• Definisjoner på firkanter i lærebøker 

  Hovtun, Gaute; Dreyer, Tore (Peer reviewed; Journal article, 2024)

  I Norge har tradisjonelt sett lærebøkene i matematikk hatt stor innvirkning på lærernes undervisning (Alseth et al., 2003; Kongelf, 2015; Mullis et al., 2012), og det er rimelig å anta at lærebøkenes definisjoner er de ...

• «Det handlar om å lære seg å bruke det» - Om djupnelæring i grunnskulefaget kunst og handverk 

  Simonsen, Elin Austbø; Digranes, Ingvild (Peer reviewed; Journal article, 2024)

  Djupnelæring har fått ei sentral rolle i nyare norske skulepolitiske dokument. Denne artikkelen ser på djupnelæringsomgrepet i Læreplanverket Kunnskapsløftet 2020 (LK20) i grunnskulefaget kunst og handverk (KH) og ...

• Developing Disobedience: A Decolonial Childist Perspective on School Strikes for Climate Justice 

  Biswas, Tanu; Mattheis, Liola Nike (Peer reviewed; Journal article, 2024)

  What do the school strikes for climate teach (adults)? Beyond being apt responses to democratic exclusions, children’s and young people’s strikes also have educative potential (including for adults) through counterweighing ...

• A systematic review of studies with parent-involved interventions for children with specific learning disabilities 

  Guo, Ling; Keles, Serap (Peer reviewed; Journal article, 2024-11)

  Parental involvement plays a crucial role in enhancing both academic achievement and social wellbeing of children with special educational needs. Compared to rich evidence from emerging systematic reviews of parent-involved ...

• Lekens betydning for sårbare elever 

  Lende, Sofie Voster (Master thesis, 2024)

  Sammendrag Å starte første time med lek i første klasse er en relativt ny struktur som flere skoler i Norge har begynt med. I denne studien er det intervjua åtte lærere om hvordan de opplever at lek i første time påvirker ...

• Fremstilling av historisk slaveri i norske læreverk 

  Øien, Carl Joakim Stene (Master thesis, 2024)

• Leveraging gameplay data for insights into young students’ reading development 

  Njå, Morten Bergsten (PhD thesis UiS;, Doctoral thesis, 2025)

  Technology integration into education has transformed learning environments, increasing interest in the digital traces students leave behind and their potential to inform educational practices. This thesis explores how ...

• Life Skills in Compulsory Education: A Systematic Scoping Review 

  Hvalby, Lone; Guldbrandsen, Astrid; Fandrem, Hildegunn (Peer reviewed; Journal article, 2024)

  The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, ...

• Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development 

  Amdam, Synnøve Hedemann; Nagel, Ilka; Njå, Morten Bergsten; Forsström, Sanna Erika (Peer reviewed; Journal article, 2024)

  Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the ...

• Unpacking student engagement in higher education learning analytics: a systematic review 

  Bergdahl, Nina; Bond, Melissa; Sjöberg, Jeanette; Dougherty, Mark; Oxley, Emily (Peer reviewed; Journal article, 2024)

  Educational outcomes are heavily reliant on student engagement, yet this concept is complex and subject to diverse interpretations. The intricacy of the issue arises from the broad spectrum of interpretations, each ...

• Supporting Norwegian teachers' collective learning of core practices through cycles of enactment and investigation 

  Wæge, Kjersti; Fauskanger, Janne; Mosvold, Reidar (Core Practices in Education;, Chapter, 2024)

  his chapter explores how a core practice approach can fit into the Norwegian context of teacher education and professional development (PD). Norwegian teacher education is regulated by national curricula and guidelines, ...

• Along the riverbank: Place writing and student teachers’ environmental affordance-ability 

  Drangeid, Magne Ivar (AMPS PROCEEDINGS SERIES;38, Chapter, 2024)

  In this paper we follow six Norwegian student teachers and their professor during a hike in the fall of 2023. Through the students’ place writing, we explore their attention to water and the surrounding landscape. Our aim ...

• Implementing Developmental Education in Mathematics: Characteristics of practice and dilemmas of teaching 

  Gjære, Åsmund Lillevik (PhD thesis UiS;, Doctoral thesis, 2024)

  ENGLISH ABSTRACT: This doctoral study contains the first four research studies of the implementation of an alternative system for primary mathematics education called Developmental Education in Mathematics (DEM). The ...

• Association between Intention to Quit School and youth depression: a cluster randomized controlled trial of the effects of a group CBT course 

  Sætre, Oda Charlotte Larsen; Keles, Serap; Idsøe, Thormod (Peer reviewed; Journal article, 2024)

  We investigated changes in youths’ intentions to quit school after following a group-based cognitive behaviour therapy (CBT) based intervention for depressed adolescents in upper secondary school: the Adolescent Coping ...

• The International Journal of Educational Technology in Higher Education: content and authorship analysis 2010–2024 

  Bond, Melissa (Peer reviewed; Journal article, 2024)

  In celebrating the 20th anniversary of the International Journal of Educational Technology in Higher Education (IJETHE), previously known as the Revista de Universidad y Sociedad del Conocimiento (RUSC), it is timely to ...

• Functional family therapy for adolescent disruptive behavior in Norway: Results from a randomized controlled trial 

  Olseth, Asgeir Røyrhus; Hagen, Kristine Amlund; Keles, Serap; Bjørnebekk, Gunnar (Peer reviewed; Journal article, 2024)

  Disruptive behavior during adolescence is linked to severe problems for the youths later in life and poses challenges to the families, schools, and treatment systems these youths meet. This randomized controlled trial was ...

• The Norwegian educational and psychological counselling service (EPS) as an ‘inclusion agent’ in schools? 

  Mjøs, Marit; Moen, Vegard (Peer reviewed; Journal article, 2024)

  This article focuses on the schools’ support service related to the Nordic ambition of inclusive education. This ambition entails a somewhat conflicted mandate, which both the schools and the support service find demanding ...

• Realisering av kjerneelementet handverksferdigheiter i kunst og handverk - Relevansen av læraren sin making knowledge i arbeid med djupnelæring 

  Simonsen, Elin Austbø; Digranes, Ingvild (Peer reviewed; Journal article, 2024)

  Gjennom rammeverket konseptuell læreplanteori frå Goodlad ser denne artikkelen på korleis handverksferdigheiter vert framstilt i den formelle læreplanen. Artikkelen ser også på arbeidet med å støtte elevane si utvikling ...

• Objects of uncertainty in gameplay: An analysis of lower secondary school students’ talk during a climate change board game and a digital game 

  van Schaik, Fiona; Skarstein, Frode; Skaftun, Atle (Peer reviewed; Journal article, 2024)

  Games may offer opportunities for meaningful dialogue in school as they provide problems, dilemmas or, more generally, uncertainties that afford engagement. This potential for meaningful dialogue is possibly even more ...

• Interdisciplinary teaching and learning experiences in the subjects food and health, and outdoor life 

  Vigane, Åge; Helland, Merete Hagen (Peer reviewed; Journal article, 2024-11)

  Background: The current curriculum for Norwegian primary and early secondary schools (grades 1–10) encourages teachers to work in an interdisciplinary environment. Purpose: This study examines how interdisciplinary peer ...

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