Anne-Grete Kaldahl's main interests are educational psychology, pedagogy, didactics, oracy and rhetoric in school linked to sustainability, democracy, citizenship, critical thinking, and life skills. Her research has examined what good quality oracy in school can be, and how oracy is assessed from the perspective of students and teachers. She researches using several different methodological approaches: mixed methods and rhetorical analysis such as topoi analysis. Anne-Grete received her doctorate in educational science at OsloMet (The Educational challenge of oracy – a rhetorical approach: Exploring and articulating the oracy construct in Norwegian schools). She has been a teacher in elementary and secondary education. Currently, she is an instructor for students and teachers in pre-and continuing education at OsloMET. She has been employed at the University of Bergen, Norway, at the Department of Information and Media Studies. She has been a researcher on the project DEREKRIT (democracy, rhetoric, and critical thinking in schools) and has been the coordinator of the speech competition "Seize the word!" (www.taordet.no – talekonkurranse for ungdom).
Kaldahl, Anne-Grete; Johannessen, Baard; Skotheim, Torhild (2023). Lærerstudenters opplevelse av sammenheng mellom undervisning og praksis. Thorjussen, Ingfrid M.; Goth, Ursula-Georgine Småland (Ed.). Verdier, holdninger og kompetanseutvikling i et utdanningsperspektiv. Kap. 15. p. 244-260. Fagbokforlaget.
Kaldahl, Anne-Grete (2019). Assessing oracy: Chasing the teachers' unspoken oracy construct across disciplines in the land-scape between policy and freedom. L1-Educational Studies in Language and Literature . Vol. 19.
Johannessen, Baard; Kaldahl, Anne-Grete; Skotheim, Torhild (2018). Refleksjonsøkter og trekantsamarbeid i «tur-retur»- praksis. Skandinavisk tidsskrift for yrker og profesjoner i utvikling .
Skotheim, Torhild; Johannessen, Baard; Kaldahl, Anne-Grete (2016). En lærende praksistrekant. Skandinavisk tidsskrift for yrker og profesjoner i utvikling . Vol. 1.
Kaldahl, Anne-Grete (2020). The educational challenge of oracy - a rhetorical approach: Exploring and articulating the oracy construct in Norwegian schools. ISBN: 9788283642605. 222 p.
Kaldahl, Anne-Grete (2020). Students’ voices on the unspoken oracy construct. “Find out how to do it on your own!”. Tsagari, Dina (Ed.). Language Assessment Literacy: From Theory to Practice. Chapter 9. p. 192-213. Cambridge Scholars Publishing.
Kaldahl, Anne-Grete (2019). How Teachers Understand, Teach, and Assess Oracy: Stability and variation in teachers’ practice. NERA 2019. NERA.
Kaldahl, Anne-Grete (2018). Assessment of Oracy. The 5th Nafol Conference. NAFOL.
Kaldahl, Anne-Grete (2018). Assessment of Oracy: Chasing the Teachers' Uspoken Oracy Construct Across Disciplines in a Landscape Between Policy and Freedom. The 5th NAFOL Conference. Nasjonal Forskerskole for lærerutdanning.
Kaldahl, Anne-Grete (2018). Teachers' Voices on the Standards of the Assessment of Oracy. ECER 2018.
Kaldahl, Anne-Grete (2018). Teachers' Voices on the Complexity of the Oracy Construct. EARLISIG11. University of Agder.
Kaldahl, Anne-Grete (2018). Chasing the Teachers' Oracy Construct in the Landscape between Policy and Freedom. ARLE- SIG-ORACY. ARLE.
Kaldahl, Anne-Grete (2018). The Teachers' Voices on Standards of Oracy. NERA 2018. NERA.