Search results for author:"Lisbeth M. Brevik"
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Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?
International Journal of Educational Research Vol. 67, No. 1 (2014) pp. 52–66
This study examined the activation of teachers’ tacit knowledge of reading comprehension strategy instruction as part of a teacher professional development course. Although studies have examined professional development courses that inform teachers...
International Journal of Educational Research Vol. 89, No. 1 (2018) pp. 80–91
This study analyses reading proficiency, reading comprehension strategy use, and interest in English as the second language (L2) of 463 upper secondary students (16-year-olds). They were identified among a national sample of 10,331 students and...
Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers
International Journal of Educational Research Vol. 68, No. 1 (2014) pp. 46–56
This article discusses how language use affects reasoning and learning in educational settings. Interactions among (1) pupils in upper secondary school, (2) teachers in upper secondary school, and (3) student teachers studying to become secondary...
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 71, No. 1 (April 2018) pp. 34–45
This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly using focus group interviews of Norwegian student...