A selection of research articles from the Centre. Use the DOI-link to read abstract.
2025
Alhassan, Awal Mohammed Larechibara; Sjursø, Ida Risanger. (2025). "Effective Teaching Practices and Inclusion of Students with Special Needs in Regular Classrooms: Examining Teachers' Attitudes and Knowledge toward Special Needs Minorities I Special Education - Research to Practice. Education and Human Development. https://doi.org/10.5772/intechopen.1009987
Baraldsnes, Dziuginta; Caravita, Simona Carla Silvia. (2025). The Relations of Teacher Use of Anti-bullying Components at Classroom and Individual Levels with Teacher and School Characteristics. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-024-00284-z
Bell, Martyna; Fandrem, Hildegunn. (2025). “It Takes a Village”: Parental Experiences with Cooperation to Overcome Cyberbullying in Norwegian Schools. International Journal of Bullying Prevention.
https://doi.org/10.1007/s42380-024-00277-y
Halvorsen, Jeanette; Roland, Pål; Ertesvåg, Sigrun K.. (2025). The Support System Matters: Facilitator Fidelity to Planned Pre - Intervention Training for Teachers. Global Implementation Research and Applications. https://doi.org/10.1007/s43477-025-00163-9
Kucirkova I, Natalia. (2025). Academia–industry partnerships in edtech: bridging the gaps in engaged research. Research for All.
Lerang, Maren Stahl; Virtanen, Tuomo Erkki; Ertesvåg, Sigrun K.; Havik, Trude. (2025). A piece of the puzzle to understand the association between instructional support and student engagement. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2025.102634
Tvedt, Maren Stabel; Vasalampi, Kati; Virtanen, Tuomo Erkki. (2025). Does perceived support from teachers moderate the relationship between personal resources and engagement among upper secondary school students? European Journal of Psychology of Education. https://doi.org/10.1007/s10212-025-00946-6
2024
Ertesvåg, Sigrun K.; Havik, Trude; Vaaland, Grete Sørensen; Lerang, Maren Stahl. (2024). Teachers’ instructional support and students’ peer relationships in the classroom. Teachers and Teaching: theory and practice. https://doi.org/10.1080/13540602.2024.2389394
Gacumo, Radel James; Peng, Sheng-Hsiang Lance. (2024). Dual Narratives, Shared Radiance: A Tropical Asian Queer Collaborative Autoethnography. eTropic: electronic journal of studies in the Tropics. https://doi.org/10.25120/etropic.23.2.2024.4043
Gusfre, Kari Stamland; Yanagida, Takuya; Støen, Janne; Fandrem, Hildegunn. (2024). Teacher Bullying—Does It Have an Impact on Peer Bullying Victimization? International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-024-00273-2
Hu, Shan; Strohmeier, Dagmar; Yanagida, Takuya; Caravita, Simona Carla Silvia (2024). Inconsistencies of within-country prevalence rates of (cyber)bullying and (cyber)victimization in large scale cross-national datasets: Which role do different bullying definitions play?. Open Science Framework (OSF). https://doi.org/10.17605/OSF.IO/SMBNE
Kucirkova, Natalia. (2024). Fostering children’s agency in their learning futures: Exploring the synergy of generative AI and sensory learning. First Monday. https://doi.org/10.5210/fm.v29i3.13266
Kucirkova, Natalia; Bubikova-Moan, Jarmila. (2024). Parent–Child Mealtime Conversations Stimulated with Decorated Tableware. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01771-0
Kucirkova, Natalia; Ciesielska, Marta. (2024). The Distance Between the Story Character and the Reader: Evidencing the Impact of Familiarity in Children’s Storybooks. Reading Psychology. https://doi.org/10.1080/02702711.2024.2405483
Kucirkova, Natalia; Cremin, Teresa. (2024). Funds of courage: advancing social justice in children’s reading for pleasure. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2024.2369576
Kucirkova, Natalia; Livingstone, Sonia; Radesky, Jenny. (2024). Advancing the understanding of children’s digital engagement: responsive methodologies and ethical considerations in psychological research. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2024.1285302
Løkken, Ingrid Veronika Midteide; Campbell, Janine Anne; Dale, Philip S; Kucirkova, Natalia. (2024). Exploring the sense of smell in shared digital book reading: An experiment. International Journal of Educational Research. https://doi.org/10.1016/j.ijedro.2024.100430
Pettersen, Ella Bjerga; Vaaland, Grete Sørensen; Ertesvåg, Sigrun K.; Virtanen, Tuomo Erkki. (2024). Student situational engagement and its associations with regard for adolescent perspectives, productivity,and instructional learning formats in the classroom. Educational Psychology. https://doi.org/10.1080/01443410.2024.2368567
Pollarolo, Enrico; Papavlasopoulou, Sofia; Granone, Francesca; Reikerås, Elin Kirsti Lie. (2024). Play with coding toys in early childhood education and Care: Teachers’ pedagogical Strategies, views and impact on children's development a systematic literature review. Entertainment Computing. https://doi.org/10.1016/j.entcom.2024.100637
Størksen, Ingunn; Lenes, Ragnhild; ten Braak, Dieuwer; McClelland, Megan; Golinkoff, Roberta M.. (2024). Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01770-1
