Oleksandra Mittal has, together with her supervisors, published the first article of her PhD project. The article revolves around improving the effectiveness of PISA's HOMEPOS scale in capturing educational inequalities across heterogeneous student subpopulations in Norway and Sweden.
This study uses 2015 PISA data to examine the impact of a supportive climate using four aspects: teacher support, fairness, feedback, and class discipline. The results accentuate the importance of understanding supportive climates in a broader sense and the pertinence of stronger teacher–student relationships in enhancing educational outcomes.
The study was part of a special issue on leveraging large-scale assessments for effective and equitable school practices. The special issue specifically focused on the Nordic countries.
During the ECER 2022 conference, the members of network 9 - Assessment, Evaluation, Testing and Measurement - of the European Educational Research Association (EERA) elected Trude Nilsen as one of their new co-convenors.
LEA congratulates Trude Nilsen!
LEA congratulates its member, Nani Teig, who was selected as one of the Young CAS Fellows for 2022-2024. Nani's project will examine the academic resilience of disadvantaged students who succeed in school despite the odds against them. More on Nani and her project can be found here.
Are you a young researcher looking for a unique opportunity to grow your professional network and develop your research? Young CAS fellow applications will be opening up again during the autumn of 2022!
LEA members are well represented at the NERA 2022 conference in Iceland. Contributions include several paper presentations.
The 18th Biennial EARLI Conference for Research on Learning and Instruction in Aachen, Germany, is well-attended by LEA members. Several paper presentations and chairing roles are part of LEA's contribution to the conference.
Why do teachers use technology in classrooms? Which factors may determine whether or not they adopt technology for teaching and learning? What keeps students motivated to use educational technology? These questions have initiated a plethora of research on technology acceptance in education, and the debate about why or why not teachers integrate technology in their teaching or students in their learning is ongoing. This special section tries to shed light on some of the answers and highlights the directions for further research in this area.
Nils Buchholtz attended this year's ICTMA in SAR Hong Kong and represented our research group. His talk focused on approaches to research on mobile learning with math trails.
In this recently published special issue, researchers bring to attention that school effectiveness and accountability need a differential perspective to pave the way for school improvement. The authors of the papers take different perspectives on the topic and provide empirical evidence backing the "differential" aspect.
This year's ECER in Hamburg will be well-attended by LEA members. Several paper presentations and chairing roles are part of LEA's contribution to the conference.
This year's IEA International Research Conference in Copenhagen was well-attended by LEA members. Several paper presentations and chairing roles were part of LEA's contribution to the conference.
We are proud of one of our PhD students, Nani Teig, who has conducted a secondary data analysis of the Norwegian TIMSS 2015 data focusing on teachers' self-efficacy, perceived time constraints, and cognitive activation strategies in science. The results of this study were published in Frontiers in Psychology.
Recently, the first report of the OECD International Large-Scale Study TALIS 2018 has been released. The international report covers topics, such as teachers' professional development, their instructional practices, and self-efficacy. LEA has contributed to this international study during the questionnaire development and the implementation of the study in Norway.
This paper presents the results of a latent profile analysis of adult students' online self-regulation (SRL) in blended learning environments. Three profiles were identified, possible determinants examined, and the information value of SRL strategies discussed.
The project "Math and the City: Learning to Apply Mathematics Outside of School", headed by Nils Buchholtz was recently featured at Forskning.no and the Faculty's webpage. The project focuses on developing extracurricular activities for students to support their learning of mathematics, for instance, in geometry.
This paper presents a meta-analysis of the relation between measures of K-12 students' socioeconomic status (SES) and ICT literacy. Drawing from the data of 32 independent samples, the 75 extracted correlation coefficients were aggregated to an overall correlation of r = 0.21 (95% CI [0.18, 0.24]) through three-level random-effects modeling. This correlation was subject to moderation effects by study, sample, and measurement characteristics.
This chapter is part of the Compendium for Early Career Researchers in Mathematics Education and presents the concept of mixed-methods research. Nils Buchholtz, the author of this chapter, reviews the reasoning behind mixed methods and discusses existing recommendations on how to implement mixed-method designs.
This paper presents a secondary analysis of the Norwegian ICILS 2013, exploring the relations between students' school achievement and their use of ICT for recreational purposes. Daily gaming and chatting were negatively associated with school achievement.
This meta-analysis examined the gender differences in K-12 students' digital competence (aka ICT literacy). Synthesizing 69 effect sizes obtained from 23 empirical studies resulted in a positive, weak, and significant overall effect in favor of girls, g = +0.13. This effect varied between studies, and several study and sample characteristics explained this variation. For instance, the type of skills assessed and the interactivity of the ICT literacy assessment moderated the overall effect.
Applications are invited for a full-time position as a PhD Research fellow (SKO 1017) at the Department of Teacher Education and School Research (ILS) at the University of Oslo.
The position involves collecting and analyzing data from the project “Teachers’ Effects on Student Outcomes" TESO funded by the FINNUT-program of the Research Council of Norway. The objective of this project is to examine the effect of teacher quality and their instruction on student motivation, well-being, and learning gains in mathematics and science.
The project TESO is a Norwegian longitudinal extension of the international large-scale survey Trends in Mathematics and Science Study TIMSS.
CONTACT PERSON: Dr Trude Nilsen
APPLICATION DEADLINE: 1 May 2019
Together with colleagues, Jelena Radisic has attracted funding from the EU to conduct the SEAS project. SEAS stands for Science Education for Action and Engagement towards Sustainability (SEAS) and targets student, teachers, and those outside of educational contexts to understand and learn about the complexities of climate change and sustainability. Congratulations!
This paper presents an empirical study of culturally responsive assessments in schools based on survey data from four participating countries. Using quantitative comparative analysis, the authors obtained some evidence for the implementation of culturally responsive assessments in these countries. Nevertheless, school principals also identified the strong need for professional training and development in this area
This paper presents an empirical study of instructional quality based on the TIMSS 2015 data in Flanders, Germany, and Norway. The study investigates the link between instructional quality, mathematics achievement, and students' socioeconomic status across the three countries and utilizes the strengths of multilevel structural equation modeling. Implications for the strive for equity and high achievement in mathematics are presented.
This paper presents an empirical study of the PISA 2012 mathematics assessment and the Norwegian mathematics exams. Teachers were asked to rate the competency demands certain items and tasks may have, and the resultant ratings were fed into an explanatory item response theory model. Overall, the ratings explained a substantial amount of variance in item difficulties, especially for the PISA mathematics assessment.
Together with colleagues, Nils Fredrik Buchholtz has attracted funding for the research project "Math and The City: Learning to Apply Mathematics Outside the School". The project is funded by the Direktoratet for internasjonalisering og kvalitetsutvikling i høgare utdanning (Diku). Congratulations!
