Researcher Tove S. Frønes (born 1975) has worked at the Department of Teacher Education and School Research at the University of Oslo with test development and research on students' reading comprehension literacy since 2007, working on both Norwegian National reading tests and PISA. Her research interests are children’s reading in and out of school, critical reading and thinking and online reading, and in her doctoral dissertation (2017) she studied students’ navigation strategies when reading online using log files analyses. Recent research and publications have focused on contextualizing findings from large scale assessment in the national educational context and reading didactics.Andreas Pettersen (born 1984), is a researcher at the Department of Teacher Education and School Research at the University of Oslo. His research focuses on students’ mathematical competence, mathematical tasks and teacher knowledge and is based on both quantitative and qualitative methods. In his PhD (2019), he studied the competency demands of mathematical tasks and teachers knowledge of task demands. Jelena Radišić (born 1981), originally from Serbia, is a researcher at the Department of Teacher Education and School Research at the University of Oslo since 2016. Her work is situated in the areas of research on student, teacher and school characteristics affecting student outcomes; and teacher beliefs and practices and their impact on student learning, which she explored in her PhD (2013). In addition, she actively investigates the topics of motivation for learning; mathematics self-beliefs and academic emotions; as well as emergent literacy. In her work, Radišić employs a variety of different approaches constitutive to quantitative, qualitative and mixed methods research.Nils Buchholtz (born 1982), originally from Germany, is an Associate Professor for mathematics education at the Department of Teacher Education and School Research at the University of Oslo since2017. His work grounds in mathematics teacher education and the professional competence of mathematics teachers. In his PhD (2014), he studied the longitudinal development of professional knowledge of student teachers, using instruments based on the international large scale study TEDS-M. Nils Buchholtz works both quantitatively and qualitatively and has also published various studies in the field of mixed methods research.

• Section 1.- Equity, Equality and Diversity – Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes.- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson.- Section 2.- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson.- Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018. Kajsa Yang Hansen, Jelena Radišić, Xin Liu & Leah Natasha Glassow.- Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers’ collaboration, attitudes, ICT use and students’ ICT literacy. Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik.- Teachers’ Role in Enhancing Equity: A Multilevel Structural Equation Modelling with Mediated Moderation. Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig1 & Hege Kaarstein.- The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. Ronny Scherer.- Improving equity through national-level assessment initiatives. G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi.- Section 3. Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? Ole Kristian Bergem, Trude Nilsen, Oleksandra Mittal & Henrik Galligani Ræder.- Resilient and non-resilient students in Sweden and Norway– Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen.- Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018. Tove Stjern Frønes, Maria Rasmusson & Jesper Bremholm.- Implications of changing the delivery mode on reading tests in Norway – A gender perspective. Ragnhild Engdal Jensen.- The importance of parents’ own reading for 10-year old students’ reading achievement in the Nordic countries. Hildegunn Støle, Åse Kari H. Wagner & Knut Schwippert.- Section 4. The black box of Nordic education held against the light of large-scale international assessment resources—a critical commentary (Commentary chapter). Fritjof Sahlström.- Equity, Equality and Diversity in the Nordic countries—Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz.

Researcher Tove S. Frønes (born 1975) has worked at the Department of Teacher Education and School Research at the University of Oslo with test development and research on students' reading comprehension literacy since 2007, working on both Norwegian National reading tests and PISA. Her research interests are children’s reading in and out of school, critical reading and thinking and online reading, and in her doctoral dissertation (2017) she studied students’ navigation strategies when reading online using log files analyses. Recent research and publications have focused on contextualizing findings from large scale assessment in the national educational context and reading didactics.Andreas Pettersen (born 1984), is a researcher at the Department of Teacher Education and School Research at the University of Oslo. His research focuses on students’ mathematical competence, mathematical tasks and teacher knowledge and is based on both quantitative and qualitative methods. In his PhD (2019), he studied the competency demands of mathematical tasks and teachers knowledge of task demands. Jelena Radišić (born 1981), originally from Serbia, is a researcher at the Department of Teacher Education and School Research at the University of Oslo since 2016. Her work is situated in the areas of research on student, teacher and school characteristics affecting student outcomes; and teacher beliefs and practices and their impact on student learning, which she explored in her PhD (2013). In addition, she actively investigates the topics of motivation for learning; mathematics self-beliefs and academic emotions; as well as emergent literacy. In her work, Radišić employs a variety of different approaches constitutive to quantitative, qualitative and mixed methods research.Nils Buchholtz (born 1982), originally from Germany, is an Associate Professor for mathematics education at the Department of Teacher Education and School Research at the University of Oslo since2017. His work grounds in mathematics teacher education and the professional competence of mathematics teachers. In his PhD (2014), he studied the longitudinal development of professional knowledge of student teachers, using instruments based on the international large scale study TEDS-M. Nils Buchholtz works both quantitatively and qualitatively and has also published various studies in the field of mixed methods research.

