Updated December 2015

 

 

 CURRICULUM VITAE

Eyvind Elstad

 

 

CONTACT INFORMATION

Department of Teacher Education and School Research, University of Oslo

P.O. Box 1099 Blindern, NO-0317 Oslo, Norway

E-mail: eyvind.elstad@ils.uio.no

Phone: +47 2285 7613, +47 2285 5070 (reception).

 

Education

Research Leadership Programme (2013), University of Oslo

Dr. Polit. (1996), University of Oslo

Cand. Oecon. (1988), University of Oslo

Cand. Philol. (1981), University of Oslo

 

Academic appointments

 

2008- present: Professor, Department of Teacher Education and School Research, University of Oslo.

2015-2016: professor II (20% appointment), Stord/ Haugesund University College

1996-2007: Associate professor, Department of Teacher Education and School Development, University of Oslo.

1993-1996: Research Assistant and Doctoral Fellow, Department of Teacher Education and School Development, University of Oslo.

 

Administrative-Academic Positions

2013-      : Leader of the study program Educational Leadership

2010-      : Leader of the research group TEPEC

2004-2007: Research leader, Department of Teacher Education, University of Oslo

1999-2001: Vice Head of Department, Department of Teacher Education, University of Oslo

1989-1992: Director of Studies, Norwegian Marketing School

1988: Director of studies, Norwegian Tax Administration School

 

Key Qualifications

·        Lectures and workshops on teacher education, educational management, education governance and teachers’ professional development.

·        Working with higher education quality and development issues at departmental, institutional and national levels.

·        Expert on Quality Assurance (Leadership and Development in Education, Quality Assurance in Higher Education, Creating quality assurance systems for Student Centred Teaching and Learning. institutional audits and programme evaluations).

·        Mentoring for academic scholars (teachers, educators, university staff).

 

Research interests

Professional / Staff Development, School Leadership, School Reform Issues, Teacher evaluation, Teacher Education, Teachers’ Work and Teachers' Unions, Educational Policy, Policy Analysis and Implementation, Evaluation of Teachers, ICT and education.

 

Research projects participation and leadership

          Understanding the nature of the technology-filled classroom (2002-2006).

          ASAP: Achieving School Accountability in Practice (2005-2008).

          The Knowledge Promotion: From words to deed (2006-2009), which consists of two projects: Students’ Self-regulating Learning in Science (2006-2007) & Teaching Quality and Learning Outcome (2007-2008).

          Accountability systems and uses of tests (2009-2011).

          ERA: Evidence in Education Research and Assessment -Repercussions and Resonance (2009-12).

          EMAIL: Educational Management: Aspects Influencing Learning (2010-2015).

          EMAIL2: Educational Management: Aspects Influencing Learning, phase 2 (2012-).

NORDMENT (2012-).

·        Principal investigator (2015-2016) of  the project named “Learning in the 21th century: Capitalizing on students’ digital strengths; compensating for their desired capabilities” (research financed by The Norwegian Research Council).

 

Awards

 

Elstad received an award for best article in 2008 by British Educational Leadership Management & Administration Society (http://www.sagepub.net/belmas/default.aspx?page=emal).

 

 

Publications related to research and scholarship

 

International and National published (or accepted). in Peer Reviewed Journals

 

Arnesen, T., Elstad, E. & Christophersen, K.A. (forthcoming). Antecedents of pupils’ self-regulatory strength in technology-filled school environments. International Journal of Learning, Teaching and Educational Research

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (forthcoming). Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education

 

Turmo, A., Christophersen, K.A., Elstad, E. & Geppert, C. (2015). Prädiktoren der Lehrerinnenverantwortung. Bildungsforschung, bd. 1. 1- 27. http://bildungsforschung.org/index.php/bildungsforschung/issue/view/23/showToc

 

Elstad, E, Lejonberg, E. & Christophersen, K.A. (2015).Teaching evaluation as a contested practice: Teacher resistance to teaching evaluation schemes in Norway. Education Inquiry, (EDUI) 2015, 6, 27850, http://dx.doi.org/10.3402/edui.v6.27850 , 375–399. http://www.education-inquiry.net/index.php/edui/article/view/27850

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers. Education Sciences, 5, 126-145. Free access at http://www.mdpi.com/2227-7102/5/2/126/pdf

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Gender Variations in Norwegian Pre-service Teachers' Motivational Orientations. Problems of Education in the 21st Century (ISSN 1822-7864), 63 (63), 17-28.

