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Oddny Judith Solheim

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Professor

University of Stavanger

Norway

Research Interests

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About

Oddny Judith Solheim is a Professor at Universitetet i Stavanger, Norway. Her research primarily focuses on school climate, student agency, and teacher engagement in literacy education. Recent contributions include studies on the role of school leader support, dyslexia knowledge among teachers, and the effectiveness of co-teaching models. Through her work, Professor Solheim aims to enhance understanding of educational practices and their impact on student achievement.

Recent Grants

Grant: Open

Supporting teachers’ enactment of classroom practices critical to students’ learning engagement

Open Date: 2022-01-01

Close Date: 2028-12-31

Grant: Open

Special Needs Education and Inclusion for the 21st Century— Achieving an Inclusive Multi-tiered System of Support

Open Date: 2021-01-01

Close Date: 2026-12-31

Grant: Close

ENGASJER - skolebasert beredskap for effektive og engasjerende tiltak for elever med svake leseferdigheter på mellomtrinnet

Open Date: 2020-01-01

Close Date: 2024-12-31

Grant: Close

ADAPTVURDER- Adaptive vurderingsverktøy for bedre læring

Open Date: 2018-01-01

Close Date: 2023-12-31

Grant: Close

Two Teachers in the Class: Increasing the Opportunities to Differentiate Literacy instruction

Open Date: 2016-01-01

Close Date: 2021-12-31

Articles (15)

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2025

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2022

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2022

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2020

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Researcher

University of Stavanger

NORWAY

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Oddny Judith Solheim

Research Interests

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About

Recent Grants

Articles (15)

A cross-cultural study of school climate and student agency in literacy

The role of school leader support on teacher’s engagement during intervention implementation

Leader support in relation to teacher self-efficacy, classroom emotional climate and students’ literacy skills in elementary school

Closing the Gap: A Conceptual Replication of an Early Reading Intervention

A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites

Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test

Co-Teaching Implementation: How Do School Leaders Support Teachers?

Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

Do students learn more with an additional teacher in the classroom? Evidence from a field experiment [Effects of an additional teacher]

Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes

Teacher relationship skills and student learning

Key Question for Literacy Co-Teachers: What Possibilities Do We Have Together?

Gender differences in early literacy: Boys’ response to formal instruction.

Can children's instructional gameplay activity be used as a predictive indicator of reading skills?

Screening for Slow Reading Acquisition in Norway and Finland – a Quest for Context Specific Predictors

Collaborators (10)

Bente Rigmor Walgermo

Kjersti Lundetræ

Venke Furre Haaland

Arild Michel Bakken

Per Henning Uppstad

Margaret Vaughn

Aslaug Fodstad Gourvennec

Catherine Lammert

Njål Foldnes

Erin M. McTigue

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