Sølvi Lilllejord

• Norwegian Knowledge Centre for Education

This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continu...

The article reanalyzes findings from a systematic review on the work situation and training needs of middle leaders in schools. Following an update search, 37 articles were analyzed and consistently reveal that middle leaders have trivial jobs that do not build their competence. Researchers conclude that they instead should be instructional leaders...

In response to accountability systems dominated by external inspections and achievement data, calls are being made for intelligent accountability or a new accountability paradigm that focuses on meaningful learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors are encouraged to strive for...

The article draws on a policy experiment, intended to develop guidelines and recommendations for teacher evaluation. A systematic review, used in the experiment, revealed that teacher evaluation fails to fulfill its formative intention, and is reduced to summative technicalities when systems violate acknowledged principles from evaluation research....

Forskningskartleggingen viser at det som skjer i de første skoleårene har langvarig effekt på barns senere læringsutbytte. Det er derfor viktig å identifisere faktorer som fremmer god utvikling. Undersøkende undervisning, elevaktive undervisnings- og læringsformer, gode relasjoner preget av varme og støttende samspill mellom lærere og elever er svæ...

This systematic review was commissioned by the Norwegian Ministry of Education and Research and answers the following research question: How can teaching with technology support student active learning in higher education? The systematic review was conducted in collaboration with SLATE (Centre for the Science of Learning & Technology) and has explo...

While it is generally assumed that the aim of teacher evaluation is to formatively support teachers’ professional development, research finds that teacher evaluation practices are predominantly summative. This paper describes a Norwegian governmental policy experiment aiming to overcome this fallacy through a bargaining process, where experience-ba...

Kunnskapssenter for utdanning har gjennomført en systematisk forskningskartlegging med tittel Kunnskapsbasert språkarbeid i barnehager med flerspråklige barn, på oppdrag fra bydel Alna. Kartleggingen bygger på 34 artikler som rapporterer fra studier gjennomført i 13 land. Forskningen viser at det er gunstig for barn at de i størst mulig grad og gje...

This mapping of research on partnership in teacher education provides an overview of themes and analyses problems identified in the studies that were included. The mapping gives a status of research in the field; identifies knowledge gaps and suggests improvements in partnership models. Studies included describe partnerships as complex and resource...

Norwegian language version available at: http://www.forskningsradet.no/servlet/Satellite?c=Rapport&cid=1254013560244&lang=no&pagename=kunnskapssenter%2FHovedsidemal

Full report in Norwegian language, but English language summary available from following link: http://www.forskningsradet.no/servlet/Satellite?c=Rapport&cid=1254012078557&lang=en&pagename=kunnskapssenter%2FHovedsidemal

Kunnskapsoversikten viser: I den inkluderte litteraturen finnes beskrivelser av nasjonale systemer for lærervurdering fra Chile, Kina,Belgia og Portugal. Felles for alle landene er at systemene har doble formål. De skal både bidra tilprofesjonsutvikling (formativt), og kvalitetssikring og kontroll (summativt). Forskningen viser at det er entendens...

This qualitative case study presents data from a web-based, part time Master programme in Education at a Norwegian Research University. In order to detect crucial factors in the building of a productive writing community we have investigated intersections between academic leadership, study design and students' participation in online writing commun...

How do PhD students become socialised into the professional world of academic work? This article pays attention to a 'networked' support pathway towards a PhD. The network constitutes an international research collaboration through a programme called Productive Learning Cultures (PLC) (2002-2011) between Norway and seven countries, developing or in...

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance o...

En artikkelgruppe om Kunnskapsløftet ADNO presenterer her en artikkelgruppe om skolereformen Kunnskapsløftet som springer ut av et forprosjekt i forskningsprogrammet Utdanning 2020 (NFR) med Erling Lars Dale og Sølvi Lillejord som prosjektledere. Therese Nerheim Hopfenbeck og Sølvi Lillejord har vaert setteredaktører for denne artikkelgruppen. Vi t...

Tilpasset opplæring er et populært politisk virkemiddel når skolen skal reformeres og gjøres i stand til å møte endrede betingelser. Det er et begrep som hentes frem når politikerne skal nå mål som inkludering, sosial utjevning eller økt læringsutbytte. Evalueringer viser at skoler opplever tilpasset opplæring som et uklart og problematisk begrep....

Conversation is an ancient and profoundly human way of constructing knowledge about the world in which we live. The qualitative research interview is drawing on this everyday activity, adjusting it to fit a research objective. In anthropology and sociology the qualitative research interview has, for several decades, been used as a means of obtainin...

In this article, we frame productive learning in a sociocultural perspective to show how it ties into a cluster of concepts on activity and transformation and illuminates the relation between learning processes and learning products. Based on two case studies, we argue that understanding learning as action entails developing the students’ argumenta...

This article outlines certain problems and challenges facing the qualitative researcher who enters fields that are either extremely difficult to access or potentially hostile towards outsiders. Problems and dilemmas in such contexts are highlighted by reference to fieldwork research among PKK (Kurdistan Worker's Party) guerrillas in North Kurdistan...

The aim of this article is to describe and critically reflect on a research and development program called Productive Learning Cultures, which has the following aims. Firstly to strengthen research and supervisory capacity at doctoral level and secondly to develop research based knowledge in the areas of Indigenous Knowledge Systems and Information...