Inger Marie Dalehefte

• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2023). Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research. Psychology in the Schools. ISSN 0033-3085. 60(12), s. 5041–5061. doi: 10.1002/pits.23001. Vis sammendrag

  This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies (n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task-related self-efficacy and job satisfaction along with likelihood or frequency of intervention in bullying situations. However, results regarding relations between general teaching efficacy or task perception and teachers' approach to bullying were inconclusive. Findings suggest that teachers' self-efficacy and job satisfaction as identity domains play an important role in students' PSE. This information has implications for teacher education, professional development, and policymakers.

• Dalehefte, Inger Marie & Canrinus, Esther Tamara (2023). Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes. I Maulana, Ridwan; Helms-Lorenz, Michelle & Lorenz, Robert M. (Red.), Effective Teaching Around the World. Theoretical, Empirical, Methodological and Practical Insights . Springer. ISSN 978-3-031-31678-4. s. 619–634. doi: 10.1007/978-3-031-31678-4_27. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie; Fjalsett, Georg Kristoffer & Kristiansen, Aslaug (2022). Raising Children to Become Democratic Citizens. Educational Initiatives for Preventing Extremism and Radicalization in Norway. I Gutzwiller-Helfenfinger, Eveline; Göbel, Kerstin & Abs, Hermann Josef (Red.), The Challenge of Radicalization and Extremism. Integrating Research on Education and Citizenship in the Context of Migration. Brill|Sense. ISSN 978-90-04-52563-4. s. 201–223. doi: 10.1163/9789004525658_009. Fulltekst i vitenarkiv Vis sammendrag

  Norway is often highlighted as an outstanding democracy. Nevertheless, there is still a need to work on democratic issues to prevent radicalism and extremism. This chapter presents how a national prevention approach, Democratic Preparedness against Racism and Anti-Semitism (DEMBRA), is conducted in southern Norway. DEMBRA is directed at both schools and at teacher education. It highlights the origins of the DEMBRA programmes and how a regional peace centre (ARKIVET) and a local university (University of Agder) both work on the issues of radicalism and extremism. Finally, the authors draw some conclusions from the two different implementations of DEMBRA.

• Midtsundstad, Jorunn H. & Dalehefte, Inger Marie (2022). Reflections on Relevance and Quality in School-In. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. s. 169–184. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Dalehefte, Inger Marie (2022). The Questionnaires in School-In. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. s. 133–167. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Dalehefte, Inger Marie & Hornnes, Andrea M.O. (2022). The School-In Video Study. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. s. 117–132. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2022). Reflection Cycle - from Collective Ideas to joint action. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. s. 81–90. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen & Sæbø, Grethe Ingebrigtsvold (2022). The Project School-In - an Overview. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. s. 13–32. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). Aim and Scope of the Technical Report. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. s. 9–12. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Wolcott, Peter; Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Lazareva, Aleksandra & Dalehefte, Inger Marie (2021). Steps in conceptualizing assessment culture – progress and challenges developing a survey. I Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Red.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. s. 123–136.
• Dalehefte, Inger Marie (2020). Et skritt i riktig retning – fremdeles en vei å gå. En instituttleders perspektiv på førstelektor- og dosentprosjektet ved Universitetet i Agder. I Bachke, Carl Christian & Hermansen, Mads Carsten (Red.), Å satse på dosenter: Et utviklingsarbeid. Cappelen Damm Akademisk. ISSN 9788202695767. s. 271–277. doi: 10.23865/noasp.109. Fulltekst i vitenarkiv Vis sammendrag

  I internasjonal sammenheng er den norske dosentstillingen unik ved at den likestilles med professor som akademisk toppstilling. Denne boken kombinerer et grundig blikk på dosentrollen og dens plass i universitets- og høgskolesystemet med en presentasjon av et utviklingsprosjekt for å løfte førstelektorer opp karrierestigen til dosentnivå ved Universitetet i Agder (UiA). Bokens første del presenterer den norske dosenten i et historisk, nåtidig og FoU-teoretisk perspektiv. I andre del forteller seks dosenter om sin vei til stillingskvalifikasjonen. Del tre presenterer tenkningen bak prosjektet ved UiA, samt hvordan opplegget ble gjennomført og evaluert i etterkant. I bokens siste del behandles dosentstillingens nåtidige og framtidige utfordringer. Blant temaene som tas opp, er opprykkskriteriene for dosenter og sakkyndige utvalgs bedømmelsesarbeid. Å satse på dosenter kan leses som en praktisk innføring i hvordan gjennomføre opprykksseminarer for dosenter, men også som et innlegg i diskusjonen om hvordan man videreutvikler forskning, undervisning og formidling ved universiteter og høgskoler. Boken er særlig relevant for dosenter og dosentkandidater, medlemmer av sakkyndige utvalg og ledere på ulike nivåer ved høyere utdanningsinstitusjoner. Som et innlegg i debatten om høyere utdannings behov for ulikt profilerte fagstillinger er boken aktuell for en bredere målgruppe av forskere, forskningspolitikere og -byråkrater, både i Norge og i de øvrige skandinaviske landene. Redaktører for boken er Carl Christian Bachke, dosent emeritus ved Universitetet i Agder, og Mads Hermansen, dr. pæd.og professor emeritus ved Universitetet i Agder.

