Maren Stahl Lerang | Universitetet i Stavanger

51833698

Læringsmiljøsenteret, avd. Stavanger

Fakultet for utdanningsvitenskap og humaniora
Nasjonalt senter for læringsmiljø og atferdsforskning

HG Q-251

Bio

Maren Stahl Lerang is a postdoctoral fellow at the Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger. Her main research interests concerns classroom- and teacher-student interactions, in line with the Teaching Through Interactions (TTI) theoretical framework. She is particularly interested in the classroom interactions focusing on teachers' instructional support and how the quality of instructional support may affect students' learning and engagement. Her Ph.D. thesis (part of the Norwegian Research Council funded CIESL project, 2014-2019), was entitled Instructional support in Norwegian classrooms: A multi-method and multi-informant approach, which combined survey data from teachers and students, in addition to systematic classroom observations. The classroom observations were coded with Classroom Assessment Scoring System-Secondary (CLASS-S) manual, and Stahl Lerang is both a certified observer (since 2017) and certified trainer (since 2021) in the CLASS-S manual from Teachstone.

Stahl Lerang is currently leading work package 5 in the INTERACT project, which includes the implementation and process evaluation (IPE).

Publikasjoner

Tilbake

Vitenskapelige publikasjoner
- Lerang, Maren Stahl; Ertesvåg, Sigrun K.; Havik, Trude
  
  (2023)
  Students’ reports of off-task behavior and teachers’ instructional support.
  Scandinavian Journal of Educational Research.
  
  ISSN 0031-3831.
  
  DOI: 10.1080/00313831.2023.2174178
- Lerang, Maren Stahl; Ertesvåg, Sigrun K.; Virtanen, Tuomo Erkki
  
  (2021)
  Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration. Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration.
  Educational Psychology.
  
  ISSN 0144-3410.
  
  Volum 41.
  
  Hefte 10.
  
  s.1300-1318.
  
  DOI: 10.1080/01443410.2021.1988519
- Lerang, Maren Stahl; Ertesvåg, Sigrun K.; Havik, Trude
  
  (2018)
  Perceived Classroom Interaction, Goal Orientation and Their Association With Social and Academic Learning Outcomes.
  Scandinavian Journal of Educational Research.
  
  ISSN 0031-3831.
  
  Volum 63.
  
  Hefte 6.
  
  s.913-934.
  
  DOI: 10.1080/00313831.2018.1466358
Bøker og kapitler
- Lerang, Maren Stahl
  
  (2022)
  
  Instructional support in Norwegian classrooms - A multi-method and multi-informant approach .
  
  Universitetet i Stavanger.
  
  ISBN 978-82-8439-059-8.
Formidling
- Lerang, Maren Stahl
  
  (2023)
  
  Preliminary reliability and validity analyses of CLASS-S in upper secondary classrooms .
  
  Workshop on Systematic Observation in Educational Research ;
  
  2023-09-19 - 2023-09-20.
- Lerang, Maren Stahl
  
  (2023)
  
  Validity and reliability in observation studies.
  
  Ph.d.-kurs, DUH135 Systematic Observation in Educational Research;
  
  2023-10-16.
- Lerang, Maren Stahl
  
  (2022)
  
  What are the key mechanisms for how teachers’ instructional support may affect and contribute to students’ learning and development? .
  
  Disputas - prøveforelesning;
  
  2022-03-18.
- Lerang, Maren Stahl
  
  (2021)
  
  Reliability and validity illustrated through a multi-method approach.
  
  DUH135 Systematic Observation in Educational Research;
  
  2021-10-22.
- Lerang, Maren Stahl; Ertesvåg, Sigrun K.; Virtanen, Tuomo Erkki
  
  (2021)
  
  Patterns of teachers' instructional support quality and the association with job satisfaction and collegial collaboration.
  
  Quint PhD Summer Institute;
  
  2021-08-31 - 2021-09-01.
- Lerang, Maren Stahl; Virtanen, Tuomo Erkki
  
  (2020)
  
  Latent profile analysis (LPA) - A brief introduction.
  
  SEM-circle;
  
  2020-01-24.
- Lerang, Maren Stahl; Ertesvåg, Sigrun K.; Virtanen, Tuomo Erkki
  
  (2020)
  
  Profiles of teachers' instructional support: associations with work experience, job satisfaction, and collegial collaboration.
  
  Brown Bag;
  
  2020-01-22.
- Lerang, Maren Stahl
  
  (2019)
  
  Teachers' observed and self-reported instructional support - Preliminary results from Latent Profile Analysis (LPA).
  
  Kvantitativt Forum;
  
  2019-06-05.
- Lerang, Maren Stahl
  
  (2019)
  
  Individual and collective differences in teachers' instructional support.
  
  Doctoral seminar;
  
  2019-10-22.
- Lerang, Maren Stahl
  
  (2019)
  
  Teachers' Instructional Support: My latest and current work.
  
  Open seminar Programområdet KVIKK (Kvalitet i Klasseromsinteraksjon);
  
  2019-03-21.
- Lerang, Maren Stahl
  
  (2019)
  
  Patterns of teachers' instructional support, and the association with work experience, job satisfaction, and collegial collaboration.
  
  Workshop on systematic observation in educational research;
  
  2019-09-24 - 2019-09-25.
- Lerang, Maren Stahl
  
  (2019)
  
  Hvordan hindre "dropout" blant nyutdannede lærere?.
- Lerang, Maren Stahl; Virtanen, Tuomo Erkki
  
  (2019)
  
  Teaching Through Interactions -How to promote students' engagement by means of Emotional support, Classroom organization and Instructional support?.
  
  Lecture for teacher students;
  
  2019-10-29.
- Lerang, Maren Stahl
  
  (2018)
  
  Opplevd lærerstøtte og elevenes motivasjonelle målorientering i ungdomsskolen / Perceived classroom interaction, goal orientation and their association with social and academic learning outcomes.
  
  Artikkelseminar MUT100_1;
  
  2018-10-11.
- Lerang, Maren Stahl
  
  (2018)
  
  Ethical considerations using systematic video observation in classrooms.
  
  Workshop in systematic observation in educational research;
  
  2018-09-25 - 2018-09-26.
- Lerang, Maren Stahl
  
  (2017)
  
  Measuring change over time: How can improvement in teacher performance and classroom quality be observed?.
  
  Systematic observation in educational research;
  
  2017-09-26 - 2017-09-27.
Kunstnerisk produksjon
Kommersialisering