Siste 100 IPED publikasjoner

Registrert i Cristin.

  • Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2022). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. 31.
  • 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.
  • Bostad, Inga (2021). Affected but not heard - democratic iterations and the restricted language of human rights. I Rosenthal, Edna; Bergua, Jose Angel & Lopez, Ivan (Red.), Aftershocks: Globalism and the Future of Democracy. The University of Zaragoza. s. 374–385.
  • Strand, Torill (2021). "We are striking because we have done our homework" Two perspectives on contemporary youths' emerging ethical-political awareness. I Rosenthal, Edna; Bergua, Jose Angel & Lopez, Ivan (Red.), Aftershocks: Globalism and the Future of Democracy. The University of Zaragoza. s. 459–470. doi: DOI%3A%2010.13140/RG.2.2.35866.06084.
  • Brock-Utne, Birgit (2021). Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa. I Zajda, Joseph & Brock-Utne, Birgit (Red.), 3rd International Handbook of Globalisation, Education and Policy Research. Springer Netherlands. ISSN 978-3-030-66002-4. s. 609–627.
  • Brandmo, Christian & Bråten, Ivar (2021). Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain. Nordic Journal of Literacy Research. ISSN 2464-1596. 7(1), s. 21–44. doi: 10.23865/njlr.v7.2215.
  • Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2021). Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869082?needAccess=true. Fulltekst i vitenarkiv
  • Erstad, Ola; Miño, Raquel & Rivera-Vargas, Pablo (2021). Educational practices to transform and connect schools and communities. Comunicar. ISSN 1134-3478. XXIX(66), s. 9–21. Fulltekst i vitenarkiv
  • Erstad, Ola; Miño, Raquel & Rivera, Pablo (2021). Educational practices to transform and connect schools and communities. Comunicar. ISSN 1134-3478. XXIX(66), s. 9–21.
  • Erstad, Ola; Miño, Raquel & Rivera-Vargas, Pablo (2021). Public schools for educational transformation in the Knowledge Society. Comunicar. ISSN 1134-3478. XXIX(66), s. 1–9.
  • Erstad, Ola; Miño, Raquel & Rivera-Vargas, Pablo (2021). Public schools for educational transformation in the Knowledge Society. Comunicar. ISSN 1134-3478. XXIX(66), s. 1–9.
  • Amland, Tonje; Lervåg, Arne & Melby-Lervåg, Monica (2021). Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor? Frontiers in Human Neuroscience. ISSN 1662-5161. 14. doi: 10.3389/fnhum.2020.577304.
  • Kaliisa, Rogers; Misiejuk, Kamila; Arastoopour Irgens, Golnaz & Misfeldt, Morten (2021). Scoping the Emerging Field of Quantitative Ethnography: Opportunities, Challenges and Future Directions. I Ruis, Andrew R & Seung, Lee. B (Red.), Advances in Quantitative Ethnography. Springer Nature. ISSN 978-3-030-67788-6. s. 3–17. doi: %20https%3A/doi.org/10.1007/978-3-030-67788-6_1. Fulltekst i vitenarkiv
  • Misiejuk, Kamila; Scianna, Jennifer; Kaliisa, Rogers; Vachuska, Karl & Shaffer, David Williamson (2021). Incorporating Sentiment Analysis with Epistemic Network Analysis to Enhance Discourse Analysis of Twitter Data. I Ruis, Andrew R & Seung, Lee. B (Red.), Advances in Quantitative Ethnography. Springer Nature. ISSN 978-3-030-67788-6. s. 375–389. doi: %20https%3A/doi.org/10.1007/978-3-030-67788-6_26.
  • Wittek, Anne Line & de Lange, Thomas (2021). Action learning as means for supervisor development. I Lee, Anne & Bongaardt, Rob (Red.), The Future of Doctoral Research. Challenges and Opportunities. Routledge. ISSN 9780367858490.
  • Strand, Torill (2021). A Semiotic Model of Learning. Chinese Semiotic Studies. ISSN 2198-9605. 17(1), s. 153–162. doi: 10.1515/css-2021-0008. Fulltekst i vitenarkiv
  • Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2021). ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-020-09488-w. Fulltekst i vitenarkiv
  • Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543.
  • Esterhazy, Rachelle; de Lange, Thomas & Møystad, Anne (2021). How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2021.1902273.
