A selection of research articles from the Centre. Use the DOI-link to read abstract.
2023
Ertesvåg, S.K., Vaaland, G.S. & Lerkkanen, M-K. (2022) Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention: Protocol for a mixed-methods cluster randomized controlled trial and process evaluation. International Journal of Educational Research , 22, 102013. https://www.sciencedirect.com/science/article/pii/S088303552200091X (Open access)
Furenes, M. I., Andresen, A. K., Løkken, I. M., Moser, T., Nilsen, T. R., & Dahl, A. L. S. (2023). Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review. Education Sciences, 13(6), 600. DOI: https://doi.org/10.3390/educsci13060600 (Open access)
Lerang, Maren Stahl, Sigrun K. Ertesvåg & Trude Havik (2023). Students’ reports of off-task behavior and teachers’ instructional support, Scandinavian Journal of Educational Research Doi.org/10.1080/00313831.2023.2174178
Mudhar, G. , Ertesvåg, S.K. & Pakarinen, E. (2023). Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2023.2233297 (Open access)
Pettersen,E.B., Ertesvåg, S.K., Pöysä, S., Vaaland,G.S. & Virtanen,T.E. (2023). Students’ situational engagement and its association with overall engagement: the application of the InSitu instrument in the context of a Norwegian lower secondary school. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2023.2175245 (Open access)
Størksen, I., Rege, M., Solli, I. F., ten Braak, D., Lenes, R., & Geldhof, G. J. (2023). The playful learning curriculum: A randomized controlled trial. Early Childhood Research Quarterly, 64, 36-46. https://doi.org/https://doi.org/10.1016/j.ecresq.2023.01.015 (Open access)
Tvedt, M.S. & Bru, E. (2023). Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement. Learning & Instruction. https://doi.org/10.1016/j.learninstruc.2023.101824 (Open access)
2022
Braak, Dieuwer ten, Ragnhild Lenes, David J. Purpura, Sara A. Schmitt & Ingunn Størksen (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of Experimental Child Psychology, 214, 105306. https://doi.org/10.1016/j.jecp.2021.105306 (Open access)
Pollarolo, Enrico, Ingunn Størksen, Tuula H. Skarstein & Natalia Kucirkova (2023) Children’s critical thinking skills: perceptions of Norwegian early childhood educators, European Early Childhood Education Research Journal, 31:2, 259-271, DOI: 10.1080/1350293X.2022.2081349 (Open access)
Tharaldsen, Kjersti Balle; Tvedt, Maren Stabel; Caravita, Simona Carla Silvia; Bru, Lars Edvin (2022). Academic stress: links with emotional problems and motivational climate among upper secondary school students. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2022.2116480 (Open access)
2021
Braak, Dieuwer ten & Ingunn Størksen (2021). Psychometric properties of the Ani Banani Math Test. European Journal of Developmental Psychology, 18:4, 610-628, DOI: 10.1080/17405629.2021.1879046 (Open access)
Campbell, J. A. (2021). The moderating effect of gender equality and other factors on PISA and education policy. Education Sciences, 11(1), 10. https://doi.org/10.3390/educsci11010010 (Open access)
Fandrem, Hildegunn, Hanne Jahnsen, Svein Erik Nergaard & Kirsti Tveitereid (2021). Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts, International Journal of Inclusive Education, DOI: 10.1080/13603116.2021.1950222 (Open access)
Hancock, C. H. H., Midthassel, U. V., & Fandrem, H. (2021). Læreres erfaringer med å fremme tilhørighet og engasjement i flerkulturelle klasser i videregående skole. Acta Didactica Norden, 15(2). https://doi.org/10.5617/adno.8381
Lerang, Maren Stahl, Sigrun Ertesvåg & Tuomo Virtanen (2021). Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration. Educational Psychology, 41:10, 1300-1318, DOI: 10.1080/01443410.2021.1988519 (Open access)
Plischewski, Henning, Natalia Kucirkova, Ingunn Anda Haug, Iselin Tanum & Silje Lea (2021) Children save lives: evaluation of a first aid training in Norwegian kindergartens. European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2021.1985554 (Open access)
Rege, M., Størksen, I., Solli, I. F., Kalil, A., McClelland, M. M., ten Braak, D., Lenes, R., Lunde, S., Breive, S., Carlsen, M., Erfjord, I., & Hundeland, P. S. (2021). The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment. Journal of Human Resources. https://doi.org/10.3368/jhr.0220-10749R3
Størksen, Ingunn, Sigrun K. Ertesvåg & Mari Rege (2021). Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care. International Journal of Educational Research, Volume 108, 101782. https://doi.org/10.1016/j.ijer.2021.101782 (Open access)
Tvedt, Maren Stabel, Edvin Bru, Thormod Idsøe & Christopher P. Niemiec (2021). Intentions to quit, emotional support from teachers, and loneliness among peers: developmental trajectories and longitudinal associations in upper secondary school. Educational Psychology, 41:8, 967-984, DOI: 10.1080/01443410.2021.1948505
Vestad, Lene, Edvin Bru, Tuomo E. Virtanen, Paul N. Stallard (2021). Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school. Social Psychology Education 24, 413–439. https://doi.org/10.1007/s11218-021-09624-z (Open access)
2020
Fandrem, Hildegunn, Brit Oppedal & Thormod Idsøe (2020). Reactive and Proactive Aggression among Immigrant and Non-Immigrant Early Adolescents in Norway: The Relations to Emotional and Conduct Problems. Adolescent Psychiatry. DOI: 10.2174/2210676610666200327165927
Kucirkova, Natalia, Yuichi Toda & Rosie Flewitt (2020). Young Children’s Use of Personalized Technologies: Insights From Teacher and Digital Software Designers in Japan. Technology, Knowledge and Learning, 2020. Doi.org/10.1007/s10758-020-09465-3 (Open access)
Lenes, R., Gonzales, C. R., Størksen, I., & McClelland, M. M. (2020). Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts. Frontiers in Psychology, 11(2563). https://doi.org/10.3389/fpsyg.2020.566208
Lenes, R., McClelland, M. M., Ten Braak, D., Idsoe, T., & Størksen, I. (2020). Direct and Indirect Pathways from Children`s Early Self-regulation to Academic Achievement in Fifth Grade in Norway. Early Childhood Research Quarterly, 53, 612-624. https://doi.org/10.1016/j.ecresq.2020.07.005 (Open access)
