جست‌وجوی استاد و پژوهشگر

Tony Burnerمشاهده پروفایل

استاد

• Formative assessment
• Student-centered learning
• School development
• +۷ مورد دیگر

Professor Tony Burner is a Full Professor at the University of South-Eastern Norway (USN) in the Department of Languages and Literature Studies. He holds adjunct professorships at the University of Stavanger (UiS) and OsloMet. His primary roles include leading research teams (DiCE, PASIE, Kompetanse for mangfold), advising doctoral supervision programs, and teaching English education. He has been a visiting scholar at University Massachusetts Boston (2024) and Queensland University of Technology (2013-2014). **Education:** PhD in English education (2016), Master's in English Language (2005), Postgraduate Certificate in Education (2006), and additional professional development in pedagogy, history, and assessment. **Research Interests:** Focus on formative assessment, student-centered learning, multilingualism, diversity in education, and gifted education. He employs Cultural-Historical Activity Theory (CHAT) and mixed-methods approaches in his work. **Selected Projects:** Includes EU-funded OpenEYE (2019-2022) promoting cultural learning across Europe, and the Norwegian national curriculum implementation evaluation (2021–present). He has published extensively on assessment practices, teacher education, and educational equity. **Awards & Roles:** Awarded 'Excellent Teacher Practitioner' in 2022. Serves on editorial boards (Nordic Journal of Education and Practice) and national committees (Norwegian Association of Researchers). Active in textbook development ( Echo , Global Visions ). **Professional Contributions:** Supervised 5 PhD students (2 completed) and 7 MA students. Engaged in policy advising (e.g., Directorate of Education and Training), textbook evaluation, and international speaking engagements in 10+ countries.

Anne Margit Løvlandمشاهده پروفایل

استاد

• Multimodal Text Analysis
• Educational Text Studies
• Critical Literacy
• +۳ مورد دیگر

Professor Anne Margit Løvland is affiliated with the Department of Nordic and Media Studies at the University of Agder. Her research focuses on textual studies within educational and religious contexts, emphasizing multimodal texts, critical literacy, and social semiotics. She teaches Norwegian language and literature in teacher education programs and has extensive experience in academic supervision. Research Interests Her work explores: Critical literacy practices in schools Multimodal non-fiction for youth Social semiotics in religious symbolism Textual analysis of education and culture Her research often intersects education, media, and theology, with particular attention to Norwegian pedagogy and cultural contexts. Recent Work Recent studies include analysis of religious symbols in public spaces, supervision practices in teacher education, and the CritLit project promoting critical text analysis in classrooms. Her work addresses challenges in multimodal literacy and inclusive educational practices. Teaching & Projects She teaches Nordic linguistic subjects and leads the CritLit project, developing frameworks for critical text work in Norwegian schools. Collaborations include co-authoring textbooks and interdisciplinary research on education and religion.

Åse Haraldstadمشاهده پروفایل

مدرس ارشد

• Philosophy for Children
• Teacher Education
• Theory and Practice
• +۲ مورد دیگر

Åse Haraldstad is an Emerita Senior Lecturer at the University of Agder's Department of Education. Her work focuses on Philosophy for Children, Teacher Education, and ethics in educational contexts. She holds a Cand. Polit (Master of Social Sciences) and has contributed significantly to research on teacher retention, narrative knowledge, and democratic practices in schools. Her recent studies explore meaningful elements in teaching careers and collaborative processes in teacher training. Research interests include bridging theory and practice in education, particularly through narrative approaches and dialogic methods. She co-leads the PUPIL research group, examining teaching practices and policy in teacher education. Publications span topics like democratic school environments, ethical challenges for teachers, and sustainable teacher training models. Key contributions include analyses of pupil experiences of democracy (2022), teacher motivation (2024), and collaborative learning in teacher education (2021). Her work emphasizes practical applications of research to improve educational systems and teacher well-being.

