2023

Cato Bjørndal, Petter Mathisen, A.G. Wennergren, A. G., & F. Thornberg. 2023. 'Exploring the use of technology designed to support the supervision process in teaching placements.' NORDVEI – Nordisk tidsskrift for veiledningspedagogikk/Nordic journal of supervision and mentoring, 8(1): 1-19. https://doi.org/10.15845/ntvp.v8i1.3745

Robert Isaksen. 2023 (i print). 'Exploring Learning in Critical Realism'. I David Scott (red), On Learning: Volume 2. SAGE.

2022

Monica Alterskjær Sundset, Ragnhild Sandvoll. 2022. 'Academic development through a collective approach – introducing peer observation of teaching in a multidisciplinary faculty'. Nordic Journal of STEM Education, 6(1): 16-27. https://doi.org/10.5324/njsteme.v6i1.426

Robert Isaksen. 2022. 'Special Issue: Judgemental rationality'. Journal of Critical Realism, 21(5): 589-591. https://doi.org/10.1080/14767430.2022.2146930

Kine Maridatter, Jørn Weines. 2022. 'PLAYING AT LEARNING DESIGN'. ICERI Proceedings: 742-746. https://doi.org/10.21125/iceri.2022.0235

Rigmor Olsen, Cato Bjørndal. 2022. 'Fragmentarisk partnerskap i lærerstudenters FoU-veiledning: En studie av studenter og lærerutdanneres erfaringer'. Acta Didactica Norden, 16(3): 1-24. https://doi.org/10.5617/adno.9343

Marit Ulvik, Helene Marie Kjærgård Eide, Liv Eide, Ingrid Helleve, Vigdis Stokker Jensen, Kristine Ludvigsen, Dag Roness, Lars Petter Storm Torjussen. 2022. 'Teacher educators reflecting on case-based teaching - a collective self-study'. Professional Development in Education, 48(4): 657-671. https://doi.org/10.1080/19415257.2020.1712615

Cato Bjørndal. 2022. 'Dramaturgiskt ledarskap i klassrummet'. I Ann S. Pihlgren & Mikael Jensen (red), Lärarens Ledarskap - Professionell pedagogisk praktik (s. 155-172). Gleerups. https://libris.kb.se/bib/dtttngkpbzbf12ql

Cato Bjørndal. 2022. 'Dramaturgisk klasseledelse, magt og roller'. I O. Løw (red), Klasseledelse (s. 35-54). Akademisk Forlag.

Rasmus Normann de Boer, Asgar Bo Frederiksen, Philip Georg Rau-Andersen, Robert Isaksen. 2022. 'Recognising Psychoactive Drug Users'. Nordic Journal of Social Research, 13(2): 1-15. https://doi.org/10.18261/njsr.13.2.1

2021

Bjørn-Petter Finstad, Ragnhild Sandvoll, Ingrid Hovda Lien. 2021. 'Praksis som læringsform i studier uten profesjonstilknytning - utfordringer og muligheter'. Nordic Journal of STEM Education, 5(1). https://doi.org/10.5324/njsteme.v5i1.3988

Trine Fossland, Ragnhild Sandvoll. 'Drivers for educational change? Educational leaders' perceptions of acedemic developers as change agents'. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1941034

Jørn Weines. 2021. 'Exploring fishery history in game form: ‘Never again April 18!’' Rethinking history, 26(1): 1-31. https://doi.org/10.1080/13642529.2021.2001208

Jørn Weines, Melania Borit. 2021. Better Game Worlds by Design: The GAS Framework for Designing and Analyzing Games Based on Socio-Ecological Systems Thinking, Demonstrated on Nusfjord (2017)'. Games and Culture, 17(2): 262-283. https://doi.org/10.1177/1555412021102710

Robert Isaksen. 2021. 'Some Reflections on Working-Class Ontology and Epistemology—or Why Teaching in Higher Education Needs to Be More Concrete'. Philosophy and Theory in Higher Education, 3(2): 1-22. https://doi.org/10.3726/PTIHE022021.0001

Astrid Strandbu, Jørn Weines, Margrethe Esaiassen. 2021. 'Spilt kunnskap på lektorutdanninga. Førsteårsstudentenes erfaringer med «Kunnskapsspillet».' Nordic Journal of STEM Education, 4(1): 17-39. https://doi.org/10.5324/njsteme.v4i1.3426

Iris Helene Borch, Ragnhild Sandvoll, Torsten Risør. 2021. 'Student course evaluation documents: Constituting evaluation practice'. Assessment & Evaluation in Higher Education, 47(2): 169-182. https://doi.org/10.1080/02602938.2021.1899130

2020

Thomas de Lange, Anne Line Wittek, Trine Fossland. 2020. 'Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings'. Quality Work in Higher Education: 135-153. https://link.springer.com/chapter/10.1007/978-3-030-41757-4_8

Rachelle Esterhazy, Trine Fossland, Odd Rune Stalheim. 2020. 'What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback'. Quality Work in Higher Education: 155-174. https://link.springer.com/chapter/10.1007/978-3-030-41757-4_9

Kristin Ewins, Ester Fremstad, Trine Fossland, Ragnhild Sandvoll. 2020. 'Deliberative leadership: Moving beyond dialogue.' Leading Higher Education As and For Public Good. https://doi.org/10.4324/9780429261947

Kristine Ludvigsen, Rune Johan Krumsvik, Jens Breivik. 2020. 'Behind the scenes: Unpacking student discussion and critical reflection in lectures'. British Journal of Educational Technology, 51(6): 2478-2494. https://doi.org/10.1111/bjet.12922

Trine Fossland, Cathrine Edelhard Tømte. 2020. 'Technology as Quality Work? Educational Leaders and Teachers’ Use of Digital Technology'. Quality Work in Higher Education: 57-77. https://link.springer.com/chapter/10.1007/978-3-030-41757-4_4

Yngve Troye Nordkvelle, Odd Rune Stalheim, Trine Fossland, Thomas de Lange, Anne Line Wittek, Monika Bærøe Nerland. 2020. 'Praksisnær undervisning med simulering og rollespill'. Praksisnær undervisning - i praksis og teori. https://press.nordicopenaccess.no/index.php/noasp/catalog/book/94#chapters

Iris Helene Borch, Ragnhild Sandvoll, Torsten Risør. 2020. 'Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?' Educational Assessment, Evaluation and Accountability, 32: 83-102. https://doi.org/10.1007/s11092-020-09315-x

Ragnhild Sandvoll, Andreas Bergh, Tone Dyrdal Solbrekke. 2020. 'Nurturing pedagogical praxis through deliberative communication'. Leading Higher Education As and For Public Good. https://doi.org/10.4324/9780429261947