جست‌وجوی استاد و پژوهشگر

• Early Childhood Education
• Pedagogy
• Child Development
• +۳ مورد دیگر

Kjerstin Sjursen serves as an Assistant Professor in the Department of Pedagogy, Religion and Social Studies at Western Norway University of Applied Sciences (HVL), located at the Bergen Kronstad campus (B525). She teaches core courses including BACH301 (Bachelor Thesis), BULL101/BULLD101 (Children's Development, Play and Learning), and LES301 (Play, Language and Literature), where she holds subject responsibility. Her research focuses on foundational educational domains critical to early childhood development. Specializing in pedagogical frameworks that integrate play, language acquisition, and social learning, her work examines how developmental theories translate into practical educational strategies. Key interests include cultural influences on child development, literature-based learning interventions, and interdisciplinary approaches to social studies education in formative years. While no scientific awards or publications are documented in the provided materials, her teaching portfolio indicates active engagement with curriculum design for bachelor-level teacher education programs. Her operational context centers on Bergen Kronstad's educational facilities, with no noted administrative roles beyond subject coordination.

Øyvind Lund Martinsenمشاهده پروفایل

استاد

• Organizational Psychology
• Leadership
• Personality
• +۷ مورد دیگر

Øyvind L. Martinsen is a Professor in Organizational Psychology at BI Norwegian Business School in Oslo, Norway, where he currently serves as Head of the Department for Leadership and Organizational Behavior. He earned his PhD in Psychology from the University of Bergen in 1995 and has maintained academic positions at both institutions throughout his career. His primary research interests span leadership, personality psychology, motivation, creativity, and self-leadership, with particular focus on military leadership contexts and personality testing in selection settings. His work demonstrates a consistent integration of theoretical frameworks with practical applications in organizational settings. Analysis of Martinsen's recent publications reveals a strong focus on the intersection of personality traits with leadership behaviors and organizational outcomes. His research employs diverse methodological approaches including experimental designs, survey research, and military selection contexts. A notable trend is his exploration of how semantic structures influence survey responses and measurement in organizational psychology. Editor-in-Chief of the Scandinavian Journal of Educational Research Former Associate Dean for BI's Master of Management programs (2003-2006) Former head of the Norwegian Army's Leadership Research Institute (2006-2007) Former adjunct professor in leadership at the Norwegian Defense University College (2011-2018) His work on self-leadership and empowerment has significant implications for organizational practice, particularly regarding how leaders can foster environments that enhance employee autonomy while maintaining productivity. Martinsen's research on military leadership provides unique insights into high-stakes leadership contexts that have broader applicability to civilian organizational settings.