Elin Arnesen Moseidمشاهده پروفایل

استادیار

• Children's Literature
• Young Adult Literature
• Aesthetic Reading
• +۳ مورد دیگر

Elin Arnesen Moseid is an Assistant Professor in the Department of Nordic and Media Studies at the University of Agder. She specializes in children’s and young adult literature, focusing on aesthetic reading practices, educational applications of literature, and interdisciplinary approaches to literary analysis. Her research interests include the intersection of literature and pedagogy, particularly in primary and secondary education. She is affiliated with the research group on Children's and Young Adult Literature, emphasizing collaborative projects with regional stakeholders to enhance educational competence development. Recent publications explore topics such as student voice in literary analysis, imaginative power in children’s narratives, and the pedagogical use of biblical stories. Her work often bridges literary criticism with practical classroom applications, advocating for creative and reflective engagement with texts. Notable collaborations include co-editing volumes on aesthetic reading in primary education and contributing to interdisciplinary studies on regional competence-building in schools and kindergartens. Her research highlights the transformative role of literature in fostering critical thinking and emotional intelligence among youth.

Erlend Nuland Valenمشاهده پروفایل

پژوهشگر ارشد

• Maternal and child nutrition
• Diet in infancy and childhood
• Dietary assessment methods
• +۲ مورد دیگر

Erlend Nuland Valen serves as a Research Fellow and Scientific Advisor at the University of Agder's Faculty of Health and Sport Sciences, with dual 50% appointments in the Priority Research Centre for Life Course Nutrition. His work centers on digital interventions to improve preconception and early-life nutrition, notably through the PREPARED project and myfood24 digital food diary platform. Valen holds a Bachelor's degree in public health with sports specialization and a Master's in public health science, both from the University of Agder. His educational background directly informs his applied research in population nutrition. His research interests focus on maternal and child nutrition, infant/childhood dietary patterns, and innovative dietary assessment methods. He actively develops digital tools like myfood24 for Norwegian populations and investigates preconception nutrition through the PREPARED intervention, emphasizing user-centered design and implementation science. Valen's 2020-2024 publications reveal consistent themes: adapting digital nutrition tools for Norwegian contexts (myfood24), examining preconception diet quality, analyzing student nutritional behaviors, and implementing community-based early-life nutrition programs. His work bridges technical development (questionnaire automation, TSD administration) with clinical nutrition research. As a core member of the Priority Research Centre for Life Course Nutrition, Valen contributes to the PREPARED and Nutrition Now projects while maintaining technical infrastructure as Nettskjema and TSD administrator. His outreach includes the StudentKost study presented at Kostforum 2020.

• English Language Teaching
• Educational Methodology
• Teacher Education
• +۳ مورد دیگر

Rebecca Anne Charboneau Stuvland is an Associate Professor in the Department of English at the University of Inland Norway, affiliated with the Faculty of Teacher Education and Pedagogy. Her work focuses on English as a Foreign Language (EFL) teaching methodologies in primary education, lesson study practices, and teacher training. She has conducted comparative studies on EFL reading instruction approaches in Norwegian schools and contributed to understanding teacher perceptions and pupil engagement in educational settings. Her research emphasizes the intersection of pedagogical theory and classroom practice, particularly in multilingual education contexts. Key areas include analyzing traditional versus innovative teaching methods, curriculum development, and the role of collaborative learning in teacher education programs. She has published extensively on EFL reading strategies and their implementation in primary education. Stuvland’s publications highlight themes such as participatory learning, best practices in language instruction, and the evolution of doctoral research in English didactics. She contributes to academic discourse through edited volumes and peer-reviewed articles, addressing both national and international educational challenges.

