-Based Collaborative Learning. I Fogli, Daniela; Tetteroo, Daniel; Barricelli, Barbara Rita; Markopoulos, Panos & Papadopoulos, George A. (Red.), End-User Development. 8th International Symposium, IS-EUD 2021.. Springer. ISSN 978-3-030-79839-0. s. 119 –135. doi: 10.1007/978-3-030-79840-6_8.
  • Andersen, Renate; Eie, Siv; Mørch, Anders Irving; Mifsud, Louise & Rustad, Mikkel Bertram (2021). Rebuilding the Industrial Revolution: Using Minecraft in Teacher Education in Social Studies. I de Vries, Erica; Hod, Yotam & Ahn, June (Red.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. International Society of the Learning Sciences. ISSN 978-1-7373306-1-5. s. 27–35. doi: 10.22318/icls2021.27.
  • Hämäläinen, Elina K.; Kiili, Carita Päivi Susanna; Räikkönen, Eija & Marttunen, Miika (2021). Students' abilities to evaluate the credibility of online texts: The role of internet-specific epistemic justifications. Journal of Computer Assisted Learning. ISSN 0266-4909. 37(5), s. 1409–1422. doi: 10.1111/jcal.12580. Fulltekst i vitenarkiv
  • Ascroft, Elizabeth (2021). Gender violence through the eyes of the Bajan youth: using Photovoice methods in small island states. Visual Studies. ISSN 1472-586X. 36(4-5), s. 537–553. doi: 10.1080/1472586X.2020.1827975.
  • Pinheiro, Romulo & Abualrub, Iyad Nabeeh Abdelfattah (2021). When Excellence Meets Relevance: Challenges and Tensions Facing Higher Education Institutions. I Broucker, Bruno; Pritchard, Rosalind M.O.; Melin, Göran & Milsom, Clare (Red.), Sustaining the Future of Higher Education. Brill Academic Publishers. ISSN 978-90-04-46779-8. s. 45–61. doi: 10.1163/9789004467804_004.
  • Grøver, Vibeke & Bråten, Ivar (2021). Hvorfor en bok om leseforståelse i skolen? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 15–25.
  • Latini, Natalia & Bråten, Ivar (2021). Å lese på skjerm eller papir - spiller det noen rolle? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 179–196.
  • Bråten, Ivar (2021). Lesing av multiple tekster. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 144–160.
  • Lombard, Jordan; Bråten, Ivar; van de Leemput, Cécile & Amadieu, Franck (2021). Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter? Instructional Science. ISSN 0020-4277. 49(2), s. 197–221. doi: 10.1007/s11251-021-09537-6. Fulltekst i vitenarkiv
  • Lackner, Elisabeth Josefine (2021). Studying the Relation Between Stakeholder Input and Higher Education Policy. Higher Education Policy. ISSN 0952-8733. doi: 10.1057/s41307-021-00240-2. Fulltekst i vitenarkiv
  • Lawrence, Joshua; Knoph, Rebecca; Mcllraith, Autumn; Kulesz, Paulina A. & Francis, David (2021). Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.434.
