Bibliographies of Dr. Ruth Wong Professors in Teacher Education

Munthe, E., & Roland, E. (Eds.). (1989). Bullying: An international perspective. David Fulton Publishers.

Roland, E., & Munthe, E. (Eds.). (2018). Bullying (1989): An international perspective. Routledge.

Zellermayer, M., & Munthe, E. (Eds.). (2007). Teachers learning in communities: International perspectives. Sense Publishers.

Conway, P. F., & Munthe, E. (2014). The practice turn: Research-informed clinical teacher education in two countries. In J.-C. Smeby & M. Sutphen (Eds.), From vocational to professional education: Educating for social welfare (pp. 146-163). Routledge. https://doi.org/10.4324/9781315757131-10

Kvam, E. K., & Munthe, E. (2020). Strengthening knowledge development in teachers’ conversations in lesson study. In A. Murata & C. K.-E. Lee (Eds.), Stepping up lesson study: An educator’s guide to deeper learning (pp. 66-75). Routledge. https://doi.org/10.4324/9781003002536-7

Munthe, E. (1989). Bullying in Scandinavia. In E. Roland & E. Munthe (Eds.), Bullying (1989): An international perspective (pp. 66-78). Routledge. https://doi.org/10.4324/9781351233743-6

Munthe, E. (2007). Recognizing uncertainty and risk in the development of teachers' learning communities. In M. Zellermayer & E. Munthe (Eds.), Teachers learning in communities: International perspectives (pp. 15-26). Sense Publishers.

Munthe, E. (2021). How does the role of research in teacher education in Europe matter? In D. Worek & C. Kraler (Eds.), Teacher education: The Bologna process and the future of teaching (pp. 109-118). Waxmann Verlag GmbH. 

Munthe, E. (2022). Research-based teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1571-1576). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8679-5_53

Bru, E., Boyesen, M., Munthe, E., & Roland, E. (1998). Perceived social support at school and emotional and musculoskeletal complaints among Norwegian 8th grade students. Scandinavian Journal of Educational Research, 42(4), 339–356. https://doi.org/10.1080/0031383980420402

Bru, E., Stornes, T., Munthe, E., & Thuen, E. (2010). Students’ perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54(6), 519–533. https://doi.org/10.1080/00313831.2010.522842

Cosmovici, E. M., Idsoe, T., Bru, E., & Munthe, E. (2009). Perceptions of learning environment and on‐task orientation among students reporting different achievement levels: A study conducted among Norwegian secondary school students. Scandinavian Journal of Educational Research, 53(4), 379–396. https://doi.org/10.1080/00313830903043174

Forsström, S., & Munthe, E. (2023). What characterizes Nordic research on initial teacher education: A systematic scoping review. Nordic Studies in Education, 43(3), 241–259. https://doi.org/10.23865/nse.v43.5588

Gamlem, S. M., & Munthe, E. (2014). Mapping the quality of feedback to support students’ learning in lower secondary classrooms. Cambridge Journal of Education, 44(1), 75–92. https://doi.org/10.1080/0305764X.2013.855171

Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602

Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016

Keles, S., Munthe, E., & Ruud, E. (2021). A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1979670

Keles, S., ten Braak, D., & Munthe, E. (2024). Inclusion of students with special education needs in Nordic countries: A systematic scoping review. Scandinavian Journal of Educational Research, 68(3), 431–446. https://doi.org/10.1080/00313831.2022.2148277

Munthe, E. (2001). Measuring teacher certainty. Scandinavian Journal of Educational Research, 45(2), 167–181. https://doi.org/10.1080/00313830120052741

Munthe, E. (2003). Teachers’ workplace and professional certainty. Teaching and Teacher Education, 19(8), 801-813. https://doi.org/10.1016/j.tate.2003.02.002 

Munthe, E. (2009). Developing thinking and understanding in young children: an introduction for students. Teachers and Teaching, 15(6), 747–749. https://doi.org/10.1080/13540600903357066

Munthe, E. (2010). Portfolios for professional development: A research journey. Teachers and Teaching, 16(2), 277-279. https://doi.org/10.1080/13540600903478557

Munthe, E., Bjuland, R., & Helgevold, N. (2016). Lesson study in field practice: A time-lagged experiment in initial teacher education in Norway. International Journal for Lesson and Learning Studies, 5(2), 142-154. https://doi.org/10.1108/IJLLS-12-2015-0047

Munthe, E., Malmo, K. A. S., & Rogne, M. (2011). Teacher education reform and challenges in Norway. Journal of Education for Teaching, 37(4), 441–450. https://doi.org/10.1080/02607476.2011.611012

Munthe, E., & Thuen, E. (2009). Lower secondary school teachers’ judgements of pupils’ problems. Teachers and Teaching, 15(5), 563–578. https://doi.org/10.1080/13540600903139571

Munthe, E., & Westergård, E. (2023). Parents', teachers', and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis. Teaching and Teacher Education, 136, Article 104355. https://doi.org/10.1016/j.tate.2023.104355

Roland, E., & Munthe, E. (1997). The 1996 Norwegian Program for preventing and managing bullying in schools. The Irish Journal of Psychology, 18(2), 233-247. https://doi.org/10.1080/03033910.1997.10558142 

See, B. H., Munthe, E., Ross, S. A., Hitt, L., & El Soufi, N. (2022). Who becomes a teacher and why? Review of Education, 10(3), Article e3377. https://doi.org/10.1002/rev3.3377 

Thomassen, W., & Munthe, E. (2021). Educating Norwegian preservice teachers for the multicultural classroom: What knowledge do student teachers and mentor teachers express? European Journal of Teacher Education, 44(2), 234–248. https://doi.org/10.1080/02619768.2020.1758661

Thomassen, W. E., & Munthe, E. (2020). A Norwegian perspective: Student teachers’ orientations towards cultural and linguistic diversity in schools. Teaching and Teacher Education, 96, Article 103151. https://doi.org/10.1016/j.tate.2020.103151