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2022
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- Blikstad-Balas, M., & Roe, A. (2020). Hva foregår i norsktimene? Utfordringer og muligheter i norskfaget på ungdomstrinnet. Universitetsforlaget
- Brevik, L. M., Ahmadian, S., & Garvoll, K. K. (2020). English use outside of school: Gamers, Surfers and Social Media Users. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 190-216). Universitetsforlaget
- Brevik, L. M., Brantmeier, C., & Pearson, P. D. (2020). Strategic readers of English: Gradual release of responsibility. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 137-160). Universitetsforlaget
- Brevik, L. M., Lund, A., Skarpaas, K. G., & Røkenes, F. M. (2020). Language and technology: Digital competence in English. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 43-64). Universitetsforlaget
- Brevik, L. M., & Lyngstad, M. E. (2020). The role of literature in the English classroom. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 163-189). Universitetsforlaget
- Brevik, L. M., & Rindal, U. (2020). Language Use in the Classroom: Balancing Target Language Exposure with the Need for Other Languages. TESOL Quarterly, 54(4), 925-953.
- Brevik, L. M., Rindal, U., & Beiler, I. R. (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 92-116). Universitetsforlaget
- Brevik, L. M., Skarpaas, K. G., & Isaksen, A. R. (2020). Vocational English. Building vocational orientation and relevance. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 65-90). Universitetsforlaget
- Frønes, T. S., & Roe, A. (2020). Hva skjer i norsktimene? Elevers oppfatning av norskundervisningen på skolen. I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 196-221). Universitetsforlaget
- Gabrielsen, I. L., & Blikstad-Balas, M. (2020). Hvilken litteratur møter elevene i norskfaget? En analyse av hvilke skjønnlitterære verk som inngår i 178 norsktimer på åttende trinn. Edda Nordisk tidsskrift for litteraturforskning.
- Hammerness, K., Klette, K., Jenset, I. S., & Canrinus, E. T. (2020). Opportunities to study, practice and rehearse teaching in teacher preparation: An international perspective. Teachers College Record, 122(11)
- Jensen, F., Frønes, T. S., Kjærnsli, M., & Roe, A. (2020). Lesing i PISA 2000–2018: Norske elevers lesekompetanse i et internasjonalt perspektiv. I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 21-45). Universitetsforlaget
- Klette, K. (2020). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen. I (red.) Praktisk-pedagogisk utdanning – en antologi (s. 183-214) Fagbokforlaget
- Luoto, J. M. (2020): Scrutinizing two Finnish teachers’ instructional rationales and perceived tensions in enacting student participation in mathematical discourse. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 33-161
- Magnusson, C. G. (2020). Examining the polestar of reading comprehension: one teacher's instruction in one L1 classroom and students' metacognitive knowledge of reading. L1-Educational Studies in Language and Literature.
- Magnusson, C. G., & Frønes, T. S. (2020). Norske elevers kunnskap om strategier for leseforståelse. I (red.) Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 79-106). Universitetsforlaget
- Mathé, N. E. H. (2020): Preparing to Teach Democracy: Student Teachers’ Perceptions of the ‘Democracy Cake’ as a Set of Teaching Materials in Social Science Education. Journal of Social Science Education, 19(3), 66-85
- Mathé, N. E. H., & Elstad, E. (2020). Exploring students’ effort in social studies. Nordidactica, 1, 65-87.
- Rindal, U. (2020). English in Norway: A language and a school subject in transition. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 23-42). Universitetsforlaget
- Rindal, U., Beiler, I. R., & Listuen, S. G. (2020). Intercultural competence and cultural identities. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. ). Universitetsforlaget
- Rindal, U., & Iannuzzi, M. (2020). Pronunciation: Accent, identity and intelligibility. I L. M. Brevik & U. Rindal (red.), Teaching English in Norwegian classrooms: From research to practice (s. 117-136). Universitetsforlaget
- Roe, A. (2020). Elevenes lesevaner og holdninger til lesing. I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 107-134). Universitetsforlaget
- Sundqvist, P. (2020). Sweden and informal language learning. I (red.), The Handbook of Informal Language Learning (s. 319-332). John Wiley & Sons
- Sundqvist, P., Sandlund, E., Skar, G. B. U., & Tengberg, M. (2020). Effects of Rater Training on the Assessment of L2 English Oral Proficiency. Nordic Journal of Modern Language Methodology, 8(1), 3-29.
- Tønnesson, J., & Blikstad-Balas, M. (2020). Inn i sakens prosa. Universitetsforlaget
- Veum, A., Siljan, H. H., & Maagerø, E. (2020). Who am I? How Newly Arrived Immigrant Students Construct Themselves Through Multimodal Texts. Scandinavian Journal of Educational Research
- Vold, E. T. (2020): Grammatikkundervisning i franskfaget. Viden om Literacy, 27, 106-114
- Vold, E. T., & Brkan, A. (2020). Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use. System, 93.