  • Kvernbekk, Tone (2021). Det pedagogisk kritiske - et mangslungent landskap. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 7, s. 43–55. Fulltekst i vitenarkiv
  • Sivesind, Kirsten & Hovdhaugen, Elisabeth (2021). Oppgaver som medierende betingelser for læring og danning – erfaringer fra et bachelorstudium i pedagogikk. UNIPED. ISSN 1500-4538. 44(1), s. 43–59. doi: 10.18261/issn.1893-8981-2021-01-05. Fulltekst i vitenarkiv
  • Cheng, Chia-Hui; Bråten, Ivar; Yang, Fang-Ying & Brandmo, Christian (2021). Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science. Journal of Research in Science Teaching. ISSN 0022-4308. doi: 10.1002/tea.21689. Fulltekst i vitenarkiv
  • Strand, Torill (2021). “Skam” (shame) as Ethical–Political Education. Studies in Philosophy and Education. ISSN 0039-3746. 40(5), s. 461–475. doi: 10.1007/s11217-021-09784-7. Fulltekst i vitenarkiv
  • Dolean, Dacian; Lervåg, Arne; Visu-Petra, Laura & Melby-Lervåg, Monica (2021). Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-020-10107-4.
  • Litherland, Kristina & Mørch, Anders Irving (2021). Instruction vs. emergence on r/place: Understanding the growth and control of evolving artifacts in mass collaboration. Computers in Human Behavior. ISSN 0747-5632. doi: 10.1016/j.chb.2021.106845. Fulltekst i vitenarkiv
  • Esterhazy, Rachelle & Gijbels, David (2021). Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: a Discussion. Frontline Learning Research. ISSN 2295-3159. 9(2).
  • Thambawita, Vajira; Hicks, Steven; Isaksen, Jonas L; Stensen, Mette H.; Haugen, Trine B. & Kanters, Jørgen K [Vis alle 13 forfattere av denne artikkelen] (2021). DeepSynthBody: the beginning of the end for data deficiency in medicine. I Colomo-Palacios, Ricardo & Ripon, Kazi Shah Nawaz (Red.), Proceedings of the international conference on Applied Artificial Intelligence (ICAPAI). IEEE conference proceedings. ISSN 978-1-7281-5935-5. s. 1–8. doi: 10.1109/ICAPAI49758.2021.9462062.
  • Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98, s. 1–12. doi: 10.1016/j.tate.2020.103229. Fulltekst i vitenarkiv
  • Bostad, Inga (2021). Gratitude and Education. I Hytten, Kathy (Red.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: 10.1093/acrefore/9780190264093.013.1489.
  • Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior. ISSN 0747-5632. 121(106793). doi: 10.1016/j.chb.2021.106793.. Fulltekst i vitenarkiv
  • Øzerk, Kamil; Øzerk, Gül & Silveira-Zaldivar, Tracey (2021). Developing Social Skills and Social Competence in Children with Autism. International Electronic Journal of Elementary Education. ISSN 1307-9298. 13(3), s. 341–363. doi: 10.26822/iejee.2021.195. Fulltekst i vitenarkiv
  • Rusk, Fredrik Karl Henry; Ståhl, Matilda & Silseth, Kenneth (2021). Player Agency, Team Responsibility, and Self-Initiated Change: An Apprentice’s Learning Trajectory and Peer Mentoring in Esports. I Harvey, Miles & Marlatt, Rick (Red.), Esports Research and Its Integration in Education. IGI Global. ISSN 9781799870692. s. 103–126.
  • Lie, Elin Rødahl (2021). Livsmestring i skolen. Å lære lykke eller å lykkes? I Bostad, Inga (Red.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 978-82-304-0291-7. s. 197–216.
  • Lekhal, Ratib & Karlsen, Lisa-Marie (2021). Bullying of students who receive special education services for learning and behaviour difficulties in Norway. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2021.1991487. Fulltekst i vitenarkiv
  • Bostad, Inga (2021). Å kjenne seg hjemme og å være hjemme – i verden. I Bostad, Inga (Red.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 978-82-304-0291-7. s. 19–38.
  • Bondevik, Hilde & Bostad, Inga (2021). Ut av hjemmet – inn i hjemmet. Når skole og hjem går sammen. I Bostad, Inga (Red.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 978-82-304-0291-7. s. 133–170.
  • Amundrud, Anja; Smørdal, Ole; Zhang, Jianwei; Chen, Mei-Hwa; Kalir, Remi & Chen, Bodong [Vis alle 11 forfattere av denne artikkelen] (2021). Advancing technology environments for learning communities. I Hmelo-Silver, Cindy E.; De Wever, Bram & Oshima, Jun (Red.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 978-1-7373306-2-2. s. 239–248.
  • Kvernbekk, Tone (2021). Skoleprestasjoner: Hva skaper et resultat? I Krumsvik, Rune Johan (Red.), Hva vet vi om skoleprestasjoner : Ulike perspektiver på skolegang og skoleprestasjoner. Fagbokforlaget. ISSN 9788245033243. s. 93–111.
  • Schumann, Claudia & Strand, Torill (2021). Cinema, Philosophy and Education. Studies in Philosophy and Education. ISSN 0039-3746. 40(5), s. 453–459. doi: 10.1007/s11217-021-09797-2.
