معرفی
Ksenia Solheim is an Associate Professor in Educational Psychology at the University of Stavanger, affiliated with the Faculty of Educational Sciences and Humanities and based at the Learning Environment Center in the Stavanger Department. Her work centers on teacher development, classroom interaction, and learning environments, with growing emphasis on early childhood and emotional intelligence.
Her research interests include educational psychology, teacher learning, classroom interaction, multicultural education, and early intervention in child development. She investigates how teachers perceive and improve their teaching practices, both individually and collectively, and how inclusive strategies can empower minority students. Her recent work also explores emotional intelligence in early childhood and the importance of the first 1000 days of life, including prenatal development.
The analysis of her recent publications reveals a consistent focus on teacher development and classroom dynamics, with a shift toward broader socio-emotional and developmental themes in early education. Her work spans empirical studies, theoretical chapters, and practical seminars for educators and parents, indicating a strong commitment to both academic research and public dissemination.
Scientific awards or fellowships are not mentioned in the available text.
Ksenia Solheim has advised or collaborated on research projects related to teacher learning and early intervention, though specific student names are not listed. She has not received any explicitly mentioned grants, but her publications suggest involvement in institutional or collaborative research initiatives. Her work is disseminated through academic journals, books, and public seminars.
She is actively involved in research teams focusing on learning environments and behavioral research, particularly through her association with the National Center for Learning Environment and Behavioral Research at the University of Stavanger. Her collaborations with scholars like Pål Roland and Sigrun Ertesvåg highlight her participation in ongoing research groups dedicated to educational improvement and teacher development.