Joachim Tilsted Kristensenمشاهده پروفایل

پژوهشگر ارشد

• Programming Languages
• Formal Semantics
• Complexity Theory
• +۳ مورد دیگر

Joachim Tilsted Kristensen is a Doctoral Research Fellow at the University of Oslo's Department of Informatics, within the Programming Technology section. His research focuses on programming language design, formal semantics, complexity theory, and distributed systems. He teaches the course Programming Language Implementation and Formalisation alongside Lars Vadgaard and Michael Thomsen. His work emphasizes memory-safe systems programming, particularly exploring Rust's ownership model integration with CUDA platforms via domain-specific languages. He collaborates with MuyBridge, an Oslo-based company, on open-source projects under Apache 2.0/MIT licenses. Research Interests: Formal methods, systems programming, functional programming, compiler design, and programming language semantics. He advocates for safe, high-performance computing models that avoid traditional memory hazards in systems development. Current Projects: Modern approaches to theoretical computer science education and reliable concurrent/distributed computation models. His master’s thesis proposal targets safe image processing in Rust/CUDA ecosystems, addressing memory safety challenges in proprietary APIs. Collaborations: Active with industry partners like MuyBridge for applied research. Part of the Programming Technology research group at the University of Oslo.

Marte Karoline Herrebrødenمشاهده پروفایل

پژوهشگر ارشد

• Inclusive Education
• Autism Spectrum Disorder
• Assistive Technology
• +۳ مورد دیگر

Marte Karoline Herrebrøden is a Doctoral Research Fellow and PhD Candidate at the Faculty of Teacher Education and Languages, Østfold University College. Previously, she served as an Associate Professor (2017-2023) in Special Education at the same institution. Her academic background includes a Master’s in Educational Psychological Counselling from the University of Oslo (2006) and specialist education in children’s mental health (2011). She also holds certification in clinical pedagogy. Professional experience spans educational counseling, child and adolescent psychiatry, and inclusive education advocacy. Her research focuses on autism, assistive technology for sensory differences, neurodevelopmental conditions, and inclusive education strategies. Current projects explore the application of audio technology for autistic students with auditory sensory challenges. She contributes to the DeveLeP research group (Development, Learning, and Psychological Processes) and teaches Special Needs Education courses. Her publications analyze textbook representation of disabilities, pandemic-era educational adaptations, and prison special education. Recent work includes a 2024 study on noise-canceling technology for ASD students and a 2025 scoping review on assistive audio tools. Collaborations involve supervisors Prof. Anders Nordahl-Hansen and Assoc. Prof. Georgios Marentakis.

Sonja Nygaard-Jokiمشاهده پروفایل

استادیار

• Technology-enhanced Learning
• Professional Digital Competence
• Digital Teaching Resources
• +۲ مورد دیگر

Sonja Nygaard-Joki is an Assistant Professor at Østfold University College's Faculty of Teacher Education within the Department of Education, ICT and Learning. She contributes to international projects like BlendVET (Blended Learning in Vocational Education) and KUPP (Knowledge Brokering in Professional Communities). Her academic background includes: Master's degree in English and Scandinavian languages Teacher training certification Research focuses on: Developing digital pedagogies for teacher education Enhancing professional digital competence (PDC) Designing technology-enhanced learning environments Implementing blended learning models in vocational training Professional experience spans secondary education (English/Norwegian instruction), digital resource development at Norwegian Digital Learning Arena (NDLA), and textbook authorship for English curriculum materials. She actively participates in Erasmus+ programs and international educational initiatives.