  • Omland, Maren (2021). Technology-aided meaning-making across participation structures: interruptions, interthinking and synthesising. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2021.101842.
  • Wittek, Anne Line (2021). Feedback mellom kolleger - et teoretisk perspektiv. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 48–63.
  • Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81–102.
  • Wittek, Anne Line & Bastiansen, Sofie (2021). "Problemrettet veiledning i gruppe" som verktøy til utvikling av veilederrollen. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 160–180.
  • Hermansen, Hege; Kartzow, Marianne Bjelland; Rasmussen, Alf & Lycke, Kirsten Hofgaard (2021). Kollegaveiledning: samspill eller motspill med institusjonelle praksiser. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 64–80.
  • Mårtenson, Katarina & Wittek, Anne Line (2021). Kollegialitet som utvecklande kraft i hogre utbildning. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 211–219.
  • Mäkitalo, Åsa; Bivall, Ann-Charlotte & Säljö, Roger (2021). Our business is problem-solving: Learning, remembering and inscriptions at the IT helpdesk. I Gunther, Kress; Selander, Staffan; Säljö, Roger & Wulf, Christoph (Red.), Learning as Social Practice Beyond Education as an Individual Enterprise. Routledge. ISSN 9781003139188.
  • Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina (2021). Learning Domain Knowledge using Block-Based Programming: Design-Based Collaborative Learning. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. s. 119–136. doi: 10.1007/978-3-030-79840-6. Fulltekst i vitenarkiv
  • 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. Computer-Supported Collaborative Learning Conference. ISSN 1573-4552. s. 27–35.
  • 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.
  • Thurmann-Moe, Anne-Cathrine; Melby-Lervåg, Monica & Lervåg, Arne (2021). Single case design i evaluering av spesialpedagogiske tiltak. En gjennomgang av aktuelle analysemetoder for vurdering av effekt. Spesialpedagogikk. ISSN 0332-8457. 86(1), s. 53–72.
  • West, Gillian; Snowling, Margaret J.; Lervåg, Arne; Buchanan-Worster, Elizabeth; Duta, Mihaela & Hall, Alexandra [Vis alle 8 forfattere av denne artikkelen] (2021). Early language screening and intervention can be delivered successfully at scale: evidence from a cluste rrandomized controlled trial. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.13415.
  • Thurmann-Moe, Anne Cathrine; Melby-Lervåg, Monica & Lervåg, Arne (2021). The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study. Annals of Dyslexia. ISSN 0736-9387. doi: 10.1007/s11881-021-00225-1.
  • Araos Moya, Andres Arturo; Damsa, Crina-Ioana & Gašević, Dragan (2021). Exploring Affordances Provided by Online Non-Curricular Resources to Uundergraduate Students Learning Software Development. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 1063–1064.
  • Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Vis alle 10 forfattere av denne artikkelen] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. s. 41–44.
  • Henriksen, Lise Toft; Uehara, Dan & Damsa, Crina-Ioana (2021). Exploring University Students’ Ecologies of Digital Resources in the Context of Disciplinary Learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 963–964.
  • Markauskaite, Lina; Damsa, Crina-Ioana; Muukkonen, Hanni; Thompson, Kate; Reimann, Peter & Papendieck, Adam (2021). Creating Research-Based Design Principles for Interdisciplinary Learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. s. 49–53.
  • Hagen, Åste Mjelve; Knoph, Rebecca; Hjetland, Hanne Næss; Rogde, Kristin; Lawrence, Joshua & Lervåg, Arne [Vis alle 7 forfattere av denne artikkelen] (2021). Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2021.1939136.
  • Wiszmeg, Andréa; Lundin, Susanne; Mäkitalo, Åsa; Widner, Håkan & Hansson, Kristofer (2021). Transforming trash to treasure Cultural ambiguity in foetal cell research. Philosophy Ethics and Humanities in Medicine. ISSN 1747-5341. 16, s. 1–12. doi: 10.1186/s13010-021-00104-y.
  • Sjøstrand, Åse; Kefalianos, Elaina; Hofslundsengen, Hilde Christine; Guttormsen, Linn Stokke; Kirmess, Melanie & Lervåg, Arne [Vis alle 8 forfattere av denne artikkelen] (2021). Non-pharmacological interventions for stuttering in children six years and younger. Cochrane Database of Systematic Reviews. ISSN 1469-493X. 2021(9), s. 1–63. doi: 10.1002/14651858.CD013489.pub2.
  • Strand, Torill (2021). Thinking education in viral modernity: Semiosis as a root metaphor. Philosophies. ISSN 2409-9287.
