Roar Bakken Stovner
Biographic Data
| ID | 5400227 |
|---|---|
| NAME | Roar Bakken Stovner |
| GIVEN NAMES | Roar Bakken |
| FAMILY NAME | Stovner |
| SIGNATURE | STOVNER R B |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-3106-3875 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
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 …
How large language models can help to categorise master’s theses in teacher education
In many countries, master’s theses are an integral part of teacher education. While previous research categorised the thesis texts manually, we pilot if artificial intelligence (AI) large language models (LLMs) can be utilised to create a large-scale overview of master’s theses’ characteristics efficiently. Specifically, we developed a coding instrument to categorise master’s theses and (1) investigate if an LLM performs as well as teacher educat…
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathemati…
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathemati…
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathemati…
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 …
How large language models can help to categorise master’s theses in teacher education
In many countries, master’s theses are an integral part of teacher education. While previous research categorised the thesis texts manually, we pilot if artificial intelligence (AI) large language models (LLMs) can be utilised to create a large-scale overview of master’s theses’ characteristics efficiently. Specifically, we developed a coding instrument to categorise master’s theses and (1) investigate if an LLM performs as well as teacher educat…
Educational Assessment and Pedagogy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Computer Science (1 works) · Data science (1 works) · Educational Assessment and Improvement (1 works) · Educator Training and Historical Pedagogy (1 works) · Engineering (1 works)