جستجوی استاد راهنمای دانشگاهی

• Digital Education
• Sociology of Education
• Organizational Research
• +۵ مورد دیگر

Halvdan Gaute Søvik Haugsbakken is an Associate Professor at the Department of Pedagogy, ICT and Learning at Oslo Metropolitan University, focusing on digital education and organizational sociology. With a PhD in Sociology from NTNU (2011-2016), he combines social science methodologies with educational technology research and has developed multiple MOOCs and online courses. Education PhD in Sociology, NTNU (2011-2016) Cand.polit. in Social Anthropology, UiB (2001-2004) Cand.mag. in Social Anthropology/Ethnology/Media Science, UiB (1995-2000) His research investigates digitalization in education (since 2007), emphasizing digital technologies in organizations and society. He explores AI literacy , MOOC implementation , and pedagogical design for video-based instruction, drawing from connectivist and sociomaterial theories. His 2024 publications focus on generative AI integration and prompt engineering in education. Recent article trends show sustained engagement with MOOCs , video pedagogy , and digital competence frameworks . His work spans organizational research , digital transformation , and enterprise social media in educational contexts. Scientific Awards Online Educator of the Year 2019 He has supervised master’s students studying digital technology applications and teaches digitalization and change management at the master’s level. His affiliations include the RIDE (Research in Digital Education) group and thematic DigiEd network. Collaborations with Marianne Hagelia, Stine Brynildsen, and Magnus Nohr highlight his team-based approach to educational innovation.

• Mental Health Recovery
• Municipal Mental Health Work
• Everyday Life and Daily Activities
• +۵ مورد دیگر

Nina Petersen Reed is an Associate Professor at the Department of Mental Health, NTNU, within the Faculty of Medicine and Health Sciences. She holds a master's in social work and a PhD in health sciences from NTNU (2020). Her research focuses on mental health recovery, municipal mental health work, everyday life activities, cross-sectoral collaboration, and relational welfare. She leads the research group Mental Health in Relational and Societal Context (PHROSK) and the StudyWell project on student mental health. Education: Master's (Social Work, NTNU), PhD (Health Sciences, NTNU), and basic psychology studies at NTNU. Research Interests: Recovery processes, volunteer contributions to social inclusion, narrative studies in work counseling, and community-based mental health interventions. Recent projects include exploring volunteer networks' impact on wellbeing and co-designing student support systems through service design. Teaching: Program leader for Interdisciplinary Continuing Education in Mental Health, Substance Abuse, and Addiction Work since 2022. Teaches courses on recovery, daily activities, communication, and research methods in mental health programs. Key Projects: Leads StudyWell (enhancing student wellbeing via relational welfare) and studies volunteer contributions to social networks for individuals with mental health challenges. Active in Nordic and international conferences on mental health and narrative approaches.

Anne Katrine Folkmanمشاهده پروفایل

دانشیار

• Sociology
• Interprofessional Collaboration
• Public Health
• +۷ مورد دیگر

Anne Katrine Folkman is an Associate Professor in Sociology at the Department of Social Sciences, Faculty of Social Sciences, University of Stavanger (UiS). Her academic work centers on interdisciplinary collaboration, public health integration in education, and professional dynamics in social and healthcare services. Position: Associate Professor in Sociology Institution: University of Stavanger Faculty: Faculty of Social Sciences Department: Department of Social Sciences Email: anne.k.folkman@uis.no Her research interests include interprofessional collaboration, co-production in public services, digital education, leadership in healthcare, and evolving professional roles in social work and nursing. She explores how systemic collaboration can enhance student wellbeing, improve service delivery, and support professional development across sectors. The recent publications (2020–2024) reflect a strong focus on educational reform, particularly in the context of distance learning during the pandemic, interdisciplinary teaching, and community-based public health initiatives in schools. Her work often involves co-creation with teachers, pupils, and healthcare professionals, emphasizing participatory and sustainable models of service delivery. Scientific contributions include studies on: Interprofessional boundaries in health and social care Leadership in collaborative healthcare teams Risk and technology in obstetric care Co-production in child protection and education Critical friendship as academic support Anne Katrine Folkman actively participates in research dissemination through conferences and public commentary, advocating for improved practice integration and ethical engagement in professional education. While no formal list of students or grants is available, her collaborative projects suggest mentorship and team-based research leadership. She is involved in key initiatives such as 'The Team Around the Teacher and the Pupil,' reflecting her commitment to real-world impact. She is associated with research communities focusing on Work-Integrated Learning (WIL) and the Co-Production of Public Services, contributing both empirically and conceptually to evolving models of public service delivery.