- Weyergang, C., & Magnusson, C. G. (2020). Hva er relevant lesekompetanse i dagens samfunn, og hvordan måles lesing i PISA 2018? I (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 46-78). Universitetsforlaget
2019
- Beiler, I. M. R. (2019). Negotiating multilingual resources in English writing instruction for recent immigrants to Norway. TESOL Quarterly, 54(1), 5-29
- Blikstad-Balas, M. (2019). Digital teknologi i klasserommet – noen sentrale utfordringer. I (ref), 101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse (s. 51-64). Fagbokforlaget
- Blikstad-Balas, M., & Skaug, S. (2019). Hele tekster versus utdrag – hvilke tekster velger norsklærerne? Nordic Journal of Literacy Research, 5(1)
- Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281-3210
- Brevik, L. M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning, 35(5), 595-606.
- Brevik, L. M. (2019). PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school. I U. Rindal & L. M. Brevik (red), English didactics in Norway - 30 years of doctoral research (s. 207-228 ). Universitetsforlaget
- Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86.
- Canrinus, E. T., Klette, K., & Hammerness, K. (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education, 70(3), 192-205
- Dalland, C., Klette, K., & Svenkerud, S. (2019). Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education, 43(1), 53-66
- Dewilde, J. (2019). How Islamic are young Muslim people’s poems? Apples - Journal of Applied Language Studies, 13(4), 71-87.
- Doetjes, G. (2019). Fransk, spansk og tysk i ungdomsskolen etter Kunnskapsløftet: styrket eller ikke? Nordic Journal of Modern Language Methodology, 2018(2), 28-56
- Gabrielsen, I. L., Blikstad-Balas, M., & Tengberg, M. (2019). The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts? L1-Educational Studies in Language and Literature, 19, 1-32
- Hertzberg, F., & Roe, A. (2019). Skriving i fagene i norsk skole - en vandring mellom top down og bottom up. I (red.), Genom texter och vârldar. Svenska och litteratur med didaktisk inriktning - festskrift till Ria Heilä-Ylikallio (s. 103-121). Åbo Akademis Förlag
- Korbøl, K.. (2019). Hva er det felles beste? Historie og bærekraft. I (red.), Bærekraftdidaktikk ( s. 43-58). Fagbokforlaget
- Rindal, U. (2019). Communicative oral skills. I (red.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget
- Rindal, U. (2019). PhD revisited: Meaning in English. L2 attitudes, choices and pronunciation in Norway. I U. Rindal & L. M. Brevik (red.), English didactics in Norway - 30 years of doctoral research (s. 335-355). Universitetsforlaget
- Rindal, U., & Brevik, L. M. (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.
- Rindal, U., & Brevik, L. M. (2019). Introduction. I U. Rindal & L. M. Brevik (red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget
- Rindal, U., & Brevik, L. M. (2019). State of the art: English didactics in Norway. I U. Rindal & L. M. Brevik (red.), English didactics in Norway - 30 years of doctoral research (s. 418-440). Universitetsforlaget
- Roås, S. E., & Siljan, H. H. (2018). Skrive- og leseopplæring i det digitale klasserommet. I (red.), 101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse (s. 125-146). Fagbokforlaget
- Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87-113.
- Sundqvist, P, & Sandlund, E. (2019). Doing versus assessing interactional competence: Contrasting L2 test interaction and teachers’ collaborative grading of a paired speaking test (s. 357-396). I (red.), Teaching and Testing L2 Interactional Competence.