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Antecedents of Norwegian student teachers' campus time on task. International Journal of Learning, Teaching and Educational Research, 10 (3), 59-78. http://www.ijlter.org/index.php/ijlter/article/view/273

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2015). Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement. Scandinavian Journal of Educational Research. http://www.tandfonline.com/doi/full/10.1080/00313831.2015.1024162.

 

Lejonberg, E, Elstad, E. & Christophersen, K.A. (2015). Mentor education: Challenging mentors’ beliefs about mentoring. International Journal of Mentoring and Coaching in Education, 4 (2), 142-158.

 

Garmannslund, P.E, Elstad, E. & Christophersen, K.A. (2015). Norsklæreres innflytelse på elevers motivasjon, selvdisiplin, innsats og norskprestasjon: Empiriske sammenhenger hos førsteårs elever i videregående skole. FoU i praksis, 8(1), 9-32.

 

Tiplic, D, Brandmo, C. & Elstad, E. (2015). Antecedents of Norwegian Beginning Teachers’ Turnover Intentions. Cambridge Journal of Education, 45 (4), 451-474. http://www.tandfonline.com/doi/full/10.1080/0305764X.2014.987642#abstract

 

Christophersen, K.A, Elstad, E. & Turmo, A. (2015). Organizational factors influencing teachers’ inner sense of affective commitment to their schools in high- and low-accountability environments, International Journal of Management in Education, 9 (1), 111-128.

 

Brandmo, C, Tiplic, D. & Elstad, E. (2014).The Achievement Goal Theory as an Approach to study School Principals’ Leadership Motivation. Problems of Education in the 21st Century, 58, 27-38 (ISSN 1822-7864).

 

Elstad, E. (2013). New Discourses of Teacher Professionalism: A Norwegian Case. Современные исследования социальных проблем (Sovremennye issledovaniya sotsialnykh problem), no. 4, 1-20. doi:10.12731/2218-7405-2013-4-18. http://journal-s.org/index.php/sisp/article/view/4201318 ISSN 2218-7405

 

Turmo, A, Christophersen,K.A.&  Elstad, E. (2013). Organizational determinants of teacher responsibility and engagement among adult educators in Norway. Problems of Education in the 21st Century, 52(52), 125- 136.

 

Christophersen, K.A, Elstad, E. & Turmo, A. (2013). Antecedents of teachers’ fostering of student effort in Norwegian folk high schools. Nordic Studies in Education, 40 (3), 204-215.

 

Elstad, E, Christophersen, K.A. & Turmo, A. (2013). Antecedents of Organizational Citizenship Behavior Among Educators in Language Education for Adult Immigrants in Norway. Adult Education Quarterly, 63 (1), 78 - 96.DOI 10.1177/0741713611429386.

 

Turmo, A. & Christophersen, K.A. & Elstad, E.  (2013). Hvilke organisatoriske faktorer påvirker læreres indre pliktfølelse? Paideia, 2 (6), 46-57.

 

Turmo, A , Elstad, E. &  Christophersen, K.A. (2013). Organisational antecedents of teachers’ perceived time capacity to energise effort: A Norwegian study. Education Inquiry, 4, (2), pp. 335–353. http://www.use.umu.se/english/research/educationinquiry/volume-4-no.-1-4.-2013/volume4-no.-2-june-2013/

 

Elstad, E. (2012). PISA debates and blame management among the Norwegian educational authorities: Press coverage and debate intensity in the newspapers. Problems of Education in the 21st Century, 48 (1), 10-22. 