Nina Griniمشاهده پروفایل

استادیار

• Learning Environment
• Social and Emotional Learning
• Classroom Management
• +۷ مورد دیگر

Nina Grini is an Assistant Professor at the University of South-Eastern Norway, affiliated with the Faculty of Arts and Education and based at the Norwegian Centre for Learning Environment and Behavioral Research in Education in Porsgrunn. Her work bridges academic research and practical application in school development, focusing on social and emotional learning, inclusive education, classroom management, and bullying prevention. Her research interests center on learning environments , social and emotional competence , pedagogical analysis , and teacher professional development . She has contributed significantly to national educational initiatives, particularly through the ROBUST program, which promotes social-emotional learning in lower secondary schools. Her work emphasizes systemic approaches to school improvement, including the role of teachers, parents, and psychological services (PPT) in fostering safe and inclusive classrooms. The trends in her publications and professional contributions show a consistent focus on practical educational interventions , preventive strategies , and teacher empowerment . She develops tools for problem-solving, classroom leadership, and post-bullying follow-up, often delivered through workshops, lectures, and multimedia resources. Her recent work integrates the interdisciplinary theme of public health and life mastery into the curriculum, reflecting a holistic view of student development. She has actively contributed to teacher training through national projects such as INTERACT and Ungdomstrinn i utvikling, delivering seminars and guidance on classroom interactions, inclusion, and school culture. While no formal grants are listed, her involvement in state-funded educational initiatives indicates engagement with public educational development programs. Nina Grini has developed and led educational programs involving collaboration with schools, municipalities, and educational directors. She has contributed to the development of the LP (Learning Environment and Pedagogical Analysis) model and the ROBUST curriculum, working closely with teams across Norway to implement systemic change in schools and kindergartens.

Rannveig Grøm Sæleمشاهده پروفایل

پژوهشگر

• Educational Psychology
• Student Dropout
• Academic Performance
• +۵ مورد دیگر

Rannveig Grøm Sæle is a researcher at UiT The Arctic University of Norway, Faculty of Social Sciences and Education, Department of Education and Pedagogical Research. Her academic work focuses on educational psychology, particularly examining factors that influence student success and retention in both secondary and higher education settings across Northern Norway. Dr. Sæle's research interests center on academic performance, student dropout, learning methods, and educational interventions. She has conducted extensive research on academic self-efficacy, procrastination, and their relationship to student retention. Her work also explores metacognition in educational contexts, the effectiveness of flipped classroom models, and various learning strategies that impact academic achievement. She has developed and evaluated several educational interventions aimed at improving student outcomes, particularly for first-year university students and those at risk of dropping out of secondary education. Analysis of Dr. Sæle's publication history reveals a consistent focus on understanding the psychological and educational factors that contribute to student success. Her research spans multiple educational levels from upper secondary to higher education, with particular attention to Northern Norwegian contexts. She frequently employs both quantitative and qualitative methodologies, often conducting longitudinal studies to track student outcomes over time. Her work bridges theoretical educational psychology with practical applications for educators and institutions seeking to improve student retention and performance. Dr. Sæle has collaborated with numerous colleagues across different Norwegian institutions on research projects examining educational interventions, mental health in educational contexts, and learning strategies. Her recent work demonstrates increasing focus on technology-enhanced learning methods and scalable interventions that can be implemented across multiple educational settings.

