Siv M Gamlem
Datos Biográficos
| ID | 86474 |
|---|---|
| NOMBRE | Siv M Gamlem |
| NOMBRES | Siv M |
| APELLIDO | Gamlem |
| FIRMA | GAMLEM S M |
| AFILIACIONES | Volda University College |
| ORCID | 0000-0002-6523-0486 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Through the lens of feedback literacy
Teacher educators’ feedback literacy is pivotal in initial teacher education (ITE), where feedback supports learning while modelling professional practice. This scoping review synthesises empirical research on educators’ feedback practices. Using a refined Teacher Feedback Literacy framework as a retrospective analytical lens, the review maps 16 studies to examine how practices are operationalised across micro-, meso-, and macro-levels. Findings …
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Students' perceptions and outcome of teacher feedback
This systematic review examines students' perceptions and outcomes of teacher feedback in elementary and lower secondary education (ages 10–16). The study explores how different feedback types and personal and relational factors influence students' achievement and their cognitive, emotional, and behavioral outcomes. Following PRISMA guidelines and the PICO framework, 96 empirical studies were analyzed, focusing on feedback-related student outcome…
Same assignment—two different feedback contexts
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
Agency in Digital Education
In the rapidly evolving landscape of digital technology, the imperative for fostering agency in digital learning has become paramount [...]
Classroom management for first-year pre-service teachers
Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments o…
Exploring AI-Driven Feedback as a Cultural Tool
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students’ development as learners. By leveraging Galperin’s concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhan…
Assessment patterns in teacher education programmes
Given the crucial role that teacher education programmes play in developing teacher-students' assessment literacy, this study investigates all the course syllabi (n = 278) in primary and secondary-school teacher education programmes offered by three universities in Norway.This study aimed at identifying: 1) the assessment patterns, 2) the relationship between coursework and examination assessment within the course syllabi, and 3) the similarities…
Instructional feedback to support self-regulated writing in primary school
Feedback that enhances self-regulated learning when writing seems to rarely be provided in classrooms to beginner writers, although acting autonomously as a writer is crucial for the pupils’ further literacy development. Effective instructional feedback should be built on dialogues where the teacher supports the pupil(s) in monitoring the text, discussing qualities and weaknesses, and enhancing reflection upon what to do next. Thus, feedback inte…
Lower-secondary school teachers’ perceptions of professional development in university-school collaboration
This quantitative study used a survey to investigate lower-secondary school teachers' (n = 177) perceptions of their professional development (PD) in university-school collaboration. The descriptive statistics show that teachers' perceptions of university-school collaboration are slightly negative although there are individual differences. The results of regression analysis indicate that university-school collaboration has a positive relationship…
Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade
The quality of teacher–pupil interactions is important for pupils’ learning and engagement, and teachers play an important role in facilitating learning. Tablets are often used in primary education. This study evaluated the quality of teacher–pupil interactions during first-grade lessons, with and without tablets, during a typical school day across 18 classrooms. The Classroom Assessment Scoring System® K-3 was used to assess the quality of the i…
Students’ experiences of assessment and feedback engagement in digital contexts
This study examined students’ experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 individual interviews. The results indicated that the use of digital feedback was crucial for students’ experiences of digital feedback engagement. The final model of the path analyses suggested that stude…
Examining students' feedback engagement and assessment experiences
This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students’ use of feedback. Feedback quality was a stronger predictor for female students’ use of feedback compared to male st…
Teacher–student interactions and feedback in English as a foreign language classrooms
This study focuses on the quality of teacher–student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System–Secondary. Four cases were selected and analysed for feedback practice based on teachers' use of first language (L1: here, Norwegian) and target language (L2: here, Englis…
Mapping Teaching Through Interactions and Pupils' Learning in Mathematics
The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils' age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils' results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To…
Examining students' feedback engagement and assessment experiences
This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students’ use of feedback. Feedback quality was a stronger predictor for female students’ use of feedback compared to male st…
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Exploring AI-Driven Feedback as a Cultural Tool
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students’ development as learners. By leveraging Galperin’s concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhan…
Students’ experiences of assessment and feedback engagement in digital contexts