- Sundqvist, P., Sandlund, E., Källkvist, M., Fredholm, K., & Dahlberg, M. (2019). Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever. I (red.), Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (s. 19-41). Karlstad University Press
- Vold, E. T. (2019). L'atténuation à travers les langues et les disciplines: une approche plurilingue et interculturelle pour enseigner la rédaction scientifique dans des contextes multiculturels.. I (red.), Academic writing across languages: multilingual and contrastive approaches in higher education (s. 79-102). Böhlau
2018
- Bjørkvold, T., & Blikstad-Balas, M. (2018). Students as researchers: What and why seventh-grade students choose to write when investigating their own research question. Science Education, 102(2), 304-341. doi:10.1002/sce.21324
- Blikstad-Balas, M., Roe, A., & Klette, K. (2018). Opportunities to write: An exploration of student writing during language arts lessons in Norwegian lower secondary classrooms. Written Communication, 35(2), 119-154
- Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71, 34-45. doi: https://doi.org/10.1016/j.tate.2017.12.003
- Brevik, L. M., & Hellekjær, G. O. (2018). Outliers: Upper Secondary School Students Who Read Better in the L2 than in L1. International Journal of Educational Research, 89, 80-91. doi: https://doi.org/10.1016/j.ijer.2017.10.001
- Dewilde, J., Kjørven, O. K., Skaret, A., & Skrefsrud, T. A. (2018). International week in a Norwegian school. A qualitative study of the participant perspective. Scandinavian Journal of Educational Research, 62(3), 474-486. doi: 10.1080/00313831.2017.1306800
- Gunnulfsen, A. E., & Roe, A. (2018). Investigating teachers’ and school principals’ enactments of national testing policies: A Norwegian study. Journal of Educational Administration, 56(3), 332-349. doi:10.1108/JEA-04-2017-0035
- Jenset, I. S., Canrinus, E. T., Klette, K., & Hammerness, K. (2018). Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education. European Journal of Teacher Education, 41(3), 360-376. doi:10.1080/02619768.2018.1448783
- Jenset, I. S., Hammerness, K., & Klette, K. (2018). Talk about field placement within campus coursework: Connecting theory and practice in teacher education. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2017.1415968
- Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2018). Characterizing CLIL teaching: New insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2018.1472206
- Roe, A., Ryen, J. A., & Weyergang, C. (2018). God leseopplæring med nasjonale prøver. Om elevers leseutfordringer i et mangfold av tekster. Universitetsforlaget.
- Tengberg, M., Roe, A., & Skar, G. B. U. (2018). Interrater reliability of constructed response items in standardized tests of reading. Nordic Studies in Education, 38(2), 118-137. doi: 10.18261/issn.1891-5949-2018-02-03
- Vold, E. T. (2018). Grammatikkens rolle i fremmedspråksundervisningen. I C. Bjørke, M. Dypedahl & Å. Haukås (red.), Fremmedspråksdidaktikk (s. 172-193). Cappelen Damm Akademisk
- Vold, E. T. (2018). Tilpasset opplæring i fremmedspråk, I C. Bjørke, M. Dypedahl & Å. Haukås (red.), Fremmedspråksdidaktikk (s. 270-287). Cappelen Damm Akademisk
- Vold, E. T. (2018). Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk, In Åsta Haukås; Camilla Bjørke & Magne Dypedahl (red.), Metacognition in Language Learning and Teaching. Routledge.
2017
- Blikstad-Balas, M. (2017). Det digitale klasserommet, I K. Lyngsnes & M. Rismark (red.), Didaktisk praksis 5.-10.trinn (s. 139-152). Gyldendal Akademisk
- Blikstad-Balas, M. (2017). Key challenges of using video when investigating social practices in education: contextualization, magnification, and representation. International Journal of Research & Method in Education, 40(5), 511-523. doi: 10.1080/1743727X.2016.1181162
- Blikstad-Balas, M., & Davies, C. (2017). Assessing the educational value of one-to-one devices: have we been asking the right questions? Oxford Review of Education, 43(3), 311-331. doi: 10.1080/03054985.2017.1305045
- Blikstad-Balas, M., & Foldvik, M. C. (2017). Kritisk literacy i norskfaget - hva legger elever vekt på når de vurderer tekster fra internett? Norsklæreren, (4), 28-39
- Brevik, L. M. (2017). Strategies and shoes: Can we ever have enough? Teaching and using reading comprehension strategies in general and vocational programmes. Scandinavian Journal of Educational Research, 61(1), 76-94. doi:https://doi.org/10.1080/00313831.2015.1075310
- Brevik, L. M., Blikstad-Balas, M., & Engelien, K. L. (2017). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice, 24(2), 164-184. doi:https://doi.org/10.1080/0969594X.2016.1239611
- Canrinus, E. T., Klette, K., & Hammerness, K. (2017). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. doi: 10.1177/0022487117737305
- Daugaard, L. M., & Dewilde, J. (2017). Flerspråklige lærere som opfindere - i danske og norske skoler. Nordand – nordisk tidsskrift for andrespråksforskning, 12(1), 6-22. doi: 10.18261/issn.2535-3381-2017-01-02
- Dewilde, J. (2017). Multilingual young people as writers in a global age, In (red.), New Perspectives on Translanguaging and Education (s. 56 - 71). Multilingual Matters, 5.