Linn Engdahl-Høgåsenمشاهده پروفایل

پژوهشگر ارشد

• Sport Psychology
• Disability Studies
• Inclusive Physical Education
• +۳ مورد دیگر

Linn Engdahl-Høgåsen is a PhD Research Fellow at the Norwegian School of Sport Sciences, Department of Sport and Social Sciences. She holds a Master’s degree in Sport Sciences from the same institution (2016) and is pursuing her PhD in the supplementary program 'Physical activity and disability.' Engdahl-Høgåsen works as a lecturer in sport psychology at Oslo New College since 2019. Education : MSc in Sport Sciences (Norwegian School of Sport Sciences, 2016) Current Roles : PhD Research Fellow, Lecturer Research Focus : Facilitating sports participation for young people with disabilities, mental training in judo, inclusive physical education, and understanding participatory frameworks in parasport contexts. Her work bridges sport psychology, disability studies, and social sciences. Key Themes in Recent Publications : Systematic reviews on disability participation in sports, mental training applications in judo, inclusive education strategies, and media influence on gender perceptions. Contact : linnen@nih.no

• English Language Teaching
• Grammar and Grammar Teaching
• Phonetics and Pronunciation Instruction
• +۵ مورد دیگر

Kristoffer Helgestad Humphrey serves as Senior Lecturer in English within the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), specializing in primary and lower secondary teacher preparation programs (grades 1-7 and 5-10). His core responsibilities include delivering instruction in grammar, phonetics and phonology, Global English, discourse analysis, second language acquisition, and English subject didactics, while providing critical follow-up guidance for student teachers during school practice placements through the Competence for Quality (KfK) framework. Humphrey's research program centers on the intersection of English language pedagogy and teacher development, with particular emphasis on pronunciation teaching methodologies, grammar instruction challenges, and the implications of English as a Lingua Franca in Nordic contexts. His scholarly work critically examines primary school teachers' attitudes toward pronunciation teaching, investigates ICT integration barriers in language classrooms, and explores transformative potential in international practice collaborations—especially through Norway-Zambia educational partnerships that foster cross-cultural understanding among pre-service educators. Recent publication trends reveal Humphrey's evolving focus from foundational language teaching mechanics toward systemic educational transformation, with increasing attention to digital competence development for teacher educators and the sociocultural dimensions of international collaboration. His work consistently bridges theoretical linguistics with practical classroom applications, emphasizing how teacher cognition shapes pedagogical implementation in diverse educational settings. Through the L-LATER PRICE research initiative, Humphrey actively contributes to redefining follow-up teacher roles via co-created learning models grounded in practice theory. His instructional leadership extends beyond traditional classroom boundaries into practice supervision frameworks that connect university training with real-world teaching environments, demonstrating commitment to developing holistically prepared educators for Norway's evolving educational landscape.

• Special Education
• Indigenous Methodologies
• Autism Spectrum Disorder
• +۳ مورد دیگر

Anne Lindblom is a Professor of Special Education at Inland Norway University of Applied Sciences, based at the Department of Pedagogy in Lillehammer. She holds an adjunct research fellowship at Charles Darwin University, Australia, and previously served as a lecturer and senior lecturer at Karlstad University, Sweden (2007–2022). Her research emphasizes Indigenous paradigms, special education equity, and autism studies, rooted in her PhD work on music's role for First Nations children with autism in British Columbia, Canada (2017, University of Eastern Finland). Her educational background includes music therapy, teaching in music/English, and special education roles in Sweden and Canada. Key research interests include Indigenist methodologies, inclusive education models, and ethical practices in special needs consultation. She has explored cultural competency gaps in special education for Sámi children in Norway and global Indigenous perspectives on autism, addressing colonialism’s impact on research frameworks. Publications highlight themes like music-based interventions for neurodiverse Indigenous youth, teacher attitudes toward autism, and rebalancing power dynamics in Indigenous-led research. She collaborates internationally, contributing to journals such as Autism , Disability & Society , and AlterNative . Her work bridges cultural responsiveness with empirical rigor, advocating for equity in education systems globally.

