Updated February 2018

 

 

 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)

orcid.org/0000-0003-4369-0040

 

Education

Research Leadership Programme (2013), University of Oslo

Dr. Polit. (1996), Faculty of Social Sciences, University of Oslo[1]

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

2017: Associate Editor of Teachers and Teaching: Theory and Practice (TTTP)

2017: Head of a training program for newly appointed principals at the University of Oslo

2013-2017: Head of the study program Educational Leadership

2010- 2017: Head of the research group TEPEC

2004-2007: Head of research and development, Department of Teacher Education, University of Oslo

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

1989-1992: Head of Studies, Norwegian Marketing School

1988: Head of accounting studies, Norwegian Tax Administration School

 

Key Qualifications

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

·        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’ work, ICT and education.

 

Research projects participation

         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 (2012-2018).

         NORDMENT (2012-2018).

         Principal investigator TESTE: Teaching Evaluation in Schools and Teacher Education (research project financed by The Norwegian Research Council 2015-, pre-project funding Grant (no. 237863)

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

         COTED: Collaboration for Teacher Education (2017-2019) financed by NTNU https://www.ntnu.no/ilu/coted

 

Awards

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

·        Outstanding Paper in the 2016 Emerald Literati Network Awards for Excellence (http://www.emeraldgrouppublishing.com/authors/literati/awards.htm?year=2016 )

 

Publications related to research and scholarship

 

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

 

Lillejord, S., Elstad, E. & Kavli, H. (2018). Teacher evaluation as a wicked policy problem. Assessment in Education: Principles, Policy & Practice. DOI:  10.1080/0969594X.2018.1429388  http://www.tandfonline.com/eprint/X78kMCCeFaaz5qT3DJ2t/full

 

Elstad, E., Arnesen, T. & Christophersen, K.A. (2018). Comparing antecedents for Norwegian, Swedish, and Finnish youth’s agentic beliefs in informal learning. Nordic Journal of Comparative and International Education. https://journals.hioa.no/

Christophersen, K.A., Elstad E., Juuti, Kalle, Solhaug T., Turmo A. (2018). Finnish Teacher Education and Its Contributions to Preservice Teachers’ Instructional Self-Efficacy. Issues In Educational Research http://www.iier.org.au/iier.html

 

Elstad, E. & Christophersen, K.A. (2018). Læreres mestringsforventninger til faglig undervisning i teknologirike læringsomgivelser. Acta Didactica. 12 (1): 1-19. https://www.journals.uio.no/index.php/adno/article/view/3042

 

Elstad, E. & Christophersen, K.A. (2018). Læreres kollegiale hjelpsomhet med IKT i undervisning og deres forbedringsbestrebelser.  Acta Didactica. 12 (1): 1-20. https://www.journals.uio.no/index.php/adno/article/view/3589

 

Arnesen, T., Elstad, E. & Christophersen, K.A. (2017). Antecedents of youth’s beliefs about agency and online learning. Digital culture and education, 9 (2), 98-117. http://www.digitalcultureandeducation.com/volume-9/arnesen/

 

Lejonberg, E., Elstad, E. & Christophersen, K.A. (2017). Teaching evaluation: antecedents of teachers’ perceived usefulness of follow-up sessions and perceived stress related to the evaluation process. Teachers and Teaching: theory and practice. http://www.tandfonline.com/doi/full/10.1080/13540602.2017.1399873

 

Arnesen, T., Elstad, E. & Christophersen, K.A. (2017). Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland. Nordic Journal of Comparative and International Education, 1(1), 18-35. doi.org/10.7577/njcie.2111 https://journals.hioa.no/index.php/nordiccie/article/view/2111 

 

Mathé, N.E.H. & Elstad, E. (2017). Elevers vurdering av politikeres bruk av sosiale medier i et post-fakta samfunn og implikasjoner for Samfunnsfaget. Nordidactica, 7 (3), 1-25. http://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A1145337&dswid=-8157 ,ISSN 2000-9879.