 

Christophersen, K.A, Elstad, E, & Turmo, A. (2012). Antecedents of teachers’ fostering of students’ effort within two different management regimes: an assessment-based accountability regime and regime without external pressure on results. International Journal of Education Policy and Leadership, 7 (6), 1-14. http://www.ijepl.org

 

Elstad, E, Christophersen, K.A. & Turmo, A. (2012). The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools. Electronic Journal of Research in Educational Psychology, 10(1), 35-56.

http://investigacion-psicopedagogica.org/revista/new/english/index.php

 

Elstad, E, Christophersen, K.A.  & Turmo, A. (2012). Exploring antecedents of organizational citizenship behaviour among teachers at Norwegian folk high schools. Studies in Continuing Education, 34(2),175-190.

 

Elstad, E, Christophersen, K.A.  & Turmo, A. (2012). The Influence of Teacher Skills on Pupil Volition in Science Learning: A Norwegian Investigation of the Studying Behaviours of 16-year-olds. Problems of Education in the 21st Century, 39, 30-41.

 

Elstad, E, Christophersen, K.A.  & Turmo, A. (2012). Investigating school-wide antecedents of good practice dissemination from individual subject projects. Research in Education, 87(May), 1-14.

 

Christophersen, K.A, Elstad, E. & Turmo, A. (2012). The strength of accountability and teachers’ organizational citizenship behaviour, Journal of Educational Administration, 50 (5), 612 – 628. Translated into Complex Chinese in Journal of Education Research, no. 234 (2013), 107-118.

 
Elstad, E, Christophersen,K.A. & Turmo, A. (2011). Social Exchange Theory as Explanation of Teacher Organizational Citizenship Behavior. International Journal of Leadership in Education, 14 (4), 405-422. 
 
Elstad, E. & Turmo, A. (2011). Obeying the rules or gaming the system? Delegating exam sampling to principals within a moderate accountability system. Education, Knowledge & Economy, 4 (4), 1-22.
 

Christophersen, K.A, Elstad, E. & Turmo, A. (2011). The nature of social practice among school professionals: consequences for the school academic pressure exerted by teachers in their teaching. Scandinavian Journal of Educational Research. 55(6), 639-654.

 
Christophersen, K.A. Elstad, E. & Turmo, A. (2011). Contextual Determinants of School Teaching Intensity in the Teaching of Adult Immigrant Students. Journal of Adult and Continuing Education, 17 (1), 3-22.
 
Elstad, E, Turmo, A. & Guttersrud, Ø. (2011). Problems Induced by Amalgamation of  Pedagogical Progressivism and Educational Accountability: Oral Exams with prior Preparation Time in Norwegian Secondary Schools. Problems of Education in the 21st Century, 30, 22-34, 
 
Elstad, E. (2010). University-based teacher education in the field of tension between the academic world and practical experience in school: A Norwegian case. European Journal of Teacher Education, 33(4), 357-370. 

 

Christophersen, K.A. Elstad, E. & Turmo, A. (2010). Is teacher accountability possible? The Case of Norwegian High School Science, Scandinavian Journal of Educational Research. 54 (5), 413–429.

 

Elstad, E. & Turmo, A. (2010). Students’ Self-regulation and Teacher Influences in
Science: Interactions between Ethnicity and Gender. Research in Science & Technological Education, 28 (3), 225-236.

 

Turmo, A, Guttersrud, Ø, Elstad, E. & Olsen, R.V. (2009). The impact of attending after-school care schemes on science achievement in primary school: A Norwegian Study. International Journal of Educational Research, 48, 331-341.

 
Elstad, E. & Turmo, A. (2009). The influence of the teacher sex on high school students’ engagement and achievement in science. International Journal of Gender, Science and Technology. 1 (1), 83-104. http://genderandset.open.ac.uk/index.php/genderandset/issue/view/1 
 
Elstad, E. (2009). Schools which are named, shamed and blamed by the media: school accountability in Norway. Educational Assessment, Evaluation and Accountability, 21,173-189.
 

Turmo, A. & Elstad, E. (2009). What factors make science test items especially difficult for students from minority groups? NorDiNa, 5(2), 174-186.

 

Elstad, E, Nortvedt,G.A. &  Turmo,A (2009). The Norwegian Assessment System: An Accountability Perspective, Cadmo, 17 (1), 89-103.

