Janaina Hartveit Lie

• Yang, Junyi; Furnes, Bjarte Reidar; Morken, Frøydis; Hanssen, Natallia Bahdanovich; Lie, Janaina Hartveit & Melby-Lervåg, Monica [Vis alle 7 forfattere av denne artikkelen] (2026). Screen Use and Children’s Language Development From Ages 5 to 7 Years. JAMA pediatrics. ISSN 2168-6203. doi: 10.1001/jamapediatrics.2026.3490. Fulltekst i vitenarkiv Vis sammendrag

  Importance: Concerns about screen use and early language development are widespread, and prior research has reported mixed findings. Many studies have not distinguished baseline differences from developmental change, leaving uncertainty about whether screen use is associated with actual language development in early childhood. Objective: To examine associations between children’s and parental screen use and children’s language development from ages 5 to 7 years. Design, Setting, and Participants: This population-based prospective cohort study included children recruited through municipalities across Norway in 2023. Children were followed up annually for 3 waves. Data were analyzed from September 2025 to March 2026. Exposures: Parent-reported child daily screen time (weekday and weekend weighted average), child digital device ownership, maternal and paternal daily social media use, and primary parent smartphone screen time at the onset of the study. Main Outcomes and Measures: Receptive vocabulary and receptive grammar were assessed annually using the British Picture Vocabulary Scale and the Test for Reception of Grammar. Latent growth modeling was used to estimate baseline language levels and developmental trajectories from ages 5 to 7 years, adjusting for parental education and household income. Results: A total of 747 children (mean [SD] age, 4.9 [0.3] years; 360 of 718 female [50.1%]) were included in this study. Most screen use indicators were not associated with children’s language growth. However, primary parent smartphone screen time was associated with slower growth in receptive vocabulary; each additional 1 hour per day was associated with 0.42 slower annual growth in receptive vocabulary raw score (95% CI, −0.66 to −0.18). Children who owned a digital device at age 4 to 5 years scored lower at baseline as follows: 5.13 points lower in receptive vocabulary (95% CI, −7.43 to −2.82) and 4.56 points lower in receptive grammar (95% CI, −7.56 to −1.55) compared with children who did not own a device. Conclusions and Relevance: In this cohort study, primary parent smartphone screen time was associated with slower growth in children’s receptive vocabulary, whereas children’s digital device ownership was associated with lower concurrent language performance. These findings highlight the importance of considering screen use within the broader family context when evaluating children’s language development and are potentially informative for parents and clinicians.

• Lie, Janaina Hartveit; Endresen-Maharaj, Kristin & Svendsen, Mathilde Dahlen (2026). Democracy in the Classroom: 'It’s All About Participation'. Journal of Teaching and Learning. ISSN 1492-1154. 20(3), s. 158–177. doi: 10.22329/jtl.v20i3.8961. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates teachers’ conceptions of democracy, citizenship, and participation in Norwegian upper secondary vocational education and training (VET). While there is ample research on students’ understanding of democracy, less research has focused on how teachers understand the concept. Democracy and citizenship are among three interdisciplinary topics in Norway’s LK20 curriculum, and participation has a central place in both the curriculum and the Education Act, making this study both timely and important in the Norwegian context. This paper examines how the participating teachers understood the concepts of democracy, citizenship, and participation, their teaching of those concepts, and their classroom instruction. This qualitative study draws upon six semi-structured interviews with teachers working in an upper secondary school, whose principal recruited three female and three male teachers of common-core subjects in vocational study programs. The data were analyzed through meaning compression. The findings suggest that teachers view democracy and citizenship as broad, diffuse concepts, yet the concept of participation contributes to making democracy education more concrete and manageable. The study can enhance teachers’ understanding of the concepts of democracy, citizenship, and participation, as well as the type of democracy education students receive in their daily experiences.

• Lie, Janaina Hartveit (2022). Elevens rolle i tidlig innsats. I Bjørnsrud, Halvor Inge & Nilsen, Sven (Red.), Tidlig innsats – i en skole for alle?. Cappelen Damm Akademisk. ISSN 9788202762452. Fulltekst i vitenarkiv
• Herlofsen, Camilla & Lie, Janaina Hartveit (2022). Skoleansattes erfaringer og utfordringer i møte mellom regelverk og pedagogisk praksis. Spesialpedagogikk. ISSN 0332-8457. 1. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen undersøkes det hvilke utfordringer ansatte i skolesektoren opplever i møte mellom regelverk og pedagogisk praksis. Dokumenter med beskrivelser av pedagogisk-juridiske utfordringer er analysert. De hyppigst forekommende utfordringene er knyttet til tilpasset opplæring, spesialundervisning og skolemiljø. Disse utfordringene ble utgangspunktet for kategoriene i analysen. Bolman & Deal (2015) sine organisasjonsteoretiske fortolkningsrammer ble valgt for å diskutere funnene. Funnene indikerer at de ansatte i stor grad ønsker å ivareta intensjonen i regelverket til det beste for elevene, men at de opplever barrierer for oppfølging. Disse barrierene er blant annet knyttet til kunnskap om regelverket, ressurser, sanksjoner og skolekultur.