  • Erstad, Ola Andres; Kjällander, Susanne & Jarvela, Sanna (2021). Facing the challenges of 'digital competence'. A Nordic agenda for curriculum development for the 21st century. Nordic Journal of Digital Literacy. ISSN 1891-943X. 16(2), s. 77–87. Fulltekst i vitenarkiv
  • Hörmann, Bernadette (2021). Fixing the Future: Public Discourse on the Implementation of Education Standards in Austria. I Tröhler, Daniel & Zhao, Weili (Red.), Asian-European Encounters on 21st-century Competence-based Curriculum Reforms. Cultural Views on Globalization and Localization. Springer. ISSN 9789811630088. s. 111–132.
  • Silseth, Kenneth & Arnseth, Hans Christian (2021). Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2021.1964534.
  • Sivesind, Kirsten; Hovdhaugen, Elisabeth & Hörmann, Bernadette (2021). Medierende betingelser for læring og danning – om bruk og betydning av digitale medier i et bachelorstudium i pedagogikk. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. doi: 10.23865/ntpk.v7.2512.
  • Farsjø Aure, Caroline; Kluge, Anders & Moen, Anne (2021). Older Adults’ Engagement in Technology-Mediated Self-Monitoring of Diet: A Mixed-Method Study. Journal of Nursing Scholarship. ISSN 1527-6546. 53(1), s. 25–34. doi: 10.1111/jnu.12619.
  • Thurmann-Moe, Anne Cathrine; Melby-Lervåg, Monica & Lervåg, Arne (2021). Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–18. doi: 10.1080/00313831.2020.1869823.
  • Braasch, Jason L.G.; Killion, Samantha C. & Bråten, Ivar (2021). Contextual factors that affect adolescents' detection of and memory for conflicts across multiple texts. Journal of Research in Reading. ISSN 0141-0423. 44(2), s. 418–433. doi: 10.1111/1467-9817.12348.
  • Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. I De Laet, Tinne; Klemke, Roland; Alario-Hoyos, Carlos; Hillinger, Isabel & Ortega-Arranz, Alejandro (Red.), EC-TEL 2021: Technology-Enhanced Learning for a Free, Safe, and Sustainable World, Proceedings of the 16th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 978-3-030-86435-4. doi: 10.1007/978-3-030-86436-1_32.
  • Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), s. 237–271. doi: 10.3102/0034654321990721.
  • Brock-Utne, Birgit (2021). En sosialpedagogs tanker om undervisningsspråk. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(1), s. 82–92.
  • Bachmann, Kari Elisabeth; Hörmann, Bernadette & Sivesind, Kirsten (2021). Bildung: alive and allowed? : a critical study of work plan practices in Norwegian schools. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2021.1936191.
  • Kammerer, Yvonne; Gottschling, Steffen & Bråten, Ivar (2021). The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue. Journal of educational computing research. ISSN 0735-6331. 59(2), s. 342–378. doi: 10.1177/0735633120952731.
  • Bråten, Ivar; Latini, Natalia & Haverkamp, Ymkje Elisabeth (2021). Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-021-10205-x.
  • Sivesind, Kirsten (2021). Historical Trajectories of the Contract-School Model in Norway. I Tröhler, Daniel & Zhao, Weili (Red.), Asian-European Encounters on 21st-century Competence-based Curriculum Reforms. Cultural Views on Globalization and Localization. Springer. ISSN 9789811630088. s. 57–84.
  • Wittek, Anne Line & de Lange, Thomas (2021). En bok om kollegaveileding. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 13–26.
  • de Lange, Thomas & Wittek, Anne Line (2021). Tillit - en 'bærebjelke' i kollegial veileding? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 181–203.
  • Kirkevold, Marit & de Lange, Thomas (2021). Utvikling av veilederkompetanse innen forskning i kliniske profesjoner: strukturert kollegaveiledning som kollegial støtte i en forskerskolekontekst. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 124–142.
  • Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 27–47.
  • de Lange, Thomas & Wittek, Anne Line (2021). Erfaringer fra PeTS-prosjektet: Hva har vi lært, og hvordan går vi videre? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 201–2010.
  • Solheim Kvamme, Line; Waaler, Pamela Marie; Helland, Siri Saugestad & Kjøbli, John (2021). Striving for happily ever after – supportiven interventions for youth leaving residential placement – a systematic review. Child and Adolescent Mental Health. ISSN 1475-357X. doi: 10.1111/camh.12507. Fulltekst i vitenarkiv
  • Pierroux, Palmyre; Sauge, Birgitte & Steier, Rolf (2021). Exhibitions as a Collaborative Research Space for University-Museum Partnerships. I Achiam, Marianne; Haldrup, Michael & Drotner, Kirsten (Red.), Experimental Museology. Institutions, Representations, Users.. Routledge. ISSN 9780367406776. s. 149–166.