 

Elstad, E. & Turmo, A. (2009). Students’ self-regulation and teachers’ regulating approaches in science. Journal of Baltic Science Education 8(1), 35-43

 

Elstad, E. (2008).  Towards a theory of mutual dependency between school administrators and teachers. Bargaining theory as research heuristic.  Educational Management, Administration and Leadership 36 (3), 383-404. (award for best article in 2008 by British Educational Leadership Management & Administration Society: http://www.sagepub.net/belmas/default.aspx?page=emal ).

 

Elstad, E.  (2008). Building self-discipline to promote learning: students’ volitional strategies to navigate the demands of schooling. Learning Inquiry, 2 (1), 53-71.

 

Elstad, E. & Turmo, A. (2007). Kjønnsforskjeller i motivasjon, læringsstrategibruk og selvregulering i naturfag. NorDiNa, 3 (1), 57-75

 

Elstad, E. & Turmo, A.(2007). Strategibruk, motivasjon og interesse for naturfag: Hvilke forskjeller finnes mellom minoritetselever og majoritetselever i den videregående skolen? Tidsskrift for ungdomsforskning , 7 (2), 23-44 

 

Elstad, E.  (2006). Understanding the nature of accountability failures in the technology-filled classroom: disaffected students and teachers who give in. Journal of Curriculum Studies, 38 (4), 459-481. 

 

Elstad, E. (2006). The Relevance of Rhetoric to the Study of Power in Communication and Communicative Adequacy. The International Electronic Journal for Leadership in Learning, 11(1), 1-11. http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/610/272

 

Elstad, E. (2005). Om prosesstyring og resultatorientering i utdanningspolitikken. Norsk Pedagogisk Tidsskrift, 89 (2), 132-145.

 

Elstad, E. (2003). Lav studieintensitet og selvreguleringssvikt i høyere utdanning: utfordringer I tilknytning til Kvalitetsreformen. Uniped. Tidsskrift for universitets- og høyskolepedagogikk, 27 (2), 26-43.

 

Elstad, E. (2002). Towards a Model of Strategic Actions in the Classroom: Games theory as research heuristic. Scandinavian Journal of Educational Research, 46(1), 65-82.

 

Chapters in books and books

 

Lejonberg, E. & Elstad, E. (2014).  Bruk av profesjonsbegrepet i kampen om utdanningspolitikkens innhold, in Elstad,E.  & Helstad, K. (2014). Profesjonsutvikling i skolen, Oslo: Universitetsforlaget.

 

Elstad, E. , Helstad, K. & Mausethagen, S. (2014). Profesjonsutvikling i skolen, in Elstad,E.  & Helstad, K. (2014). Profesjonsutvikling i skolen, Oslo: Universitetsforlaget.

 

Elstad, E. (2012). Volition for learning. In N.M. Seel (Ed.), Enclopedia of the Sciences of Learning (Vol. 7, pp. 3427-3429). New York: Springer.

 

Elstad, E. (2012). Volitional learning. In N.M. Seel (Ed.), Enclopedia of the Sciences of Learning (Vol. 7, pp. 3429-3433). New York: Springer.

 

Elstad, E. (2012). Volition learning strategies. In N.M. Seel (Ed.), Enclopedia of the Sciences of Learning (Vol. 7, pp. 3433-3437). New York: Springer.

 

Christophersen, K.A, Elstad, E. & Turmo, A. (2011). Hva forklarer folkehøgskolelæreres korpsånd? In S.Ohrem & O.Haddal (eds.). med Livet som pensum. Danning og læringsprosesser i folkehøgskolen. Oslo: Cappelen Damm Akademisk (pp. 105-110).

