Publications

 

2024

  • Ahmadian, S., & Brevik, L. M. (2024). This Land Is My Land: Teachers’ integration of game and novel in English instruction. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13012

  • Ahmadian, S., Brevik, L. M., & Öhrn, E. (2024). Adventures with Anxiety: Gender bias in gameplay in vocational English classes. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13006

  • Brevik, L. M. (2024). Connecting research and education in the Co-research model. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education through innovation: A Norwegian response to research literacy, integration and technology (ch. 8). Routledge. https://doi.org/10.4324/97810322693798-10 

  • Jenset, I. S., Klette, K., Hammerness, K., & Canrinus, E. (2024). Coherence in teacher education: a case of research-based reform. In I. K. R. Hatlevik, R. Jakhelln, & D. Jorde (Eds.), Transforming university-based teacher education through innovation: A Norwegian response to research literacy, integration and technology (ch. 4). Routledge.

  • Jenset, I. S., & Hatlevik, I. K. R. (2024). From development work to research publication: a case of Norwegian teacher educators developing research literacy. Teaching Education. https://doi.org/10.1080/10476210.2023.2298197.

  • Jentsch, A., & Hoferichter, F. (2024). Life satisfaction, psychological stress, and present-moment attention: a generalizability study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1258896.

  • Jentsch, A., Benecke, K., Blömeke, S., König, J., & Kaiser, G. A. H. (2024). Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms: Authors and their affiliations. ZDM: Mathematics Education. ISSN 1863-9690. doi: 10.1007/s11858-024-01557-z.

  • Siljan, H. H., Magnusson, C. G., & Klette, K. (2024). Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2322966.

  • Sundqvist, P. (2024). Extramural English as an individual difference variable in L2 research: Methodology matters. Annual Review of Applied Linguistics.   https://doi.org/10.1017/S0267190524000072 

  • Sundqvist, P., & Nilsson, R. (2024). Integrating commercial-off-the-shelf games in L2 English vocabulary instruction. In J. S. Lee, D. Zou, & M. M. Gu (Eds.), Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators (pp. 3–15). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51540-8_1 

  • White, M. C., & Klette, K. (2024). Signal, error, or bias? exploring the uses of scores from observation systems. Educational Assessment, Evaluation and Accountability, 1-24. https://link.springer.com/article/10.1007/s11092-024-09427-8

  • White, M. C., & Maher, B. L. (2024). How might rubric-based observations better support teacher learning and development? Educational Research. https://doi.org/10.1080/00131881.2024.2304542.

  • Aashamar, P. N., Klette, K., & Christensen, A. S. (2024). Teaching higher-order thinking in social studies: The role of content coverage and intellectual challenge. Journal of Social Science Education, 23(1). https://doi.org/10.11576/jsse-5808.

 

2023

  • Bakken, J., & Brevik, L. M. (2023). Challenging the notion of CLIL elitism: A study of secondary school students' motivation for choosing CLIL in Norway. TESOL Quarterly

  • Brataas, G., & Jenset, I. S. (2023). From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding? Teaching and Teacher Education. doi: 10.1016/j.tate.2023.104206

  • Brevik, L. M. (2023). A ‘Mixed Methods Way of Thinking’ in game-based research integrations. In C. Poth (red.), The Sage Handbook of Mixed Methods Research Design. Sage Publications 

  • Brevik, L. M. & Holm, T. (2023). Affinity and the classroom: informal and formal L2 learning. ELT Journal, 77(1), 83–93. doi: 10.1093/elt/ccac012

  • Cappon, L., Jentsch, A., Roggeman, S., & De Vries Robbé, M. (2023). Protective factors in forensic practice: The added value of the SAPROF-extended version pilot in relation to aggressive incidents. Criminal Justice and Behavior. 