• Section 1.- Equity, Equality and Diversity – Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes.- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson.- Section 2.- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson.- Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018. Kajsa Yang Hansen, Jelena Radišić, Xin Liu & Leah Natasha Glassow.- Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers’ collaboration, attitudes, ICT use and students’ ICT literacy. Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik.- Teachers’ Role in Enhancing Equity: A Multilevel Structural Equation Modelling with Mediated Moderation. Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig1 & Hege Kaarstein.- The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. Ronny Scherer.- Improving equity through national-level assessment initiatives. G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi.- Section 3. Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? Ole Kristian Bergem, Trude Nilsen, Oleksandra Mittal & Henrik Galligani Ræder.- Resilient and non-resilient students in Sweden and Norway– Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen.- Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018. Tove Stjern Frønes, Maria Rasmusson & Jesper Bremholm.- Implications of changing the delivery mode on reading tests in Norway – A gender perspective. Ragnhild Engdal Jensen.- The importance of parents’ own reading for 10-year old students’ reading achievement in the Nordic countries. Hildegunn Støle, Åse Kari H. Wagner & Knut Schwippert.- Section 4. The black box of Nordic education held against the light of large-scale international assessment resources—a critical commentary (Commentary chapter). Fritjof Sahlström.- Equity, Equality and Diversity in the Nordic countries—Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz.

Researcher Tove S. Frønes (born 1975) has worked at the Department of Teacher Education and School Research at the University of Oslo with test development and research on students' reading comprehension literacy since 2007, working on both Norwegian National reading tests and PISA. Her research interests are children’s reading in and out of school, critical reading and thinking and online reading, and in her doctoral dissertation (2017) she studied students’ navigation strategies when reading online using log files analyses. Recent research and publications have focused on contextualizing findings from large scale assessment in the national educational context and reading didactics.Andreas Pettersen (born 1984), is a researcher at the Department of Teacher Education and School Research at the University of Oslo. His research focuses on students’ mathematical competence, mathematical tasks and teacher knowledge and is based on both quantitative and qualitative methods. In his PhD (2019), he studied the competency demands of mathematical tasks and teachers knowledge of task demands. Jelena Radišić (born 1981), originally from Serbia, is a researcher at the Department of Teacher Education and School Research at the University of Oslo since 2016. Her work is situated in the areas of research on student, teacher and school characteristics affecting student outcomes; and teacher beliefs and practices and their impact on student learning, which she explored in her PhD (2013). In addition, she actively investigates the topics of motivation for learning; mathematics self-beliefs and academic emotions; as well as emergent literacy. In her work, Radišić employs a variety of different approaches constitutive to quantitative, qualitative and mixed methods research.Nils Buchholtz (born 1982), originally from Germany, is an Associate Professor for mathematics education at the Department of Teacher Education and School Research at the University of Oslo since2017. His work grounds in mathematics teacher education and the professional competence of mathematics teachers. In his PhD (2014), he studied the longitudinal development of professional knowledge of student teachers, using instruments based on the international large scale study TEDS-M. Nils Buchholtz works both quantitatively and qualitatively and has also published various studies in the field of mixed methods research.

• Section 1.- Equity, Equality and Diversity – Putting educational justice in the Nordic Model to a test. Nils Buchholtz, Amelie Stuart & Tove Stjern Frønes.- Measuring Equity across the Nordic Education Systems: Conceptual and Methodological Choices as Implications for Educational Policies. Oleksandra Mittal, Trude Nilsen & Julius K. Björnsson.- Section 2.- Teaching culturally diverse student groups in the Nordic countries: What can the TALIS 2018 data tell us? Julius K. Bjørnsson.- Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries: Insights from TALIS 2013 and 2018. Kajsa Yang Hansen, Jelena Radišić, Xin Liu & Leah Natasha Glassow.- Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers’ collaboration, attitudes, ICT use and students’ ICT literacy. Anubha Rohatgi, Jeppe Bundsgaard & Ove E. Hatlevik.- Teachers’ Role in Enhancing Equity: A Multilevel Structural Equation Modelling with Mediated Moderation. Trude Nilsen, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig1 & Hege Kaarstein.- The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. Ronny Scherer.- Improving equity through national-level assessment initiatives. G. A. Nortvedt, K. B. Bratting, O. Kovpanets, A. Pettersen & A. Rohatgi.- Section 3. Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? Ole Kristian Bergem, Trude Nilsen, Oleksandra Mittal & Henrik Galligani Ræder.- Resilient and non-resilient students in Sweden and Norway– Investigating the interplay between their self-beliefs and the school environment. Jelena Radišić & Andreas Pettersen.- Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018. Tove Stjern Frønes, Maria Rasmusson & Jesper Bremholm.- Implications of changing the delivery mode on reading tests in Norway – A gender perspective. Ragnhild Engdal Jensen.- The importance of parents’ own reading for 10-year old students’ reading achievement in the Nordic countries. Hildegunn Støle, Åse Kari H. Wagner & Knut Schwippert.- Section 4. The black box of Nordic education held against the light of large-scale international assessment resources—a critical commentary (Commentary chapter). Fritjof Sahlström.- Equity, Equality and Diversity in the Nordic countries—Final thoughts and looking ahead (Concluding chapter). Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić & Nils Buchholtz.