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. Effective Teaching Around the World. Theoretical, Empirical, Methodological and Practical Insights. ISBN: 978-3-031-31678-4. Springer. Chapter 27. s 619 - 634.
Canrinus, Esther Tamara; Frøytlog, Jo Inge Johansen (2023). Teacher Collaboration in Times of Change – Enhancing Existing Research in Norway Through A Social Network Analysis Perspective. The Relational Leader. Catalysing Social Networks for Educational Change.. ISBN: 9781350336445. Bloomsbury Academic. Chapter 7.
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.
Bjerknes, Anne-Line; Opdal, Lars; Canrinus, Esther Tamara (2023). ‘I finally understand my mistakes’–the benefits of screencast feedback. Technology, Pedagogy and Education. ISSN: 1475-939X. doi:10.1080/1475939X.2023.2258134.
Cameron, David Lansing; Matre, Marianne Engen; Canrinus, Esther Tamara (2022). Accommodating Students With Special Educational Needs During School Closures Due to the COVID-19 Pandemic in Norway: Perceptions of Teachers and Students. Frontiers in Education. ISSN: 2504-284X. 7doi:10.3389/feduc.2022.856789.
ten Berge, Hanne; Canrinus, Esther Tamara; Kool, Ada; van der Wouden, Joke (2021). A roadmap for translating educational research into practice: A case description within honors education.. Journal of the European Honors Council. ISSN: 2543-232X. doi:10.31378/jehc.157.
Liou, Yi-Hwa; Canrinus, Esther Tamara (2019). A capital framework for professional learning and practice. International Journal of Educational Research. ISSN: 0883-0355. 100doi:10.1016/j.ijer.2019.101527.
Hammerness, Karen; Klette, Kirsti; Jenset, Inga Staal; Canrinus, Esther Tamara (2020). Opportunities to study, practice, and rehearse teaching in teacher preparation: An international perspective. Teachers College Record (TCR). ISSN: 0161-4681. 122 (11).
Fokkens, Marjon; Van Rooij, Els; Canrinus, Esther Tamara (2020). Perceived classroom goal structures as predictors of students’ personal goals. Teachers and Teaching: theory and practice. ISSN: 1354-0602. 26 (1). s 88 - 102. doi:10.1080/13540602.2020.1740195.
Liou, Yi-Hwa; Canrinus, Esther Tamara; Daly, Alan, J. (2018). Activating the implementers: The role of organizational expectations, teacher beliefs, and motivation in bringing about reform. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN: 0742-051X. 79s 60 - 72. doi:10.1016/j.tate.2018.12.004.
Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen (2017). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. ISSN: 0022-4871. 70 (3). s 192 - 205. doi:10.1177/0022487117737305.
Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen; Bergem, Ole Kristian (2018). Opportunities to enact practice in campus courses: Taking a student perspective. Teachers and Teaching: theory and practice. ISSN: 1354-0602. 25 (1). s 110 - 124. doi:10.1080/13540602.2018.1526171.
Goh, Pauline; Canrinus, Esther Tamara (2019). Preservice teachers’ perception of program coherence and its relationship to their teaching efficacy. Pertanika Journal of Social Sciences and Humanities (JSSH). ISSN: 0128-7702. 27 (T2).
Goh, Pauline Swee Choo; Canrinus, Esther Tamara; Wong, Kung Teck (2020). Preservice teachers’ perspectives about coherence in their teacher education program.. Educational Studies. ISSN: 0013-1946. 46 (3). s 368 - 384. doi:10.1080/03055698.2019.1584856.
Korpershoek, Hanke; Canrinus, Esther Tamara; Fokkens-Bruinsma, Marjon; de Boer, Hester (2019). The relationships between school belonging and students’ motivational, social-emotional,behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education. ISSN: 0267-1522. 35 (6). s 641 - 680. doi:10.1080/02671522.2019.1615116.
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.
Nesje, Katrine; Canrinus, Esther Tamara; Strype, Jon (2017). "Trying on teaching for fit" - Development of professional identity among professionals with multiple career opportunities. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN: 0742-051X. 69s 131 - 141. doi:10.1016/j.tate.2017.10.011.
Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen (2018). Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education. European Journal of Teacher Education. ISSN: 0261-9768. 41 (3). s 360 - 376. doi:10.1080/02619768.2018.1448783.
Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara; ten Hove, Myrthe; Rietveld, Linda (2018). The relationship between teachers' work motivation and classroom goal orientation. Pedagogische Studiën. ISSN: 0165-0645. 95 (2). s 86 - 100.
Helms-Lorenz, Michelle; Grift, van de, Wim; Canrinus, Esther Tamara; Maulana, Ridwan; Veen, van, Klaas (2017). Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools.. Studies in Educational Evaluation. ISSN: 0191-491X. 56s 8 - 20. doi:10.1016/j.stueduc.2017.10.006.
Liou, Yi-Hwa; Daly, Alan, J.; Canrinus, Esther Tamara; Forbes, Cheryl; Moolenaar, Nienke; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce (2017). Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance. Teachers and Teaching: theory and practice. ISSN: 1354-0602. 23 (6). s 635 - 657. doi:10.1080/13540602.2016.1218329.
Canrinus, Esther Tamara; Bergem, Ole Kristian; Klette, Kirsti; Hammerness, Karen Moore (2015). Coherent teacher education programmes: taking a student perspective. Journal of Curriculum Studies. ISSN: 0022-0272. 49 (3). s 313 - 333. doi:10.1080/00220272.2015.1124145.
Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara; Korpershoek, Hanke; Doolaard, Simone (2015). Motivatie om leraar te worden: Validering van het FIT-Choice instrument voor de Nederlandse context [Motivation to become a teacher: Validation of the FIT-Choice instrument for the Dutch context].. Pedagogische Studiën. ISSN: 0165-0645. 92s 324 - 343.
Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara (2015). Motivation and degree completion in a university-based teacher education programme. Teaching Education. ISSN: 1047-6210. 26 (4). s 439 - 452. doi:10.1080/10476210.2015.1034682.
Cornelissen, Frank; Daly, Alan, J.; Liou, Yi-Hwa; Van Swet, Jacqueline; Beijaard, D.; Bergen, Theo; Canrinus, Esther Tamara (2015). Teacher education’s challenge of changing research relationships with schools.. AERA Open. ISSN: 2332-8584. 1 (4). s 1 - 24. doi:10.1177/2332858415617753.

Denfeld, Annette-Pascale; Canrinus, Esther Tamara; Dalehefte, Inger Marie (2023). Norwegian teachers and a safe psychosocial environment: accountability, responsibility, and identity.
Canrinus, Esther Tamara; Matre, Marianne Engen; Cameron, David Lansing (2022). Perceptions of Teachers and Students regarding the Inclusion of Students with Special Educational Needs During the COVID-19 Pandemic in Norway.
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?.
Jenset, Inga Staal; Canrinus, Esther Tamara (2022). Monitoring Opportunities to Study Practice in Teacher Education – Teacher Candidates’ Perspectives.

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Sist endret: 23.08.2022 10:08