 

Elstad, E, Guttersrud, Ø. & Turmo, A. (2011). Achievement tests in the Norwegian school system: Types and uses In: Madsen, L.C. (ed.). Achievement Tests: Types, Interpretations and Uses. Nova Science Publishers, Inc. 2011 ISBN 978-1-61122-056-8

 

Elstad, E. (2010). PISA i norsk offentlighet: politisk teknologi for styring og bebreidelsesmanøvrering (pp. 100-121). In: Elstad, E. & Sivesind, K. (eds). PISA: Sannheten om skolen? Oslo: Universitetsforlaget 

 

Elstad, E. (2010). Internasjonale storskalaundersøkelser: bakgrunnen  (pp. 54-68). In: PISA: Sannheten om skolen?  Oslo: Universitetsforlaget

 

Elstad, E. & Sivesind, K. (2010). OECD setter dagsorden (pp. 20-41). In: PISA: Sannheten om skolen?  Oslo: Universitetsforlaget 

 

Elstad, E. (2009). Styring, ansvarliggjøring og ansvarsfraskrivelse. In E.L.Dale (ed.). Læreplan i et forskningsperspektiv, (pp. 116-153). Oslo: Universitetsforlaget

 

Elstad, E. (2008). Universitetets lærerutdanning i spenningsfeltet mellom akademia og skolen. (pp. 205-238). In: Knudsen,G. & Evenshaug, T. (eds.).: Universitetet og lærerutdanningen. Historiske perspektiver. Oslo: Unipub Forlag.

 

Gro Kvaale & Eyvind Elstad  (2008). “Det er ditt val!” Om fritt skuleval i norske kommunar . In: Gjert Langfeldt, Eyvind Elstad & Stefan T. Hopmann (eds.). Ansvarlighet i skolen Oslo: Cappelen Forlag.

 

Elstad, E. (2008). Ansvarliggjøringsmekanismer: Når skoleeier eller pressen stiller skoler til ansvar. (pp. 205-270). In:Gjert Langfeldt, Eyvind Elstad & Stefan T. Hopmann (eds.). Ansvarlighet i skolen, Oslo: Cappelen Forlag.

 

Garmannslund, P.E, Elstad, E. & Langfeldt, G. (2008). Lærernes opplevelse av måling og rangering av kvalitetsaspekter ved undervisning og læringsprosesser. (pp. 250-270). In: Gjert Langfeldt, Eyvind Elstad & Stefan T. Hopmann (eds.). Ansvarlighet i skolen Oslo: Cappelen Forlag.

 

Elstad, E. (2007). Lærerens oppgaver. In: Mikkelsen,R. & Fladmoe, H. (eds.). Lektor – Adjunkt – Lærer. Innføringsbok i praktisk-pedagogisk utdanning. Oslo: Universitetsforlaget.

 

Elstad, E. (2006). Kontekstens innvirkning på elevers selvregulering og strategibruk (pp.163-177). In: Elstad, E. & Turmo, A. (eds.).: Læringsstrategier. Søkelys på lærerens praksis. Oslo: Universitetsforlaget.

 

Elstad, E. (2006). Skolens arbeid med læringsstrategier. (pp.245-162). In: Elstad, E. & Turmo, A. (eds.).: Læringsstrategier. Søkelys på lærerens praksis. Oslo: Universitetsforlaget.

 

Elstad, E. & Turmo, A. (2006). Hva er læringsstrategier? (pp.13-26). In: Elstad, E. & Turmo, A. (eds.).: Læringsstrategier. Søkelys på lærerens praksis. Oslo: Universitetsforlaget.

 

Elstad, E. (2002). Barn, ungdom og personlig økonomi. Oslo: Unipub forlag.

 

Elstad, E. (red.). (2001). Fagdidaktikkens identitet og utfordringer. Acta Didactica nr.5. http://www.ils.uio.no/forskning/publikasjoner/actadidactica/index.html

 

Elstad, E. (1992). Om anomalier i økonomisk teori. Oslo: Norges Markedshøyskole.