 

Arnesen, T., Elstad, E. & Christophersen, K.A. (2017). How Finnish and Swedish learners’ academic self-control relates to time spent online in class, perceptions of educator qualities, and school appreciation: A cross-sectional comparison. Educational Sciences. 7, 68; doi:10.3390/educsci7030068. http://www.mdpi.com/2227-7102/7/3/68/pdf

 

Elstad, E. & Christophersen, K.A. (2017). Teachers’ self-efficacy at maintaining order and discipline in technology-rich classrooms with relation to strain factors. International Journal of Learning, Teaching and Educational Research, 16(1), 103-119. http://ijlter.org/index.php/ijlter/article/view/849/pdf

 

Elstad, E. & Christophersen, K.A. (2017). Perceptions of digital competency among student teachers: contributing to the development of student teachers’ instructional self-efficacy in technology-rich classrooms. Education sciences, 7(1): 1-15; doi:10.3390/educsci7010027. http://www.mdpi.com/2227-7102/7/1/27

 

Elstad, E., Lejonberg, E. & Christophersen, K.A. (2017). Student evaluation of high-school teaching: Which factors are associated with teachers’ perception of the usefulness of being evaluated? Journal of Educational Research Online, 9 (1), 99-117. http://www.j-e-r-o.com/index.php/jero/article/view/735

 

Christophersen, K.A., Elstad, E., Juuti,K., Solhaug, T.  & Turmo, A. (2017).  Duration of On-Campus Academic Engagements of Student Teachers in Finland and Norway. Education Inquiry, 8(2):89-103.. http://www.tandfonline.com/doi/full/10.1080/20004508.2016.1275194

 

Lejonberg, E., Elstad, E. & Hunskaar, T.S.  (2017). Behov for å utvikle «det tredje rom» i relasjonen mellom universitet og praksisskoler, UNIPED, 40 (1), 68-85. DOI: 10.18261

https://www.idunn.no/file/pdf/66937110/behov_for_aa_utvikle_det_tredje_rom_irelasjonenmellom_uni.pdf

 

Elstad, E., Tiplic, D. & Brandmo, C. (2016). Antecedents of employee collaboration among newly qualified teachers in Danish schools. Scandinavian Journal of Organizational Psychology, 8 (2), 5-17. Free access:  http://www.sjop.no/index.php/sjop/article/view/398

 

Tiplic, D., Lejonberg, E. & Elstad, E. (2016). Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden. International Journal of Learning, Teaching and Educational Research, 15 (5), 103-127. April 2016 Free access: http://ijlter.org/index.php/ijlter/article/view/615/pdf

 

Arnesen, T., Elstad, E. & Christophersen, K.A. (2016). Antecedents of pupils’ self-regulatory strength in technology-filled school environments. International Journal of Learning, Teaching and Educational Research. 15 (3), pp. 218-241.  Free Access: http://ijlter.org/index.php/ijlter/article/view/457/pdf

Elstad, E. (2016). Industrial action involving teachers’ unions in Norway and Denmark:  Comparing bargaining trends and outcomes. NordSTEP Nordic Journal of Studies in Educational Policy, 1(2), (pp.1-11)  http://www.nordstep.net/index.php/nstep/article/view/31165

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2016). Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education, 39(3), pp. 270-286. http://dx.doi.org/10.1080/02619768.2016.1170803    

 

Christophersen, K.A, Elstad, E, Solhaug, T. & Turmo, A. (2016). Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement. Scandinavian Journal of Educational Research, 60:2, 240-254, DOI: 10.1080/00313831.2015.1024162

 

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, 6(4), 375-399. http://dx.doi.org/10.3402/edui.v6.27850

 

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

 

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.

 

Elstad, E., Christophersen, K.A,  & 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.

