Prosjektbeskrivelser og publikasjoner er tilgjengelige på CRISTIN.
Publiserte artikler:
Oddny Judith Solheim, Mari Rege & Erin McTigue: Study protocol: “Two Teachers”: A randomized controlled trial investigating individual and complementary effects of teacher-student ratio in literacy instruction and professional development for teachers
International Journal of Educational Research, Volume 86, 2017, Pages 122-130
Maria Therese Jensen, Oddny Judith Solheim og Ella Maria Cosmovici Idsøe: Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement Social Psychology of Education, Januar 2019.
Håland, A., Hoem, T.F. & McTigue, E.M.: Writing in First Grade: The Quantity and Quality of Practices in Norwegian Classrooms
Early Childhood Education Journal (2018).
Oddny J. Solheim & Vibeke Opheim: Beyond class size reduction: Towards more flexible ways of implementing a reduced pupil–teacher ratio
International Journal of Educational Research (online November 2018, in press)
Kristin Sunde, Bjarte Furnes & Kjersti Lundetræ: Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School?
Scientific Studies of Reading (online May 2019)