About
Isa Steinmann is an Associate Professor at the Department of Primary and Secondary Teacher Education (GFU) at Oslo Metropolitan University. One strand of her research focuses on determining how education systems and schools affect student achievement and educational inequality outcomes. In this field, she enjoys applying methods that aim for causal inference from large-scale assessment data. Another strand of her research interests concerns how properties of international large-scale assessments are linked to their results and interact with the respondents.
Research groups
Research projects
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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.
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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.
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Teacher Education Panel Study (TEPS)
The study aims to create a comprehensive panel study infrastructure on the implementation of teacher education in Norway that traces both teacher education students, study programs, and institutions over time.
Publications and research
Scientific publications
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].
19 p.
Zeitschrift für Pädagogik.
https://doi.org/10.3262/ZP2406823
Steinmann, Isa
(2024).
Unexpected gender differences in teacher ratings of academic skills and school track recommendations.
Studies in Educational Evaluation.
Vol. 83.
https://doi.org/10.1016/j.stueduc.2024.101384
Attig, Manja; Hoferichter, Frances;
Steinmann, Isa
; Strietholt, Rolf
(2024).
Teaching quality and student reading outcomes: Evidence from a
longitudinal study from grade 5 to 7.
Studies in Educational Evaluation.
https://doi.org/10.1016/j.stueduc.2024.101347
Chen, Jianan;
Steinmann, Isa
; Braeken, Johan
(2024).
Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: Cognitive abilities or personality?.
5 p.
Personality and Individual Differences.
Vol. 222.
https://doi.org/10.1016/j.paid.2024.112573
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
Strello, Andrés; Strietholt, Rolf;
Steinmann, Isa
(2023).
Mind the Gap… But Which Gap? The Distinctions Between Social Inequalities in Student Achievement.
Social Indicators Research.
https://doi.org/10.1007/s11205-023-03196-5
Steinmann, Isa
; Rutkowski, Leslie
(2023).
The Link between Gender Gaps in School Enrollment and School Achievement.
28 p.
Comparative Education Review.
Vol. 67.
https://doi.org/10.1086/725395
Teig, Nani;
Steinmann, Isa
(2023).
Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries.
Large-scale Assessments in Education.
Vol. 11.
https://doi.org/10.1186/s40536-023-00172-w
Steinmann, Isa
; Strietholt, Rolf; Rosén, Monica
(2023).
International Reading Gaps between Boys and Girls, 1970-2016.
32 p.
Comparative Education Review.
Vol. 67.
https://doi.org/10.1086/724089
Steinmann, Isa
; Strello, Andrés; Strietholt, Rolf
(2023).
The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study.
School Effectiveness and School Improvement.
https://doi.org/10.1080/09243453.2023.2165510
