جست‌وجوی استاد و پژوهشگر

• Educational Technology
• Digital Learning
• Teacher Education
• +۵ مورد دیگر

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

Kirsti Kletteمشاهده پروفایل

استاد

• Learning and education
• Pedagogy
• Classroom research
• +۵ مورد دیگر

Kirsti Klette is Professor at the Department of Teacher Education and School Research within the Faculty of Education at the University of Oslo. She serves as Centre Director at the Nordic Centre of Excellence Quality in Nordic Teaching (QUINT), launched in autumn 2018. Her academic career spans over two decades, beginning as Associate Professor at Lillehammer University College in 1994, then at the University of Oslo Faculty of Education in 1998, and becoming full Professor in 2002/2004. She held a Visiting Fulbright Professorship at Stanford University (2007-2008) and has directed numerous national research programs including UTDANNING 2020 (2009-2014). Professor Klette's research focuses on classroom teaching and learning through video methodology, instructional quality, and teacher education. Her work examines the relationship between teaching practices and student outcomes across Nordic educational contexts. She leads major projects including Linking Instruction and Student Achievement (LISA), Linking Instruction and Student Experiences (LISE), and the Synthesizing Research on Teaching Quality (SYNTEQ). Her methodological expertise in video research has established her as a leading figure in educational research methodology. Analysis of her recent publications (2022-2024) reveals consistent focus on classroom observation systems, teacher education coherence, and Nordic educational practices. Her work spans multiple subject areas including mathematics, social studies, and language arts, with particular attention to how instructional quality can be measured and improved. She frequently collaborates with international researchers, contributing to global understanding of teaching quality across different educational systems. Professor Klette has made significant contributions to educational policy and practice, particularly in teacher education reform and classroom observation methodology. Her research bridges educational theory and classroom practice, with implications for teacher preparation, professional development, and educational assessment systems.

Astrid Marie Jorde Sandsørمشاهده پروفایل

استاد

• Economics of Education
• Educational Inequality
• Early Childhood Interventions
• +۳ مورد دیگر

Astrid Marie Jorde Sandsør is a Professor at the Department of Special Needs Education, Faculty of Education, University of Oslo, and will serve as Vice Dean of Research at the Faculty of Education from January 2025-2029. She maintains strong affiliations with the Nordic Institute for Studies of Innovation, Research and Education (NIFU), where she has worked as a researcher, and serves as a principal investigator at CREATE - Centre for Research on Equality in Education. Her additional institutional roles include membership in the Young Academy of Norway, the Council of The Frisch Centre in Oslo, and affiliations with CESifo Research Network and the Institute for the Study of Labor (IZA). Dr. Sandsør earned her Doctorate in Economics from the University of Oslo in 2016 and her Master in Economics from the same institution in 2010. Her academic trajectory shows a consistent focus on empirical research in education economics, with early work examining small-group instruction effects and evolving toward comprehensive studies of educational inequality, early childhood interventions, and educational policy evaluation. Her research interests center on understanding and addressing educational inequality through rigorous empirical analysis. Sandsør investigates how socioeconomic background, genetic factors, and institutional arrangements interact to shape educational outcomes across the lifespan. Her work on universal early childhood education examines long-term effects on achievement gaps, while her research on admission systems analyzes mechanisms of access to higher education. She has made significant contributions to understanding gender differences in language learning, the impact of teacher density norms, and the effectiveness of interventions for at-risk students. Her methodological approach combines administrative data analysis, randomized field experiments, and causal inference techniques to produce policy-relevant findings. Analyzing her recent publication record reveals a strong focus on the intersection of genetics, environment, and educational outcomes, alongside persistent examination of socioeconomic inequality in education. Her work demonstrates increasing methodological sophistication, moving from descriptive analyses to experimental and quasi-experimental designs that establish causal relationships. The geographic focus remains predominantly Norwegian, leveraging the country's rich administrative data systems while contributing comparative insights to international literature on educational inequality and policy effectiveness. Through her position at NIFU and the University of Oslo, Sandsør has led numerous government-commissioned evaluations of educational policies, including assessments of teacher density norms, the teacher specialist scheme, and admission systems to higher education. Her research has directly informed Norwegian educational policy debates, particularly regarding equitable access to quality education and evidence-based interventions for reducing achievement gaps. She maintains active engagement with policymakers through expert testimony, commissioned reports, and public dissemination of research findings.