May Helen Uppstad Austadمشاهده پروفایل

پژوهشگر

• Vocational Education
• School-to-Work Transition
• Mastery Learning Models
• +۵ مورد دیگر

May Helen Uppstad Austad serves as a Researcher at the University of Agder's Department of Pedagogy within the Faculty of Humanities and Pedagogy. She is currently pursuing a public PhD through a collaborative research project with Lindesnes Municipality focused on working life education in lower secondary schools. Her role integrates academic research with practical municipal implementation, emphasizing co-creation with educators and students. Her research centers on vocational pedagogy and school-to-work transitions, with particular expertise in mastery models ( mestringsmodell ), dropout prevention, and transversal skills development. She investigates how working life subjects can be effectively embedded within standard secondary curricula through action research methodologies, prioritizing inclusive practices for diverse learners and vulnerable youth populations. Analysis of her 15 most recent publications (2023-2025) reveals consistent focus on practical implementation challenges in Norwegian secondary education. Key themes include resource allocation for working life subjects, development of localized curricula through teacher-student collaboration, and frameworks for building workplace relationships to support school-work transitions. Her work demonstrates strong municipal-academic partnership approaches, with recurring emphasis on mastery-oriented assessment and adaptation strategies for at-risk students. Austad actively disseminates findings through conferences like NordYrk and Profes Spring PhD symposium, though no formal scientific awards are documented. Her research is conducted within a project team involving Lindesnes Municipality personnel, teachers, and students, focusing on real-world application rather than theoretical development. While no formal advisees are listed, her collaborative methodology involves significant knowledge exchange with educational practitioners.

Lars Edvin Bruمشاهده پروفایل

استاد

• Educational Psychology
• Social and Emotional Competence in Education
• Teacher-Student Relationships
• +۳ مورد دیگر

Lars Edvin Bru is a Professor in Educational Psychology at the Centre for Learning Environment , University of Stavanger. His research focuses on the interplay between social-emotional competencies , academic engagement , and mental health in educational settings . He has led randomized controlled trials (RCTs) on interventions promoting student well-being, including stress management and anti-bullying programs. His work emphasizes teacher support as a critical factor in shaping students' growth mindset , emotional well-being , and academic outcomes . He has extensively studied the psychosocial learning environment , motivational climates , and barriers to educational attainment , particularly among vulnerable populations such as first-generation immigrants and students with learning difficulties . Key research trends from his publications include: Longitudinal analysis of social-emotional learning and academic performance Impact of teacher-student relationships on student retention Interventions for stress reduction and emotional regulation in schools Interdisciplinary studies linking education , health psychology , and chronic disease management Bru collaborates on projects involving multidisciplinary educational consultation and simulation training for healthcare professionals. He has contributed to understanding treatment burden in chronic conditions like heart failure and breast cancer , highlighting the role of support systems in both educational and clinical contexts.

Monica Nordbakkeمشاهده پروفایل

دانشیار

• Mathematics Education
• Mathematics Didactics
• Educational Practices
• +۳ مورد دیگر

Monica Nordbakke is an Associate Professor at the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies (RES) at Østfold University College . Her academic interests focus on mathematics education, particularly student learning practices in diverse educational settings. She holds a master's degree in mathematics didactics, emphasizing adapted education strategies in mathematics. Nordbakke currently serves as Deputy Chairman of LAMIS Østfold (The National Team for Mathematics at School) and collaborates on projects like Alternative Practice at a Science Center and DigiLU, exploring student-active learning forms. Her work emphasizes curriculum development, teacher education, and fostering engagement in mathematics through innovative methods like flipped classrooms and exploratory learning. Notable awards include recognition as a 'Merittert Underviser' (Merited Teacher). She teaches mathematics courses for elementary and kindergarten teacher education programs, with a strong emphasis on practical, student-centered approaches. Education: 4-year general teacher education Master's degree in Mathematics Didactics (thesis: Adjusted Education in Mathematics) Research Focus: Nordbakke’s research bridges theory and practice in mathematics education, focusing on: Student learning dynamics across educational stages Teacher professional development through collaborative networks Innovative teaching tools like vertical boards and science center collaborations Curriculum alignment between schools and higher education Her work often highlights the transition between elementary and secondary education, emphasizing inclusive and mastery-oriented teaching strategies. Awards: Merittert Underviser (2024) Grants & Projects: Alternative Practice at a Science Center Collaboration and Study Intensity in Mathematics Teacher Education DigiLU: Digital Learning Innovations STIL: Student-Active Learning Forms Labs/Teams: Active in research groups like Collective Learning and Competence Development and Education in Mathematics, Science, and Technology .

