RECENT AND ONGOING PUBLICATIONS
Størksen, I., Rege, M., Solli, I. F., ten Braak, D., Lenes, R., & Geldhof, G. J. (2023). The playful learning curriculum: A randomized controlled trial. Early Childhood Research Quarterly, 64, 36-46. https://doi.org/10.1016/j.ecresq.2023.01.015
Thijssen, M., Rege, M., Solli, I.F., & Størksen, I. (2023) Cross-Productivities of Executive Functions: Evidence from a Field Experiment. Available at SSRN: https://ssrn.com/abstract=4366433 or http://dx.doi.org/10.2139/ssrn.4366433
Fidjeland, A., Rege, M., Solli, I. F., & Størksen, I. (2023). Reducing the gender gap in early learning: Evidence from a field experiment in Norwegian preschools. European Economic Review, 104413. 10.1016/j.euroecorev.2023.104413
Pollarolo, E., Kucirkova, N., Størksen, I., & Skarstein, T. H. (2023). Mathematics and Critical Thinking in ECEC. Nordisk barnehageforskning.
Evertsen, C., Størksen, I., Tharaldsen, K. B., & Kucirkova, N. (2023). Gains and challenges with the Classroom Assessment Scoring System in a social pedagogical tradition. Frontiers in Education, 7, 1053. https://doi.org/10.3389/feduc.2022.965174
AERA 2022 i-poster
Pollarolo, E., Størksen, I., Skarstein, T. H., & Kucirkova, N. (2022). Children’s critical thinking skills: perceptions of Norwegian early childhood educators. European Early Childhood Education Research Journal, 1-13. https://doi.org/10.1080/1350293X.2022.2081349
Evertsen-Stanghelle, C., Størksen, I., & Kucirkova, N. (2022) Professionals’ Perceptions of the Classroom Assessment Scoring System as a structure for professional community and development. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2022.2031245
Campbell, J. A., Idsøe, E. and Størksen, I. (2022) Screening for potential, assessing for achievement: A study of instrument validity for early identification of high academic potential in Norway. Scandinavian Journal of Education Research. https://doi.org/10.1080/00313831.2022.2042735 .
Lenes, R., Størksen, I., McClelland M., & Idsøe, T. (2022). The role of mother's education and child gender for children's vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway. European Early Childhood Education Research Journal, 1-20. https://doi.org/10.1080/1350293X.2022.2055101
ten Braak, D., Lenes, R., Purpura, D. J., Schmitt, S. A., & Størksen, I. (2022). Why Do Early Mathematics Skills Predict Later Mathematics and Reading Achievement? The Role of Executive Function. Journal of Experimental Child Psychology 214 (2021) 105306. https://doi.org/10.1016/j.jecp.2021.105306
Rege, M., Størksen, I., Solli, I.F., Kalil, A., McClelland, M., ten Braak, D., Lenes, R., Lunde, S., Breive, S.,Carlsen, M., Erfjord, I. & Hundeland, P.S. (2021). The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment. Journal of Human Resources. doi: 10.3368/jhr.0220-10749R3
Idsøe, E. M., Campbell, J. A., Idsøe, T., and Størksen, I. (2021). Development and psychometric properties of nomination scales for high academic potential in early childhood education and care. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2021.2007969
Størksen, I., Ertesvåg, S. K., & Rege, M. (2021). Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care. International Journal of Educational Research, 108, 101782. https://doi.org/10.1016/j.ijer.2021.101782
ten Braak, D., & Størksen, I. (2021). Psychometric Properties and Validity of the Ani Banani Math Test. European Journal of Developmental Psychology, 1-18. https://doi.org/10.1080/17405629.2021.1879046
Lenes, R., McClelland, M. M., ten Braak, D., Idsoe, T., & Størksen, I. (2020). Direct and Indirect Pathways from Children`s Early Self-regulation to Academic Achievement in Fifth Grade in Norway. Early Childhood Research Quarterly, 53:612-624. https://doi.org/10.1016/j.ecresq.2020.07.005
Aadland, E., Tjomsland, H. E., Johannessen, K., Nilsen, A. K. O., Resaland, G. K., Glosvik, Ø., Lykkebø, O., Stokke, R., Andersen, L. B., Anderssen, S. A., Pfeiffer, K. A., Tomporowski, P. D., Størksen, I., Bartholomew, J. B., Ommundsen, Y., Howard, S. J., Okely, A. D., Aadland, K. N. Aadland, K. N. (2020). Active Learning Norwegian Preschool(er)s (ACTNOW). Design of a cluster randomized controlled trial ... Frontiers in Psychology, 11:1382.
Lenes, R., Gonzales, C. R., Størksen, I., & McClelland, M. M. (2020). Children`s Self-regulation in Norway and the United States: The Role of Demographic Factors across Cultural Contexts. Frontiers in Psychology, doi:10.3389/fpsyg.2020.566208. https://doi.org/10.3389/fpsyg.2020.566208
Kucirkova, N., Evertsen-Stanghelle, C., Studsrød, I., Jensen, I. B., & Størksen, I. (2020). Lessons for child-computer interaction studies following the research challenges during the Covid-19 pandemic. International Journal of Child-Computer Interaction, 26, 100203.
(more publications in www.cristin.no)
RECENT BOOKS
Størksen, I. (2018). Livsmestring og livsglede i barnehagen. Kristiansand / Oslo: Cappelen DAMM.
Størksen, I., ten Braak, D., Breive, S., Lenes, R., Lunde, S., Carlsen, M., Erfjord, I. Hundeland, P. S., & Rege, M. (2018). Lekbasert læring - et forskningsbasert førskoleopplegg fra Agderprosjektet Oslo: GAN Aschehoug.
Glaser, V., Størksen, I., & Drugli, M. B. (2018). Utvikling, lek og læring i barnehagen. Forskning og praksis. (Vol. Second edition). Bergen: Fagbokforlaget.