 

Edition of books

Elstad, E. (2016). Educational technology and polycontextual bridging. SENSE Publishers, Rotterdam/ Boston /Taipei. ISBN: 978-94-6300-643-9

Elstad, E. (2016). Digital expectations and experiences in education. SENSE Publishers, Rotterdam/ Boston /Taipei. ISBN: 978-94-6300-646-0

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

Elstad, E. & Sivesind, K. (2010). PISA: Sannheten om skolen? Oslo: Universitetsforlaget 

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

Elstad, E. & Turmo, A. (2006). Læringsstrategier. Søkelys på lærerens praksis. Oslo: Universitetsforlaget

 

Chapters in books

Lejonberg, E. Eriksen, H. Elstad, E. & Christophersen (2016). Undervisningsvurdering som utgangspunkt for lærerstudenters profesjonelle utvikling:  Kan elevers vurdering av lærerstudenter være nyttig? I: Marit Ulvik, Hanne Riese og Dag Roness (red.) Forske på egen praksis, Bergen: Fagbokforlaget.

 

Elstad, E. (2016). Introduction. In E. Elstad (ed.) Educational technology and polycontextual bridging, Dordrecht: Sense Publishers. (pp. vii-x)

 

Arnesen,T.  Elstad, E. Salomon, G. & Vavik, L. (2016). Chapter 1: Educational technology and polycontextual bridging: an introduction. In E. Elstad (ed.) Educational technology and polycontextual bridging, Dordrecht: Sense Publishers. (pp. 3-14). http://r20.rs6.net/tn.jsp?f=001jzDqVoqNvUiK6AcXlGO9CfGTy3A6Z_cIEXpXmKeJFIoFeDnPSyK2ins0wfafAAiw-Qma7LzKVp3P1cwBIsHrEjWFLvFan6ItPU2E0fcPRde0oZJHeQR1FCS6QJaacNkMu2Xs1TDdDmp3JiE9ospbADS3Q9-Izzh4Pa5wIwxmshgTgY55d3j1-0yzPPS712jt6p_f0eB7pzLGggmjFYnsbtNNljeD9BARlhzKpXKcJGT9GxhhST0C5nhzrERYpAaD83bonC4co_xbinB8wABJvjkt-gb7C-M3VRxp12ACywU5seaYN31VRA==&c=J1KJ7GWNEQ3QLYUp6_aqfp1fxpOVRh3HPOK2YgSLc8wCwjmNn9_ArA==&ch=pvFwiw6ZUeLirGkRuXlJERqC6RztUChsrYyp8VHLBpULEiUb30Nomw==

 

Elstad, E. (2016). Chapter 1 Educational technology: expectations and Experiences. An introductory overview. In Elstad, E. (2016). Digital expectations and experiences in education. Rotterdam/ Boston /Taipei: Sense Publishers. (pp. 3-28), http://r20.rs6.net/tn.jsp?f=001jzDqVoqNvUiK6AcXlGO9CfGTy3A6Z_cIEXpXmKeJFIoFeDnPSyK2ins0wfafAAiw06mjw9yT-RV__1ybBbXE1JYKLx4vtu-8WhIWhxCf8ctgXdOE0pkkeQcFt0sj2UsmTNnbBDb5rgSikTlSNtyFMkXJo4DkPxnBngOmWx7rmZtkHU9dwJUylLnJj_G53TGVApekh7xJt7Dwo83-IT3N_wSdjm5zlmn-epPcGc8iVbx1gbdfeHvgqZmfQb5CRXrNUTbC4rg3VNJsk6SPFLcs6unQYKFlvk439pcKbESo569iT_Idxtg-FQ==&c=J1KJ7GWNEQ3QLYUp6_aqfp1fxpOVRh3HPOK2YgSLc8wCwjmNn9_ArA==&ch=pvFwiw6ZUeLirGkRuXlJERqC6RztUChsrYyp8VHLBpULEiUb30Nomw==

 

Elstad, E. (2016). Chapter 3 Educational technology in schools. Policymaking and policy enactment. In Elstad, E. (2016). Digital expectations and experiences in education. Rotterdam/Boston/Taipei: Sense Publishers. (pp. 48-57).

 

Elstad, E. Arnesen, T. and Christophersen, K.A. (2016). Chapter 4 What explains pupils’ perceived motivational conflict between academic work and off-task behaviour in technology-rich classrooms? In Elstad, E. (2016). Digital expectations and experiences in education. Rotterdam/Boston/Taipei: Sense Publishers. (pp. 59-75).