  • Mørch, Anders Irving; Eielsen, Carl Sebastian & Mifsud, Louise (2021). Using Minecraft to Reconstruct and Roleplay Local History: Intersubjectivity, Temporality, and Tension. I Hmelo-Silver, Cindy E.; De Wever, Bram & Oshima, Jun (Red.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 978-1-7373306-2-2. s. 27–34.
  • Heller, Mia Cecilie & Grøver, Vibeke (2021). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time. International Journal of Early Years Education. ISSN 0966-9760. s. 1–17. doi: 10.1080/09669760.2021.1893665.
  • Luimes, Maike Kristina (2021). Framing policy problems and solutions in education policymaking: Pre-vocational education in Norwegian lower secondary school . European Educational Research Journal. ISSN 1474-9041. doi: 10.1177/14749041211044602.
  • Esterhazy, Rachelle; Lange, Thomas de & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. ISSN 0260-2938. s. 1–14. doi: 10.1080/02602938.2021.1980768.
  • Røhnebæk, Maria & Breit, Eric Martin Alexander (2021). ‘Damned if you do and damned if you don’t’: a framework for examining double binds in public service organizations. Public Management Review. ISSN 1471-9037. s. 1–23. doi: 10.1080/14719037.2021.1882542.
  • Nystad, Kathrin; Drugli, May Britt; Lydersen, Stian; Lekhal, Ratib & Buøen, Elisabet Solheim (2021). Toddlers' stress during transition to childcare. European Early Childhood Education Research Journal. ISSN 1350-293X. 29(2), s. 157–182. doi: 10.1080/1350293X.2021.1895269. Fulltekst i vitenarkiv
  • Breit, Eric Martin Alexander & Andreassen, Tone Alm (2021). Organisatoriske blikk på samarbeid i velferdstjenester. Tidsskrift for velferdsforskning. ISSN 0809-2052. s. 7–20. doi: 10.18261/issn.2464-3076-2021-01-02. Fulltekst i vitenarkiv
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  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading higher education:deliberative communication as praxis and method. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 71–80.
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2020). Re-kindling education as praxis: The promise of deliberative leadership. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 158–176.
  • Solbrekke, Tone Dyrdal & Fremstad, Ester (2020). Deliberative communication as pedagogical leadership: Promoting public good? I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 124–141.
  • Nerland, Monika (2020). Exploring student participation challenges in student-centred learning environments. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 97–113.
  • Christidou, Dimitra & Reitstätter, Luise (2020). From Map Using to Map Making: The Museum Experience Through Social Meaning Mapping. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences. ISSN 978-1-7324672-6-2. s. 1087–1094.
  • Oswald, Emily (2020). Remembering in Public: A Case Study of Museum-User Communication on Facebook. 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. 147–167.
  • Maassen, Peter (2020). Perspectives on Institutional Autonomy in a European Higher Education Context. I Bergan, Sjur; Gallagher, Tony & Harkavy, Ira (Red.), Academic Freedom, Institutional Autonomy and The Future of Democracy. Council of Europe Publishing. ISSN 978-92-871-9018-5. s. 85–102.
  • Kiili, Carita Päivi Susanna; W., Brante; Raikkonen, Eija & Coiro, Julie (2020). Citing as a sourcing practice: students? citing self-selected online sources in their essays (Las citas como practica del uso de las fuentes: las citas de fuentes en linea seleccionados por los estudiantes en sus trabajos). Infancia y Aprendizaje. ISSN 0210-3702. 43(1), s. 174–209. doi: 10.1080/02103702.2019.1690839. Fulltekst i vitenarkiv
  • Rutkowski, David & Aursand, Leah (2020). Exemption or Exclusion? A study of student exclusion in PISA in Norway. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. s. 1–14. doi: 10.1080/20020317.2020.1856314. Fulltekst i vitenarkiv
  • Antwi-Boasiako, Joseph & Enoch, Nyarkoh (2020). Government Communication during the Covid-19 Pandemic; the Case of Ghana. International Journal of Public Administration. ISSN 0190-0692. s. 1–2. doi: 10.1080/01900692.2020.1841792.
  • Sandvoll, Ragnhild; Bergh, Andreas & Solbrekke, Tone Dyrdal (2020). Nurturing pedagogical praxis through deliberative communication . I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 142–156. Fulltekst i vitenarkiv
  • Eng, Helene; Rye, Marte & Ulvund, Stein Erik (2020). Kunnskapsoppsummering og klassifisering av tiltaket: Circle of Security Virginia - Familiemodellen (COS-VF, 2. utg.). Ungsinn. Tidsskrift for virksomme tiltak for barn og unge. ISSN 2464-2142. Fulltekst i vitenarkiv
  • de Lange, Thomas; Wittek, Anne Line & Fossland, Trine (2020). Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 135–153. doi: https%3A/doi.org/10.1007/978-3-030-41757-4_8.
  • Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2020). What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 155–174. doi: https%3A/doi.org/10.1007/978-3-030-41757-4_9. Fulltekst i vitenarkiv
  • Dolean, Dacian & Lervag, Arne (2020). Variations of homework amount assigned in elementary school can impact academic achievement. Journal of Experimental Education. ISSN 0022-0973. doi: 10.1080/00220973.2020.1861422. 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
  • Papastephanou, Marianna (2020). Education and its philosophy as pandemic. Knowledge Cultures. ISSN 2327-5731. 8(2), s. 7–13. doi: 10.22381/KC8220201. Fulltekst i vitenarkiv
  • Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed? I Dysthe, Olga; Ness, Ingunn Johanne & Kirkegaard, Preben Olund (Red.), Dialogisk pædagogik, kreativitet og læring. Forlaget Klim. ISSN 9788772044323. s. 217–249.
  • Karseth, Berit (2020). Norsk lærerutdanning - alle vil ha fingra i den.... I Jodal, Elsi-Brith; Lindblad, Sverker & Runesdotter, Caroline (Red.), Läroplansteori i och om lärarutbildning. Rapport från den sjunde Nordiska Läroplansteoretiska konferensen. Institutionen för pedagogik och specialpedagogik. ISSN 978-91-86857-27-1. s. 35–50.
  • Damsa, Crina-Ioana; Richter, Christopher; Allert, Heidrun; Cerratto-Pargman, Teresa; Markauskaite, Lina & Arthars, Natasha [Vis alle 9 forfattere av denne artikkelen] (2020). Learning in Unbounded Landscapes ̶ Conceptualizations and Design from an Ecological Perspective. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 1, s. 366–374. doi: 10.22318/icls2020.366.
  • Markauskaite, Lina; Muukkonen, Hanni & Damsa, Crina-Ioana (2020). Researching the ecologies of interdisciplinary learning. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3. International Society of the Learning Sciences. ISSN 978-1-7324672-7-9.
  • Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences. ISSN 978-1-7324672-6-2. s. 1084–1094.
  • Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina-Ioana; Reimann, Peter & Thompson, Kate (2020). Interdisciplinary learning in undergraduate and graduate education: Conceptualizations and empirical accounts. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences. ISSN 978-1-7324672-6-2. s. 398–406. doi: 10.22318/icls2020.398.
  • Damsa, Crina-Ioana & Andreadakis, Zacharias (2020). Exploring Students’ Ecologies of Digital Resources in Higher Education. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences. ISSN 978-1-7324672-6-2.
  • Bergh, Andreas; Solbrekke, Tone Dyrdal & Wickström, Johan (2020). Deliberative communication: Stimulating collective learning? I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 92–106.
  • 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 (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
  • Sheridan, Mary P.; Lemieux, Amélie; Nascimento, Ashley Do & Arnseth, Hans Christian (2020). Intra‐active entanglements: What posthuman and new materialist frameworks can offer the learning sciences. British Journal of Educational Technology (BJET). ISSN 0007-1013. 51(4), s. 1277–1291. doi: 10.1111/bjet.12928.
  • 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
  • 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
  • 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
  • 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
  • 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
  • Rasmussen, Ingvill; Kjærnsli, Marit; Jensen, Fredrik & Ludvigsen, Sten Runar (2020). Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO). ISSN 2535-8219. doi: 10.5617/adno.7862. Fulltekst i vitenarkiv
  • Skåland, Gro; Arnseth, Hans Christian & Pierroux, Palmyre (2020). Doing Inventing in the Library. Analyzing the Narrative Framing of Making in a Public Library Context. Education Sciences. ISSN 2227-7102. 10(6). doi: 10.3390/educsci10060158. Fulltekst i vitenarkiv
  • de Lange, Thomas; Møystad, Anne & Torgersen, Gerald R. (2020). How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment. British Educational Research Journal (BERJ). ISSN 0141-1926. doi: 10.1002/berj.3632. Fulltekst i vitenarkiv
  • Nerland, Monika & Hasu, Mervi (2020). Challenging the belief in simple solutions: The need for epistemic practices in professional work. Medical Education. ISSN 0308-0110. doi: 10.1111/medu.14294. Fulltekst i vitenarkiv
  • Sivesind, Kirsten & Skedsmo, Guri (2020). Educational Governance, Gap-Management Strategies, and Reorganizational Processes of the State Authorities in Norway. I Ârlestig, Helene & Johansson, Olof (Red.), Educational Authorities and the Schools. Springer. ISSN 9783030387587. s. 75–92.