• Canrinus, Esther Tamara; Dalehefte, Inger Marie & Myhre, Sunniva (2019). VET teachers’ beliefs on collaboration, identity, and status and their relationship with professional development. Pedagogische Studiën. ISSN 0165-0645. 96(6), s. 463–480.
• Janik, Tomas; Dalehefte, Inger Marie & Zehetmeier, Stefan (2019). Introduction: On Research-based Teacher Education. I Janik, Tomas; Dalehefte, Inger Marie & Zehetmeier, Stefan (Red.), Supporting Teachers: Improving Instruction. Examples of Research-based Teacher Education. Waxmann Verlag. ISSN 978-3-8309-4029-6. s. 7–16.
• Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2019). Linking School’s Local Context to Instruction: An Important Characteristic of the In-Service Teacher Professionalisation in School-In. I Janik, Tomas; Dalehefte, Inger Marie & Zehetmeier, Stefan (Red.), Supporting Teachers: Improving Instruction. Examples of Research-based Teacher Education. Waxmann Verlag. ISSN 978-3-8309-4029-6. s. 77–88.
• Dalehefte, Inger Marie; Rieck, Karen; Wendt, Heike; Kasper, Daniel; Köller, Olaf & Bos, Wilfried (2015). Mathematische Kompetenzen von Lernenden aus SINUS-Grundschulen im Vergleich zu TIMSS 2011. I Wendt, Heike; Stubbe, Tobias C.; Schwippert, Knut & Bos, Wilfried (Red.), 10 Jahre international vergleichende Schulleistungsforschung in der Grundschule. Vertiefende Analysen zu IGLU und TIMSS 2001 bis 2011. Waxmann Verlag. ISSN 978-3-8309-3333-5. s. 185–200.
• Rieck, Karen; Dalehefte, Inger Marie; Wendt, Heike & Kasper, Daniel (2015). Wie schneidet das Unterrichtsentwicklungsprogramm SINUS an Grundschulen im Vergleich zu TIMSS 2011 ab? Evaluation der naturwissenschaftsbezogenen Daten. Zeitschrift für Grundschulforschung (ZfG). ISSN 1865-3553. 8(1), s. 39–52.
• Dalehefte, Inger Marie; Wendt, Heike; Köller, Olaf; Wagner, Helene; Pietsch, Marcus & Döring, Brigitte [Vis alle 8 forfattere av denne artikkelen] (2014). Bilanz von neun Jahren SINUS an Grundschulen in Deutschland. Evaluation der mathematikbezogenen Daten im Rahmen der TIMSS 2011. Zeitschrift für Pädagogik. ISSN 0044-3247. 60(2), s. 245–263.
• Fischer, Claudia; Rieck, Karen; Döring, Brigitte; Dalehefte, Inger Marie & Trepke, Franziska (2014). SINUS in Grundschulen: Eine kurze Bilanz nach neun Jahren. Unterrichtswissenschaft – Zeitschrift für Lernforschung. ISSN 0340-4099. 42(1), s. 87–91.
• Thoma, Gun-Brit; Dalehefte, Inger Marie & Köller, Olaf (2014). Entwicklung und Validierung eines Multiple-Choice-Tests zur Erfassung von Wissen über das menschliche Gehirn und Nervensystem. Psychologie in Erziehung und Unterricht. ISSN 0342-183X. 61(3), s. 231–236. doi: 10.2378/peu2014.art18d.
• Lindner, Marlit Annalena; Eitel, Alexander; Thoma, Gun-Brit; Dalehefte, Inger Marie; Ihme, Jan-Marten & Köller, Olaf (2014). Tracking the Decicion-Making Process in Multiple Choice Assessment: Evidence from Eye Movements. Applied Cognitive Psychology. ISSN 0888-4080. 28(5), s. 738–752. doi: 10.1002/acp.3060.
• Dalehefte, Inger Marie & Rieck, Karen (2014). How do German primary School Teachers prepare students for science standards? Finding from a video study of the Professional Development Program SINUS for Primary School. Form@re - Open Journal Per La Formatione In Rete. ISSN 1825-7321. 14(2), s. 7–20. doi: 10.13128/formare-15123. Vis sammendrag