Tharaldsen, Kjersti Balle; Roland, Pål; Lunder, Mari Markussen. (2024). Exploring follow-up work at school for students previously exposed to bullying. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2394416
2023
Eriksen, Eli Vibeke; Vestad, Lene; Bru, Lars Edvin; Caravita, Simona Carla Silvia. (2023). Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09841-8
Evertsen, Cecilie; Størksen, Ingunn; Tharaldsen, Kjersti Balle; Kucirkova, Natalia. (2023). Gains and challenges with the Classroom Assessment Scoring System in a social pedagogical tradition. Frontiers in Education. https://doi.org/10.3389/feduc.2022.965174
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)
Halvorsen, Jeanette; Ertesvåg, Sigrun K.; Roland, Pål. (2023). Teachers’ participation in evaluating a web-based tool to monitor intervention fidelity. Educational Research. https://doi.org/10.1080/00131881.2023.2223594
Hancock, Charlotte H. H. (2023). Teachers’ and students’ experiences using the New Citizens tool: a study of belonging in culturally diverse classrooms. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. https://doi.org/10.1080/02643944.2023.2231968
Kucirkova, Natalia. (2023). Commentary on highly successful female educational psychologists : Equity and intersectionality in success definitions. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09727-3
Kucirkova, Natalia. (2023). Tracing the smells of childhoods with an olfactory research inquiry. Qualitative Research.
https://doi.org/10.1177/14687941231210771
Kucirkova, Natalia. (2023). With AI for kids, collaboration is key. The Bookseller.
Kucirkova, Natalia; Brod, Garvin; Gaab, Nadine. (2023). Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER). Science of learning. https://doi.org/10.1038/s41539-023-00186-7
Kucirkova, Natalia; Bruheim-Escobar, Ida. (2023). Children’s early reading through the sense of smell: a typology of olfactory engagement. Early Child Development and Care. https://doi.org/10.1080/03004430.2023.2269319
Kucirkova, Natalia; Bruheim-Escobar, Ida. (2023). Parent–child shared reading of scratch-and-sniff books: the communicative affordance of olfaction. European Early Childhood Education Research Journal.
https://doi.org/10.1080/1350293X.2023.2254532
Kucirkova, Natalia; Campbell, Janine Anne; Stangeland, Elisabeth Brekke; Hoel, Trude. (2023). The importance of sensorial and spatial aspects in family reading at home: Insights from a national survey in Norway. International Journal of Educational Research. https://doi.org/10.1016/j.ijedro.2023.100227
Kucirkova, Natalia; Chinula, Neema. (2023). Olfactoscapes in Malawi: Exploring the smells children like and are exposed to in semi-urban classrooms. Childhood. https://doi.org/10.1177/09075682231200131
Kucirkova, Natalia; Gausel, Elisabeth Stray. (2023). Incorporating smell into children's museums : Insights from a case study in Norway. Curator: The Museum Journal. https://doi.org/10.1111/cura.12573
Kucirkova, Natalia; Hiniker, Alexis. (2023). Parents’ ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse. Learning, Media & Technology. https://doi.org/10.1080/17439884.2023.2166529
Kucirkova, Natalia; Kamola, Monika. (2023). The significance of children’s olfactory experiences in a Norwegian kindergarten: an olfactory researcher-practitioner collaboration. Educational Action Research. https://doi.org/10.1080/09650792.2023.2240391
Kucirkova, Natalia; Leaton Gray, Sandra. (2023). Beyond Personalisation: Embracing Democratic Learning within Artificially Intelligent Education Systems. Educational Theory. https://doi.org/10.1111/edth.12590
Kucirkova, Natalia; Rodriguez-Leon, Lucy. (2023). Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies. Human Development. https://doi.org/10.1159/000531633
Kucirkova, Natalia; Rodriguez-Leon, Lucy; Chinula, Neema Mwenda. (2023). Rethinking agency in literacies: Malawian children’s and teachers’ perspectives. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2023.2261488
Kucirkova, Natalia; Speed, Laura. (2023). Children’s multisensory experiences in museums: how olfaction interacts with color. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1242708
Kucirkova, Natalia; Tosun, Selim. (2023). Children’s Olfactory Picturebooks: Charting New Trends in Early Childhood Education. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01457-z
Kucirkova, Natalia; Zuckerman, Barry. (2023). Generative AI for Children's Digital Health: Clinician Advice. Journal of Developmental and Behavioral Pediatrics.
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
Løkken, Ingrid Veronika Midteide; Campbell, Janine Anne; Kucirkova, Natalia; Dale, Philip S. (2023). International Journal of Educational Research. Experiment protocol: Exploring the sense of smell in digital book reading. https://doi.org/10.1016/j.ijedro.2023.100285
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)
Vestad, L. & Bru, L.E. (2023). Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school. Social Psychology of Education.
https://doi.org/10.1007/s11218-023-09859-y
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)
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)
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)