- Dewilde, J. (2017). Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism. doi: 10.1177/1367006917740975
- Doetjes, G. (2017). Englisch und weitere Fremdsprachen in der norwegischen fellesskole – Erfahrungen und Herausforderungen, I (red.), S. Chilla & K. Vogt (red.), Heterogenität und Diversität im Englischunterricht (s. 33-54). Peter Lang Publishing Group
- Jenset, I. S., Klette, K., & Hammerness, K. (2017). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education. doi:10.1177/0022487117728248
- Klette, K., Hammerness, K. M., & Jenset, I. S. (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge, 11(3), 1- 22. doi: 10.5617/adno.4730
- Klette, K., & Blikstad-Balas, M. (2017). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal, 1-18. doi:10.1177/1474904117703228
- Klette, K., Blikstad-Balas, M., & Roe, A. (2017). Linking instruction and student achievement : research design for a new generation of classroom studies. Acta Didactica Norge, 11(3), 19. doi: 10.5617/adno.4729
- Klette, K., & Roe, A. (2017). Interplay of Texts in Different Modalities. Nordic Journal of Literacy Research, 3, 6-11
- Roe, A., & Jensen, R. E. (2017). Hva kjennetegner de svakeste elevenes lesekompetanse, lesevaner og strategikunnskap når de går ut av grunnskolen? Nordic Journal of Literacy Research, 3(2)
- Svanes, I. K., & Klette, K. (2017). Teachers’ instructional practices during pupils’ individual seatwork in Norwegian language arts. Education Inquiry. doi:10.1080/20004508.2017.1380485
- Vold, E. T. (2017). Meaningful and contextualised grammar instruction: What can foreign language textbooks offer?Language Learning Journal. doi:10.1080/09571736.2017.1357745
- Vold, E. T. (2017). Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, 40-53. doi:10.1016/j.ijer.2016.12.002
2016
- Blikstad-Balas, M. (2016). Faglig og ikke-faglig bruk av teknologi i klasserommet, I R. J. Krumsvik (red.), Digital læring i skole og lærerutdanning (s. 136-150). Universitetsforlaget
- Blikstad-Balas, M. (2016). Key challenges of using video when investigating social practices in education: contextualization, magnification, and representation. International Journal of Research & Method in Education, 40(5), 511-523. doi: 10.1080/1743727X.2016.1181162
- Blikstad-Balas, M. (2016). “You get what you need” - Students’ attitudes towards using Wikipedia when doing school assignments. Scandinavian Journal of Educational Research, 60(6), 594-608. doi:10.1080/00313831.2015.1066428
- Brevik, L. M., Blikstad-Balas, M., & Engelien, K. L. (2016). Integrating assessment for learning in the teacher education programme at the University of Oslo.Assessment in education : Principles, Policy & Practice, 24(2), 164-184. doi:10.1080/0969594X.2016.1239611
- Brevik, L. M. (2016). The Gaming Outliers: Does out-of-school gaming improve boys’ reading skills in English as a second language? I E. Elstad (red.), Educational Technology and Polycontextual Bridging. (s 39–61). Sense Publishers.
- Brevik, L. M. & Davies, C. (2016). The potential of digital tools for enabling the observation of comprehension in the classroom. Nordic Journal of Digital Literacy, 10(2), 101-117. doi: 10.18261/issn.1891-943x-2016-02-02
- Brevik, L. M. & Gunnulfsen, A. E. (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge, 10(2), 212-234
- Brevik, L. M., Olsen, R. V., & Hellekjær, G. O. (2016). The Complexity of Second Language Reading: Investigating the L1-L2 Relationship. Reading in a Foreign Language, 28(2), 161-182
- Dalland, C., & Klette, K. (2016). Individual teaching methods: Work plans as a tool for promoting self-regulated learning in lower secondary classrooms?. Education Inquiry, 7(4), 381-404
- Dewilde, J. (2016). «Det er bare i hjertet mitt.» Portrett av en transspråklig ungdom som diktskriver. Skandinaviske Sprogstudier, 7(2), 46- 62
- Dewilde, J., & Creese, A. (2016). Discursiv shadowing in linguistic ethnography: Situated practices and circulating discourses in multilingual schools. Anthropology & Education Quarterly, 47(3), 329-339. doi:10.1111/aeq.12158 Show summary
- Dewilde, J., & Skrefsrud, T. A. (2016). Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school. International Journal of Inclusive Education, 20(10), 1032-1042. doi:10.1080/13603116.2016.1145263
- Klette, K., & Hammerness, K. M. (2016). Conceptual framework for analyzing qualities in teacher education: looking at features of teacher education from an international perspective.Acta Didactica Norge, 10(2), 26-52
- Kulbrandstad, L. A., & Dewilde, J. (2016). Nyankomne barn og unge i den norske utdanningskonteksten. Nordand : nordisk tidsskrift for andrespråksforskning, 11(2), 13-33
- Rindal, U. (2016). Pronunciation, I A. Linn (red.), Investigating English in Europe: Contexts and Agendas (s. 93-98). Mouton de Gruyter.
- Vold, E. T. (2016). Faire place au jeu dans la formation des enseignants de langues. Recherches et applications - Le francais dans le monde, 59, 37-49