Marte Blikstad‐bala
Biographic Data
| ID | 4782431 |
|---|---|
| NAME | Marte Blikstad‐bala |
| GIVEN NAMES | Marte |
| FAMILY NAME | Blikstad‐bala |
| SIGNATURE | BALA M B |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-5029-6837 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
When AI only asks
Generative artificial intelligence has altered the conditions under which pupils learn to write, raising concerns that the slow, effortful work of idea generation and elaboration may be bypassed when fluent text can be produced instantly. This study examines how generative AI can be employed to support students’ thinking during a prewriting session where they prepared to write a text about their hometown. Using reflexive content analysis, we exam…
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…
Digital ambitions vs. classroom reality in Norwegian lower secondary schools
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons ( N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of d…
Digital skills critical for education
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention
This study reports on a longitudinal video-based literacy coaching professional development intervention involving 38 teachers at nine Norwegian schools, targeting the use of three scaffolding practices that teachers struggle to implement in daily practices: modeling, feedback, and strategy instruction. By measuring the quality of teachers' scaffolding instruction through an observation protocol, we document how teachers were able to engage in hi…
Bringing the conceptualization and measurement of teaching into alignment
There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on conceptual understandings of teaching that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that measurement and analysis choices used by observation systems may not fully align with the conceptual understandings of teaching …
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…
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention
This study reports on a longitudinal video-based literacy coaching professional development intervention involving 38 teachers at nine Norwegian schools, targeting the use of three scaffolding practices that teachers struggle to implement in daily practices: modeling, feedback, and strategy instruction. By measuring the quality of teachers' scaffolding instruction through an observation protocol, we document how teachers were able to engage in hi…
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…
Digital ambitions vs. classroom reality in Norwegian lower secondary schools
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons ( N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of d…
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…
Bringing the conceptualization and measurement of teaching into alignment
There is a growing use of standardized observation systems to directly measure teaching quality in classrooms. These systems are based on conceptual understandings of teaching that lead to carefully operationalized rubrics that decompose teaching quality into a number of distinct dimensions. In this paper, we argue that measurement and analysis choices used by observation systems may not fully align with the conceptual understandings of teaching …
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…
Digital skills critical for education
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention
This study reports on a longitudinal video-based literacy coaching professional development intervention involving 38 teachers at nine Norwegian schools, targeting the use of three scaffolding practices that teachers struggle to implement in daily practices: modeling, feedback, and strategy instruction. By measuring the quality of teachers' scaffolding instruction through an observation protocol, we document how teachers were able to engage in hi…
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…
Digital ambitions vs. classroom reality in Norwegian lower secondary schools
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons ( N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of d…
When AI only asks
Generative artificial intelligence has altered the conditions under which pupils learn to write, raising concerns that the slow, effortful work of idea generation and elaboration may be bypassed when fluent text can be produced instantly. This study examines how generative AI can be employed to support students’ thinking during a prewriting session where they prepared to write a text about their hometown. Using reflexive content analysis, we exam…
Mathematics education (8 works) · Psychology (8 works) · Computer Science (7 works) · Pedagogy (7 works) · Norwegian (4 works) · Sociology (4 works) · Child Development and Digital Technology (3 works) · Comprehension (3 works) · Innovative Teaching and Learning Methods (3 works) · Linguistics (3 works)