• Hallowed Grounds: Approaching Sacred Natural Sites in Sápmi 

  Årsheim, Helge (Peer reviewed; Journal article, 2024)

  This article examines the identification and protection of the sacred natural sites (SNS) of Indigenous peoples, with a particular emphasis on a selection of cases where the Sámi people’s SNS have come under pressure in ...

• Closing the Gap: A Conceptual Replication of an Early Reading Intervention 

  Solheim, Oddny Judith; Foldnes, Njål; Walgermo, Bente Rigmor; Bjerke, Kari Kolbjørnsen; Birkedal, Inga Kjerstin; Uppstad, Per Henning; Lundetræ, Kjersti (Peer reviewed; Journal article, 2024)

  This study presents results from a conceptual replication of a promising early reading intervention. The On Track program, previously found to be effective in a researcher-driven and tightly controlled setting, was implemented ...

• Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context 

  Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt; Lekhal, Ratib (Peer reviewed; Journal article, 2024)

  Research findings. The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and ...

• Hvordan kan vi dokumentere økt didaktisk forståelse og pedagogisk utvikling blant undervisere i høyere utdanning? 

  Eriksen, Stig; Nordkvelle, Yngve Troye; Strøm, Bjarne William (Peer reviewed; Journal article, 2024)

• Reading Lists in Teacher Education: An Empirical Study of a “Very Prosaic” Genre. 

  Meissner, Catharine; Munden, Juliet Hilary (Peer reviewed; Journal article, 2025)

  The reading list in higher education has received little research attention, despite the widespread assumption that it is essential for student learning. To find out more about this apparently prosaic genre, we gathered ...

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