  • Casoli-Uvsløkk, J., & Brevik, L. M. (2023). Intercultural approaches to second and foreign language instruction: A longitudinal video study. Teaching and Teacher Education, 134. doi: 10.1016/j.tate.2023.104309
  • Christensen, A. S., & Mathé, N. E. H. (2023). Higher order thinking in social science education – an empirical study with classroom observations from Denmark and Norway. Sammenlignende Fagdidaktik, 7. doi: 10.7146/sammenlignendefagdidaktik.v2023i7.138199
  • Dalland, C. P., Blikstad-Balas, M., & Svenkerud, S. (2023). The Eclectic Use of Theory in Educational Research Doctoral Theses. Acta Didactica Norden, 17(1), 1–24. doi: 10.5617/adno.9837
  • Dversnes, G., & Blikstad-Balas, M. (2023). The potential of podcasts for exploratory talk in high school. Computers in The Schools, 1–21.  doi: 10.1080/07380569.2023.2196963
  • Eriksen, T. M., & Brevik, L. M. (2023). Developing a “research literacy way of thinking” in initial teacher education: Students as co-researchers. I I. Menter (red.), The Palgrave Handbook of Teacher Education Research (s. 1–26). Palgrave Macmillan
  • Erstad, O. A., Kucirkova, N., Mangen, A., Aarsand, P. A., & Blikstad-Balas, M. (2023). Reading in the digital age: Differences and commonalities across research approaches. Nordic Journal of Digital Literacy, 18(4), 272–286.  doi: 10.18261/njdl.18.4.6 

  • Frisén, L. B., Sandlund, E., & Sundqvist, P. (2023). Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet. Utbildning & lärande, 17(2), 11–38.  doi: 10.58714/ul.v17i2.15844

  • Hoferichter, F., Jentsch, A., Maas, L., & Hageman, G. (2023). Burnout among high school students is linked to their telomere length and relatedness with peers. Stress, 26(1). doi: 10.1080/10253890.2023.2240909

  • Jentsch, A., Hoferichter, F., Seyfarth, D., & Blank, T. (2023). Ein Seminarkonzept zur Verbesserung des Wohlbefindens und der Stressbewältigung für Lehramtsstudierende. Herausforderung Lehrer*innenbildung, 6(1), 323–336.  doi: 10.11576/hlz-6229

  • Kaatari, H., Larsson, T., Wang, Y., Eikhoff, S. A., & Sundqvist, P. (2023). Exploring the effects of target-language extramural activities on students’ written production. Journal of Second Language Writing, 62. doi: 10.1016/j.jslw.2023.101062

  • Klette, K. (2023). Classroom observation as a means of understanding teaching quality: towards a shared language of teaching? Journal of Curriculum Studies, 55(1), 49–62. doi: 10.1080/00220272.2023.2172360

  • Klette, K. (2023). Towards programmatic research when studying classroom teaching and learning. In F. Ligozat, K. Klette, & J. Almqvist (Eds.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum (pp. 137–158). Springer. doi: 10.1007/978-3-031-20810-2_9.

  • Klette, K., & Vollmer, H. J. (2023). Pedagogical Content Knowledge and Subject Didactics - An International Dialogue. In F. Ligozat, K. Klette, & J. Almqvist (Eds.), Didactics in a Changing World European Perspectives on Teaching, Learning and the Curriculum (pp. 17–34). Springer.

  • Kure, A. E., Brevik, L. M., & Blikstad-Balas, M. (2023). Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms. Journal of Computer Assisted Learning, 269–285

  • Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2023). Reciprocity and challenge in researcher-student collaborative labour in a multilingual secondary school. In G. Ericson, C. Bardel, & D. Little, (red.), Collaborative research in language education (s. 59–70). De Gruyter Mouton. 
  • Luoto, J. M. (2023). Comparative education and comparative classroom observation systems. Comparative Education. doi: 10.1080/03050068.2023.2173917
  • Magnusson, C. G., Luoto, J. M., & Blikstad-Balas, M. (2023). Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education, 133. doi: 10.1016/j.tate.2023.104274
  • Mathé, N. E. H. (2023). Suggesting a framework for students' academic perspective-taking in secondary social science education. Acta Didactica Norden, 17(2). doi: 10.5617/adno.9202
  • Mathé, N. E. H., & Sandahl, J. (2023). Between the lifeworld and academia: Defining political issues in social science education. Journal of Social Science Education, 22(3). doi: 10.11576/jsse-5203

