Inger Marie Dalehefte

• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2025). Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment. European Journal of Education. ISSN 0141-8211. 60(1). doi: 10.1111/ejed.70046. Fulltekst i vitenarkiv Vis sammendrag

  Chapter 9A of the Norwegian Education Act obligates teachers to act upon any suspicion of deficits in the school environment. This cross-sectional study explores teachers' (n = 140) perceptions and motivations in terms of initiating cases according to 9A, considering both accountability and responsibility. Teachers' job satisfaction and self-efficacy are associated with their approach to 9A. The strongest predictor of case initiation is how difficult teachers perceive taking action to be. Other significant predictors are their content knowledge and the law's perceived effect. These findings have significance for policymakers, teacher education, and professional communities in schools.

• Dalehefte, Inger Marie; Ask, Anne Merete Selvik & Bachke, Carl Christian (2024). Hvilke kompetanser tilfører førstelektorer og dosenter akademia? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 47(4), s. 299–313. doi: 10.18261/uniped.47.4.6. Fulltekst i vitenarkiv Vis sammendrag

  Universiteter og høgskoler (UH) i Norge har to faglige karriereveier: Den tradisjonelle professorstigen og den særnorske dosentstigen. Selv om karriereløpene i prinsippet er likeverdige, så er professorveien langt bedre etablert enn dosentveien. Denne artikkelen har som mål å bidra til kunnskap om hvilke kompetanser førstelektorer og dosenter tilfører akademia. Artikkelen bygger på Boyers teorigrunnlag om forskjellige typer kompetanse i UH-sektoren. Disse ses i sammenheng med lovfestede kriterier om ansettelse og opprykk. Datagrunnlaget er hentet fra en digital spørreundersøkelse, der 164 førstelektorer og 56 dosenter fra åtte UH-institusjoner i Norge beskrev hva de la ved av dokumentasjon på kompetanse og relevant erfaring i sine opprykkssøknader. Funnene indikerer at førstelektorer og dosenter tilfører akademia en bred kompetanse som dekker alle fire områdene Boyer fremhever som helt nødvendig for UH-sektoren. Funnene viser at førstelektorene og dosentene dokumenterer forskning i søknadene sine. I tillegg bidrar de til akademia med undervisningsmateriell, ressurser til bruk i kunnskapsformidling og fagartikler. De viser til omfattende pedagogisk virksomhet, og praktisk pedagogisk kompetanse innen undervisning og veiledning. Dosentene dokumenterer også omfattende relevant yrkeserfaring og pedagogisk virksomhet fra praksisfeltet, f.eks. inn mot nærings- og samfunnsliv. Personer på dosentstigen har ofte mange års undervisningserfaring før de søker opprykk. De ivaretar en ekspertrolle for undervisning og veiledning. 

• 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. Fulltekst i vitenarkiv 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 9783031316784. s. 619–634. doi: 10.1007/978-3-031-31678-4_27. Fulltekst i vitenarkiv Vis sammendrag

  Recent international research has highlighted deep learning as an essential prerequisite for pupils to meet the global challenges of the future. This focus has drawn attention to Norwegian challenges, indicating that instruction leaves little room for pupils to engage intensively in tasks over time and to foster deep-learning processes. Thus, a new curriculum was implemented in the Norwegian educational system in the autumn of 2020 to emphasize deep learning throughout all content areas. This study investigates how teachers provide learning conditions fostering learning and motivation processes to support pupils’ learning during mathematics lessons. After their mathematics lesson, 144 pupils from 9 classes (grades 7–9) in seven schools in Norway completed a questionnaire. It consisted of items measuring their perception of the relevance of the content taught, the quality of the instruction given, the teacher’s interest and enthusiasm, and the extent to which the instruction fulfilled their psychological needs for social relation, autonomy, and feeling competent. On average, the pupils reported that they applied surface-level learning strategies rather than deep-level strategies in their mathematics lessons. They also lacked intrinsic motivation. To a large degree, pupils reported that they hardly recognised the content’s relevance. The results support the focus on deep learning in the 2020 curriculum reform in Norway. Additionally, they reveal conditions worth investigating when aiming to foster pupils’ deep learning and motivation.

• 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 9789004525634. 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.

• 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 9783830945024. 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 (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 9783830945024. 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 9783830945024. 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 9783830945024. 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.

• 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 9783830945024. 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 9783830945024. 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 9783830944782. s. 123–136. Fulltekst i vitenarkiv
• 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.

• 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 9783830940296. s. 77–88. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9783830940296. s. 7–16. Fulltekst i vitenarkiv
• 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 9783830933335. s. 185–200. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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.

• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. 5(2), s. 110–138. Fulltekst i vitenarkiv
• 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 9783830927686. s. 181–194. Fulltekst i vitenarkiv
• 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 9783830924852. s. 195–208. Fulltekst i vitenarkiv
• 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 9783830924852. s. 15–26. Fulltekst i vitenarkiv
• 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 9789048139408. s. 197–214. doi: 10.1007/978-90-481-3941-5_12. Fulltekst i vitenarkiv
• 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 9783834009449. s. 46–58. Fulltekst i vitenarkiv
• 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 9783830922087. s. 83–102. Fulltekst i vitenarkiv
• 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 9783830922087. s. 161–180. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISBN 9783830945024. 189 s. 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.

• Janik, Tomas; Dalehefte, Inger Marie & Zehetmeier, Stefan (2019). Supporting Teachers: Improving Instruction. Examples of Research-based Teacher Education. Waxmann Verlag. ISBN 9783830940296. 186 s. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Kobarg, Mareike (2013). Aus Unterrichtsbeobachtungen lernen. Handreichung im Rahmen des Programms SINUS an Grundschulen. IPN. ISBN 9783890882246. 17 s. Fulltekst i vitenarkiv
• Kobarg, Mareike; Fischer, Claudia; Dalehefte, Inger Marie; Trepke, Franziska & Menk, Marleen (2012). Lehrerprofessionalisierung wissenschaftlich begleiten - Strategien und Methoden. Waxmann Verlag. ISBN 9783830927686. 198 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Canrinus, Esther Tamara; Herlofsen, Camilla; Dalehefte, Inger Marie; Olsen, Anne Karin Vikstøl & García, Nataly (2026). From silos to synergy: Interprofessional education for supporting children at risk. Fulltekst i vitenarkiv Vis sammendrag

  Addressing interprofessional collaboration (IPC) around children at risk has become a priority. The present study examines 209 2nd and 153 3rd year Norwegian students’ self-perceived IPC skills within an interprofessional educational program on at-risk children and youth. It explores potential differences between the two year groups and between student teachers and students from health and social care disciplines, given the limited inclusion of teacher education in prior IPC research. Students perceive themselves to be between ‘good’ and ‘very good’ at interprofessional collaboration and communication. Furthermore, 57.5% of the students perceived they had improved their ability to collaborate interprofessionally after the seminar. We found significant differences between 2nd and 3rd-year students, but not between student teachers and other students. Thus, the seminar may enable future professionals, including student teachers, to collaborate and communicate in such a way that they truly create a team around the child.

• Canrinus, Esther Tamara; Dalehefte, Inger Marie; Kvammen, Mette Fløystad; Herlofsen, Camilla & Olsen, Anne Karin Vikstøl (2026). Fostering students’ interprofessional collaboration in higher education – A video study. Fulltekst i vitenarkiv Vis sammendrag

  Interprofessional collaboration is crucial for providing coherent and effective welfare services. Without it, children and families may experience fragmented and inefficient support with poor flow of information, impeding quality and follow-up (Kjørstad et al., 2025). Therefore, educational programmes need to provide students with conceptual understanding and practical experience with interprofessional collaboration. Recognizing the need for coordinated efforts across health, social care, and education, this project addresses fragmented services by fostering proactive, interdisciplinary collaboration through interprofessional education. At [anonymized], students from several professional programmes meet annually for a joint on-campus seminar with plenary lectures and interprofessional group work. Although much is known about students’ perceptions of such work, gaining more knowledge about how students behave and engage when they practice interprofessional collaboration, can provide insight into possible hindering and facilitating factors during such a learning process. Using video recordings of five interprofessional groups consisting of five students, we observed students’ participation, turntaking, role negotiation, and discussions of professional boundaries while engaging in and applying their professional view on an authentic task from the practice field. These data contribute to further development of interprofessional education ensuring that future professionals are equipped to work effectively across disciplines in supporting vulnerable children and youth.

• Canrinus, Esther Tamara; Herlofsen, Camilla; Olsen, Anne Karin Vikstøl & Dalehefte, Inger Marie (2025). What drives the future teaching professional? Fulltekst i vitenarkiv Vis sammendrag

  If we want to increase motivation for teacher education programs and the teaching profession, we should think about which motives should be strengthened and possibly facilitated. To find out what motivated teacher education students to choose their program and how motivated they are for a) their program and b) their future profession, 96 pre-service kindergarten teachers, 110 pre-service teachers for primary education, and 78 pre-service teachers for secondary education completed a short survey. Differences between the groups were observed regarding the main motives to choose their program. No differences were observed regarding the level of motivation. The findings show that the different groups of pre-service teachers may each need an idiosyncratic approach to attract them to these programs and to keep them motivated during their studies.

• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2024). A matter of perspective: How a safe environment for all impacts teachers. Fulltekst i vitenarkiv
• Herlofsen, Camilla; Dalehefte, Inger Marie; Lie, Janaina Hartveit; Revheim, Cecilie & Hals-Lydersen, Aleksander (2024). Fostering knowledge and skills about violence against children (VAC) and child sexual abuse (CSA) in higher education in Norway and its relevance for future work and professional role and responsibility Preliminary findings from the PROFUND Project. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2024). The Norwegian Education System. Fulltekst i vitenarkiv 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.

• Dalehefte, Inger Marie (2024). Democracy against prejudice and exclusion. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie; Brehmer, Mareike; Endresen, Kristin; Kristiansen, Aslaug; Demeschkant, Nataliia & Schnebel, Stefanie (2024). Competencies for Democratic Culture – A Comparison of German, Polish, and Norwegian Core Curricula. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2024). Demokratiets verdier under press - Hvordan kan utdanningene spille en rolle? Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Säljö, Roger; Dalehefte, Inger Marie; Tønnevold, Ingunn & Kristiansen, Aslaug (2024). Learning from encounters with the infrastructure of terror. Student visits to a Gestapo headquarters. Fulltekst i vitenarkiv
• Endresen-Maharaj, Kristin; Brehmer, Mareike; Dalehefte, Inger Marie; Kristiansen, Aslaug; Demeschkant, Nataliia & Schnebel, Stefanie (2024). Fostering teacher students’ value attitudes and didactic competencies - A study course. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2024). A matter of perspective: How a safe environment for all impacts teachers. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2023). Norwegian teachers and a safe psychosocial environment: accountability, responsibility, and identity. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (2022). Å forske sammen. Erfaringer fra prosjektet School-In. 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. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2022). The Norwegian Education System. Fulltekst i vitenarkiv
• Kvåle, Gunhild; Midtsundstad, Jorunn H. & Dalehefte, Inger Marie (2022). Colletts kafe podkast: Å forske på skuleutvikling - School-In. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. s. 7–7. Fulltekst i vitenarkiv
• Bachke, Carl Christian; Andersen, Anders Johan W. & Dalehefte, Inger Marie (2021). Podcast: Er den norske dosentstillingen unik? [Internet]. Akademisk kvarter - Cappelen Damm. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2021). Follow the act or consider the consequences? Teachers’ ethics, self-efficacy and job satisfaction. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Munthe, Elaine (2021). Student Teacher’s Perception of Learning Conditions during Covid-19. Fulltekst i vitenarkiv
• 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. s. 28–28. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Larsen, Hege (2021). Lærer mer med fysisk undervisning. [Internet]. Khrono. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Olsen, Jan Arve (2021). Fysisk undervisning dekker studentenes behov best. [Internet]. Universitetet i Agder. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2020). Lokale forventninger og forventninger til roller i skolen. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2020). Kartlegging av forhold rundt UiAs digitale undervisning i «Korona-vårsemesteret» 2020 - Erfaringer med Korona i høyere utdanning. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2020). Studenter under koronakrisen: Melder om dårligere læring. Ønsker seg tilbake til campus. [Internet]. Khrono. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2020). Slik opplevde UiA-studentene koronavårens undervisning. [Internet]. Universitetet i Agder. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Larsen, Arne Martin (2020). Ny kartlegging av UiAs undervisning i koronatiden. [Internet]. Universitetet i Agder. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2019). Describing and explaining effects and non-effects of the innovation in School-In. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2018). Similarities and differences between schools. Comparative analyses of expectations. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2018). Skolene før og etter School-In - om virkningene av programmet -. Fulltekst i vitenarkiv
• Kristiansen, Aslaug & Dalehefte, Inger Marie (2018). Demokratiet er blitt mer usikkert. s. 44–44. Fulltekst i vitenarkiv
• Skogedal, Magnus Nødland; Omdal, Heidi; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2018). Hva må til for å være lærer i 2018? [Internet]. UiA, Fakultet for humaniora og pedagogikk. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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’.

• 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? Fulltekst i vitenarkiv
• Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; 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. s. 39–39. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2017). Luthers bidrag til forskning og utvikling sett fra et pedagogisk perspektiv. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie (2016). Video documentation as a research method in teacher education. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Thoma, Gun-Brit; Dalehefte, Inger Marie & Köller, Olaf (2015). Die Bedeutung bestimmter Itemcharakteristika für die Bearbeitung von Multiple-Choice Aufgaben – eine Eyetracker-Studie. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie; Trepke, Franziska & Rieck, Karen (2015). The Role of Coordinating Support in the Professional Development Program SINUS for Primary Schools. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9783781519947. s. 147–154. Fulltekst i vitenarkiv

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