Jan Morenمشاهده پروفایل

دانشیار

• Political Science
• Organizational Theory
• Political Theory
• +۹ مورد دیگر

Jan Moren is an Associate Professor at the Department of Welfare, Management and Organisation, Oslo and Akershus University College of Applied Sciences. He specializes in organizational theory, political science, and public policy, with a focus on institutional design, leadership, and democratic governance. His research explores the interplay between politics and administration, organizational hypocrisy, and the impact of technology on workplaces. Education & Career: Jan Moren has held academic positions at institutions such as Oslo Metropolitan University and Karlstad University. He has been recognized with the Pedagogical Prize at Molde University College (1998). His collaborations include partnerships with Karlstad University, University of Oslo, and other institutions. Research Themes: His work bridges political theory and organizational behavior, examining topics like leadership in complex organizations, public sector reforms, and the normative foundations of democracy. Key themes include organizational hypocrisy, loose couplings between rhetoric and action, and the diffusion of management ideas. Teaching & Supervision: He leads the master’s program in Organization and Leadership, teaching courses such as 'Organizational Theory' and 'Democracy: Ideas and Institutions'. He supervises master’s students and co-supervises Ph.D. candidates at Karlstad University. Recent Publications: Recent works include analyses of leadership in diverse workplaces (2022), critiques of management practices (2023), and a book review on translation theory (2024). His research often challenges conventional leadership narratives and explores historical precedents in organizational thought. Professional Roles: He serves on committees including the Appointments Committee at his institution and chairs the Gilda Film Club. His involvement in academic governance underscores his commitment to institutional accountability and democratic processes.

Mary Luz Sanchez Gordonمشاهده پروفایل

دانشیار

• Human Factors in Software Projects
• Software Project Management
• Software Process Improvement
• +۴ مورد دیگر

Mary Luz Sánchez-Gordón is an Associate Professor at the Department of Computer Science and Communication at Østfold University College. Formerly affiliated with Universidad Central del Ecuador, her research focuses on human factors in software projects, software process improvement, and cybersecurity governance. She holds a Ph.D. from Universidad Carlos III de Madrid and has extensive industry experience as a software engineer and consultant. Research Interests: Her work addresses intersectional perspectives in software engineering, diversity/inclusion in tech, DevOps/DevSecOps practices, and accessibility in virtual education. Recent studies explore stereotypes affecting indigenous software practitioners and blockchain applications in traceability systems. Publications: Over 30 peer-reviewed articles since 2018, focusing on topics like cybersecurity frameworks for critical infrastructures, software process improvement, and human-centric software engineering. Her 2025 studies on professional photo stereotypes and gender equity in tech received notable attention. Projects: Leads EU/Norway partnerships like EduTech (accessibility in virtual education) and RECYCIN (critical infrastructure cybersecurity). Active in EnCyCriS workshops on cybersecurity challenges. Affiliations: Member of the Information Systems and Software Engineering research group. Teaches courses on cybersecurity governance, software architecture, and design patterns at both Norwegian and Ecuadorian institutions.

• ICT and Learning
• Online Teaching
• Assessment in Education
• +۳ مورد دیگر

Inger Dagrun Langseth is a Senior Lecturer in Foreign Language Didactics at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. Her roles include teaching master’s-level courses on foreign language didactics, assessment, and digitization in education. She has led NTNU DRIVE (2016–2021), a program focused on digital transformation in higher education, emphasizing digital competence development. Her research interests center on ICT and learning (including MOOCs and online teaching), assessment practices, and digitization management in education. Notably, she was awarded Excellent Teacher Practitioner in 2022 for her contributions to pedagogical innovation. Her publications (2024–2019) explore themes like teacher agency in digital education, institutional entrepreneurship in MOOC development, and blockchain applications in higher education. She actively contributes to projects such as Forskergruppen digit and Nettskolen i Trøndelag , focusing on online learning and educational technology. Key Projects: NTNU DRIVE, Nettskolen i Trøndelag Awards: Excellent Teacher Practitioner (2022) Advising/Grants: No specific advising or grants listed, though her leadership roles suggest institutional project involvement.

Gunn Helen Ofstadمشاهده پروفایل

مدرس ارشد

• Reading Science
• Special Education
• Early Literacy Development
• +۳ مورد دیگر