Kristin Kibsgaard Sjøhelleمشاهده پروفایل

دانشیار

• Oral Communication
• Writing Instruction
• Nynorsk Education
• +۴ مورد دیگر

Kristin Kibsgaard Sjøhelle is an Associate Professor in Norwegian Didactics at the Institute of Language and Literature, University College Volda, where she has been employed since 2012. Her teaching primarily focuses on the Master of Primary and Lower Secondary Teacher Education program, Nynorsk in Education, and Norwegian Didactics in Practical Pedagogical Education. She served as international coordinator at the Department of Humanities and Teacher Education from 2020 to 2022 and was a visiting scholar at Berkeley School of Education, University of California from 2017 to 2018. She earned her PhD in Norwegian Didactics from the University of Oslo in 2016 with the dissertation "Å skrive seg seg inn i språket. Ein intervensjonsstudie av nynorsk sidemålsopplæring for vidaregåande trinn" and completed her Master's degree in Nordic Language and Didactics at NTNU in 1999 with the thesis "Muntlige møter i nytt miljø. En undersøkelse av oppbygging av muntlig klasseromskultur i norskfaget i to videregående skoler". Dr. Sjøhelle's research centers on oral communication in Norwegian language education, writing instruction at secondary levels, Nynorsk as a second language variety in education, and digital competence in Norwegian with multimodal texts. She has pioneered the "språkdusj" (language shower) approach to Nynorsk education, moving beyond traditional grammar-focused instruction toward immersive language use. Her work explores how students develop writing strategies, oral skills, and digital literacy within the Norwegian language classroom, with particular attention to practical application in real teaching contexts. Her recent publications (2022-2025) demonstrate a strong emphasis on oral communication assessment, with multiple studies examining how to effectively teach and evaluate oral skills in Norwegian classrooms. She has developed comprehensive models for teaching and assessing oral proficiency, with particular attention to active listening as an assessment criterion. Her research on Nynorsk education explores innovative approaches that integrate digital tools and collaborative learning methods. Visiting Scholar at Berkeley School of Education, University of California (2017-2018) As an academic advisor, she supervises master's students and serves as co-supervisor for PhD candidate Ida Marie Jegteberg. She leads the PPU research group and participates in the ORACY research group at University College Volda. Her major research projects include "ORACY UP: Munnlege vurderingspraksisar i norsk på ungdomstrinnet" and "Nynorskopplæring Akademisk antologi". Dr. Sjøhelle's work bridges theoretical research with practical classroom applications, providing concrete tools for Norwegian language educators.

• Welfare
• Quantitative methods
• Causal Analysis
• +۹ مورد دیگر

Anne Grete Tøge serves as a Research Professor at the Work Research Institute, part of the Centre for Welfare and Labour Research at Oslo Metropolitan University. Her work focuses on evaluating interventions within the welfare state, particularly examining health effects of economic recessions, unemployment experiences in Europe, and conducting cluster-randomized trials to improve services for vulnerable populations. PhD in Social Work and Social Policy Dr. Tøge's research spans welfare systems, quantitative methodology, and causal analysis with particular emphasis on social politics and experimental design. She specializes in using RCT methodologies to evaluate complex interventions in healthcare institutions, with significant work on health and welfare politics, unemployment effects, and health inequalities. Her recent work demonstrates a strong focus on translating research into practical welfare interventions. Her publication record shows a consistent trajectory toward increasingly complex evaluations of welfare interventions, with a notable shift toward cluster-randomized trial designs in recent years. The research spans three primary domains: child welfare interventions (particularly family support and maltreatment prevention), educational interventions (focusing on school dropout prevention), and labor market integration programs (especially for young adults and vulnerable populations). Dr. Tøge has been involved in significant research projects including the Impact Evaluation of Interdisciplinary Health Assessment commissioned by the Norwegian Directorate for Children, Youth and Family Affairs, and the Family Partner project which develops interventions for child maltreatment prevention. She collaborates extensively with researchers including Malmberg-Heimonen, Ira; Bråthen, Magne; Frøyland, Kjetil; and Spjelkavik, Øystein on various cluster-randomized trials evaluating welfare interventions across Norwegian institutions.

• Library and Information Science
• Social Inclusion
• Civic Engagement
• +۷ مورد دیگر

Jamie Johnston is an Associate Professor at Oslo Metropolitan University (OsloMet) in the Department of Archivistics, Library and Information Science within the Faculty of Social Sciences. His research examines how libraries and cultural institutions promote social inclusion, civic engagement, and democratic participation through user-centered approaches. Education: PhD in Library and Information Science from Oslo Metropolitan University (2017) MA in International Migration and Ethnic Relations from Malmö University (2014) MA in Information Resources and Library Science from University of Arizona (2010) BA in Library and Information Science from University of Iceland with minor in Spanish (2005) Johnston's research investigates libraries' role in fostering intercultural dialogue, supporting integration, and contributing to the public sphere. His work particularly focuses on user participation and collaborative programming as mechanisms to address societal challenges and facilitate democratic processes. He aims to provide insights that optimize library practices for diverse communities, promote community building, and strengthen democratic resilience. His publication record shows consistent focus on libraries' social functions, particularly regarding immigrant and refugee populations across Europe. His work spans theoretical frameworks and practical applications, often involving comparative studies across multiple countries. Research Projects: Navigating the digital landscape: universities partnering for change (NIAGARA) Public libraries for immigrants and refugees (PubLIB) Baltic UKH urban knowledge hubs – Transformative societal spaces for hybrid libraries in the Baltic sea region Johnston maintains active international collaborations, particularly with researchers across Europe, examining how libraries serve as community hubs for social inclusion and democratic participation in increasingly diverse societies.