  • Smette, Ingrid & Hegna, Kristinn (2021). Selvbestemmelse og selvregulering: Nye elevidealer for ungdomsskolen . I Ødegård, Guro & Pedersen, Willy (Red.), UNGDOMMEN. Cappelen Damm Akademisk. ISSN 978-82-02-73299-8. s. 113–134. doi: https%3A/doi.org/10.23865/noasp.142.ch5. Fulltekst i vitenarkiv
  • Bakken, Anders; Hegna, Kristinn & Sletten, Mira Aaboen (2021). Offline, online. Digitale ungdomsliv gjennom tre tiår. I Ødegård, Guro & Pedersen, Willy (Red.), UNGDOMMEN. Cappelen Damm Akademisk. ISSN 978-82-02-73299-8. Fulltekst i vitenarkiv
  • Latini, Natalia; Bråten, Ivar & Haverkamp, Ymkje Elisabeth (2021). Breadth and depth of strategic processing during text comprehension. Learning and Individual Differences. ISSN 1041-6080. 91, s. 1–10. doi: 10.1016/j.lindif.2021.102058. Fulltekst i vitenarkiv
  • Rogde, Kristin; Hagen, Åste Mjelve; Lervåg, Arne & Melby-Lervåg, Monica (2021). Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests. Nordic Journal of Literacy Research. ISSN 2464-1596. 7(2), s. 1–18. doi: 10.23865/njlr.v7.2814. Fulltekst i vitenarkiv
  • Oddli, Hanne Berit Weie; Heinonen, Erkki; Hau, Stephan; Nielsen, Jan; Esterhazy, Rachelle & Hoff, Cecilie Hillestad [Vis alle 7 forfattere av denne artikkelen] (2021). Learning Processes and Acquisition of Knowledge and Skills in Training and Supervision of Psychotherapy and Counselling: A Study Protocol for a Scoping Review. Frontiers in Psychology. ISSN 1664-1078. 12, s. 1–6. doi: 10.3389/fpsyg.2021.718314. Fulltekst i vitenarkiv
  • Erstad, Ola Andres & Gilje, Øystein (2021). Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk. . Aktualitet. Litteratur, kultur og medier. ISSN 2446-1296. 15(3), s. 11–18. Fulltekst i vitenarkiv
  • Feng, Shihui; Erstad, Ola Andres & Li, Mengqian (2021). Social Connections Matter: Online and offline civic engagement among college students. Proceedings of the Association for Information Science and Technology. ISSN 2373-9231. 58, s. 127–138.
  • Ludvigsen, Sten Runar; Lund, Kristine & Oshima, June (2021). A Conceptual Stance on CSCL History, International Handbook of Computer-Supported Collaborative Learning . Springer Nature. ISSN 978-3-030-65290-6. s. 45–64.
  • Baker, Michael J.; Schwarz, Baruch B. & Ludvigsen, Sten Runar (2021). Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-021-09359-1.
  • Jungblut, Jens; Stensaker, Bjørn & Vukasovic, Martina (2021). University Rankings and students’ information needs: what is the relation? I Hazelkorn, Ellen & Mihut, Georgiana (Red.), Research Handbook on University Rankings. Theory, Methodology, Influence and Impact. Edward Elgar Publishing. ISSN 9781788974974. s. 307–319.
  • Damsa, Crina I. & Jornet, Alfredo (2021). The Unit of Analysis in Learning Research: Approaches for Imagining a Transformative Agenda. Learning, Culture and Social Interaction. ISSN 2210-6561. Fulltekst i vitenarkiv
  • Sundby, Anniken Hotvedt & Karseth, Berit (2021). `The knowledge question`in the Norwegian curriculum. Curriculum Journal. ISSN 0958-5176. doi: 10.1002/curj.139. Fulltekst i vitenarkiv
  • Buøen, Elisabet Solheim; Lekhal, Ratib; Lydersen, Stian; Berg-Nielsen, Turid Suzanne & Drugli, May Britt (2021). Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.778777. Fulltekst i vitenarkiv
  • Hanghøj, Thorkild; Silseth, Kenneth & Arnseth, Hans Christian (2021). Games, dialogue and learning: Exploring research perspectives. I Fotaris, Panagiotis (Red.), Proceedings of the 15th European Conference on Game Based Learning ECGBL 2021. Academic Conferences and Publishing International Limited. ISSN 978-1-914587-12-2. doi: 10.34190/GBL.21.111.
  • Baek, Chanwoong (2021). Internalising externalisation: Utilisation of international knowledge in education policymaking. British Journal of Sociology of Education. ISSN 0142-5692. doi: 10.1080/01425692.2021.2007357. Fulltekst i vitenarkiv
  • Hetland, Per (2021). Citizen Science as Participatory Science Communication. I Schiele, Bernard; Liu, Xuan & Bauer, Martin W. (Red.), Science Cultures in a Diverse World: Knowing, Sharing, Caring. Springer Nature. ISSN 9789811653780. s. 47–61'. doi: 10.1007/978-981-16-5379-7.
  • Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2021). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2021.1991997. Fulltekst i vitenarkiv
  • Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy & Buøen, Elisabet Solheim (2021). Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.767137. Fulltekst i vitenarkiv
  • Antonio, Anthony Lising & Baek, Chanwoong (2021). Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering. Studies in Graduate and Postdoctoral Education (SGPE). ISSN 2398-4686. doi: 10.1108/SGPE-02-2021-0015. Fulltekst i vitenarkiv
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  • Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pires Pereira, Iris Susana (2020). The Emerging Field of Digital Literacies in Early Childhood, The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 1–17.
  • Erstad, Ola (2020). Grenseflater i unges læringsliv. I Elf, Nikolaj; Høegh, Tina; Kabel, Kristine; Krogh, Ellen; Piekut, Anke & Rørbech, Helle (Red.), Grænsegængere og grænsedragninger i nordiske modersmålsfag. Syddansk Universitetsforlag. ISSN 9788740833003. s. 21–43. Fulltekst i vitenarkiv
  • Rege, Mari; Hanselman, Paul; Solli, Ingeborg Caroline Foldøy; Dweck, Carol S.; Ludvigsen, Sten Runar & Bettinger, Eric Perry [Vis alle 11 forfattere av denne artikkelen] (2020). How can we inspire nations of learners? Investigating growth mindset and challenge-seeking in two countries. American Psychologist. ISSN 0003-066X. doi: 10.1037/amp0000647. Fulltekst i vitenarkiv
  • Mahrdt, Helgard (2020). Neoliberaler Wandel, Autorität, Freiheit und Erziehung. I Oeftering, Tonio; Meints-Stender, Waltraud & Dirk, Lange (Red.), Hannah Arendt - Lektüren zur politischen Bildung. Springer. ISSN 978-3-658-30675-5. s. 125–145.
  • Rydland, Veslemøy & Grøver, Vibeke (2020). Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway. Journal of Child Language. ISSN 0305-0009. doi: 10.1017/S0305000920000495. Fulltekst i vitenarkiv
  • Brock-Utne, Birgit (2020). En sosialpedagogs tanker om undervisningsspråk. I Lindblom, Per Åke & Rubensson, Arne (Red.), Språkbytesexperimentet i svensk skola – engelska till varje pris? . Språkförsvaret. ISSN 978-91-519-6917-6. s. 19–35.
  • Delgado, Pablo; Lund, Elisabeth Stang; Salmerón, Ladislao & Bråten, Ivar (2020). To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment. Reading and writing. ISSN 0922-4777. 33(8), s. 2049–2072. doi: 10.1007/s11145-020-10030-8. Fulltekst i vitenarkiv
  • Bråten, Ivar & Strømsø, Helge Ivar (2020). On the Roles of Dispositions and Beliefs in Learning from Multiple Perspectives. . I Van Meter, Peggy; List, Alexandra; Lombardi, Doug & Kendeou, Panayiota (Red.), Handbook of Learning from Multiple Representations and Perspectives. Routledge. ISSN 978-0-367-00117-9. s. 141–163.
