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Exploring Norwegian teachers’ perceptions of shy students at recess and their strategic responses

International journal of inclusive education, 2024-05

2024

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Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

European journal of psychology of education, 2024, Vol.39 (2), p.1587-1613

2024

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Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design

Early childhood research quarterly, 2023

2023

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In the Great Hall of Memory – In aula ingenti memoriae: My Teachers in Classical Studies 1949–1963

Teologisk Tidsskrift, 2024-04, Vol.13 (1), p.71-82

Rydbeck, Lars

2024

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A systematic literature review of TALIS secondary research: Trends and future directions

Review of education (Oxford), 2024-04, Vol.12 (1), p.n/a

2024

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Skolevegring og «flukt» fra den offentlige skolen

Norsk sosiologisk tidsskrift, 2024-04, Vol.8 (2-3), p.23-37

2024

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Migrant students’ experiences with and perceptions of assessment in Norwegian lower secondary schools

International journal of inclusive education, 2024

2024

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Vurdering i samfunnskunnskap: Kunnskaper, ferdigheter eller holdninger?

Nordidactica, 2024, Vol.14 (2024:1), p.72

2024

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Ekskursjon i KRLE-faget: Forkynnelse eller fordomsmotvirkning?

Nordidactica, 2024, Vol.14 (2024:1), p.50

2024

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Enacting aspirational rural schooling towards sustainable futures: exploring students’ ethnographic imaginations implications for place-based pedagogy

Rural society, 2023

2023

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Children’s and young people’s ICT experiences in school education: Participatory research design to engage children and young people as experts in research

2024

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From digital competence to digital capacity: A socio-material perspective on digitalization in preschool

Nordic journal of digital literacy, 2024-04, Vol.19 (1), p.39-51

2024

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Introduction: Fashion Reinvention

2023

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Kritisk tenkning og Minecraft i lærerutdanningen: en studie av samfunnsfagundervisning om det industrielle gjennombruddet i Norge

Nordidactica, 2023

2023

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Skolevegring tilhører ikke skolen alene: Betydningen av kvaliteten på skole–hjem-samarbeidet i tilrettelegging for et inkluderende skolemiljø

Norsk sosiologisk tidsskrift, 2024-04, Vol.8 (2-3), p.38-52

2024

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Arbeiderpartiet, skolepolitikk og kristendom på 1950- og 60-tallet: Helge Sivertsen og Eva Nordland

Teologisk Tidsskrift, 2024-04, Vol.13 (1), p.39-52

Roos, Merethe

2024

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Skulk, skolevegring eller bekymringsfullt fravær? Implikasjoner av begrepsbruk i skandinavisk forskning om fravær i skolen

Norsk sosiologisk tidsskrift, 2024-04, Vol.8 (2-3), p.70-85

2024

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Dette skremmer meg litt, og jeg tror det blir utfordrende»: En tematisk innholdsanalyse av studentskrevne logger fra første praksisperiode i vernepleierstudiet

Uniped (Lillehammer), 2024-03, Vol.47 (1), p.74-88

2024

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How Instructors Think About Technology in Simulation-Based Training: A Survey of Three Programs for Professional Education

Uniped (Lillehammer), 2024-03, Vol.47 (1), p.3-17

2024

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When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect

European journal of psychology of education, 2024, Vol.39 (2), p.1537-1559

2024

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How Do Urban Neighborhoods Influence Educational Achievement?: A Critical Systematic Review of Qualitative Studies From the Nordic Countries

Nordic Journal of Urban Studies, 2024-02, Vol.4 (1), p.1-21

2024

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Identifying What is Missing: International Diversity and Inclusion in Norwegian Academia

Nordic journal of social research, 2024-03, Vol.15 (1), p.1-13

Flikke, Julie Katrine

2024

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Exploring VR Simulation in Healthcare and Social Work Education: Students’ Experiences with VR Simulation as Preparation for Professional Practice

Uniped (Lillehammer), 2024-03, Vol.47 (1), p.18-31

2024

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Imprisoned in an analogue bubble in digital society: Re/integration work in Norwegian high security prisons

Nordic journal of criminology, 2024-04, Vol.25 (2), p.1-17

2024

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Exploring Norwegian teachers’ perceptions of shy students at recess and their strategic responses

Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design

In the Great Hall of Memory – In aula ingenti memoriae: My Teachers in Classical Studies 1949–1963

A systematic literature review of TALIS secondary research: Trends and future directions

Skolevegring og «flukt» fra den offentlige skolen

Migrant students’ experiences with and perceptions of assessment in Norwegian lower secondary schools

Vurdering i samfunnskunnskap: Kunnskaper, ferdigheter eller holdninger?

Ekskursjon i KRLE-faget: Forkynnelse eller fordomsmotvirkning?

Enacting aspirational rural schooling towards sustainable futures: exploring students’ ethnographic imaginations implications for place-based pedagogy

Children’s and young people’s ICT experiences in school education: Participatory research design to engage children and young people as experts in research

From digital competence to digital capacity: A socio-material perspective on digitalization in preschool

Introduction: Fashion Reinvention

Kritisk tenkning og Minecraft i lærerutdanningen: en studie av samfunnsfagundervisning om det industrielle gjennombruddet i Norge

Skolevegring tilhører ikke skolen alene: Betydningen av kvaliteten på skole–hjem-samarbeidet i tilrettelegging for et inkluderende skolemiljø

Arbeiderpartiet, skolepolitikk og kristendom på 1950- og 60-tallet: Helge Sivertsen og Eva Nordland

Skulk, skolevegring eller bekymringsfullt fravær? Implikasjoner av begrepsbruk i skandinavisk forskning om fravær i skolen

Dette skremmer meg litt, og jeg tror det blir utfordrende»: En tematisk innholdsanalyse av studentskrevne logger fra første praksisperiode i vernepleierstudiet

How Instructors Think About Technology in Simulation-Based Training: A Survey of Three Programs for Professional Education

When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect

How Do Urban Neighborhoods Influence Educational Achievement?: A Critical Systematic Review of Qualitative Studies From the Nordic Countries

Identifying What is Missing: International Diversity and Inclusion in Norwegian Academia

Exploring VR Simulation in Healthcare and Social Work Education: Students’ Experiences with VR Simulation as Preparation for Professional Practice

Imprisoned in an analogue bubble in digital society: Re/integration work in Norwegian high security prisons

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