From 2017 the Norwegian teacher education in primary and lower secondary school will be a five-year master education. UiT - The Norwegian Arctic University started a master education already in 2010. The main differences ...

This study investigated teacher cognition and behavior in a high-stakes, English as a Foreign Language (EFL) school context where no common rating scale exists. 24 EFL teachers at the upper secondary level in Norway were ...

Vurdering for læring (VfL) er et stadig voksende forskningsfelt, og det har hatt betydelig innflytelse på norsk utdanningspolitikk gjennom både lovendringer og større satsinger der det er investert mye i undervisningsressurser, ...

Formålet med denne studien var å undersøke elevers opplevde nytte av norsklærerens tilbakemeldingspraksis i skriftlig norsk. På bakgrunn av omfattende internasjonal forskning innen feltet ‘Vurdering for læring’ (VfL) er ...

In this paper, using gender as the topic in focus, we argue that transferring items and surveys from one cultural context to another might be highly problematic. For instance, in the Nordic context, gender issues are ...

The concept of school climate has received much attention as a predictor of educational outcomes, including students’ well-being, academic achievement, and motivation. To measure this concept, international large-scale ...

Teachers’ integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, ...

This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. ...

Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research ...

This introductory article attempts to set a conceptual stage for the special issue on identities of school leaders. We do this by beginning with a discussion of identity – its definition, philosophical roots, nature, and ...