Maren Stabel Tvedtمشاهده پروفایل

دانشیار

• Psychosocial Learning Environment
• Teacher-Student Relationships
• School Completion
• +۷ مورد دیگر

Maren Stabel Tvedt is an Associate Professor at the University of Stavanger, affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education within the Faculty of Arts and Education. Her work focuses on the psychosocial aspects of education, particularly in upper secondary schools. Her research interests include: Psychosocial learning environments Teacher-student relationships and emotional support Student motivation and engagement Self-regulated learning School completion and dropout prevention Academic stress and mental health She investigates how structural and interpersonal factors in schools influence student outcomes, especially among vulnerable populations such as first-generation immigrants. Her recent publications show a strong trend in quantitative, longitudinal research using multilevel modeling and latent growth curve analysis to explore developmental trajectories of student engagement and dropout intentions. Her work frequently appears in high-impact journals such as Learning and Instruction and European Journal of Psychology of Education , emphasizing evidence-based insights into educational practices. She has been actively involved in public dissemination and policy-relevant research, particularly through the 'Se videre' project, which evaluates learning environments and student well-being. She has contributed to evaluations of educational reforms, such as the removal of conduct-based grading in Norwegian upper secondary schools. Her academic advising and collaborative work involve prominent researchers like Lars Edvin Bru and Tuomo Erkki Virtanen. While specific grant details are not listed, her sustained research output and leadership in applied educational projects suggest active grant involvement. She is also engaged with research teams and centers focused on learning environments, behavioral research, and adolescent mental health, contributing both nationally and internationally through conferences and workshops.

• Psychology of Education
• Teacher-Student Relationships
• School Management
• +۱۲ مورد دیگر

Roger André Federici is Dean at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies. He is a leading researcher in educational psychology, focusing on teacher-student relationships, motivation, school management, and quantitative research methods. His work bridges theory and practice in teacher education and student well-being. Research Interests: His primary areas include psychology of education, self-perception, coping strategies, structural equation modelling, and assessment for learning. He investigates how teacher support and classroom environments influence student motivation and mastery, particularly in mathematics education. The recent publications reflect a strong trend toward improving school environments through interdisciplinary collaboration, especially involving school nurses and mental health services. His research also addresses crisis management in education, notably during the pandemic, and examines structural interventions to support student well-being and teacher effectiveness. Lærer–elev-relasjonen (2022, 2017) Do lectures matter? (2022) Interest in teacher education (2020) Can school nurses improve the school environment? (2019) Students' Perceptions of Mathematics Classroom Goal Structures (2017) Roger André Federici leads and contributes to major research projects and policy evaluations, including nationwide surveys on school conditions during the pandemic and the impact of enhanced school nursing resources. He collaborates extensively with institutions like NIFU and NTNU, and his dissemination efforts include public reports, webinars, and media contributions to inform educational practice and policy. He is actively involved in knowledge dissemination through platforms such as Khrono.no and professional webinars, emphasizing the importance of evidence-based practices in teacher education and school health. His leadership as Dean underscores his commitment to advancing educational quality and innovation at OsloMet.

