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Christian Brandmo
Christian Brandmo
Professor, Department of Special Needs Education, University of Oslo
Verified email at isp.uio.no - Homepage
Title
Cited by
Cited by
Year
Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension
I Bråten, Ø Anmarkrud, C Brandmo, HI Strømsø
Learning and Instruction 30, 9-24, 2014
2172014
Antecedents of Norwegian beginning teachers’ turnover intentions
D Tiplic, C Brandmo, E Elstad
Cambridge journal of education 45 (4), 451-474, 2015
1612015
Revisiting instructional and transformational leadership
M Aas, C Brandmo
Journal of Educational Administration 54 (1), 92-110, 2016
982016
Motivation to become a teacher: A Norwegian validation of the Factors Influencing Teaching Choice Scale
K Nesje, C Brandmo, JL Berger
Scandinavian Journal of Educational Research 62 (6), 813-831, 2018
812018
A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers
I Bråten, C Brandmo, Y Kammerer
Journal of Educational Computing Research 57 (4), 877-900, 2018
552018
Bridging classroom assessment and self-regulated learning
C Brandmo, E Panadero, TN Hopfenbeck
Assessment in Education: Principles, Policy & Practice 27 (4), 319-331, 2020
452020
Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement
I Bråten, LE Ferguson, Ø Anmarkrud, HI Strømsø, C Brandmo
International Journal of Educational Research 66, 1-12, 2014
432014
Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
ES Lund, I Bråten, C Brandmo, EW Brante, HI Strømsø
Reading and Writing 32 (1), 335-356, 2019
412019
Group coaching that promotes self-efficacy and role clarity among school leaders
C Brandmo, M Aas, T Colbjørnsen, R Olsen
Scandinavian Journal of Educational Research, 1-17, 2019
332019
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
C Brandmo, I Bråten, O Schewe
Social Psychology of Education 22 (1), 43-61, 2019
312019
Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics.
C Brandmo, I Bråten
Learning and Individual Differences 62, 89-97, 2018
302018
Fostering self-regulated learning: An introduction
C Brandmo, JL Berger
Journal of Cognitive Education and Psychology 12 (2), 127-137, 2013
302013
Om undervisning og læring
L Wittek, C Brandmo
Når læring er det viktigste, undervisning i høyere utdanning 2, 19-39, 2016
262016
Ulike tilnærminger til læring: Et historisk riss
L Wittek, C Brandmo
Pedagogikk, en grunnbok, 113 -132, 2014
21*2014
Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership
C Brandmo, D Tiplic, E Elstad
International Journal of Leadership in Education, Theory and Practice, 1-20, 2019
192019
The achievement goal theory as an approach to study school principals’ leadership motivation
C Brandmo, D Tiplic, E Elstad
Problems of Education in the 21st Century 58, 27, 2014
172014
Metakognisjon og selvregulert læring
C Brandmo
Pedagogikk, en grunnbok, 197 - 213, 2014
152014
Factors motivating students to become secondary school teachers: Evidence from Norway
C Brandmo, K Nesje
Global perspectives on teacher motivation, 94-124, 2017
142017
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the …
CH Cheng, I Bråten, FY Yang, C Brandmo
Journal of Research in Science Teaching, 2021
132021
Kognitive og sosialkognitive tilnærminger til læring
C Brandmo
Pedagogikk, en grunnbok, 179 - 196, 2014
132014
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