  The German professional development program SINUS for Primary Schools (2009-2013) aimed to enhance the quality of science and mathematics instruction in primary schools. The implementation was coordinated and evaluated by the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel, Germany. About 870 schools and 5440 teachers participated. In this article we take a closer look at the scientific methods in science instruction and analyse how these are implemented in instruction to address upcoming science standards in secondary school. The results presented refer to the descriptive video data from eight lessons of SINUS teachers and three lessons of teachers from a control group. The findings from the video study show that the scientific methods geared towards the standards in science for secondary school can also be observed in primary school. The results are discussed in terms of cumulative learning and the importance of coordinating educational content between different types of schools.

• Fischer, Claudia; Kobarg, Marieke; Dalehefte, Inger Marie & Trepke, Franziska (2013). Ein Unterrichtsprogramm wissenschaftlich begleiten. Anlage und Hintergründe des Forschungsdesigns. Psychologie in Erziehung und Unterricht. ISSN 0342-183X. 60(1), s. 26–31. doi: 10.2378/peu2013.art02d.
• Hahn, Inga; Schöps, Katrin; Rönnebeck, Silke; Martensen, Maike; Hansen, Sabine & Saß, Steffani [Vis alle 8 forfattere av denne artikkelen] (2013). Assessing scientific literacy over the lifespan - A description of the NEPS science framework and the test development. Journal for Educational Research Online. ISSN 1866-6671. 5(2), s. 110–138.
• Fischer, Claudia; Kobarg, Mareike; Dalehefte, Inger Marie & Trepke, Franziska (2012). Wirkungen von Maßnahmen zur Lehrerprofessionalisierung feststellen - Unterrichtsentwicklung im Program SINUS an Grundschulen mit verschiedenen Instrumenten und Methoden erheben. I Gläser-Zikuda, Michaela; Seidel, Tina; Rohlfs, Carsten; Gröschner, Alexander & Ziegelbauer, Sascha (Red.), Mixed Methods in der empirischen Bildungsforschung. Waxmann Verlag. ISSN 978-3-8309-2485-2. s. 195–208.
• Dalehefte, Inger Marie & Kobarg, Mareike (2012). Einführung in die Grundlagen systematischer Videoanalysen in der empirischen Bildungsforschung. I Gläser-Zikuda, Michaela; Seidel, Tina; Rohlfs, Carsten; Gröschner, Alexander & Ziegelbauer, Sascha (Red.), Mixed Methods in der empirischen Bildungsforschung. Waxmann Verlag. ISSN 978-3-8309-2485-2. s. 15–26.
• Dalehefte, Inger Marie; Seidel, Tina & Prenzel, Manfred (2012). Reflecting on Learning from Errors in School Instruction - Findings and Suggestions from a Swiss-German Video Study. I Bauer, Johannes & Harteis, Christian (Red.), Human Fallibility. The Ambiguity of Errors for Work and Learning. Springer Science+Business Media B.V.. ISSN 978-90-481-3940-8. s. 197–214. doi: 10.1007/978-90-481-3941-5_12.
• Kobarg, Mareike; Dalehefte, Inger Marie & Menk, Marleen (2012). Der Einsatz systematischer Videoanalysen zur Untersuchung der Wirksamkeit des Unterrichtsentwicklungsprogramms SINUS an Grundschulen. I Kobarg, Mareike; Fischer, Claudia; Dalehefte, Inger Marie; Trepke, Franziska & Menk, Marleen (Red.), Lehrerprofessionalisierung wissenschaftlich begleiten - Strategien und Methoden. Waxmann Verlag. ISSN 978-3830927686. s. 181–194.
• Kobarg, Mareike; Thoma, Gun-Brit; Dalehefte, Inger Marie; Seidel, Tina & Prenzel, Manfred (2011). Lernwirksame Unterrichtsbedingungen in der Unterrichtsplanung berücksichtigen. I Zierer, Klaus (Red.), Jahrbuch Allgemeine Didaktik 2011. Thementeil: Entwicklung und Weiterentwicklung allgemeindidaktischer Modelle der Unterrichtsplanung. Schneider Verlag Hohengehren GmbH. ISSN 978-3834009449. s. 46–58.
• Seidel, Tina; Prenzel, Manfred; Schwindt, Katharina; Rimmele, Rolf; Kobarg, Mareike & Dalehefte, Inger Marie (2009). The link between teaching and learning - Investigating effects of physics teaching on student learning in the context of the IPN Video Study. I Janik, Tomas & Seidel, Tina (Red.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom. Waxmann Verlag. ISSN 978-3-8309-2208-7. s. 161–180.
• Dalehefte, Inger Marie; Rimmele, Rolf; Prenzel, Manfred; Seidel, Tina; Labudde, Peter & Herweg, Constanze (2009). Observing instruction "next-door". A Video Study about Science Teaching and Learning in Germany and Switzerland. I Janik, Tomas & Seidel, Tina (Red.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom. Waxmann Verlag. ISSN 978-3-8309-2208-7. s. 83–102.

