The Knowledge Centre has produced systematic reviews, mappings and reviews of reviews on the following topics:
- ICT in education (in English)
- Physical activity in Secondary school
- Gifted children
- School dropout from upper secondary
- Teacher assessment
- The impact of psychosocial school environments on bullying
- Partnership in teacher education
Transition from kindergarten to school (in English)
This systematic review includes studies on the transition from kindergarten to school published in between 2010 and 2014. It examines measures reported in the studies and analyses how they can positively influence the transfer process. While there are few recommendations on effective measures to facilitate children’s transition from kindergarten to school, the majority of studies argue that it is important to implement a variety of transition activities over a longer period of time and that collaboration should build on relationships between children, parents and teachers. This is a translation of the report "Overganger fra barnehage til skole" (in Norwegian).
Lillejord, S., Børte, K., Halvorsrud, K., Ruud, E., & Freyr, T. (2015). Tiltak med positiv innvirkning på barns overgang fra barnehage til skole: En systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning. www.kunnskapssenter.no
A systematic mapping of the effects of ICT on learning outcomes (in English)
This mapping of research is undertaken to state whether ICTs contribute to improving students’ learning outcome. The intention is to supplement the existing knowledge base about technology use in education by asking: What may – realistically – be expected from introducing digital technology in educational settings? This is a field pervaded by conflicting ideologies, influenced by many stakeholders and agendas, which argues for such a systematic mapping. The different forms of educational technologies included in this mapping are, used in a variety of educational contexts, and with a wide range of goals. The inherent heterogeneity of the material therefore makes it difficult to draw clear conclusions concerning the effectiveness of ICT in education. However, some features appear across the studies. Although the effects are small, the systematic mapping shows a consistent positive impact from the use of ICT in classroom settings. The more rigorous meta-analysis included in the mapping, consistently report effect sizes in the range of 0,1 to 0,3. In addition, when the technology is accompanied with some kind of instructional support, either embedded in the software or through teacher supervision, the effects seem to increase significantly. Obviously, it is not the technology in itself that promotes learning outcomes, but the design of the software and/or the pedagogical use of the device.
Morgan, K., Morgan, M., Johansson, L. & Ruud, E. (2016). A systematic mapping of the effects of ICT on learning outcomes. Oslo. Knowledge Center for Education. www.kunnskapssenter.no
Physical activity in Secondary school
Lillejord, S., Vågan, A., Johansson, L., Børte, K. & Ruud, E. (2016). Hvordan fysisk aktivitet i skolen kan fremme elevers helse, læringsmiljø og læringsutbytte. En systematisk kunnskapsoversikt. Oslo. Kunnskapssenter for Utdanning. www.kunnskapssenter.no
Børte, K., Lillejord, S. & Johansson, L. (2016). Evnerike elever og elever med stort læringspotensial: En forskningsoppsummering. Oslo: Kunnskapssenter for Utdanning. www.kunnskapssenter.no.
For several years, a substantial amount of resources have been allocated to reduce dropout in Norwegian upper secondary education, yet dropout rates prove stable over time. Thus, the Ministry of Education and Research asked the Knowledge Centre for Education to conduct a systematic review of measures with a proven effect on dropout rates.
To cite: Lillejord, S., Halvorsrud, K., Ruud, E., Morgan, K., Freyr, T., Fischer-Griffiths, P., Eikeland, O. J., Hauge, T. E., Homme, A. D., & Manger, T. (2015). Frafall i videregående opplæring: En systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no
The Ministry of Education and Research wanted a solid foundation for their work on teacher assessment. As part of this policy process, the Knowledge Centre for Education conducted a systematic review on this topic.
Lillejord, S., Børte, K., Ruud, E., Hauge, T. E., Hopfenbeck, T. N., Tolo, A., Fischer-Griffiths, P. & Smeby, J.-C. (2014) Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet: En systematisk kunnskapsoversikt. KSU 1/2014. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no
The Knowledge Centre for Education was asked to conduct a review of reviews that was needed as part of the preparation of an Official Norwegian Reportr on how to develop a safe psychosocial school environment that may counteract conflicts, bullying, harassment and discrimination in schools. The resulting review of reviews was handed over to the Ministry of Education and Research in September 2014.
To cite: Lillejord, S., Ruud, E., Fischer-Griffiths, P., Børte, K., Haukaas, A. (2014) Forhold ved skolen med betydning for mobbing, Forskningsoppsummering. Oslo: Kunnskapssenter for utdanning www.kunnskapssenter.no
Partnership in teacher education
The Knowledge Centre has a strategic cooperation with ProTed – Centre of Excellence in Education, a joint venture between the University of Oslo and the University of Tromsø. Both ProTed and the Knowledge Centre have a national responsibility for knowledge development in teacher training. As part of this cooperation, the Knowledge Centre was asked to examine what, according to research, signifies good partnership models in teacher education. ProTed needed a solid research basis for their continued work on developing university schools, and to improve teacher education.
To cite: Lillejord, S. & Børte, K. (2014) Partnerskap i lærerutdanningen – en forskningskartlegging – KSU 3/2014. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no