About
Isa Steinmann is a professor of education at the Department of Primary and Secondary Teacher Education (GFU) at OsloMet – Metropolitan University. In her research, she primarily uses data from international large-scale assessments to investigate how education systems and schools shape student achievement and educational disparities. She leads the TEPS (Teaching Education Panel Study) project, which is developing an infrastructure for quantitative research data on how teacher education is conducted in Norway, and co-leads the research group Research on Teacher Education. She is a co-convenor of Network 9 (Assessment, Evaluation, Testing and Measurement) of EERA (European Educational Research Association).
Research groups
Research projects
Ongoing research projects
-
Strategies for Achieving Equity and Inclusion in Education, Training and Learning in Democratic Europe (STRIDE)
STRIDE will provide a new, comprehensive and comparative knowledge-base on effective education reforms, policy initiatives and interventions aimed at reducing inequalities in education, training and learning outcomes in Europe.
-
Teacher Education Panel Study (TEPS)
The Teacher Education Panel Study (TEPS) is a comprehensive study on the implementation of teacher education in Norway.
Completed research projects
-
Challenging the design principle of mixed-worded questionnaire scales
The project focuses on the design principle of combining both positively and negatively worded items in questionnaire scales.
Publications and research
Scientific publications
Steinmann, Isa
; Strietholt, Rolf
(2026).
Reading more, achieving more? Long-term gender gaps in reading behavior and reading achievement.
Studies in Educational Evaluation.
Vol. 88.
https://doi.org/10.1016/j.stueduc.2026.101581
Steinmann, Isa
; Medgyesi, Márton; Symeonaki, Maria
(2026).
Do increasing participation rates in early childhood education narrow the reading achievement gap between high- and low-SES primary school students?.
Large-scale Assessments in Education.
Vol. 14.
https://doi.org/10.1186/s40536-025-00274-7
Michaelides, Michalis P.; Konstantinidou, Evi; Ivanova, Militsa;
Steinmann, Isa
(2026).
Inconsistent Responding on a Mixed-Worded Scale in the PISA 2022 Questionnaire: Prevalence and Predictors Across Seven Countries.
Journal of Psychoeducational Assessment.
https://doi.org/10.1177/07342829261440806
Veletić, Jelena; Nilsen, Trude;
Steinmann, Isa
(2026).
Limitations to teaching relate to teaching quality but not to teacher job satisfaction in Norway.
Frontiers in Education.
Vol. 11.
https://doi.org/10.3389/feduc.2026.1720576
Steinmann, Isa
;
Stovner, Roar Bakken
;
Hatlevik, Ove Edvard
;
Øgreid, Anne Kristine
;
Herseth, Janne
(2025).
How large language models can help to categorise master’s theses in teacher education: results from a pilot study.
European Journal of Teacher Education.
https://doi.org/10.1080/02619768.2025.2528812
Basharat, Sadaf;
Steinmann, Isa
(2025).
Divided desks, divided school climate conditions? Investigating the implications of single-sex schooling.
Equity in Education & Society.
https://doi.org/10.1177/27526461251348603
Hukkelberg, Silje Sommer;
Steinmann, Isa
; Nærde, Ane
(2025).
The relative age effect on teacher-rated academic competence: a study among early primary school students.
Scandinavian Journal of Educational Research.
https://doi.org/10.1080/00313831.2025.2459402
Steinmann, Isa
; Chen, Jianan; Braeken, Johan
(2024).
Who Responds Inconsistently to Mixed-Worded Scales? Differences by Achievement, Age Group, and Gender.
Assessment in Education: Principles, Policy & Practice.
https://doi.org/10.1080/0969594X.2024.2318554
Chen, Jianan;
Steinmann, Isa
; Braeken, Johan
(2024).
Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: Cognitive abilities or personality?.
Personality and Individual Differences.
Vol. 222.
https://doi.org/10.1016/j.paid.2024.112573
Steinmann, Isa
; Strietholt, Rolf
(2024).
Die (Ent-)Gliederung des deutschen Schulsystems zwischen 1992 und 2020 in Zahlen [The (de-)tracking of the German school system between 1992 and 2020 in numbers].
Zeitschrift für Pädagogik.
https://doi.org/10.3262/ZP2406823
