Astrid Roe
Biographic Data
| ID | 3749008 |
|---|---|
| NAME | Astrid Roe |
| GIVEN NAMES | Astrid |
| FAMILY NAME | Roe |
| SIGNATURE | ROE A |
| AFFILIATIONS | University of Oslo |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen
With the increasing prevalence of digital devices such as smartphones, tablets and e-readers, more and more reading is happening in digital formats – also in classrooms across the world. The present study focuses on lower secondary school students and their reading comprehension and attitudes toward reading on paper and screens. The study uses an innovative methodological approach were eye-tracking technology is used to observe ten carefully samp…
Missed opportunities of text-based instruction
Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring text-based instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norway and Sweden. Using both quantitative and qualitative approaches, we found evidence that explicit strategy instruction and cognitively challenging ta…
The Impact of Covid-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical ac…
To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms
The authors examined naturally occurring reading comprehension strategies instruction ( RCSI ) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations ( n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real‐world classroom instruction. This study thus provides additional insigh…
Justice through participation
In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have ap…
Missed opportunities of text-based instruction
Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring text-based instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norway and Sweden. Using both quantitative and qualitative approaches, we found evidence that explicit strategy instruction and cognitively challenging ta…
The Impact of Covid-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical ac…
To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms
The authors examined naturally occurring reading comprehension strategies instruction ( RCSI ) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations ( n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real‐world classroom instruction. This study thus provides additional insigh…
Justice through participation
In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have ap…
Justice through participation
In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have ap…
To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms
The authors examined naturally occurring reading comprehension strategies instruction ( RCSI ) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations ( n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real‐world classroom instruction. This study thus provides additional insigh…
The Impact of Covid-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical ac…
Missed opportunities of text-based instruction
Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations of reading instruction into everyday practice. This study examined naturally occurring text-based instruction in 237 lower secondary language arts lessons in 62 different classrooms from Norway and Sweden. Using both quantitative and qualitative approaches, we found evidence that explicit strategy instruction and cognitively challenging ta…
The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen
With the increasing prevalence of digital devices such as smartphones, tablets and e-readers, more and more reading is happening in digital formats – also in classrooms across the world. The present study focuses on lower secondary school students and their reading comprehension and attitudes toward reading on paper and screens. The study uses an innovative methodological approach were eye-tracking technology is used to observe ten carefully samp…
Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Comprehension (3 works) · Linguistics (3 works) · Reading and Literacy Development (3 works) · Reading comprehension (3 works) · Child Development and Digital Technology (2 works) · Educational Strategies and Epistemologies (2 works)