Mari Johanne Wikhaug Andersenمشاهده پروفایل

دانشیار

• Multilingualism in Vocational Education
• Norwegian as a Second Language
• Educational Policy and Language Planning
• +۳ مورد دیگر

Mari Johanne Wikhaug Andersen is an Associate Professor at the Department of Language, Literature and Culture, Oslo and Akershus University College of Applied Sciences (HiOA). Her academic work focuses on multilingualism in vocational education, Norwegian as a second language, and teacher agency within educational policy frameworks. She holds a master's degree (2014) and recently completed a doctoral project (2024) exploring multilingualism in Norwegian vocational classrooms through linguistic ethnography. Her research integrates sociolinguistic theory with practical classroom dynamics, addressing challenges such as anglonormativity, monolingual policy constraints, and teacher-student interactions in linguistically diverse settings. Key areas include curriculum implementation in vocational education, language policy enactment, and strategies for supporting multilingual learners in technical programs like hairdressing and mechanics. Andersen has published extensively on teacher perspectives, policy gaps, and pedagogical innovations in multilingual vocational contexts. Recent work emphasizes the role of vocational teachers as policy actors negotiating between national language mandates and classroom realities. Her findings highlight systemic barriers to multilingual inclusivity and propose actionable frameworks for enhancing teacher agency in diverse classrooms. Teaching responsibilities include courses on second language pedagogy, multilingualism in education, and Norwegian for vocational educators at bachelor's and master's levels. She actively supervises master's students in applied linguistics and teacher education programs.

Marcos Caballeroمشاهده پروفایل

دانشیار

• Physics Education Research
• Computational Modeling in Physics
• Science Practices
• +۳ مورد دیگر

Marcos Caballero serves as Associate Professor at both the University of Oslo's Center for Computing in Science Education and Michigan State University. His work bridges physics education research with computational science instruction across educational levels from high school to graduate programs. His educational background includes: B.S. in Physics from University of Texas at Austin (2004) M.S. in Physics from Georgia Institute of Technology (opto-microfluidics research) Ph.D. in Physics Education Research from Georgia Tech (2011, first PER-focused doctorate there) Postdoctoral research at University of Colorado Boulder Caballero's research investigates how computational tools and science practices shape physics learning, employing both cognitive and sociocultural theoretical frameworks. Key projects examine measurement uncertainty assessment, computational literacy development, and equity in graduate admissions. His work spans micro-level analyses of student coding comprehension to macro-level studies of computing's impact across degree programs, with significant contributions to transforming upper-division physics curricula toward active learning environments. His recent publications (2021-2024) reveal concentrated focus on measurement uncertainty assessment instruments , computational thinking frameworks , and holistic graduate admissions reform . These works demonstrate increasing methodological sophistication through NLP applications and large-scale educational data analysis, while maintaining practical relevance for physics classroom transformation. Caballero co-founded Georgia Tech's Physics Education Research group and currently leads UiO's Center for Computing in Science Education and Michigan State's Physics Education Research Lab . His international partnership for computing in science education drives cross-institutional curriculum development, focusing particularly on integrating computational practices into core physics instruction while addressing equity challenges in STEM education.

Adriana Gerarda Busمشاهده پروفایل

استاد

• Early Literacy
• Digital Literacy
• Multimedia Learning
• +۷ مورد دیگر

Adriana Gerarda Bus is a Professor at the University of Stavanger, Faculty of Arts and Education, and a leading researcher at the National Centre for Reading Education and Research. Her work bridges early literacy, digital media, and educational intervention, with a strong focus on how digital picture books can support children's language and reading development. Her research interests include early literacy, digital literacy, multimedia learning, bilingual and multilingual reading, home literacy environments, and educational technology. She investigates how digital enhancements in e-books influence story comprehension and vocabulary acquisition, particularly among young and language-minority children. Her work often employs meta-analytic methods to synthesize evidence across studies. The most recent articles highlight a consistent trend: exploring the efficacy, design, and accessibility of digital picture books across diverse contexts. Themes include screen vs. paper reading, multilingual access, nudging strategies to promote reading, and interventions like Bookstart. Her publications appear in high-impact journals such as AERA Open , Learning and Instruction , and Review of Educational Research . Building a Stronger Case for Independent Reading at School (2024) Nudging to Stimulate Reading in Primary and Secondary Education (2023) Efficacy of digital picture book enhancements... (2023) Free access to multilingual digital books... (2023) A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis (2021) She has received no explicitly mentioned scientific awards in the provided text. Her advising activities are not detailed, but she frequently collaborates with PhD students and early-career researchers. She has been involved in grant-funded projects related to digital literacy, Bookstart evaluations, and cross-cultural studies of reading interventions. She is affiliated with the National Centre for Reading Education and Research, a key hub for literacy research in Norway. Her team engages in both experimental and meta-analytic studies, often in collaboration with international partners from the Netherlands, the U.S., Poland, and Zambia. Future work appears to focus on expanding digital access for multilingual families and refining digital book designs for optimal learning outcomes.

