Trude Nilsen
Biographic Data
| ID | 4643059 |
|---|---|
| NAME | Trude Nilsen |
| GIVEN NAMES | Trude |
| FAMILY NAME | Nilsen |
| SIGNATURE | NILSEN T |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-1640-4598 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
School climate and student achievement
Limitations to teaching relate to teaching quality but not to teacher job satisfaction in Norway
Teaching quality is crucial for positive student outcomes, yet it can be limited by challenges in the classroom. In this study, we examine how teacher-reported limitations to teaching (e.g., student absenteeism, disruptive behavior, lack of engagement, language barriers) relate to student-reported teaching quality. We also explore whether teacher job satisfaction mediates this relationship. Using data from the Norwegian extension of the TIMSS 201…
Teacher job satisfaction
In response to growing international attention to teacher retention and workforce sustainability, organizations such as UNESCO have identified teacher shortages as a major policy issue, with declining job satisfaction as a potential contributing factor. Using data from TALIS cycles 2008‒2024, this study investigates (1) if average teacher job satisfaction has changed internationally over the past 16 years, and (2) if teacher job satisfaction chan…
Teacher quality and mathematics achievement gains
Student characteristics and mathematics achievement growth
Understanding how student characteristics are associated with learning outcomes is central to evaluating educational systems. However, international comparative evidence has relied largely on cross-sectional studies that do not account for prior achievement, thereby limiting insight into the roles of prior achievement, gender, and socioeconomic status. Using panel data from the TIMSS Longitudinal Study, this paper examines mathematics achievement…
Teaching quality
Context matters
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …
Using Generalizability Theory to examine the effects of presentation order on classroom observation scores
Background Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods Using a cross-over design, we randomly assigned four raters to score 30 vid…
Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students
Academic resilience, which describes how disadvantaged students excel in schools, has gained attention for its potential to narrow achievement gaps and reduce educational inequalities. While malleable protective factors in the learning environment have been extensively studied, institutional factors like school spending have received less attention. This study utilizes Norwegian register data to examine how the amount and allocation of school spe…
The validity of student ratings of teaching quality
Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (T…
Profiles of instructional quality in primary and secondary education
Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Stu…
Associations between sleep deficit and academic achievement - triangulation across time and subject domains among students and teachers in TIMSS in Norway
Sleep deficits were associated with school achievements in mathematics and science among Norwegian 9th graders. Mediation analyses revealed that sleep deficits explained a significant part of the decline in academic achievements. Insufficient sleep may have negative public health implications and influence adolescents' academic achievements and competences, and should therefore be discussed in both the educational and health systems
Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS
This article describes associations between breakfast intake and school achievements among Norwegian 9th graders in 2015 and 2019. The study involved a representative sample based on Trends in International Mathematics and Science Study (TIMSS), N = 4499 (2015) and N = 4685 (2019). This trend study using structural equation modelling and triangulation revealed a significant positive association between breakfast intake and school achievements amo…
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction
School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011
Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS
This article describes associations between breakfast intake and school achievements among Norwegian 9th graders in 2015 and 2019. The study involved a representative sample based on Trends in International Mathematics and Science Study (TIMSS), N = 4499 (2015) and N = 4685 (2019). This trend study using structural equation modelling and triangulation revealed a significant positive association between breakfast intake and school achievements amo…
School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction
Profiles of instructional quality in primary and secondary education
Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Stu…
Associations between sleep deficit and academic achievement - triangulation across time and subject domains among students and teachers in TIMSS in Norway
Sleep deficits were associated with school achievements in mathematics and science among Norwegian 9th graders. Mediation analyses revealed that sleep deficits explained a significant part of the decline in academic achievements. Insufficient sleep may have negative public health implications and influence adolescents' academic achievements and competences, and should therefore be discussed in both the educational and health systems
Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS
This article describes associations between breakfast intake and school achievements among Norwegian 9th graders in 2015 and 2019. The study involved a representative sample based on Trends in International Mathematics and Science Study (TIMSS), N = 4499 (2015) and N = 4685 (2019). This trend study using structural equation modelling and triangulation revealed a significant positive association between breakfast intake and school achievements amo…
The validity of student ratings of teaching quality
Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (T…
Context matters
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …
Using Generalizability Theory to examine the effects of presentation order on classroom observation scores
Background Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods Using a cross-over design, we randomly assigned four raters to score 30 vid…
Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students
Academic resilience, which describes how disadvantaged students excel in schools, has gained attention for its potential to narrow achievement gaps and reduce educational inequalities. While malleable protective factors in the learning environment have been extensively studied, institutional factors like school spending have received less attention. This study utilizes Norwegian register data to examine how the amount and allocation of school spe…
School climate and student achievement
Limitations to teaching relate to teaching quality but not to teacher job satisfaction in Norway
Teaching quality is crucial for positive student outcomes, yet it can be limited by challenges in the classroom. In this study, we examine how teacher-reported limitations to teaching (e.g., student absenteeism, disruptive behavior, lack of engagement, language barriers) relate to student-reported teaching quality. We also explore whether teacher job satisfaction mediates this relationship. Using data from the Norwegian extension of the TIMSS 201…
Teacher job satisfaction
In response to growing international attention to teacher retention and workforce sustainability, organizations such as UNESCO have identified teacher shortages as a major policy issue, with declining job satisfaction as a potential contributing factor. Using data from TALIS cycles 2008‒2024, this study investigates (1) if average teacher job satisfaction has changed internationally over the past 16 years, and (2) if teacher job satisfaction chan…
Teacher quality and mathematics achievement gains
Student characteristics and mathematics achievement growth
Understanding how student characteristics are associated with learning outcomes is central to evaluating educational systems. However, international comparative evidence has relied largely on cross-sectional studies that do not account for prior achievement, thereby limiting insight into the roles of prior achievement, gender, and socioeconomic status. Using panel data from the TIMSS Longitudinal Study, this paper examines mathematics achievement…
Teaching quality
Academic achievement (8 works) · Early Childhood Education and Development (7 works) · Mathematics education (7 works) · Psychology (7 works) · School Choice and Performance (6 works) · Norwegian (5 works) · Educational Assessment and Improvement (4 works) · Longitudinal study (4 works) · Student achievement (4 works) · Teacher Education and Leadership Studies (4 works)