Hjem
  • E-postLise.Jones@uib.no
  • Telefon+47 55 58 90 85
  • Besøksadresse
    Christiesgt. 12
  • Postadresse
    Postboks 7807
    5020 BERGEN
  • Voksnes læring
  • Fengselsopplæring
  • Lese- og skrivevansker hos voksne
  • Motivasjon og mestring
  • Digital kompetanse i skolen
Vitenskapelig artikkel
  • 2020. Prisoners' academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners. International Review of Education. 1-24.
  • 2020. Dental students’ professional communication skills: Using a student response system and peer discussion to raise awareness of the importance of good professional communication skills in practice periods. . Designs for Learning.
  • 2019. The relationship between teachers’ perceived classroom management abilities and their professional digital competence: Experiences from upper secondary classroom. Designs for Learning. 80-98.
  • 2019. Face-to-face and remote teaching in a doctoral education course : using flipped classroom, formative assessment and remote teaching to increase the teaching quality of a literature review course . UNIPED. 194-214.
  • 2018. Selvrapporterte leseferdigheter blant unge voksne i Norge. Psyke & Logos. 114-132.
  • 2018. Everyday Digital Schooling – implementing tablets in Norwegian primary school. Examining outcome measures in the 1st cohort. . Nordic Journal of Digital Literacy. 152-178.
  • 2017. Utdanningsledelse og digitale læringsformer i høyere utdanning. UNIPED. 18-37.
  • 2017. Innsette i fengsel under 25 år: Tek utdanning, men har vanskar med lesing, skriving, rekning og ADHD. Bedre Skole. 32-39.
  • 2017. Detecting Preschool language impairment and risk of develpmental dyslexia. Journal of Research in Childhood Education. 295-311.
  • 2017. Academic self-efficacy, educational motives and aspects of the prison sentence as predictors for participation in prison education. Journal of Correctional Education. 19-40.
  • 2016. Upper secondary school teachers' digital competence : analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy. 143-164.
  • 2016. Spørreskjema om voksnes lesing (SLV) som screeninginstrument for leseferdigheter : erfaringer fra bruk i en surveyundersøkelse blant norske innsatte. Norsk tidsskrift for logopedi. 14-25.
  • 2016. Retningslinjer og vurderingskriterier for den artikkelbaserte ph.d-avhandlingen. UNIPED. 78-93.
  • 2016. Flipped classroom i naturfag. Finnes det en sammenheng mellom omvendt undervisning (flipped classroom) og elevprestasjoner i naturfag? . Norsk pedagogisk tidsskrift. 61-73.
  • 2016. En undersøkelse av lese- og skriveferdigheter blant unge voksne : skiller innsatte seg fra andre med sammenlignbart utdanningsnivå? Spesialpedagogikk. 53-67.
  • 2015. Klasseleiing i teknologirike klasserom i vidaregåande opplæring (Rogalandsstudien). Norsklæreren. 36-50.
  • 2015. Digital Learning Aids for Nynorsk Pupils in School - A Politically Sensitive Area or a Question of a Deeper Scientific Understanding of Learning? Seminar.net - Media, technology and lifelong learning. 194-208.
  • 2014. Innsette med lærevanskar ønskjer opplæring under soning. Spesialpedagogikk. 71-78.
  • 2013. Participation in prison education: Is it a question of reading and writing self-efficacy and actual skills? Journal of Correctional Education. 41-62.
  • 2012. Reading and writing self-efficacy of incarcerated adults. Learning and Individual Differences. 343-349.
  • 2011. An examination of the relationship between self-reported and measured reading and spelling skills among incarcerated adults in Norway. Journal of Correctional Education. 26-50.
  • 2010. Ethical monitoring: conducting research in a prison setting. Research Ethics. 10-16.
  • 2010. An examination of shared variance in self-report and objective measures of attention in the incarcerated adult population. Journal of Attention Disorders. 182-193.
  • 2008. Special needs student in higher education. US-China Education Review. 58-67.
  • 2007. Situert læring, digital kompetanse og tilpassa opplæring. Norsk pedagogisk tidsskrift. 316-328.
Rapport
  • 2017. Norske innsatte: Kartlegging av lesevansker og oppmerksomhetsvansker 2015. .
  • 2017. "Vi er ganske gode i hverdagen"... Fengselsbetjenters fortellinger om rolle og posisjon i møte med innsatte og deres utdanningssituasjon i norske fengsler. .
  • 2014. Norske innsatte: Lesevansker og oppmerksomhetsvansker. .