Frank Eirik Abrahamsenمشاهده پروفایل

دانشیار

• Motivation
• Stress
• Anxiety
• +۴ مورد دیگر

Frank Eirik Abrahamsen is an Associate Professor in the Department of Sport and Social Sciences at the Norwegian School of Sport Sciences. He earned his PhD in 2007 with research focused on performance anxiety in elite sports. With extensive practical experience, Abrahamsen has worked with international-level athletes across more than 40 sports, participated in four Olympic Games and four Paralympic Games, and consulted with the Norwegian national male soccer team. His research interests center around creating optimal environments for development, wellbeing, and peak performance across all athletic levels. Abrahamsen's scholarly work primarily explores motivation, stress, anxiety, focus and concentration within applied sport psychology contexts. His recent publications demonstrate a broadening scope that now includes rehabilitation science, particularly examining how sports-based interventions benefit individuals with acquired brain injuries. Abrahamsen's teaching portfolio spans bachelor's degrees in training, coaching and sports psychology, master's degrees in coaching and sports psychology, and PhD-level instruction on practical research ethics and privacy. His work on projects like Mind in Motion (MiM) and research into health-compromising behaviors among Norwegian youth athletes reflects his commitment to translating theoretical knowledge into practical applications that benefit athletes at all levels.

• Diversity, equity, and inclusion in science education
• Decolonizing science education
• Multilingual science learning
• +۶ مورد دیگر

Lilith G. Rüschenpöhler serves as Associate Professor for Chemistry Education at the Norwegian University of Science and Technology (NTNU) since 2023. Prior to this, she held a Margarete von Wrangell fellowship at Ludwigsburg University of Education (2021-2023) and worked as a part-time secondary school teacher in Germany (2021-2022). Research Interests: Decolonizing science education in European contexts Multilingual science learning strategies Science capital theory and application Generative AI integration in science instruction Philosophical foundations of science education Her recent publications focus on cultural comparisons in chemistry education (Germany/China), equity-focused teaching approaches, and vocational orientation tools. She has developed card games for science career exploration and conducted extensive research on self-concept formation in chemistry students. Scientific Awards: Margarete von Wrangell fellowship (2021-2023) As a trained secondary school teacher with expertise in chemistry and French as a foreign language, she has taught in four languages and developed innovative teaching materials including international science capital metrics and planetary boundaries lesson plans.

• Science in kindergarten and primary school teacher education
• Biodiversity and species knowledge
• Environment and sustainable development
• +۳ مورد دیگر

Ingunn Espedal is an Assistant Professor at the Department of Natural Sciences, University of Agder. She specializes in science education for kindergarten and primary school teacher training programs, along with lab-based zoology instruction. Her research focuses on biodiversity conservation, species knowledge, and sustainable development, with particular emphasis on ecological preservation in educational and campus environments. Education : Cand Agric from Norwegian University of Life Sciences (Ås, 1993); continuing education in biological sciences at University of Agder (2013) Her work intersects teaching and environmental research, including projects like mapping wild blackberry species and registering fruit/berries in Agder. She has contributed to initiatives related to plant genetic resource preservation. Recent research highlights environmental threats to biodiversity on UiA's Gimlemoen campus, co-authored with 34 contributors and published in The Friend of the Fatherland (2023).

• Simulation-Based Education
• Clinical Skills Development
• Health Professions Education
• +۳ مورد دیگر

Inger Hjelmeland is an Associate Professor at the University of Southeast Norway (Høgskolen i Østfold), affiliated with the Faculty of Health, Welfare and Organisation. Her research focuses on innovative educational methodologies, particularly simulation-based learning and clinical skills development in healthcare education. She has contributed to projects like the Digiview initiative, exploring digital supervision models and virtual learning environments. Her academic work emphasizes self-efficacy in clinical training, instructional video applications, and metacognitive development in professional education. Notable collaborations include studies on nursing skill performance and client-centeredness assessment instruments. She has been involved in creating pedagogical frameworks for healthcare education and advancing telehealth applications in clinical training. Inger has co-authored over 30 publications since 2007, spanning topics from simulation-based education efficacy to digital health innovation. Her work bridges educational theory and practical healthcare training, with a strong focus on evidence-based practices in health professions education.