  • Strømsø, Helge Ivar; Bråten, Ivar & Brante, Eva Wennås (2020). Profiles of warm engagement and cold evaluation in multiple-document comprehension. . Reading and writing. ISSN 0922-4777. 33, s. 2337–2359. doi: 10.1007/s11145-020-10041-5. Fulltekst i vitenarkiv
  • Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric & Snow, Catherine E. (2020). Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial. Child Development. ISSN 0009-3920. 91, s. 2192–2210. doi: 10.1111/cdev.13348. Fulltekst i vitenarkiv
  • Hämäläinen, Elina; Kiili, Carita Päivi Susanna; Marttunen, Mika; Räikönen, Eija; González-Ibáñez, Roberto & Leppänen, Paavo H. T (2020). Promoting sixth graders’ credibility evaluation of Web pages: An intervention study. . Computers in Human Behavior. ISSN 0747-5632. 110. doi: 10.1016/j.chb.2020.106372. Fulltekst i vitenarkiv
  • Oswald, Emily Christine (2020). Getting to Know Other Ways of Knowing: Boundary Experiences in Citizen Science. Citizen science: Theory and Practice. ISSN 2057-4991. 5(1), s. 1–15. doi: 10.5334/cstp.310. Fulltekst i vitenarkiv
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  • Oyelere, Solomon Sunday; Bouali, Nacir; Kaliisa, Rogers; Obaido, George; Yunusa, Abdullahi Abubaker & Jimoh, Ebunayo R. (2020). Exploring the trends of educational virtual reality games: a systematic review of empirical studies. Smart Learning Environments. ISSN 2196-7091. 7, s. 1–22. doi: 10.1186/s40561-020-00142-7. Fulltekst i vitenarkiv
  • Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2020). Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments. Journal of Learning Analytics. ISSN 1929-7750. 7(3), s. 33–47. doi: 10.18608/JLA.2020.73.4. Fulltekst i vitenarkiv
  • de Boer, Harry & Maassen, Peter (2020). University governance and leadership in Continental Northwestern Europe. Studies in Higher Education. ISSN 0307-5079. 45(10), s. 2045–2053. doi: 10.1080/03075079.2020.1823640. Fulltekst i vitenarkiv
  • Øzerk, Kamil (2020). Prevalence of Autism/ASD Among Preschool and School-age Children in Norway. Contemporary School Psychology. ISSN 2159-2020. 24, s. 419–428. doi: 10.1007/s40688-020-00302-z. Fulltekst i vitenarkiv
  • Hetland, Per; Kasperowski, Dick & Nielsen, Kristian (2020). Share, make useful and critically discuss science communication, Communication Science - A Global Perspective. ANU Press. ISSN 9781760463663. s. 253–278. doi: 10.22459/CS.2020.11.
  • Hetland, Per (2020). The quest for reciprocity: Citizen science as a form of gift exchange. I Hetland, Per; Pierroux, Palmyre & Esborg, Line (Red.), A History of Participation in Museums and Archives. Traversing Citizen Science and Citizen Humanities. Routledge. ISSN 9780367186715. s. 257–277.
  • Hetland, Per & Schrøder, Kim Christian (2020). The participatory turn: Users, publics, and audiences. I Hetland, Per; Pierroux, Palmyre & Esborg, Line (Red.), A History of Participation in Museums and Archives. Traversing Citizen Science and Citizen Humanities. Routledge. ISSN 9780367186715. s. 168–185.
  • Hetland, Per (2020). Citizen Science: Co-constructing access, interaction, and participation. Nordic Journal of Science and Technology Studies. ISSN 1894-4647. 8(2), s. 5–17. doi: 10.5324/njsts.v8i2.3547. Fulltekst i vitenarkiv
  • Latini, Natalia; Bråten, Ivar & Salmerón, Ladislao (2020). Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study. Contemporary Educational Psychology. ISSN 0361-476X. 62, s. 1–13. doi: 10.1016/j.cedpsych.2020.101870. Fulltekst i vitenarkiv
  • Hulme, Charles; Snowling, Margaret J.; West, Gillian; Lervåg, Arne & Melby-Lervåg, Monica (2020). Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy. Current Directions in Psychological Science. ISSN 0963-7214. 29(4), s. 372–377. doi: 10.1177/0963721420923684. Fulltekst i vitenarkiv
  • Lekhal, Ratib; Drugli, May Britt; Berg-Nielsen, Turid Suzanne & Buøen, Elisabet Solheim (2020). A model of intervention and implementation of quality building and quality control in childcare centers to strengthen the mental health and development of 1-3-year olds: Protocol for a randomized controlled trial of thrive by three. JMIR Research Protocols. ISSN 1929-0748. 9(10), s. 1–12. doi: 10.2196/17726. Fulltekst i vitenarkiv
  • Jungblut, Jens Patrick Wilhelm; Maassen, Peter & Elken, Mari (2020). Quo Vadis EHEA: Balancing Structural Continuation and Political Variety, European Higher Education Area: Challenges for a New Decade. Springer. ISSN 9783030563158. s. 391–415. doi: 10.1007/978-3-030-56316-5_25. Fulltekst i vitenarkiv
  • Knoph, Rebecca & Buchanan, Erin M (2020). Language Learning and Metacognition: An Intervention to Improve Language Classrooms . Journal of Scientific Psychology. ISSN 2161-7724.