• Educational Psychology
• Methodology and Research Design
• Open and Transparent Research
• +۷ مورد دیگر

Øystein Olav Skaar is an Associate Professor in Educational Psychology at the Faculty of Teacher Education and Pedagogy, University of Innlandet. He also serves as a researcher for Digital Learning Communities at the University of Bergen and acts as editorial secretary of the Nordic Journal of Digital Literacy. Skaar leads the research group Quality in Higher Education (KiHU) at Innlandet University College. His educational background includes: Doctorate in psychology from the University of Oslo (2019), with thesis titled 'Moments of Brilliance: Understanding the Aha-experience through Bayesian Statistics' Master's degree in pedagogy from the University of Bergen (2013), with thesis titled 'The Multimedia Expanse' Bachelor in Preschool Teaching from Bergen University College Skaar's research interests center on educational psychology with strong emphasis on methodology and research design, open and transparent research practices, and statistical analysis. He has developed the R package 'bfw: Bayesian Framework for Computational Modeling' and specializes in Bayesian statistics. His work explores digital education and competence, motivation, belief in mastery, creativity (particularly Aha experiences), and social role theory. He combines quantitative and qualitative approaches in mixed research methodologies. His publication record shows a clear trajectory focusing on educational psychology, particularly the psychology of insight learning (Aha experiences), digital competence, and the impact of the pandemic on higher education. Recent work examines doctoral supervision during crisis, inclusive educational practices, and the integration of digital tools in educational settings. His research bridges cognitive psychology, educational technology, and methodological innovation, with increasing attention to contemporary challenges such as pandemic response in educational contexts. Skaar is actively involved in research leadership as head of the Quality in Higher Education research group. His professional trajectory shows progression from research assistant and lecturer positions to his current associate professorship, with consistent contributions to both theoretical and applied educational research. He collaborates extensively with researchers like Rune Johan Krumsvik on topics related to digital literacy and educational technology. His work environment includes the Department of Pedagogy at the Teacher Education, part of the Faculty of Teacher Education and Pedagogy at University of Innlandet's Lillehammer campus. He contributes to the research communities Digital kommunikasjon og kultur (DigKom) and Kvalitet i høyere utdanning (KiHU), focusing on digital communication, culture, and quality in higher education.

• Biomedical Engineering
• Electrical Bioimpedance
• Medical Sensors
• +۳ مورد دیگر

Jie Hou is a Research Fellow in the Department of Electronics at the University of Oslo, Norway. His work bridges biomedical engineering and reproductive biology through advanced sensing technologies. Affiliated with the Charlotte Boccara Group in Systems Neuroscience & Sleep, he focuses on physiological signal analysis and medical diagnostics. Current Role: Department of Electronics, University of Oslo Key Affiliation: Charlotte Boccara Group - Systems Neuroscience & Sleep Research Themes: Biomedical sensors, tissue impedance analysis, machine learning applications, and reproductive physiology His research interests combine electrical bioimpedance with dielectric spectroscopy for medical diagnostics. Specific projects include: Quantifying dental anxiety through electrodermal activity sensors Assessing intestinal/liver ischemia-reperfusion injuries via electrical properties Exploring mitochondrial function in porcine oocyte and embryonic development Developing deep learning models for tissue viability classification Characterizing adipose tissue using machine learning-enhanced impedance spectroscopy Scientific Contributions span 2019-2024, with 15 recent publications highlighting interdisciplinary work: 2024: 5 groundbreaking studies on dental anxiety sensors, bioimpedance variability, and mitochondrial complex regulation in reproduction 2023: 4 innovative articles on epigenetic stress in embryos and AI-enhanced tissue characterization 2022: 3 major works combining dielectric spectroscopy with deep learning for organ viability assessment His work demonstrates technical mastery in sensor development and biological insight into reproductive mechanisms. Collaborations include partnerships with: Prof. Ørjan Grøttem Martinsen (UiO) - 7 joint papers Dr. Christian Tronstad - 3 publications on clinical monitoring Systems Neuroscience Group - 2020-2024 research synergy His electronic engineering background enables novel applications in medical diagnostics and reproductive health.