Se alle arbeider i Cristin

• Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISBN 978-3-8309-4502-4. 189 s. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Janik, Tomas; Dalehefte, Inger Marie & Zehetmeier, Stefan (2019). Supporting Teachers: Improving Instruction. Examples of Research-based Teacher Education. Waxmann Verlag. ISBN 978-3-8309-4029-6. 186 s.
• Dalehefte, Inger Marie & Kobarg, Mareike (2013). Aus Unterrichtsbeobachtungen lernen. Handreichung im Rahmen des Programms SINUS an Grundschulen. IPN. ISBN 978-3-89088-224-6. 17 s.
• Kobarg, Mareike; Fischer, Claudia; Dalehefte, Inger Marie; Trepke, Franziska & Menk, Marleen (2012). Lehrerprofessionalisierung wissenschaftlich begleiten - Strategien und Methoden. Waxmann Verlag. ISBN 978-3830927686. 198 s.

Se alle arbeider i Cristin

• Brehmer, Mareike; Dalehefte, Inger Marie; Endresen-Maharaj, Kristin; Kristiansen, Aslaug; Schnebel, Stefanie & Demeshkant, Nataliia (2024). Competences for Democratic Culture - A Comparison of German, Polish, and Norwegian Core Curricula.
• Dalehefte, Inger Marie; Brehmer, Mareike; Endresen, Kristin; Kristiansen, Aslaug; Schnebel, Stefanie & Demeshkant, Nataliia (2024). Competences for Democratic Culture - A Comparison of German, Polish, and Norwegian Core Curricula.
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2024). A matter of perspective: How a safe environment for all impacts teachers.
• Säljö, Roger; Dalehefte, Inger Marie; Tønnevold, Ingunn & Kristiansen, Aslaug (2024). Learning from encounters with the infrastructure of terror. Student visits to a Gestapo headquarters.
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2024). A matter of perspective: How a safe environment for all impacts teachers.
• Dalehefte, Inger Marie (2024). Democracy against prejudice and exclusion.
• Dalehefte, Inger Marie (2024). The Norwegian Education System. Vis sammendrag

  A series of seminars, discussions and workshops focused on youth civic education. Selected events will be joined by lecturers and researchers from the Demokratiezentrum Wien (Austria), the University of Agder (Norway), and the Arkivet Peace and Human Rights Centre (Norway), a documentation centre with a historical exhibition. They will share their experiences on how to promote youth participation and democratic competencies to prepare young people for life in an open civil society.

• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2023). Norwegian teachers and a safe psychosocial environment: accountability, responsibility, and identity.
• Demeshkant, Nataliia; Schnebel, Stefanie; Potyrala, Katarzyna; Brehmer, Mareike; Rapp, Hilke & Kristiansen, Aslaug [Vis alle 9 forfattere av denne artikkelen] (2023). Partnership in cooperation for value based democracy education in primary education – preliminary results after first edition of the VALIDE international project students’ exchange program.
• Herlofsen, Camilla; Lie, Janaina Hartveit; Hals-Lydersen, Aleksander; Revheim, Cecilie & Dalehefte, Inger Marie (2023). Studenters læringsutbytte etter tverrprofesjonell undervisning om vold og seksuelle overgrep mot barn og unge.
• Dalehefte, Inger Marie; Ask, Anne Merete Selvik & Bachke, Carl Christian (2023). Hva slags dokumentasjon legges ved i opprykkssøknader til dosent og førstelektor? Hvilke kompetanser representerer søknadene? Foreløpige funn.
• Dalehefte, Inger Marie; Ask, Anne Merete Selvik & Bachke, Carl Christian (2022). Hva kjennetegner karriereveien til dosent? Foreløpige funn fra pågående forskning om dosenter og førstelektorer.
• Dalehefte, Inger Marie (2022). The Norwegian Education System.
• Dalehefte, Inger Marie; Fjalsett, Georg Kristoffer & Kristiansen, Aslaug (2022). Raising Children to Become Democratic Citizens: Educational Initiatives for Preventing Extremism and Radicalization in Norway.
• Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). Å forske sammen. Erfaringer fra prosjektet School-In.
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2022). Teachers encountering the Education Act: How do Norwegian teachers’ self-efficacy and job satisfaction relate to reporting cases of impaired psychosocial environment?
• Kvåle, Gunhild; Midtsundstad, Jorunn H. & Dalehefte, Inger Marie (2022). Colletts kafe podkast: Å forske på skuleutvikling - School-In.
• Bachke, Carl Christian; Andersen, Anders Johan W. & Dalehefte, Inger Marie (2021). Podcast: Er den norske dosentstillingen unik? [Internett]. Akademisk kvarter - Cappelen Damm.
• Dalehefte, Inger Marie & Munthe, Elaine (2021). Student Teacher’s Perception of Learning Conditions during Covid-19 .
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2021). Follow the act or consider the consequences? Teachers’ ethics, self-efficacy and job satisfaction.
• Dalehefte, Inger Marie (2021). Lernen und Lehren an Universitäten in Zeiten von Corona: Eine Studie über unterschiedliche Unterrichtsformen und wie deren Umsetzung von Studierenden wahrgenommen wird.
• Andersen, Anders Johan W.; Dalehefte, Inger Marie; Haaland, Vegard Øksendal; Hangeland, Siri; Kjær, Aud-Keila Bendiksen & Seip, Hildegunn Marie Tønnessen [Vis alle 7 forfattere av denne artikkelen] (2021). Sørlandet trenger psykologutdanning. Agderposten. ISSN 0805-3723. s. 7–7.
• Andersen, Anders Johan W.; Dalehefte, Inger Marie; Haaland, Vegard Øksendal; Hangeland, Siri; Kjær, Aud-Keila Bendiksen & Seip, Hildegunn Marie Tønnessen [Vis alle 7 forfattere av denne artikkelen] (2021). Vi trenger psykologutdanning. Fædrelandsvennen. ISSN 0805-3790. s. 28–28.
• Dalehefte, Inger Marie & Olsen, Jan Arve (2021). Fysisk undervisning dekker studentenes behov best. [Internett]. Universitetet i Agder.
• Dalehefte, Inger Marie & Larsen, Hege (2021). Lærer mer med fysisk undervisning. [Internett]. Khrono.
• Dalehefte, Inger Marie & Larsen, Arne Martin (2020). Ny kartlegging av UiAs undervisning i koronatiden. [Internett]. Universitetet i Agder.
• Dalehefte, Inger Marie (2020). Lokale forventninger og forventninger til roller i skolen.
• Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen; Ingebrigtsvold Sæbø, Grethe & Sæbø, Grethe Ingebrigtsvold (2020). Nettsiden: School-In. Arbeidsmetode for utvikling av inkluderende fellesskap. https://www.uia.no/om-uia/prosjekter/school-in.-arbeidsmetode-for-utvikling-av-inkluderende-fellesskap.
• Dalehefte, Inger Marie (2020). Kartlegging av forhold rundt UiAs digitale undervisning i «Korona-vårsemesteret» 2020 - Erfaringer med Korona i høyere utdanning.
• Dalehefte, Inger Marie (2020). Studenter under koronakrisen: Melder om dårligere læring. Ønsker seg tilbake til campus . [Internett]. Khrono.
• Dalehefte, Inger Marie (2020). Slik opplevde UiA-studentene koronavårens undervisning. [Internett]. Universitetet i Agder.
• Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø .
• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2019). Describing and explaining effects and non-effects of the innovation in School-In.
• Midtsundstad, Jorunn H.; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In.
• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Dalehefte, Inger Marie; Lazareva, Aleksandra & Schaffer, Connie (2018). Hillen et al.: (2018): Assessment and Evaluation Culture in (Higher)Education. Accepted Paper. Vis sammendrag