  • Karseth, Berit (2020). Bologna Process: Curriculum. I Amey, Marylin J. & David, Miriam E. (Red.), SAGE Encyclopedia of Higher Education. Sage Publications. ISSN 9781473942912. s. 176–178. doi: %20http%3A/dx.doi.org/10.4135/9781529714395.n68.
  • Landsem, Inger Pauline; Handegård, Bjørn Helge & Ulvund, Stein Erik (2020). Temperamental Development among Preterm Born Children. An RCT Follow-Up Study. Children. ISSN 2227-9067. 7 (4)(36). doi: 10.3390/children7040036. Fulltekst i vitenarkiv
  • Papastephanou, Marianna; Zembylas, Michalinos; Bostad, Inga; Oral, Sevget Benhur; Drousioti, Kalli & Kouppanou, Anna [Vis alle 10 forfattere av denne artikkelen] (2020). Philosophy of education in a new key: Education for justice now. Educational Philosophy and Theory. ISSN 0013-1857. doi: 10.1080/00131857.2020.1793539.
  • Nordahl-Hansen, Anders & Kvernbekk, Tone (2020). Construct Validity in Scientific Representation: A Philosophical Tour. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 6, s. 88–99. doi: 10.23865/ntpk.v6.1704. Fulltekst i vitenarkiv
  • Lervåg, Arne; Dolean, Dacian; Tincas, Ioana & Melby-Lervåg, Monica (2019). Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty. Developmental Science. ISSN 1363-755X. 22(5). doi: 10.1111/desc.12858. Fulltekst i vitenarkiv
  • Hopwood, Nick & Nerland, Monika (2019). Epistemic Practices in Professional-Client Partnership Work. Vocations and Learning. ISSN 1874-785X. 12(2), s. 319–339. doi: 10.1007/s12186-018-9214-2. Fulltekst i vitenarkiv
  • Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huscha, Sine Simone; Hasselhorn, Marcus & Lervåg, Arne (2019). Exploring factors underlying children’s acquisitionand retrieval of sound–symbol association skills. Journal of Experimental Child Psychology. ISSN 0022-0965. 177, s. 86–99. doi: 10.1016/j.jecp.2018.07.006. Fulltekst i vitenarkiv
  • Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Bergh, Andreas; Sutphen, Molly & Fossland, Trine (2019). University leaders' talk about institutional missions and academic developers' contributions. European Educational Research Journal. ISSN 1474-9041. 18(6), s. 743–759. doi: 10.1177/1474904119866520.
  • Steiner-Khamsi, Gita; Karseth, Berit & Baek, Chanwoong (2019). From science to politics: commissioned reports and their political translation into White Papers. Journal of Education Policy. ISSN 0268-0939. 35(1), s. 119–144. doi: 10.1080/02680939.2019.1656289. Fulltekst i vitenarkiv
  • Pitt, Edd; Bearman, Margaret & Esterhazy, Rachelle (2019). The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2019.1630363.
  • Andreadakis, Zacharias (2019). Public mission under scarcity: Behavioral insights into Greek higher education. Tertiary Education and Management. ISSN 1358-3883. doi: 10.1007/s11233-019-09042-z.
  • Hetland, Per (2019). Constructing publics in museums' science communication. Public Understanding of Science. ISSN 0963-6625. 28(8), s. 958–972. doi: 10.1177/0963662519870692. Fulltekst i vitenarkiv
  • Hopwood, Nick & Jensen, Karen (2019). Shadow organizing and imitation: new foci for research. Qualitative research in organization and management. ISSN 1746-5648. s. 1–18. doi: 10.1108/QROM-04-2019-1743. Fulltekst i vitenarkiv
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2019). Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow-Up Data. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.253. Fulltekst i vitenarkiv
  • Murphy, Victoria L.; Coiro, Julie & Kiili, Carita Päivi Susanna (2019). Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry. Journal of Interactive Media in Education. ISSN 1365-893X. 2019(1). doi: 10.5334/jime.518. Fulltekst i vitenarkiv
  • Kaliisa, Rogers & Picard, Michelle (2019). Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education. Australasian Journal of Educational Technology. ISSN 1449-3098. 35(6), s. 1–14. doi: 10.14742/ajet.5562. Fulltekst i vitenarkiv
  • Lahn, Leif Christian & Nore, Hæge (2019). Large scale studies of holistic professional competence in vocational education and training (VET). The case of Norway. . International Journal for Research in Vocational Education and Training. ISSN 2197-8646. 6(2), s. 132–152. doi: 10.13152/IJRVET.6.2.2. Fulltekst i vitenarkiv
  • Melby-Lervåg, Monica; Hagen, Åste Mjelve & Lervåg, Arne (2019). Disentangling the far transfer of language comprehension gains using latent mediation models. Developmental Science. ISSN 1363-755X. doi: 10.1111/desc.12929. Fulltekst i vitenarkiv
  • Ricketts, Jessie; Lervåg, Arne; Dawson, Nicola; Taylor, Lucy A & Hulme, Charles (2019). Reading and Oral Vocabulary Development in Early Adolescence. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2019.1689244. Fulltekst i vitenarkiv
  • Rogde, Kristin; Hagen, Åste Mjelve; Melby-Lervåg, Monica & Lervåg, Arne (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell systematic reviews. ISSN 1891-1803. 15:e1059(4), s. 1–37. doi: 10.1002/cl2.1059. Fulltekst i vitenarkiv
  • Hogstad, Kjetil Horn (2019). Can we kill the Bildung king? – The quest for a non-sovereign concept of Bildung. Educational Philosophy and Theory. ISSN 0013-1857. doi: 10.1080/00131857.2019.1707655.