  • Peskova, R., Lindholm, A., Alholm, M., Vold, E. T., Gunnþórsdóttir, H., & Slotte, A. (2023). Second language and mother tongue education for immigrant children in Nordic educational policies: Search for a common Nordic dimension. Nordic Studies in Education, 43(2), 128–144. doi: 10.23865/nse.v43.3982

  • Sundqvist, P., & Uztosun, M. S. (2023). Extramural English in Scandinavia and Asia: Scale development, learner engagement, and perceived speaking ability. TESOL Quarterly. https://doi.org/10.1002/tesq.3296  

  • Vold, E. T. (2023). Interaksjonsmønstre i språkklasserommet: Hvordan tilrettelegge for læring og bruk av målspråk? Nordic Journal of Language Teaching and Learning. doi: 10.46364/njltl.v10i2.1007

  • Vold, E. T. (2023). Language competences in lower secondary French-as-a-foreign language classrooms. Bergen Language and Linguistics Studies, 13(1)

  • Weyergang, C., Frønes, T., & Siljan, H. H. (2023). Hvordan vurdere elevers kritiske lesing? Forslag til et praktisk-didaktisk rammeverk. Nordic Journal of Literacy Research, 9(1), 113–140. doi: 10.23865/njlr.v9.5111

  • White, M. C., & Klette, K. (2023). What's in a score? Problematizing interpretations of observation scores. Studies in Educational Evaluation, 77. doi: 10.1016/j.stueduc.2023.101238

  • Aalde, O., & Jenset, I. S. (2023). Study program leaders’ perceptions of coherence and strategies for creating coherent teacher education programs. Journal of Teacher Education. doi: 10.1177/00224871231208683

  • Aashamar, P. N., & Klette, K. (2023). Powerful knowledge in the social studies classroom and beyond. Journal of Curriculum Studies, 1–21.  doi: 10.1080/00220272.2023.2234427