• Lie, Janaina Hartveit (2020). Student participation in dialogue in individual subject curriculum meetings: students’ and parents’ perceptions. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2020.1749945. Fulltekst i vitenarkiv
• Lie, Janaina Hartveit (2020). Pupils with special educational needs: Experiencing recognition in individual subject curriculum meetings. Constellations. ISSN 1351-0487. doi: 10.1111/1467-8675.12466. Fulltekst i vitenarkiv

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• Fossan, Gry; Cameron, David Lansing & Lie, Janaina Hartveit (2025). Learning Opportunities for Workers with Disabilities: A Study of Permanent Adapted Employment (PAE). 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
• Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Vis alle 32 forfattere av denne artikkelen] (2023). Stopp nedbemanningen i skolen. 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
• Lie, Janaina Hartveit (2023). Podkast: Barnet mitt har vedtak, men får ikke spesialundervisning. [Internet]. UiO. Fulltekst i vitenarkiv Vis sammendrag

  Elever som ikke har eller kan få tilfredsstillende utbytte av den ordinære opplæringen, har rett til spesialundervisning. Men hva gjør du når barnet ditt blir hengende etter i undervisningen og bekymringen din ikke blir tatt på alvor? Eller når skolen fatter et vedtak, men ikke gir spesialundervisning? Hvem kan du klage til, og hvordan går du frem for å klage? I sjuende episode av «Det virker!» snakker vi om rettigheter.

• Wandem, Fredrik Solli & Lie, Janaina Hartveit (2023). Podkast: Barnet mitt har vedtak, men får ikke spesialundervisning. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Lie, Janaina Hartveit (2023). Barnet mitt har fått vedtak om spesialundervisning, men får det ikke. [Internet]. Forskning.no. Fulltekst i vitenarkiv Vis sammendrag

  Elever som ikke har eller kan få tilfredsstillende utbytte av den ordinære opplæringen, har rett til spesialundervisning. Men hva gjør du når barnet ditt blir hengende etter i undervisningen og bekymringen din ikke blir tatt på alvor? Eller når skolen fatter et vedtak, men ikke gir spesialundervisning? Hvem kan du klage til og hvordan går du frem for å klage?

• Lie, Janaina Hartveit; Barsøe, Lise & Jagtøien, Ina (2022). Medvirkning i skolen - hvorfor og hvordan. Fulltekst i vitenarkiv
• Herlofsen, Camilla & Lie, Janaina Hartveit (2022). Ansattes erfaringer og utfordringer i møte mellom regelverk og pedagogisk praksis. Fulltekst i vitenarkiv
• Herlofsen, Camilla & Lie, Janaina Hartveit (2021). Skoleansattes erfaringer og utfordringer i møte mellom regelverk og pedagogisk praksis. Fulltekst i vitenarkiv
• Lie, Janaina Hartveit (2019). Students with Special Educational Needs and Their Parents’ Perceptions About Dialogue in IEP Meetings. Fulltekst i vitenarkiv
• Lie, Janaina Hartveit (2020). Medvirkning i møter om individuell opplæringsplan fra elever med lærevansker : En kvalitativ intervjustudie. Universitetet i Agder. ISSN 9788284270074. Fulltekst i vitenarkiv Vis sammendrag

  This research examines the following question: What can students’, parents’ and form teachers’ experiences of communication in individual subject curriculum (ISC) meetings tell us about student opportunities for participating in the planning of ISC? The aim of this thesis is to increase knowledge about the opportunities students have to participate in the planning of their learning which takes place in individual learning plan meetings. This thesis is based on two studies, each of which seeks to address one of a total of three subordinate issues that underpin the main subject of the study. The point of departure for the research is the preamble of the Norwegian Education Act (1998, Section 1-1, sixth paragraph) which sets out the right of all students to participate. This right means that the school must ensure that students experience different forms of participation in democratic processes (NOU 2007: 6). The process which is the subject of this research concerns the school’s work in planning the special educational needs that are described in a student’s individual subject curriculum (ISC).

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