 

Elstad, E. (2016). Chapter 5 Why is there a wedge between the promise of educational technology and the experiences of a technology-rich pioneer school?  In Elstad, E. (2016). Digital expectations and experiences in education. Rotterdam/Boston/Taipei: Sense Publishers. (pp. 77-96).

 

Elstad, E. (2016). Chapter 8 Social networking sites, social media, and Internet: challenging issues for schools In Elstad, E. (2016). Digital expectations and experiences in education. Rotterdam/Boston/Taipei: Sense Publishers. (pp. 139-147).

 

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.

 

Lejonberg, E., Elstad, E. & Christophersen, K.-A. (2014). Judgemental and developmental mentoring: construct development and search of useful measures of mentors’ beliefs about mentoring, In Po Lindvall & David Megginson (eds.)  EMCC Mentoring & Coaching research conference, Research Conference Book.  European Mentoring & Coaching Council.  ISBN 978-1-910487-00-6.

 

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. (1995) Om sosialøkonomistudenters kunnskapsoverføring. Dr. Polit. Thesis. Faculty of Social Sciences, University of Oslo.

 

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

 

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

 

Rambøll (2017). FØLGEEVALUERING AV REALFAGSKOMMUNER. Sluttrapport til Utdanningsdirektoratet, Oslo: Rambøll. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/evaluering-av-realfagskommuner/ (contributions to chapter 4)

 

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. http://udirbeta.udir.no/wp-content/uploads/2015/11/rapport-fra-arbeidsgruppa.pdf

 

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.

 

Elstad, E., Hopmann, S., Langfeldt, G. & Sivesind, K. (2008). Achieving School Accountability in Practice. Rapport til Norges Forskningsråd. Oslo: Norges Forskningsråd.

 

Professional journal articles:

Elstad, E. & Christophersen , K.A. (2016).Klasseledelse og undervisning i teknologitette klasserom. Bedre skole. https://utdanningsforskning.no/artikler/klasseledelse-og-undervisning-i-teknologitette-klasserom/

 

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/  

 

In the Media

http://www.uv.uio.no/ils/forskning/aktuelt/aktuelle-saker/2016/teknologi-i-skolen.html

http://forskning.no/skole-og-utdanning-teknologi/2016/09/elevene-trenger-hjelp-grenser-foran-pcen

https://www.nrk.no/norge/laerere-dropper-ut-av-yrket-1.10934471

 

Board and Committee memberships

 

         2017: Member of Editorial board: Teachers and Teaching: theory and practice (level2)

         2017: Member of expert committee for the evaluation of higher education institutions by the Norwegian Agency for Quality Assurance in Education.

         2016-7: Expert committee for promotion of Science and Mathematics. Evaluation led by Rambøll Norway.

         2016: Member of expert committee for evaluation of PhD programmes on teacher education by the Norwegian Agency for Quality Assurance in Education.

         2015-2018: Supervision expert of Pedagogy as subject, Teacher education programme, Faculty of Psychology, University of Bergen.

         2015: Board member (Replacement member) of the Programme Board of Teacher Density and Student Achievement (LÆREEFFEKT). Contract giver: The Research Council of Norway.

         2014: Leader/Director of a professional group: teacher evaluation. Contract giver: The Ministry of Education, Norway.

         2014: Member of expert committee for the evaluation of Buskerud-Vestfold University College by the Norwegian Agency for Quality Assurance in Education.

         2013: Board member of expert committee for the evaluation and accreditation of master study programmes of behalf of the Centre for Quality Assessment in Higher Education (SKVC), Lithuania.

         2011 and 2012: Leader/Director of expert committee for the evaluation and accreditation of PhD programmes of behalf of the Norwegian Agency for Quality Assurance in Education

         Committee member (committee appointed by the Norwegian Association of Higher Education Institutions on assignment from the Ministry of Education and Research

         2009-2015: 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 – 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

         PhD courses by the Department of Teacher Education and School Research, 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, associate professor, and professor 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.

 



[1] Dissertation Title: "Transfer of Knowledge among Economics’ Students (in Norwegian)" (Supervisor:

Torgrim Gjesme)