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POL-AID examines populism in Nordic societies and its implications for democracy.
In the EKCO-project, after school program staff, together with researchers, will examine how after school offerings in five countries currently operate, with the aim of developing new and improved practices in the field.
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Melissa Bond, associate professor 2 at the Knowledge Center for Education, has been appointed as a member of the editorial board of the journal Review of Education.
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What factors make the relationship work well between the kindergarten and multilingual parents? A forthcoming, systematic review will address this topic. The research project is presented as a protocol in KCE's new journal - Nordic Journal of Systematic Reviews in Education.
The Nordic Journal of Systematic Reviews in Education (NJSRE) announces the first publication.
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Open discussions brought on by reading fiction, a sense of belonging, and a feeling of autonomy can be reasons why participating in reading groups is positive for people with cancer.
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Check our Call for papers and get in touch. We look forward to your contribution!
Making digital books available for children across the world
Literacy instruction and creative writing are combined in AILIT, by cutting-edge use of AI and principles from game design.
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Human Reading Assessment is an NRC-funded research project exploring new methodologies for adaptive reading assessment. The project will start in April 2024.
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Which classroom practices are critical for creating an engaging learning environment? UiS researchers from different disciplines are collaborating to find the answer to this, in a new, large research project.
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A comprehensive meta-analysis of prior research has found, overall, that children ages 1 to 8 were less likely to understand picture books when they read the digital, versus the printed version. However, when digital picture books contain the right enhancements that reinforce the story content, they outperform their print counterparts.
The Norwegian Reading Centre is an active research centre within the Faculty of Arts and Education at the University of Stavanger, Norway.
A recent Norwegian study shows strong associations between first grade students feeling liked and respected by their teacher, and their achievement in reading.
62 research assistants visit in 300 classrooms to test the reading- and writing skills of 5500 Grade 3-students in the Two Teachers project.
Principal investigator Kjersti Lundetræ is professor in Special Educational Needs and director at the Norwegian Centre for Reading Education and Research, University of Stavanger.
Elisabeth E. S. Rongved is communications and knowledge exchange adviser at the University of Stavanger.
The Reading Centre’s Research Unit for Assessment of Literacy Skills (RUALS) develop reading- and writing assessments that provide accurate information on pupils’ skills, and that are useful for addressing individual learning needs.
Researchers at the Norwegian Reading Centre will study the use of storybook apps and print picture books in language focused reading activities in kindergartens. The aim is to develop an app that kindergarten staff can use to consider to what extent specific features of e-books are appropriate for such activities.