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In the EKCO-project, after school program staff, together with researchers, will examine how after school offerings in five countries currently operate, with the aim of developing new and improved practices in the field.
Management and reporting is an important part of the research centre. Here is an overview of the management team.
In this page you will find information relevant for NCS2030 researchers.
News
Open discussions brought on by reading fiction, a sense of belonging, and a feeling of autonomy can be reasons why participating in reading groups is positive for people with cancer.
The objective of this project is to establish long-term excellent collaboration within Improved Oil Recovery (IOR) education and research groups in Norway and Brazil.
This year's conference theme: Subsurface for energy security and sustainability.
Making digital books available for children across the world
The European Union is facing a pressing challenge to transition into a carbon neutral economy by 2050. Researchers from University of Stavanger are participating in a new research project to investigate the key elements of this transition.
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The European Union is facing a pressing challenge to transition into a carbon neutral economy by 2050. Researchers from UiS are participating in a new research project to investigate the key elements of this transition.
Literacy instruction and creative writing are combined in AILIT, by cutting-edge use of AI and principles from game design.
The first Energy Norway conference was arranged 25-26 April 2022. Theme: Subsurface utilization for energy transition.
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Human Reading Assessment is an NRC-funded research project exploring new methodologies for adaptive reading assessment. The project will start in April 2024.
University of Stavanger together with NORCE, Institute for Energy Technology (IFE) and University of Bergen, are the main research institutions in NCS2030.
The centre includes an expert team of geoscientists, reservoir engineers, modellers, data scientists, economics, among others, that will work together with industry experts.
The research centre NCS2030 will find solutions that maximize the value creation of energy resources on the Norwegian continental shelf, while at the same time achieving the net-zero emission (NZE) goals.
News
Which classroom practices are critical for creating an engaging learning environment? UiS researchers from different disciplines are collaborating to find the answer to this, in a new, large research project.
Save the date for our conference on subsurface utilization for energy transition, 25-26 April 2022.
News
University of Stavanger with partners have been awarded the National Centre for Sustainable Utilization of Energy Resources on the Norwegian Shelf (NCS2030).
The Norwegian Reading Centre is an active research centre within the Faculty of Arts and Education at the University of Stavanger, Norway.
A recent Norwegian study shows strong associations between first grade students feeling liked and respected by their teacher, and their achievement in reading.
62 research assistants visit in 300 classrooms to test the reading- and writing skills of 5500 Grade 3-students in the Two Teachers project.
The Reading Centre’s Research Unit for Assessment of Literacy Skills (RUALS) develop reading- and writing assessments that provide accurate information on pupils’ skills, and that are useful for addressing individual learning needs.
Researchers at the Norwegian Reading Centre will study the use of storybook apps and print picture books in language focused reading activities in kindergartens. The aim is to develop an app that kindergarten staff can use to consider to what extent specific features of e-books are appropriate for such activities.
DigiHand explores the emergence of handwriting skills in digital classrooms.
A recent Norwegian study shows strong associations between first grade students feeling liked and respected by their teacher, and their achievement in reading.
Do you read for your toddler? Have you noticed that toddlers that are used to being read to, already have learned a lot about being a reader?
When secondary school pupils read demanding fiction, they become engaged by the difficult nature of the texts, and approach the texts in a manner that is relevant for the subject of literature, a new PhD thesis shows.
A new research projects aims to develop new measures for middle school students who struggle with reading. To successfully reach this goal, collaboration with schools and teachers in the project development phase is essential.