This study examined students’ experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 individual interviews. The results indicated that the use of digital feedback was crucial for students’ experiences of digital feedback engagement. The final model of the path analyses suggested that stude…
Mapping Teaching Through Interactions and Pupils' Learning in Mathematics
The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils' age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils' results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To…
Mapping Teaching Through Interactions and Pupils' Learning in Mathematics
The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils' age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils' results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To…
Teacher–student interactions and feedback in English as a foreign language classrooms
This study focuses on the quality of teacher–student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System–Secondary. Four cases were selected and analysed for feedback practice based on teachers' use of first language (L1: here, Norwegian) and target language (L2: here, Englis…
Examining students' feedback engagement and assessment experiences
This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students’ use of feedback. Feedback quality was a stronger predictor for female students’ use of feedback compared to male st…
Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade
The quality of teacher–pupil interactions is important for pupils’ learning and engagement, and teachers play an important role in facilitating learning. Tablets are often used in primary education. This study evaluated the quality of teacher–pupil interactions during first-grade lessons, with and without tablets, during a typical school day across 18 classrooms. The Classroom Assessment Scoring System® K-3 was used to assess the quality of the i…
Students’ experiences of assessment and feedback engagement in digital contexts
This study examined students’ experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 individual interviews. The results indicated that the use of digital feedback was crucial for students’ experiences of digital feedback engagement. The final model of the path analyses suggested that stude…
Instructional feedback to support self-regulated writing in primary school
Feedback that enhances self-regulated learning when writing seems to rarely be provided in classrooms to beginner writers, although acting autonomously as a writer is crucial for the pupils’ further literacy development. Effective instructional feedback should be built on dialogues where the teacher supports the pupil(s) in monitoring the text, discussing qualities and weaknesses, and enhancing reflection upon what to do next. Thus, feedback inte…
Lower-secondary school teachers’ perceptions of professional development in university-school collaboration
This quantitative study used a survey to investigate lower-secondary school teachers' (n = 177) perceptions of their professional development (PD) in university-school collaboration. The descriptive statistics show that teachers' perceptions of university-school collaboration are slightly negative although there are individual differences. The results of regression analysis indicate that university-school collaboration has a positive relationship…
Assessment patterns in teacher education programmes
Given the crucial role that teacher education programmes play in developing teacher-students' assessment literacy, this study investigates all the course syllabi (n = 278) in primary and secondary-school teacher education programmes offered by three universities in Norway.This study aimed at identifying: 1) the assessment patterns, 2) the relationship between coursework and examination assessment within the course syllabi, and 3) the similarities…
Students' perceptions and outcome of teacher feedback
This systematic review examines students' perceptions and outcomes of teacher feedback in elementary and lower secondary education (ages 10–16). The study explores how different feedback types and personal and relational factors influence students' achievement and their cognitive, emotional, and behavioral outcomes. Following PRISMA guidelines and the PICO framework, 96 empirical studies were analyzed, focusing on feedback-related student outcome…
Same assignment—two different feedback contexts
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
Agency in Digital Education
In the rapidly evolving landscape of digital technology, the imperative for fostering agency in digital learning has become paramount [...]
Classroom management for first-year pre-service teachers
Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments o…
Exploring AI-Driven Feedback as a Cultural Tool
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students’ development as learners. By leveraging Galperin’s concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhan…
Through the lens of feedback literacy
Teacher educators’ feedback literacy is pivotal in initial teacher education (ITE), where feedback supports learning while modelling professional practice. This scoping review synthesises empirical research on educators’ feedback practices. Using a refined Teacher Feedback Literacy framework as a retrospective analytical lens, the review maps 16 studies to examine how practices are operationalised across micro-, meso-, and macro-levels. Findings …
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Mathematics education (11 obras) · Psychology (11 obras) · Pedagogy (9 obras) · Computer Science (7 obras) · Student Assessment and Feedback (7 obras) · Peer feedback (5 obras) · Literacy (4 obras) · Teacher education (4 obras) · Teacher Education and Leadership Studies (4 obras) · Educational Assessment and Improvement (3 obras)