• Cloud Computing
• Cybersecurity
• Software Engineering
• +۶ مورد دیگر

Per Lauvås is an Associate Professor at the Department of Computer Science, Faculty of Technology, Art and Design, Oslo Metropolitan University. His research and teaching focus on IT education, software engineering, and e-learning technologies. Key research areas include Software testing pedagogy Gamification in data modeling education Interactive web development tools Cloud computing and cybersecurity Assessment innovations in database courses Work-integrated learning for IT students Recent publications explore AI chatbots in education, employer prioritization of IT graduates, and gamified learning tools. His work emphasizes student-centered approaches and practical skill development. Contact: pelau8806@oslomet.no

Tor Ole Bigton Oddenمشاهده پروفایل

دانشیار

• Computational Thinking in Physics Education
• Physics Education Research
• Natural Language Processing in Science Learning
• +۷ مورد دیگر

Tor Ole Bigton Odden is an Associate Professor at the Center for Computing in Science Education (CCSE) , University of Oslo, specializing in physics education research. His work bridges physics, computation, and educational theory to enhance student learning. Current roles: Research, teaching, and mentorship at CCSE Research focus: Computational literacy, epistemic agency, and AI in science education Education PhD in Physics Education, University of Wisconsin-Madison MSc in Physics, University of Wisconsin-Madison BSc in Physics, St. Olaf College Research Interests Tor Ole develops computational tools to empower students in physics learning. His research explores: Programming and creative ownership in physics Machine learning for large-scale qualitative analysis Epistemic agency and sensemaking Training teaching assistants Article Trends His publications emphasize computational essays, AI applications, and sensemaking frameworks. Key subfields include computational literacy, NLP in educational analysis, and simulation-based learning. Labs & Projects He contributes to the IMPEL project (Interactive Engagement in Physics) and collaborates with the Section for Physics Didactics at the University of Oslo.

Merethe Frøylandمشاهده پروفایل

استاد

• Science Didactics
• Geodidactics
• Fieldwork Pedagogy
• +۶ مورد دیگر

Merethe Frøyland is a Professor at the Science Center (Naturfagsenteret) within the Faculty of Mathematics and Natural Sciences (MN-fakultetet) at the University of Oslo (UiO). With a background in geology and a PhD in science education, she specializes in science didactics , geodidactics , and informal learning environments . Her work focuses on integrating other learning arenas (e.g., fieldwork, museums) into science teaching and improving teacher education through continuing professional development programs.

Allen Clarence Jonesمشاهده پروفایل

دانشیار

• Creative Writing
• Game-Based Pedagogy
• Literary Games
• +۱۲ مورد دیگر

Allen Clarence Jones is an Associate Professor in the Department of Cultural Studies and Languages at the University of Stavanger (UiS), Faculty of Arts and Education. His academic work focuses on the intersection of creative writing, literary games, and innovative pedagogy. He is actively involved in both research and artistic production, contributing to international conferences and publishing widely on experimental writing and game-based learning. His research interests include: Creative Writing and Experimental Pedagogy Game-Based Learning and Recombinatory Writing Surrealist and Dialogic Composition Digital Composition and Interactive Literature Modernist and Contemporary Literary Analysis Creative Awareness and Divergent Thinking in Education The most recent articles show a strong thematic focus on using games as tools for literary engagement and creativity training. His publications span peer-reviewed conference proceedings, creative fiction, poetry, and pedagogical guides, reflecting a hybrid scholarly-artistic approach. He frequently presents at international venues such as the Ubud Writers Festival, Hemingway Society, and Nordic Association for English Studies, indicating broad academic engagement. Notable scientific awards or honors are not mentioned in the provided text. Allen Clarence Jones has contributed to curriculum development, particularly in the UiS English Lektor Program, and has led creative writing retreats and workshops. While no formal list of advisees is provided, his educational materials suggest mentorship roles in training creative thinking. He is involved in projects like the DEMCI colloquium and Erasmus READY, indicating participation in international educational initiatives. He leads or contributes to creative projects such as the Poetry Planet prototype and the Dylan Thomas Game , which explore digital and interactive forms of literary expression. These initiatives suggest leadership in experimental and technology-mediated literary practices.

• Digital Literacy
• Teacher Education
• Information and Communication Technology (ICT) in Education
• +۳ مورد دیگر

Tonje Hilde Giæver is a Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Her work focuses on digital literacy, teacher education, and the integration of information and communication technology (ICT) in educational settings. She leads projects like ENHANCE (strengthening teacher education for digital competence) and TEFF Academy (addressing teacher training amid school challenges). Her research spans wearable technologies, virtual learning environments, and ethical considerations in digital education. Giæver has co-authored numerous scientific publications, including studies on virtual collaboration, digital media in classrooms, and cyberethics. Her work emphasizes cross-disciplinary approaches and systemic strategies to address digital exclusion. Key projects include DiCTE (Developing ICT in Teacher Education) and ongoing studies on AI and digital citizenship in Norwegian schools. Her research collaborations extend to international institutions like the University of Malta and George Mason University. She contributes to academic dissemination through conferences and workshops, focusing on digitalization in education and teacher training.