  The project intends to conduct a comparative approach to better understand the culture of assessment in higher education institutions. Starting with a well developed, frequently applied and validated English-language 14-item survey instrument, measuring the ‘culture of assessment’ in higher education, the project addresses two core challenges. First, the field of evaluation and assessment contains a diverse set of concepts, and these concepts often do not translate easily from one language to another. We had to address the language challenge because one knows that language mirrors a nation’s culture, that is, “… language fixes concepts” (Le Metais, 2001, p.201). Second, while the concept ‘culture of assessment’ is a well-established concept and approach in American education, in Europe the concept of ‘culture of assessment’ is used less frequently or is interpreted and applied in distinct ways. For instance, in Norway a ‘vurderingskultur’ is strongly related to learning approaches. This conceptualization started with the Norwegian educational policy initiative in 2010 and following (Directory of Education, 2010, 2011a,b, 2012, 2014, 2015). One core objective of these whitepapers is to stress the aspect of ‘assessment for learning’ by feedback. Moreover, the concepts of ‘evaluation and “reporting found in the Norwegian language reflect some important aspects of assessment that are not necessarily addressed by ‘assessment’.

• Kristiansen, Aslaug & Dalehefte, Inger Marie (2018). Demokratiet er blitt mer usikkert. Fædrelandsvennen. ISSN 0805-3790.
• Dalehefte, Inger Marie (2018). Similarities and differences between schools. Comparative analyses of expectations .
• Dalehefte, Inger Marie (2018). Skolene før og etter School-In - om virkningene av programmet - .
• Dalehefte, Inger Marie; Kristiansen, Aslaug & Midtsundstad, Jorunn H. (2018). The decision for a school intervention – What happens when a democratic school culture and participation of the teaching staff have an influence on the intervention subject?
• Skogedal, Magnus Nødland; Omdal, Heidi; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2018). Hva må til for å være lærer i 2018? [Internett]. UiA, Fakultet for humaniora og pedagogikk.
• Hillen, Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Horrigmo, Kirsten Johansen; Dalehefte, Inger Marie; Myrann, Maria Kristianne & Midtsundstad, Jorunn H. (2017). Tydelige forventninger er best for alle elever. Samfunnets holdninger til skolen er like viktig som foreldrenes utdanningsnivå. Fædrelandsvennen. ISSN 0805-3790. s. 39–39.
• Dalehefte, Inger Marie (2017). Luthers bidrag til forskning og utvikling sett fra et pedagogisk perspektiv.
• Dalehefte, Inger Marie & Hillen, Andrea Stefanie (2016). Can awareness of expectations towards students contribute to a more inclusive school? First findings from the project School-In.
• Dalehefte, Inger Marie (2016). Video documentation as a research method in teacher education.
• Dalehefte, Inger Marie (2015). Describing changes in teaching practices in primary school classrooms. Findings from a video study of the German Professional Development Program SINUS for Primary Schools.
• Thoma, Gun-Brit; Dalehefte, Inger Marie & Köller, Olaf (2015). Die Bedeutung bestimmter Itemcharakteristika für die Bearbeitung von Multiple-Choice Aufgaben – eine Eyetracker-Studie .
• Menk, Marleen; Dalehefte, Inger Marie & Köller, Olaf (2015). Adressing process-related competencies in German mathematics instruction - A video study of the professional development program SINUS for Primary Schools.
• Dalehefte, Inger Marie; Trepke, Franziska & Rieck, Karen (2015). The Role of Coordinating Support in the Professional Development Program SINUS for Primary Schools.
• Dalehefte, Inger Marie & Menk, Marleen (2015). Teaching Practices in German Primary School Classrooms. Findings from a Video Study of the Professional Development Program Sinus for Primary School.
• Dalehefte, Inger Marie; Rieck, Karen; Wendt, Heike & Kasper, Daniel (2015). Neun Jahre SINUS in deutschen Grundschulen: Befunde zum Zusammenhang zwischen Disparitäten und Kompetenzen. Evaluation im Rahmen der TIMSS-2011-Erhebung.
• Rieck, Karen; Dalehefte, Inger Marie & Köller, Olaf (2014). SINUS-Schülerinnen und Schüler lösen naturwissenschaftliche Aufgaben häufiger - Ergebnisse am Beispiel der freigegebenen Aufgaben aus TIMSS 2011. I Peschel, Markus (Red.), Lernsituationen und Aufgabenkultur im Sachunterricht. Verlag Julius Klinkhardt. ISSN 978-3-7815-1994-7. s. 147–154.

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