Eyvind Elstad- a short bionote & CV

After teaching in a public school and a private college for a number of years, Eyvind Elstad obtained a Ph.D. in educational psychology from the University of Oslo in 1996. Dr. Elstad is currently a full professor at the University of Oslo, where he holds a professorship of educational research. He is a leader a research group entitled TEPEC. Elstad's research is concerned with the character of schools as workplaces, teachers as employees and teaching as a job. He has published over 100 articles, reports, chapters, and essays. Elstad’s research can be placed in three strands.

The first strand relates to the field of educational psychology. Elstad’s doctoral dissertation concerned transfer of learning amongst economics students. In his later research, Elstad worked (together with Are Turmo and Knut-Andreas Christophersen) with charting factors (such as teacher skills) that affect pupil self-discipline, motivation and performance. Elstad’s work is founded on theoretical models based on hyperbolic time discounting. The essence of this theoretical view is that we often employ self-disciplinary strategies (such as putting an alarm clock fifteen feet away from the bed) in order to attain longer-term goals at the cost of immediate rewards which loom larger in the individual decision-making situations. Elstad’s view is that schools stand to gain by designing institutional arrangements that provide the pupils with just such opportunities. The present-day school system provides a high degree of individual freedom in here-and-now situations and too few opportunities for commitment that limits the individual choices available in here-and-now situations at the school.

The second strand in Elstad’s research studies estimates of the influence of school leaders over teachers’ job motivation. By means of surveys, Elstad and his co-authors (Are Turmo and Knut-Andreas Christophersen) have found that good relationships have a very great significance for the positive effect of result-measured, goal-based management on teachers’ job motivation. Relational trust can be compared to lubricants in an engine.

The third strand in Elstad’s research relates to accountability systems in the school sector. The strength of accountability mechanisms does not appear to damage the opportunities for maintaining good relationships amongst school staff. In addition, Elstad has written about the significance of the press in holding schools responsible for poor results, as well as empirical studies of how incentives connected to accountability systems can have undesirable effects (for instance by top-skimming pupils who are “randomly” selected for examinations). Elstad has also written about how results from international large-scale surveys are used as arguments in the press and how these measurements thus come to influence educational policy-making.

Dr. Elstad has conducted several lectures and briefings before many school professionals and school owners. He has been a commitee member (committee appointed by the Norwegian Association of Higher Education Institutions on assignment from the Ministry of Education and Research and a member of a decision borad on certain publication channels for a list representing Level 2 (updated through an academic approval process, The Norwegian Association of Higher Education Institutions), a board memberatDepartment of Teacher Education and School Research, University of Oslo, 2008 – , and a committee leader of 2 Accreditations of new PhD provisions (NOKUT – the Norwegian Agency for Quality Assurance in Education).

You can email Eyvind Elstad at eyvind.elstad@ils.uio.no .

CURRICULUM VITAE

CONTACT INFORMATION
Eyvind Elstad, Department of Teacher Educationd 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)

University Education
Dr. Polit. (1996), University of Oslo
Cand.Oecon. (1988), University of Oslo
Cand. Philol. (1981), University of Oslo.

Appointments Held
2008- present Professor, Department of Teacher Education and School Research, University of Oslo.
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.
1989-1992: Director of studies, Norwegian Marketing School
1988: Lecturer and organizer at Norwegian Tax Administration
1982-1988 Lecturer, Ulsrud Upper Secondary School.

Research projects
• 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-)
• ERA:Evidence in Education Research and Assessment -Repercussions and Resonance (2009-)
• EMAIL: Educational Management: Aspects Influencing Learning (2010-2012)
• EMAIL2: Educational Management: Aspects Influencing Learning, phase 2 (2012-)

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

Elstad, E., Turmo, A. & Christophersen, K.A. (2012) Antecedents of school teaching intensity within two different management regimes: an assessment-based accountability regime and regime without external pressure on results International Journal of Education Policy and Leadership,

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. (forthcoming) Antecedents of Organizational Citizenship Behavior Among Educators in Language Education for Adult Immigrants in Norway. Adult Education Quarterly.

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.

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, 31, ISSN 1822-7864.

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

Christophersen, Elstad & Turmo (2012) The strength of accountability and teachers’ organizational citizenship behaviour, Journal of Educational Administration, Vol. 50 No. 5

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, ISSN 1822-7864.

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. and 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.

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. and 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. and 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 vol.2 (1), 53-71.

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

Elstad, E. and Turmo, A.(2007b) 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.

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

Elstad, E. (2003) Lav studieintensitet og selvreguleringssvikt i høyere utdanning: utfordringer I tilknytning til Kvalitetsreformen. Uniped. Tidsskrift for universitets- og høyskolepedagogikk, årgang 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
Elstad, E. (2012) Volitional learning In: Encyclopedia of the sciences of learning. Seel, N.M. (ed.) Springer Verlag, Part 22, 3429-3433, DOI: 10.1007/978-1-4419-1428-6_102

Elstad, E. (2012) Volition for learning In: Encyclopedia of the sciences of learning. Seel, N.M. (ed.) Springer Verlag, Part 22, 3427-3429, DOI: 10.1007/978-1-4419-1428-6_101

Elstad, E. (2012) Volitional learning strategies In: Encyclopedia of the sciences of learning. Seel, N.M. (ed.) Springer Verlag, Part 22, 3433-3437, DOI: 10.1007/978-1-4419-1428-6_103

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: 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. In:Gjert Langfeldt, Eyvind Elstad & Stefan T. Hopmann (eds.) Ansvarlighet i skolen, Oslo: Cappelen Forlag

Garmannslund,P.E., Eyvind Elstad & Gjert Langfeldt, G. (2008) Lærernes opplevelse av måling og rangering av kvalitetsaspekter ved undervisning og læringsprosesser. 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 2007.

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
Hovdenak, SS, Eggen, A.B. & Elstad (2009) Kunnskapsløftet – fra ord til handling. Acta Didactica nr 3/2009.

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 978‐87‐7684‐323‐6 ISSN 1904‐52‐55)

Professional journal articles:

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.

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.

Elstad, E. & Turmo, A. (2009) Spredningen av et skoleforbedringsprosjekt. Skolelederen no 7, pp. 10-11

Elstad, E. & Turmo, A. (2009) ”Lærerne skal få et klart ansvar for hva elevene lærer i skolen”. Er det mulig? Utdanning,

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
Commitee member (committee appointed by the Norwegian Association of Higher Education Institutions on assignment from the Ministry of Education and Research
Decisions on certain publication channels for a list representing Level 2 (updated through an academic approval process).
The Norwegian Association of Higher Education Institutions
Board member, Department of Teacher Education and School Research, University of Oslo, 2008 –
Committee leader of 2 Accreditations of new PhD provisions (NOKUT – the Norwegian Agency for Quality Assurance in Education)

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