• Library and Information Science
• Children's Literature
• Literature Mediation
• +۳ مورد دیگر

Åse Kristine Tveit serves as Associate Professor in the Department of Archivistics, Library and Information Science at Oslo Metropolitan University's Faculty of Social Sciences. Appointed in 1996 after seven years as a public librarian, she maintains an active role with office R418 at Pilestredet 48, Oslo, and direct contact channels including email aase.k.tveit@oslomet.no. Her educational background includes a Bachelor in Library Science (Oslo, 1987), Master in Comparative Literature (University of Bergen, 1992), and PhD in Library and Information Science (OsloMet, 2016). These qualifications underpin her expertise in library systems and literary analysis. Tveit's research centers on literature mediation, children's literature, and library services for youth, with particular focus on how media and reading practices shape educational experiences. As core member of the Mediation of Culture and Literature research group, she investigates real-world applications in public and school libraries, emphasizing inclusive strategies for diverse readers. Her work bridges theoretical frameworks with practical library programming. Analysis of her 2021-2025 publications reveals consistent exploration of reading engagement across contexts—from vocational schools to language cafes—highlighting systemic challenges in Norwegian library-education interfaces. Key trends include historical analysis of children's library development, critical examination of policy gaps between school and public libraries, and innovative approaches to discussing challenging literature with adolescents. Her collaborative approach is evident through partnerships with researchers like Heidi Kristin Olsen, Kjell Ivar Skjerdingstad, and Idunn Bøyum across 36 scientific publications, 4 textbooks, and 95 dissemination works. Current projects address reading motivation in vocational education and spatial design for exploratory learning in school libraries.

• Philosophical Aesthetics
• Contemporary Art
• Art Dissemination
• +۶ مورد دیگر

Kamilla Freyr serves as an Assistant Professor at Oslo Metropolitan University's Department of Art, Design and Drama within the Faculty of Technology, Art and Design. She teaches philosophical aesthetics, art theory, and art dissemination while coordinating the second and third years of the Teacher Training in Art and Design program. Her educational credentials include a PhD in Philosophical Aesthetics (Uppsala University), Master's degree in Art History, major in History of Ideas, intermediate studies in Social Anthropology and Gender Studies (University of Oslo), Art Education (University of Stockholm), and Oral Storytelling/Pedagogy training (Oslo University College). Research Focus: Freyr's work centers on philosophical aesthetics as reflective practice , utilizing Foucault and Rancière to examine power dynamics , discourse , and dissensus in contemporary art contexts. Her investigations span museums, public spaces, monuments, and philosophical dialogues with children, bridging art history , political theory , and educational philosophy through critical analysis of counter-power structures. Publication Trajectory: Her scholarly output (2013-2025) demonstrates evolving engagement with art's socio-political dimensions - from foundational studies on feminist philosophy (Beauvoir) and mental illness representation to current analyses of public space discourse. A persistent thread connects artistic practice with critical societal reflection, particularly regarding institutional power and participatory engagement. Professional Contributions: Freyr actively bridges academia and public spheres through curatorial work (e.g., Mariano Pignatiello's 2023 exhibition), Nasjonalmuseet workshops on philosophical dialogue facilitation, and podcast series exploring art's sensory dimensions. She contributes to the research group Creative practice – (trans)forming space, place and the environment , examining art's transformative potential in societal contexts.