Gunn Helen Ofstad serves as a Senior Lecturer in Reading Science/Special Education at the University of Stavanger's Faculty of Educational Sciences and Humanities. She is affiliated with the National Center for Reading Education and Reading Research, where she focuses on evidence-based literacy development across educational transitions. Her research centers on early literacy acquisition , language stimulation in ECEC settings , and seamless transitions from kindergarten to school . Key interests include play-based literacy activities, handwriting versus keyboard writing effects, and addressing educational gaps in multilingual contexts. Her work emphasizes child-centered approaches and systemic collaboration between educational institutions. Analysis of her 15 most recent publications (2021-2025) reveals consistent focus on transition pedagogy (78% of works), literacy interventions (65%), and extended education frameworks (42%). Notable trends include multinational comparative studies on educational policies and growing emphasis on children's perspectives in play-based learning environments. Through the National Center for Reading Education, Ofstad leads collaborative projects like the 'Språkløyper' (Language Pathways) initiative and contributes to national programs such as 'Språksatsingen på Andøya'. Her dissemination efforts include designing professional development for kindergarten staff and advising municipalities on transitional practices. Her work manifests in practical resources including textbooks ('Reading Seeds', 'The Good Foundation'), conference keynotes, and policy recommendations for Norway's Directorate for Education (UDIR). Current projects focus on establishing new 'Extended Education Pedagogy' programs and closing literacy pedagogy gaps between ECEC and primary school.

Odd Tore Kaufmannمشاهده پروفایل

استاد

• Mathematics Education
• Programming in Mathematics Teaching
• Primary Mathematics Education
• +۳ مورد دیگر

Odd Tore Kaufmann is a Professor at the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies (RES) at Oslo and Akershus University College of Applied Sciences (HiOA). He holds a PhD in mathematics education from the University of Agder. His research focuses on mathematics teacher education, particularly integrating programming into mathematics instruction and understanding multiplication concepts in primary education. He is actively involved in projects exploring digital technology in teacher training and manipulative tools for mathematics learning. Education: PhD in Mathematics Education, University of Agder. His research interests include teacher roles in mathematics education, error-handling practices, and computational thinking integration. Kaufmann has authored numerous textbooks for primary and lower secondary education, emphasizing practical approaches to mathematics teaching. He collaborates with research groups like 'Education in Mathematics, Science and Technology' and frequently presents at international conferences (e.g., CERME, PME). Key publications analyze teacher beliefs, programming in mathematics curricula, and student misconceptions. He emphasizes the importance of professional identity development for pre-service teachers and the role of technology in fostering mathematical understanding. His work spans journal articles, conference proceedings, and educational materials. Notable projects include investigating digital fabrication for manipulatives and exploring how pre-service teachers perceive programming’s role in mathematical pedagogy. He contributes to educational policy discussions through media engagements and academic outreach.

Ragnhild Louise Næsjeمشاهده پروفایل

دانشیار

• Early learning in Norwegian subjects
• Children's literature
• Teacher education
• +۳ مورد دیگر

Ragnhild Louise Næsje is an Associate Professor at the Department of Languages, Literature and Culture at Oslo and Akershus University College of Applied Sciences. She specializes in early learning within Norwegian subjects and children's literature, focusing on teacher education and pedagogical methodologies such as the Storyline approach. Her role includes teaching in programs like the Primary and Lower Secondary Teacher Education and the Bachelor in Kindergarten Teacher Education. Education: Master's in Didactics of Cultural and Language Subjects (2016), Cand.mag in Economics and Administration, and Folk Art (2 years). Work Experience: Formerly worked in Primary and High School (2011–2016). Her research interests revolve around interdisciplinary teaching approaches, particularly the Storyline method, which integrates creative storytelling to enhance learning across subjects. She emphasizes aesthetic and playful learning environments, especially for younger students. Næsje collaborates on projects like the NoZa Intercultural Mobility Project and contributes to research groups such as Text-in-context. Her publications explore topics like critical reading progression in Norwegian textbooks, the role of storytelling in mathematics education, and democratic citizenship in schools. Recent work includes co-editing books on Storyline methodology across educational levels (2023–2025), highlighting its adaptability in fostering engagement and critical thinking. Grants/Projects: Involved in intercultural mobility initiatives and collaborative research on sustainability and educational innovation. Labs/Teams: Active in research groups focusing on narrative-based pedagogy and teacher education.