  • Engelsen, Britt Ulstrup (2019). Fremtidens skole: Gjensyn med vitenskapssentrert læreplantenkning? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 103(1), s. 53–64. doi: 10.18261/issn.1504-2987-2019-01-06. Fulltekst i vitenarkiv
  • Steier, Rolf & Kersting, Magdalena (2019). Metaimagining and embodied conceptions of spacetime. Cognition and Instruction. ISSN 0737-0008. 37(2), s. 145–168. doi: 10.1080/07370008.2019.1580711. Fulltekst i vitenarkiv
  • Kluge, Anders (2019). Learning science with an interactive simulator: negotiating the practice-theory barrier. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2019.1590881.
  • Damsa, Crina I.; Nerland, Monika & Andreadakis, Zacharias (2019). An ecological perspective on learner‐constructed learning spaces. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(5), s. 2075–2089. doi: 10.1111/bjet.12855. Fulltekst i vitenarkiv
  • Hörmann, Bernadette & Forghani-Arani, Neda (2019). Spongebob im Klassenzimmer. Pädagogische und didaktische Überlegungen auf der Grundlage von gelebter Unterrichtserfahrung. , Gute Schule ist machbar. Zur Evaluation der Niederösterreichischen Mittelschule.. Leykam. ISSN 978-3-7011-0402-4. s. 101–126.
  • Damsa, Crina I. & de Lange, Thomas (2019). Student-centred learning environments in higher education - From conceptualization to design. UNIPED. ISSN 1500-4538. 42(1), s. 9–26. doi: 10.18261/issn.1893-8981-2019-01-02. Fulltekst i vitenarkiv
  • Stensaker, Bjørn; Elken, Mari & Maassen, Peter (2019). Studieprogramledelse – et spørsmål om organisering? UNIPED. ISSN 1500-4538. 42(1), s. 91–105. doi: 10.18261/issn.1893-8981-2019-01-07. Fulltekst i vitenarkiv
  • Esterhazy, Rachelle & Fiksen, Øyvind (2019). Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED. ISSN 1500-4538. 42(1), s. 60–73. doi: 10.18261/issn.1893-8981-2019-01-05. Fulltekst i vitenarkiv
  • Hontvedt, Magnus & Øvergård, Kjell Ivar (2019). Simulations at work — a framework for configuring simulation fidelity with training objectives. Computer Supported Cooperative Work (CSCW). ISSN 0925-9724. 29, s. 85–113. doi: 10.1007/s10606-019-09367-8. Fulltekst i vitenarkiv
  • Stensaker, Bjørn (2019). Socially embedded universities and the search for meaning. I Christensen, Tom; Gornitzka, Åse & Ramirez, Francisco O. (Red.), Universities as Agencies. Reputation and Professionalization. Palgrave Macmillan. ISSN 978-3-319-92712-1. s. 251–269. doi: 10.1007/978-3-319-92713-8_10.
  • Bostad, Inga (2019). Takknemlighet. I Henriksen, Merete (Red.), Verdier i vår tid?. Dinamo Forlag. ISSN 9788280713322. s. 57–80.
  • Hansen, Hanne Foss; Aarrevaara, Timo; Geschwind, Lars & Stensaker, Bjørn (2019). Evaluation Practices and Impact: Overload? I Pinheiro, Romulo; Geschwind, Lars; Hansen, Hanne Foss & Pulkkinen, Kirsi (Red.), Reforms, Organizational Change and Performance in Higher Education. A comparative Account from the Nordic Countries. Palgrave Macmillan. ISSN 978-3-030-11737-5. s. 235–266. doi: 10.1007/978-3-030-11738-2_8.

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  • Grøver, Vibeke & Bråten, Ivar (2021). Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 978-82-02-65006-3. 255 s.
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  • Litherland, Kristina (2021). Kompetansebasert programmeringsopplæring.
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