Jelena Radišić Editor

Researcher Tove S. Frønes (born 1975) has worked at the Department of Teacher Education and School Research at the University of Oslo with test development and research on students' reading comprehension literacy since 2007, working on both Norwegian National reading tests and PISA. Her research interests are children’s reading in and out of school, critical reading and thinking and online reading, and in her doctoral dissertation (2017) she studied students’ navigation strategies when reading online using log files analyses. Recent research and publications have focused on contextualizing findings from large scale assessment in the national educational context and reading didactics.

Andreas Pettersen (born 1984), is a researcher at the Department of Teacher Education and School Research at the University of Oslo. His research focuses on students’ mathematical competence, mathematical tasks and teacher knowledge and is based on both quantitative and qualitative methods. In his PhD (2019), he studied the competency demands of mathematical tasks and teachers knowledge of task demands.

Jelena Radišić (born 1981), originally from Serbia, is a researcher at the Department of Teacher Education and School Research at the University of Oslo since 2016. Her work is situated in the areas of research on student, teacher and school characteristics affecting student outcomes; and teacher beliefs and practices and their impact on student learning, which she explored in her PhD (2013). In addition, she actively investigates the topics of motivation for learning; mathematics self-beliefs and academic emotions; as well as emergent literacy. In her work, Radišić employs a variety of different approaches constitutive to quantitative, qualitative and mixed methods research.

Nils Buchholtz (born 1982), originally from Germany, is an Associate Professor for mathematics education at the Department of Teacher Education and School Research at the University of Oslo since 2017. His work grounds in mathematics teacher education and the professional competence of mathematics teachers. In his PhD (2014), he studied the longitudinal development of professional knowledge of student teachers, using instruments based on the international large scale study TEDS-M. Nils Buchholtz works both quantitatively and qualitatively and has also published various studies in the field of mixed methods research.