2022

  • Brevik, L. M. (2022). The emergent multiphase design: Demonstrating a fully integrated approach in the context of language research in education. I A. Onwuegbuzie, & J. H. Hitchcock (red.), The Routledge Handbook for Advancing Integration in Mixed Methods Research (s. 196–212). Routledge
  • Brevik, L. M., & Buchholtz, N. (2022). The use of mixed methods to study language learning beyond the classroom. I H. Reinders, C. Lai, & P. Sundqvist (red.), The Routledge handbook of language learning and teaching beyond the classroom. Routledge
  • Dalland, C. P., Blikstad-Balas, M., Klette, K., & Roe, A. (2022). Hjemmeskole under korona: individuelle oppgaver og høye krav til selvregulert læring. Norsk Pedagogisk Tidsskrift
  • Dirdal, H., Hasund, I. K., Drange, E. M. D., Vold, E. T., & Berg, E. M. (2022). Design and construction of the Tracking Written Learner Language (TRAWL) Corpus: A longitudinal and multilingual young learner corpus. Nordic Journal of Language Teaching and Learning
  • Elvebakk, L., & Blikstad-Balas, M. (2022). Kritisk lesing i høyere utdanning: Hvordan forholder lærerstudenter seg til tekster som krever kritisk lesing? Nordic Journal of Literacy Research, 8(2), s. 44–63 
  • Gyllstad, H., Sundqvist, P., Sandlund, E., & Källkvist, M. (2022). Effects of word definitions on meaning recall: A multisite intervention in language-diverse second language English classrooms. Language Learning, 73(2), 403–444 
  • Hartvigsen, K. M., & Haakedal, E. (2022). Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education. British Journal of Religious Education
  • Hårr, M. S., & Blikstad-Balas, M. (2022). Kreativ skriving - med modelltekster.  Norsklæreren, 53–67
  • Jenset, I. S., & Klette, K. (2022). The many meanings of practice-based teacher education: A conceptualization of the term. I I. Menter (red.), The Palgrave Handbook of Teacher Education Research (s. 1–21). Palgrave Macmillan
  • Klette, K. (2022). The use of video capturing in international large-scale assessment studies: Methodological and theoretical considerations. I T. Nilsen, A. Stancel-Piątak, & J. E. Gustafsson (red.), International Handbook of Comparative Large-Scale Studies in Education. Springer
  • Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2022). Språkpraktiker som didaktiskt kontrakt i skolämnet engelska. I A. Nordin, & M. Uljens (red.), Didaktikens språk: Om skolundervisningens mål, innehåll och form (s. 103–120). Gleerups Utbildning
  • Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2022). Towards an in-depth understanding of English-Swedish translanguaging pedagogy in multilingual EFL classrooms. HumaNetten, 48, 138–167
  • Källkvist, M., Sandlund, E., Sundqvist, P., & Gyllstad, H. (2022). Intercultural interaction in the multilingual classroom. I I. Kecskes (red.), The Cambridge Handbook of Intercultural Pragmatics (s. 836–868). Cambridge University Press 
  • Lahn, L. & Klette K. (2022). Reactivity beyond contamination. An integrative literature review of video studies in educational research. International Journal of Research & Method in Education. https://doi.org/10.1080/1743727X.2022.209435
  • Larsen, E., & Mathé, N. E. H. (2022). Teachers’ perceptions of their schools’ democratic character. Scandinavian Journal of Educational Research
  • Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Patterns of instruction in Finnish and Norwegian lower secondary mathematics classrooms.   Research in Comparative and International Education
  • Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality. Educational Assessment, Evaluation and Accountability 
  • Lycurgus, T., Hansen, B., & White, M. C. (2022). Conjuring power from a theory of change: The PWRD method for trials with anticipated variation in effects. Journal of Research on Educational Effectiveness
  • Reinders, H., Lai, C., & Sundqvist, P. (2022). Introduction: Language learning and teaching beyond the classroom. I H. Reinders, C. Lai, & P. Sundqvist (red.), The Routledge handbook of language learning and teaching beyond the classroom (s. 1–6). Routledge
  • Schurz, A., & Sundqvist, P. (2022). Connecting extramural English with ELT: teacher reports from Austria, Finland, France, and Sweden. Applied Linguistics, 43(5), 934–957
  • Siljan, H. H. (2022). Grammatikken som system og mulighet. Grammatikken forklart og praktisert i to lærebøker for ungdomstrinnet. Acta Didactica Norden, 16(1)
  • Sundqvist, P. (2022). Extramural English in language education. I H. Mohebbi, & C. Coombe (red.), Research questions in language education and applied linguistics: A reference guide (s. 201–205). Springer
  • Sundqvist, P. (2022). Learning across the lifespan: Age, language learning, and technology. I N. Ziegler, & M. González-Lloret (red.), The Routledge handbook of second language acquisition and technology (s. 343–355). Routledge
  • Sundqvist, P., Sandlund, E., Källkvist, M., & Gyllstad, H. (2022). Language practices in English classrooms: Guest editors’ introduction to the special issue. Languages, 7(4)
  • Sundqvist, P., Waldmann, C., Straszer, B., & Egeland, B. L. (2022). En skriftserie som sträcker på sig: Introduktion till det första fristående ASLA-numret. I P. Sundqvist, C. Waldmann, B. Straszer, & B. L. Egeland (red.), Språk i skola, på fritid och i arbetsliv: Aktuella arenor för svensk forskning inom tillämpad språkvetenskap (s. 1–14). Association suédoise de linguistique appliquée (ASLA)
  • Tengberg, M., Blikstad-Balas, M., & Roe, A. (2022). Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged? Teaching and Teacher Education
  • Vold, E. T. (2022). Development of lexical richness among beginning learners of French as a foreign language. Nordic Journal of Language Teaching and Learning
  • Vold, E. T. (2022). Le rôle du jeu dans la formation des enseignants de langues: revue de la littérature . I H. Silva (red.), Regards sur le jeu en didactique des langues et des cultures Penser, concevoir, évaluer, former. Peter Lang Publishing Group
  • Vold, E. T. (2022). Learner spoken output and teacher response in second versus foreign language classrooms. Language Teaching Research
  • White, M. C., Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Bringing the conceptualization and measurement of teaching into alignment. Studies in Educational Evaluation
  • White, M. C., Maher, B., & Rowan, B. (2022). A framework for addressing Instrumentation biases when using observation systems as outcome measures in instructional interventions. Journal of Research on Educational Effectiveness
  • White, M. C., Maher, B., & Rowan, B.  (2022). Common core-related shifts in English language arts teaching from 2010 to 2018: A video study. The Elementary School Journal, 123(1)