  • Hermansen, Hege (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism. ISSN 1893-1049. 10(2), s. 1–21. doi: 10.7577/pp.3713. Fulltekst i vitenarkiv
  • Heikkilä, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Epistemic agency in student teachers’ engagement with research skills. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2020.1821638. Fulltekst i vitenarkiv
  • Mørch, Anders Irving (2020). Two 3D virtual worlds as domain-oriented design environments: closing the educational gap with the action-breakdown-repair model. The international journal of information and learning technology. ISSN 2056-4880. doi: 10.1108/IJILT-03-2020-0029. Fulltekst i vitenarkiv
  • Eik, Liv Torunn; Lyberg, Anne Marit & Wittek, Anne Line (2020). Kollegaveiledning i "Teacher support teams": En egnet metode for profesjonskvalifisering for lærere i høyere utdanning? NORDVEI- Nordisk tidsskrift i veiledningspedagogikk. ISSN 2535-3047. 5(e3041). doi: 10.15845/ntvp.v5i1.3041. Fulltekst i vitenarkiv
  • Prilutskaya, Marina Yurievna & Knoph, Rebecca (2020). Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English . Cogent Education. ISSN 2331-186X. 7(1). doi: 10.1080/2331186X.2020.1832179. Fulltekst i vitenarkiv

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  • Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (2023). The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISBN 9781032110462. 376 s.
  • Knoph, Rebecca & Hanssen, Jessica Allen (2022). The Use of Students' Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School. Multilingual Matters. ISBN 9781788926423.
  • Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (2022). Evidence and Expertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan. ISBN 978-3-030-91959-7. 429 s.
  • Ilje-Lien, Johanne; Thuen, Harald; Vik, Stine; Myklestad, Synnøve; Skundberg, Øystein & Sævi, Tone [Vis alle 17 forfattere av denne artikkelen] (2022). Pedagogikkens ide og oppdrag. Fagbokforlaget. ISBN 9788245039689. 310 s.
  • Magnùsson, Gunnlaugur & Rytzler, Johannes (2022). Towards a Pedagogy of Higher Education. The Bologna Process, Pedagogy and Teaching. Routledge. ISBN 9780367515058. 164 s.
  • van Aalst, Jan; Mu, Jin; Damsa, Crina I. & Msunde, Sydney E. (2022). Learning Sciences Research for Teaching. Routledge. ISBN 9781138902909. 372 s.
  • Kaliisa, Rogers; Anna, Gillespie; Herodotou, Christothea; Kluge, Anders & Rienties, Bart (2021). Teachers’ Perspectives on the Promises, Needs and Challenges of Learning Analytics Dashboards: Insights from Institutions Offering Blended and Distance Learning. Springer Nature. ISBN 978-3-030-81222-5. 20 s.
  • Løvlie, Lars (2021). Politisering og pedagogisk motstand - veien til en barneorientert praksis. Fagbokforlaget. ISBN 978-82-450-2516-3. 144 s.
  • Bostad, Inga (2021). Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi. Spartacus. ISBN 9788230403129.
  • Maassen, Peter & Gibbs, Paul (2021). Trusting in Higher Education: A multifaceted discussion of trust in and for higher education in Norway and the United Kingdom. Springer Nature. ISBN 978-3030870362. 202 s.
  • Zajda, Joseph & Brock-Utne, Birgit (2021). 3rd International Handbook of Globalisation, Education and Policy Research. Springer Netherlands. ISBN 978-3-030-66002-4. 820 s.
  • Bostad, Inga (2021). Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi. Spartacus. ISBN 978-82-304-0291-7. 330 s.
  • Kluge, Anders (2021). Læring med digital teknologi: Teorier og utviklingstrekk. Cappelen Damm Akademisk. ISBN 978-82-02-45454-8. 217 s.