Textbooks

 

Elstad, E. (1989). Samfunns- og næringslære. Oslo: Cappelen Akademiske Forlag

 

Elstad, E, Rostoft, A. & Ytterhus, B. (1992). Sosialøkonomi 1,2 og 3, Oslo: Cappelen Akademiske Forlag

 

Elstad, E. & Fjell, T. (1993). Bedriftslære.  Oslo: Cappelen Akademiske Forlag

 

Berg, A, Elstad, E. & Ottesen, R. (1992). Samfunnslære Oslo: Cappelen Akademiske Forlag

 

Berg, A, Elstad, E. & Ottesen, R. (1995). Samfunn Oslo: Cappelen Akademiske Forlag

 

Elstad, E. & Fjell, T. & Moan, T. (1994). Økonomi. Oslo: Cappelen Akademiske Forlag

 

Elstad, E, Fjell, T. & Aasbø, I.  (1994). Informasjonsbehandling. Oslo: Cappelen Akademiske Forlag

 

Elstad, E. & Fjell, T. (1996). Økonomi for gartneri og hagebruk. Oslo: Cappelen Akademiske Forlag

 

Reports to educational authorities

 

Elstad, E, Lysa, I, Standal, E.O, Buan, A, Hvidsten Dahl, S. Trudeng, M. & Furulund, M. (2015). Forslag til hvordan et system for lærervurdering kan utformes og prøves ut i Norge.  Rapport fra en arbeidsgruppe (fase 2). til drøfting i GNIST-partnerskapet.  GNIST, Oslo.

 

Elstad, E, Lysa, I, Baklien, R, Standal, E.O, Johansen, A.G, Filmberg, E, Hvidsten Dahl, S. Trudeng, M. & Rimeslåtten, A. (2014). Rapport til drøfting i GNIST-partnerskapet.  GNIST, Oslo. (ISBN 978-82-999655-0-7).

 

Nordenbo, S.E, Holm, A, Elstad, E, Scheerens,J, Søgaard Larsen, M,Uljens,M, Fibæk Laursen,P. & Hauge, T.E. (2010). Input, Process, and Learning in primary and lower secondary schools A systematic review. Copenhagen: Danish Clearinghouse for Educational Research, DPU, Aarhus University (ISBN 9788776843236 ISSN 19045255).

 

Hovdenak, S.S, Eggen, A.B. & Elstad, E. (2009). Kunnskapsløftet – fra ord til handling.

Acta Didactica nr 3/2009.

 

Professional journal articles:

Elstad, E., Lejonberg, E. & Christophersen , K.A. (2015). Vurdering av lærerens arbeid. Bedre skole no. 4 pp. 58-62. https://www.utdanningsforbundet.no/Fagtidsskrift/--Bedre-Skole/Arkiv/201311/Nr-12009111/

 

Elstad, E. (2014). Lærervurdering – en krevende øvelse. Bedre skole no. 3 pp. 19-25. https://www.utdanningsforbundet.no/Fagtidsskrift/--Bedre-Skole/Arkiv/20131/Nr-1200911/

 

Elstad, E. (2013). Veiledning av nyutdannede lærere – og lærersertifisering. Bedre skole no. 2 pp.10-15. https://www.utdanningsforbundet.no/Fagtidsskrift/--Bedre-Skole/Arkiv/2013/Nr-120091/

 

Elstad, E. (2012). Elevers selvdisiplin og lærerens rolle. Bedre skole no. 2 pp.56-59.

http://www.utdanningsforbundet.no/Fagtidsskrift/--Bedre-Skole/Arkiv/2012/Nr-120091/

 

Christophersen, Elstad & Turmo (2010). De menneskelige relasjonenes betydning for lærernes ytelse. Bedre skole no. 3, pp. 29-31. http://old.utdanningsforbundet.no/no/Akademiet/--Bedre-Skole/Arkiv/20091/Nr-320081/

 

Elstad, Eyvind & Turmo, Are. (2010). Lærernes tidskapasitet til reflektert praksis. Skolelederen 2010 ;Volum 24.(no. 4). pp. 15-17. http://www.nslf.no/images/Marketing/skolelederen/2010/Skolelederen-04-10siste.pdf

 

Elstad, E. & Turmo, A. (2009). Den menneskelige faktors betydning for skoleutvikling

Bedre skole Tidsskrift for lærere og skoleledere no 4 pp. 51-55. http://old.utdanningsforbundet.no/no/Akademiet/--Bedre-Skole/Arkiv/2009/Nr-32008/

 