2021

  • Beiler, I. R., Brevik, L. M., & Christiansen, T. (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet. I E. Andersson-Bakken, & C. P. Dalland (red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget.
  • Blikstad-Balas, M. (2021). Assessing students’ competences through digital technologies. I F. Reimers, & R. Opertti (red.), Learning to build back better futures for education: Lessons from educational innovations during the COVID-19 pandemic (s. 118–123). UNESCO Global Education Innovation Initiative.
  • Blikstad-Balas, M., & Klette, K. (2021). Hvilke læremidler bruker norsklærerne på åttende trinn? En systematisk kartlegging av norskfagets analoge og digitale tekster. Norsk Pedagogisk Tidsskrift, 105(3), 268–281
  • Blikstad-Balas, M. & Klette, K. (2021). Video i klasseromsforskning. In E. Andersson-Bakken, & C. P. Dalland (red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse (s. 153-165). Universitetsforlaget
  • Blikstad-Balas, M., Klette, K., Roe, A. & Dalland, C. P. (2021). Homeschooling in Norway during the pandemic - digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school. I F. Reimers (red.), Primary and secondary education during Covid-19 (s. 177-201). Springer. doi: 10.1007/978-3-030-81500-4_7.
  • Blikstad-Balas, M., Klette, K., & Tengberg, M. (2021). Why – and how – should we measure instructional quality? I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of analyzing teaching quality. Potentials and pitfalls (s. 9-20). Universitetsforlaget. doi: 10.18261/9788215045054-2021-0
  • Brevik, L. M., & Mathé, N. E. H. (2021). Mixed methods som forskningsdesign. I E. Andersson-Bakken, & C. P. Dalland (red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget
  • Carlsten, T. C., Throndsen, I., & Klette, K. (2021). Læringsfremmende vurderingspraksis på ungdomstrinnet: Funn fra TALIS 2018 og LISA-prosjektet. I J. K. Björnsson (red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk
  • Dalland, C. P., White, M. C., Blikstad-Balas, M., & Roe, A. (2021). Individualised home schooling – at odds with the equity ambitions in the Nordic model of education? Education In The North, 28(3), 204–221. doi: 10.26203/9dvz-5f97. 
  • Frisén, L. B., Sundqvist, P., & Sandlund, E. (2021). Policy in practice: Teachers’ conceptualizations of L2 English oral proficiency as operationalized in high-stakes test assessment. Languages, 6(4). doi: 10.3390/languages6040204.

  • Hartvigsen, K. M. (2021). How audience members envision new testament characters: Mental character models, blending, and the reception of Luke 1:5-2:52. Biblical Interpretation, 29(4-5), 551–589. doi: 10.1163/15685152-29040007

  • Hartvigsen, K. M. (2021). The complexity of Aseneth's transformation, the complexity of conversion. Intersectional perspectives on religious change in antiquity and beyond. Equinox Publishing. 

