| Re‐mixing multimodal resources: multiliteracies and digital production in Norwegian media education O Erstad, Ø Gilje, T De Lange Learning, media and Technology 32 (2), 183-198, 2007 | 159 | 2007 |
| Quality in Norwegian Higher Education: A review of research on aspects affecting student learning C Damşa, T de Lange, M Elken, R Esterhazy, T Fossland, N Frølich, ... NIFU, 2015 | 99* | 2015 |
| Student-centred learning environments in higher education: From conceptualization to design C Damşa, T de Lange Uniped 42 (1), 9-26, 2019 | 83 | 2019 |
| Moving beyond peer review of teaching: A conceptual framework for collegial faculty development R Esterhazy, T de Lange, S Bastiansen, AL Wittek Review of Educational Research 91 (2), 237-271, 2021 | 63 | 2021 |
| Aktivitetsteori og læring T de Lange Pedagogikk–en grunnbok, 162-177, 2014 | 61* | 2014 |
| Pathways to quality in higher education: Case studies of educational practices in eight courses M Nerland, TS Prøitz Nordic Institute for Studies in Innovation, Research and Education NIFU, 2018 | 49 | 2018 |
| Creating shared spaces: Developing teaching through peer supervision groups T de Lange, L Wittek Mind, Culture, and Activity 25 (4), 324-339, 2018 | 28 | 2018 |
| Analysing the constitution of trust in peer-based teacher mentoring groups–a sociocultural perspective T De Lange, AL Wittek Teaching in Higher Education 27 (3), 337-351, 2022 | 25 | 2022 |
| Learning to teach and teaching to learn: Exploring microteaching as a site for knowledge integration in teacher education T de Lange, M Nerland Reconfiguring knowledge in higher education, 169-185, 2018 | 22* | 2018 |
| What is formation? A conceptual discussion M Sutphen, T de Lange Higher Education Research & Development 34 (2), 411-419, 2015 | 22 | 2015 |
| Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings T de Lange, AL Wittek, T Fossland Quality Work in Higher Education: Organisational and Pedagogical Dimensions …, 2020 | 21* | 2020 |
| Formal and non-formal digital practices: Institutionalizing transactional learning spaces in a media classroom T de Lange Learning, Media and Technology 36 (3), 251-275, 2011 | 18 | 2011 |
| How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions R Esterhazy, T De Lange, A Møystad Assessment in Education: Principles, Policy & Practice 28 (2), 135-150, 2021 | 17 | 2021 |
| Kollegaveiledning i høyere utdanning: –en empirisk analyse av veiledningssamtaler T de Lange, P Lauvås Uniped 41 (3), 259-274, 2018 | 17 | 2018 |
| Læreres bruk av og erfaringer med veiledninger til læreplaner for fag og veiledning i lokalt arbeid med læreplaner KA Rødnes, T de Lange Institutt for lærerutdanning og skoleforskning. Det utdanningsvitenskaplige …, 2012 | 17 | 2012 |
| Morgendagens medieprodusenter–Om mediefagselevers produksjonspraksiser i videregående skole O Erstad, Ø Gilje, T de Lange Rapport (med støtte fra Rådet for anvendt medieforskning/Medietilsynet …, 2007 | 17* | 2007 |
| Digital Tools and Instructional Rules: A study of how digital technologies become rooted in classroom procedures T de Lange, A Lund Outlines. Critical Practice Studies 10 (2), 36-58, 2008 | 15 | 2008 |
| Små skritt eller store sprang?: om digitale tilstander i skolen TE Hauge, A Lund Cappelen Damm Akademisk, 2012 | 14 | 2012 |
| How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment T de Lange, A Møystad, G Torgersen British Educational Research Journal 46 (6), 1279-1299, 2020 | 13 | 2020 |
| Performing teacher feedback literacy in peer mentoring meetings R Esterhazy, T de Lange, C Damşa Assessment & Evaluation in Higher Education 48 (2), 227-240, 2023 | 11 | 2023 |
Anne Line WittekProfessor i Pedagogikk, Universitetet i Oslo在 iped.uio.no 的电子邮件经过验证