  • 2013. Innsatte i norske fengsel: Lese- og skriveferdigheter og mestringforventningers betydning for deltakelse i utdanning. .
  • 2008. Innsatte i Bergen fengsel: Delrapport 3: Leseferdigheter og grunnleggende kognitive ferdigheter. .
  • 2007. Innsatte i Bergen fengsel:Delrapport 2: Lesevaner, leseerfaringer og leseferdigheter. .
  • 2007. Innsatte i Bergen fengsel: Leseferdigheter og lesevansker. .
Populærvitenskapelig foredrag
  • 2017. Kartlegging av femåringers språk. Tidlig identifisering av risiko for språkvansker og dysleksi.
Vitenskapelig foredrag
  • 2019. How can prisoners be motivated to start and complete an education?
  • 2017. Digital inequality in school.
  • 2016. What assessment tools can detect language impairment in pre-schoolers?
  • 2016. Upper Secondary School Teachers' Digital Competence: Analyzed By Demographic, Personal And Professional Characteristics.
  • 2016. Kartlegging av femåringars språk. Kva kan tre ulike kartleggingsinstrument fortelja oss?
  • 2016. Kartlegging av 5-åringers språk. Hva kan tre ulike kartleggingsinstrument fortelle oss?
  • 2015. Investigating communication in 5-year-olds.
  • 2013. What predicts participation in in education?
  • 2013. THE SMILE PROJECT Teachers’ digital competence in upper secondary school.
  • 2009. Validation of the Adult Dyslexia Check List.
  • 2009. Reading impairments and phonological deficits among prison inmates in Norway.
  • 2009. Ethical monitoring: Doing research in a prison setting.
  • 2008. Ethical monitoring: Doing research in a prison setting.
  • 2007. Self-reported reading skills among prison inmates in Norway: Is there a need for further assessment?
  • 2007. Reading and Health: Does good reading promote an experience of good health among inmates?
  • 2007. Literacy in the Norwegian prison population: The role of literacy in education and work career among Norwegian inmates.
  • 2007. Does self reporting accurately reflect reading skills?
Vitenskapelig monografi
  • 2013. Sammenhengen mellom IKT-bruk og læringsutbytte (SMIL) i videregående opplæring. Hvilken sammenheng er det mellom IKT-bruk og (intendert, subjektivt, og objektivt) læringsutbytte i videregående opplæring? Sluttrapport.
Kronikk
  • 2016. «De beste blant oss» dropper ut. Tidsskrift for Norsk Psykologforening. 1022-2024.
  • 2016. Den digitale ulikskapen. Klassekampen. 16-17.
  • 2016. Akutt behov for spesialpedagogisk kompetanse. Dag og Tid. 35-35.
  • 2014. Digitale distraksjonar. Klassekampen.
  • 2011. Digital Matteus-Effekt. Klassekampen.
  • 2007. Leseferdigheter blant innsatte. Utdanning.
Doktorgradsavhandling
  • 2012. Effects of reading skills, spelling skills and accompanying efficacy beliefs on participation in education. A study in Norwegian prisons.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
  • 2020. Theoretical considerations of digital competence and digital inequality in upper secondary school. 19 sider.
  • 2020. Spesialpedagogikk og spesialundervisning - noen sentrale momenter. 39 sider.
  • 2020. Individuelle opplæringsplaner i skolen. 18 sider.
  • 2020. Digital competence and digital inequality in upper secondary school. A Mixed Method Study. 22 sider.
  • 2019. Literacy skills, academic self-efficacy, and participation in prison education. 19 sider.
  • 2019. Kvinner i fengsel. 8 sider.
  • 2019. Kvalitativ forskingsdesign i grunnskulelærarutdanninga. 12 sider.
  • 2019. Kva er kvalitativ forsking i lærarutdanninga? 30 sider.
  • 2019. Implementing tablets in Norwegian primary schools: Examining the outcome measures in the second cohort. 29 sider.
  • 2018. ICT and Digital Divides. 18 sider.
  • 2016. Omvendt undervisning i matematikk - en eksplorativ casestudie om en matematikk-lærers erfaringer med metoden. 23 sider.
  • 2007. Digital kompetanse og tilpassa opplæring. 24 sider.
Sammendrag/abstract
  • 2017. Hvilke lærere har mest digital kompetanse? utdanningsforskning.no.
Poster
  • 2008. Can a rating scale for attention deficits identify attention problems among prison inmates?
  • 2007. Self-reported and assessed reading skills among prison inmates in Norway: is there a need for further assessment?

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