  • Jenset, I. S., & Blikstad-Balas, M. (2021). Ny praksisform i lærerutdanningen: Analysepraksis for forsknings- og profesjonsforberedelse. Acta Didactica Norden

  • Jenset, I. S., Hatlevik, I. K. R. & Fougt, S. S. (2021). Lærerutdanningens undervisningspraksiser på campus. Acta Didactica Norden, 15(3), p. 1–10. doi: 10.5617/ADNO.9168. 
  • Jørgensen, C. F. & Siljan, H. H. (2021). Hva slags grammatikkarbeid inviterer læreboka til? En studie av grammatikkoppgaver i to norsklæreverk for ungdomstrinnet. NLT - Norsk lingvistisk tidsskrift, 39(2), 255–293
  • Klette, K., Blikstad-Balas, M., & Roe, A. (2021). Observational scores as Predictors for Student Achievement Gains. I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of analyzing teaching quality. Potentials and pitfalls (s. 174-203). Universitetsforlaget. doi: doi.org/10.18261/9788215045054-2021-06.
  • Luoto, J. M., & Selling, A. J. V. (2021). Exploring the potential in Using Teachers’ Intended Lesson Goals as a Context-Sensitive Lens to Understanding Observational Scores of Instructional Quality. I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of analyzing teaching quality. Potentials and pitfalls (s. 229-253). Universitetsforlaget
  • Maagerø, E., Siljan, H. H., & Veum, A. (2021). Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts. Linguistics and Education, 66. doi: 10.1016/j.linged.2021.101001.
  • Magnusson, C. G. (2021). Reading literacy practices in Norwegian lower- secondary classrooms: Examining the patterns of teacher questions. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2020.1869078.
  • Nissen, A., Tengberg, M., Svanbjörnsdóttir, B. M., Gabrielsen, I. L., Blikstad-Balas, M., & Klette, K. (2021). Function and use of literary texts in Nordic schools. L1-Educational Studies in Language and Literature, 21, 1–22. doi: 10.17239/L1ESLL-2021.21.02.10.
  • Rowan, B., & White, M. C. (2021). The Common Core State Standards Initiative as an innovation network. The American Educational Research Journal, 59(1), 73–111. doi: 10.3102/00028312211006689. 
  • Sandlund, E., & Sundqvist, P. (2021). Rating and reflecting: Displaying rater identities in collegial L2 English oral assessment. I M. R. Salaberry, & A. R. Burch (red.), Assessing speaking in context: Expanding the construct and its applications (s. 132–161). Multilingual Matters. doi: 10.21832/9781788923828-007.
  • Siljan, H. H., & Maagerø, E. (2021). Gold to Salto. Critical literacy in a BELMA-awarded textbook in Norwegian language arts. I M. Roos, K. L. Berge, H. Edgren, P. Hiidenmaa, & C. Matthiesen (red.), Exploring Textbooks and Cultural Change in Nordic Education, 1536–2020 (s. 332–352). Brill Sense.  doi: 10.1163/9789004449558_026.
  • Stovner, R. B., & Klette, K. (2021). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education, 110. doi: 10.1016/j.tate.2021.103593.
  • Stovner, R. B., Klette, K., & Nortvedt, G. A. (2021). The instructional situations in which mathematics teachers provide substantive feedback. Educational Studies in Mathematics, 108(3), 533–551. doi: 10.1007/s10649-021-10065-w.
  • Sundqvist, P., Gyllstad, H., Källkvist, M., & Sandlund, E. (2021). Mapping teacher beliefs and practices about multilingualism: The development of the MultiBAP questionnaire. I P. Juvonen, & M. Källkvist (red.), Pedagogical translanguaging – Theoretical, methodological and empirical perspectives (s. 56–75). Multilingual Matters. doi: 10.21832/9781788927383-006

  • Vold, E. T. (2021). Assessing writing in French-as-a-foreign-language: Teacher practices and learner uptake. Languages, 6(4). doi: 10.3390/languages6040210.

  • White, M. C. (2021). A Validity Framework for the Design and Analysis of Studies Using Standardized Observation Systems. I K. Klette, M. Blikstad-Balas, & M. Tengberg (red.), Ways of Analyzing Teaching Quality. Potentials and Pitfalls (s. 89–120). Universitetsforlaget. doi: 10.18261/9788215045054-2021-03

  • Aashamar, P. N., Bakken, J., & Brevik, L. M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift, 3

2020

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

2017

2016

Published Aug. 23, 2018 12:24 PM - Last modified May 22, 2024 2:44 AM
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