• Sårbarhet som profesjonsetisk kompetanse? En metarefleksjon basert på undervisning i skapende dans i høyere utdanning 

  Ørbæk, Trine; Engelsrud, Gunn Helene (Journal article; Peer reviewed, 2019)

  I denne artikkelen stilles spørsmål om erfaringer av sårbarhet kan gis relevans i relasjon til profesjonsetisk kompetanse i lærerutdanning: Kan vi få fram troverdig kunnskap om betydningen av lærerutdannerens opplevde ...

• Skapende dans i en skolekontekst – et forskningsfelt? 

  Ørbæk, Trine; Engelsrud, Gunn Helene (Journal article; Peer reviewed, 2019)

  Hensikten med denne artikkelen er først å synliggjøre to sentrale premisser for å kalle skapende dans en fagtradisjon, deretter å undersøke hva som skal til for å kalle noe et forskningsfelt og hvordan skapende dans som ...

• Femårig masterutdanning for grunnskolelærere - ny og utfordrende 

  Maagerø, Eva; Prøitz, Tine Sophie; Rye, Ellen Margrethe; Simonsen, Birthe (Research report, 2019)

  Denne delrapporten presenterer prosjektet GLU-forsk sitt mandat og formål, og studiets første undersøkelser av implementeringen av nye femårige grunnskolelærerutdanninger ved Universitetet i Sørøst-Norge. Prosjektgruppen ...

• Studentaktive Læringsformer for å Fremme Dyplæring i Høyspenningsteknikk 

  Fjeld, Elin; Tholin, Kristin Rydjord; Øhra, Mattias (Conference object, 2019)

  Denne studien baserer seg på perspektiver rundt dyplæring. Det søkes å vise hvordan mer tudentaktive læringsformer kan skape mere robuste læringspraksiser som igjen muliggjør dyplæring. Studien søker å vise at en slik ...

• Shadow Schools-Tamil Educational Success in Norway 

  Thomas, Paul (Journal article; Peer reviewed, 2019)

  This paper considers Tamil educational success in Norway. Employing Bourdieu’s cultural capital as a conceptual lens, the factors that drive Norwegian-Tamil parents’ educational ambitions for their children are explored. ...

• Delegitimizing multicultural education: populist politicians in Norway and the weaponizing of the autobiographical genre 

  Thomas, Paul (Journal article; Peer reviewed, 2019)

  The rise of populism in Norway has witnessed sustained efforts at undermining multicultural education. Given their distrust of established and mediated channels of public communication, several populist politicians seem ...

• Gutter med problematisk eller skadelig seksuell atferd- under barnevernets omsorg. 

  Amundsen, Marie-Lisbet (Journal article; Peer reviewed, 2018)

  Når det gjelder gutter under kriminell lavalder som har begått seksuelle overgrep, blir disse ofte plassert i institusjoner under barnevernets omsorg, selv om dette ikke er beste løsning hverken for gutten det gjelder, ...

• Skolerelaterte faktorer knyttet til psykisk stress og uro hos elever i ungdomstrinnet 

  Amundsen, Marie-Lisbet; Garmannslund, Per Einar (Journal article; Peer reviewed, 2018)

  Folkehelseinstituttet (2016) konkluderer med at 15 til 20 prosent av alle norske ungdommer til enhver tid har nedsatt funksjon grunnet psykiske vansker. Samtidig viser Bakken (2016) til at ni prosent av guttene og 26 prosent ...

• Religious education, antisemitism and the curriculum in Norway. 

  Alhassan, Abdul-Razak Kuyini (Journal article; Peer reviewed, 2019)

  Using a content analysis, this study critically explores the religious education (RE) curriculum for primary and secondary school in Norway with a view towards highlighting references to antisemitism and the Norwegian ...

• Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study 

  Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat; Baran, Evrim (Journal article; Peer reviewed, 2019)

  The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for technological pedagogical content knowledge (TPACK). Specifically, we focused on ...

• Hva lærer barn når de forteller? En studie av barns læringsprosesser gjennom narrativ praksis 

  Gjems, Liv (Series of dissertations submitted to the Faculty of Education, University of Oslo;56, Doctoral thesis, 2006)

• Forskermøte med en fortellende skole. Aksjonsforskning og aksjonslæring som strategier for at lærerne ved en skole bedre kan forstå læreplanens idealer om en inkluderende skole 

  Bjørnsrud, Halvor (Series of dissertations submitted to the Faculty of Education, University of Oslo;26, Doctoral thesis, 2004)

• Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy 

  Siddiq, Fazilat; Scherer, Ronny (Journal article; Peer reviewed, 2019)

  The study of gender differences in academic achievement has been one of the core topics in education, especially because it may uncover possible gaps and inequalities in certain domains. Whereas these differences have ...

• Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway 

  Bjørnsrud, Halvor Inge; Nilsen, Sven (Journal article; Peer reviewed, 2018)

  The main theme of this article is teachers’ experiences of how joint reflection and common follow-up practices impact on the development of inclusive education. The study was conducted using an adapted letter method, where ...

• Interaction-quality and children’s social competence in Norwegian ECEC. 

  Løkken, Ingrid Midteide; Broekhuizen, Martine; Barnes, Jaqueline; Moser, Thomas; Bjørnestad, Elisabeth (Journal article; Peer reviewed, 2018)

  This study investigated whether interaction quality in toddler groups, when children were age three, was associated with changes in children’s social competence from age three to age five years in Norwegian Early Childhood ...

• Creating intercontextuality in students learning trajectories: Opportunities and difficulties 

  Wiig, Astrid Camilla; Silseth, Kenneth; Erstad, Ola (Journal article; Peer reviewed, 2018)

  This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher’s role. The article ...

• Connecting to the outside: Cultural resources teachers use when contextualizing instruction 

  Silseth, Kenneth; Erstad, Ola (Journal article; Peer reviewed, 2018)

  The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at ...

• Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource 

  Wiig, Astrid Camilla; Wittek, Anne Line; Erstad, Ola (Journal article; Peer reviewed, 2018)

  article employ the dimensions of Michaels, O’Connor, and Resnick’s (2008) accountable talk and Engle’s (2006) framing to analyse teacher’s framing as well as students negotiations and co-construction of knowing in practice. ...

• Barnehageansattes språkpraksis med flerspråklige 1–3-åringer 

  Lindquist, Hein (Journal article, 2018)

  De fleste barn begynner i norske barnehager så snart de har fylt ett år. Dette gjelder også for barn med flerspråklig familiebakgrunn. Det finnes lite empirisk forskning om språkbruk i sammenhenger om de yngste flerspråklige ...

• Evaluation of the Lamer social competence in preschool scale 

  Løkken, Ingrid Midteide; Broekhuizen, Martine; Moser, Thomas; Bjørnestad, Elisabeth; Hegna, Maren Meyer (Journal article; Peer reviewed, 2018)

  The Lamer Social Competence in Preschool Scale (LSCIP) has been widely used in Norway to assess children’s social competence; however, the six-factor structure has not been validated since the scalewas developed. The aim ...

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