| More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science N Teig, R Scherer, T Nilsen Learning and instruction 56, 20-29, 2018 | 137 | 2018 |
| I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science N Teig, R Scherer, T Nilsen Frontiers in psychology 10, 1697, 2019 | 73 | 2019 |
| Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data N Teig, R Scherer, M Kjærnsli Journal of Research in Science Teaching 57 (9), 1400-1429, 2020 | 40 | 2020 |
| Pertumbuhan aspek psikomotorik dalam pembelajaran fisika berbasis Observasi Gejala Fisis pada siswa SMP N Dahniar Jurnal Pendidikan Inovatif Vol 1 No 2 Maret 2006, 2006 | 29 | 2006 |
| Bringing formal and informal reasoning together—A new era of assessment? N Teig, R Scherer Frontiers in psychology 7, 1097, 2016 | 28 | 2016 |
| Science Project sebagai salah satu alternatif dalam meningkatkan keterampilan proses sains di SMP N Dahniar Jurnal pendidikan inovatif 1 (2), 35-39, 2006 | 24 | 2006 |
| Gir utforskende arbeidsmåter i naturfag bedre læringsutbytte? N Teig, OK Bergem, T Nilsen, B Senden Med blikket mot naturfag: Nye analyser av TIMSS 2019-data og trender 2015 …, 2021 | 23 | 2021 |
| Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science N Teig, T Nilsen Studies in Educational Evaluation 74, 101170, 2022 | 21 | 2022 |
| A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA N Teig, R Scherer, RV Olsen International Journal of Science Education 44 (12), 2035-2058, 2022 | 16 | 2022 |
| Inquiry in science education N Teig International Handbook of Comparative Large-Scale Studies in Education, 2022 | 16 | 2022 |
| Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation. T Nilsen, R Scherer, JE Gustafsson, N Teig, H Kaarstein Springer, 2020 | 14 | 2020 |
| The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement B Senden, T Nilsen, N Teig Studies in Educational Evaluation 78, 101274, 2023 | 12 | 2023 |
| Scientific inquiry in TIMSS and PISA 2015: Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science N Teig Department of Teacher Education and School Research, University of Oslo, 2019 | 7 | 2019 |
| Et kritisk og konstruktivt blikk på naturfaget i norsk skole T Nilsen, M Frøyland, EK Henriksen, SD Kolstø, D Jorde, M Korsager, ... Med blikket mot naturfag: Nye analyser av TIMSS 2019-data og trender 2015 …, 2021 | 6 | 2021 |
| A systematic review of studies investigating the relationships between school climate and student outcomes in TIMSS, PISA, and PIRLS T Nilsen, N Teig International Handbook of Comparative Large-Scale Studies in Education, 2022 | 5 | 2022 |
| Leveraging large-scale assessments for effective and equitable school practices: The case of the Nordic countries N Teig, I Steinmann Large-scale Assessments in Education 11 (1), 21, 2023 | 2 | 2023 |
| Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021 H Kaarstein, T Nilsen, N Teig, OK Bergem, B Senden, ACWG Lehre, ... Universitetsforlaget, 2021 | 1 | 2021 |
| Theoretical Framework of Teacher Practice N Teig, T Nilsen, K Yang Hansen Effective and Equitable Teacher Practice in Mathematics and Science …, 2024 | | 2024 |
| Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement K Yang Hansen, V Rolfe, N Teig Effective and Equitable Teacher Practice in Mathematics and Science …, 2024 | | 2024 |
| Introduction: Student Achievement and Equity Over Time in the Nordic Countries CC Kjeldsen, T Nilsen, J Hiltunen, N Teig Effective and Equitable Teacher Practice in Mathematics and Science …, 2024 | | 2024 |
Ronny SchererUniversity of OsloVerified email at cemo.uio.no