  • Wittek, Anne Line & de Lange, Thomas (2021). Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISBN 9788215048420. 232 s.
  • Kvernbekk, Tone (2021). The Nature of Educational Theories. Goal-Directed, Equivalence and Interlevel Theories. Routledge. ISBN 9781138488557. 242 s.
  • Grøver, Vibeke & Bråten, Ivar (2021). Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 978-82-02-65006-3. 255 s.
  • Braun, Edith; Esterhazy, Rachelle & Kordts-Freudinger, Robert (2021). Research on Teaching and Learning in Higher Education. Waxmann Verlag. ISBN 978-3-8309-4026-5. 170 s.
  • Larsen, Jesper Eckhardt (2020). Uddannelseshistorie 2020 Lærerkulturer og læreruddannelse. Selskabet for Skole- og Uddannelseshistorie. ISBN 9788787185127. 232 s.
  • Øzerk, Kamil & Øzerk, Meral (2020). Autisme og pedagogikk - en teoretisk og metodisk håndbok. Cappelen Damm Akademisk. ISBN 9788202567408. 472 s.
  • Curtin, Alicia; Cahill, Kevin; Hall, Kathy; O`Sullivan, Dan & Øzerk, Kamil (2020). Assesment in Practice: Explorations in Identity, Culture, Policy and Inclusion. Routledge. ISBN 9781138832404. 166 s.
  • Øzerk, Kamil & Øzerk, Meral (2020). OTIZM VE OTIZM SPEKTRUM BOZUKLUGU (Autisme og Autismespekterforstyrrelse). MINISTERY OF EDUCATION. ISBN 9789751153227. 65 s.

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  • Wallin, Patric; Erikson, Inger Carin; Husebø, Dag; Ferguson, Leila Eve; Isaksen, Robert & Mavroudi, Anna [Vis alle 7 forfattere av denne artikkelen] (2022). Spenninger, nyanser og mangfold i universitets- og høgskole­pedagogikk. Khrono.no. ISSN 1894-8995.
  • Mørch, Anders & Andersen, Renate (2022). Toward a Method of Visual Artifact Analysis: Understanding Learners’ Design Activity in a Makerspace.
  • Andersen, Renate; Gjølstad, Eli & Mørch, Anders (2022). Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload.
  • Klette, Kirsti & Kvernbekk, Tone (2022). PLATO: Measuring quality and stabilizing a phenomenon (keynote).
  • Mørch, Anders & Kafai, Yasmin (2022). Correction to: Computational Thinking as a Social Movement: Interview with Andy diSessa, UC Berkeley (KI - Künstliche Intelligenz, (2022), 10.1007/s13218-022-00754-w). Künstliche Intelligenz. ISSN 0933-1875. doi: 10.1007/s13218-022-00759-5.
  • Sivesind, Kirsten (2022). Curriculum Studies: Deliberations and Debates. IJHE Bildungsgeschichte. ISSN 2192-4295. 12(22), s. 51–57.
  • Litherland, Kristina Torine (2022). Algoritmisk tenking som dialog.
  • Furberg, Anniken & Arnseth, Hans Christian (2022). The role of students’ personal experiences in a collaborative interdisciplinary project about well-being.
  • Silseth, Kenneth & Furberg, Anniken (2022). Teachers’ orientation to students' personal experiences in an interdisciplinary instructional design about life skills and well-being.
  • Sundby, Anniken Hotvedt & Karseth, Berit (2022). Knowledge about what? `The knowledge question` in the Norwegian curriculum. BERA Blog.
  • Hegna, Kristinn (2022). Fra elev til arbeidskar. Fortellinger fra elever som lærer best utenfor skolen.
  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2022). Analyzing Mothers' Use of Chinese Idioms (Chengyu) in Natural Home Settings.
  • Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Mothers' Linguistic Input During Shared Book Reading and Dual Language Learners' Home Language Skills.
  • Lackner, Elisabeth Josefine (2022). Intervju om utdanningsvalg på NRK Nyhetsmorgen. [Radio]. NRK Nyhetsmorgen.
  • Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.
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