Elstad, E. & Turmo, A. (2009). Yrkesfagelevers motivasjon og innstillinger til fellesfaget Naturfag i Vg1. Yrke no. 3, pp.42-43. https://www.utdanningsforbundet.no/PageFiles/119481/Yrke%20nr.3%202009%2022.09.pdf

 

Elstad, E. & Turmo, A. (2009). Spredningen av et skoleforbedringsprosjekt. Skolelederen no 7, pp. 10-11. http://nslf.no/images/Marketing/skolelederen/2009/Skolelederen07-09.pdf

 

Elstad, E. & Turmo, A. (2009). ”Lærerne skal få et klart ansvar for hva elevene lærer i skolen”. Er det mulig? Utdanning, nr. 17., pp. 52-55. http://utdanningsnytt.no/files/PDF%20av%20Utdanning/Utdanning_17_2009.pdf

 

Elstad, E. & Turmo, A. (2009). Hva gjør naturfagoppgaver særlig vanskelige for minoritetselever? Bedre skole Tidsskrift for lærere og skoleledere. http://old.utdanningsforbundet.no/no/Akademiet/--Bedre-Skole/Arkiv/2009/Nr-320081/

 

Elstad, E, Guttersrud, Ø, Olsen, R.V. & Turmo, T. (2009). Barnehagebarn gjør det best på skolen. Første steg. No 3, pp.-8-9. http://old.utdanningsforbundet.no/no/Akademiet/Forste-steg/Arkiv/2009/Nr-2200912/

 

Elstad, E. & Turmo, A. .(2008). Fordeler ved å ha naturfaglærer av samme kjønn, Bedre skole Tidsskrift for lærere og skoleledere, pp. 37-41 http://old.utdanningsforbundet.no/no/Akademiet/--Bedre-Skole/Arkiv/2008/Nr-42008/

 

Elstad, E. & Turmo, A. .(2008). Er læringstrykket lavt i norske klasserom? Utdanning nr. 21, pp.50-54.

 

Elstad, E. (2008). Motivasjonsteori for skolefolk. Bedre Skole. Tidsskrift for lærere og skoleledere, no. 2, pp. 93-95.

 

Elstad, E. & Turmo, A.(2008). Lærerens krav og læringstrykk: Hvordan påvirker dette aspekter ved elevenes selvregulerte læring? Lektorbladet no. 2, pp. 26-27

 

Elstad, E. & Turmo, A.(2007). Elevers selvregulerte læring i naturfag. Bedre Skole. Tidsskrift for lærere og skoleledere, no. 3, pp. 38-41. http://old.utdanningsforbundet.no/no/Akademiet/--Bedre-Skole/Arkiv/2007/Nr-32007/

 

Elstad, E. & Turmo, A. .(2007). Selvregulerte læring i naturfag, Utdanning no 22, pp. 62-65.

 

Langfeldt, G. & Elstad, E. .(2007). Når accountability-tangegangen møter norsk skolevirkelighet. Bedre Skole. Tidsskrift for lærere og skoleledere, no. 4 2007, pp. 25-34.

 http://old.utdanningsforbundet.no/no/Akademiet/--Bedre-Skole/Arkiv/2007/Nr-42007/  

 

Board and Committee memberships

 

·        Board member, Department of Teacher Education and School Research, University of Oslo, 2008 – 2012.

 

Teaching & evaluation

• Undergraduate course and seminar, various topics, Department of Teacher Education and School Research, University of Oslo.

• Special courses in teacher education and school leadership and education governance

• Organizer of PhD courses by the Department of Teacher Education and School Research, University of Oslo.

Master course in Methodology, University of Oslo

• Various guest lectures (MA/PhD courses). and invited presentations.

Supervision of several Master/PhD students, Department of Teacher Education and School Research, University of Oslo.

• Member of several evaluation committees: Evaluation of PhD dissertations (Universities of Oslo, Trondheim), evaluation committees for university lecturer, senior lecturer, and PhD Fellowship positions (University of Oslo), external evaluation of the schools and governance, Danish Clearinghouse, Copenhagen; Master dissertations (University of Oslo).

 

Association memberships

Member of the Norwegian Educators’ Association, EARLI, European Association for Practitioner Research on Improving Learning, AERA.