Tony Burner

Professor

Faculty of Humanities, Sports and Educational Science
Department of Languages and Literature Studies
Campus Drammen (5609)
Burner's professorship is based on the following four research areas: formative assessment; student-centered/democratic learning; school development/interventionist research; diversity/multilingualism. He has co-authored the textbook Global Visions (2017) for Vg2/Vg3 International English, co-edited 101 Ways to Work with Communicative Skills: Theoretical and Practical Approaches in the English Classroom (2019), co-authored the textbook Echo (2020) for English in middle schools, and co-authored Faglærer i grunnskolen (2021) where the target group is teacher education. Burner was awarded the title of Excellent Teacher Practitioner in 2022.

Responsibilities

  • Course leader: Assessment and learning (PhD course, 2021-to date)
  • Course leader: English Master program, Teacher Education (2019-to date)
  • Head of the research team DiCE (2019-to date)
  • Faculty advisor: Developing Doctoral Supervision (2017-to date)
  • Head of the research team PASIE (2016-2019)
  • Head of the research team Kompetanse for mangfold (2015-2019)
  • Course leader: English 1 and English 2, Teacher Education, campus Drammen (2007-2013, 2017-2018)
  • Course leader: English 2 professional development program (2015-2017)
  • Course leader: English as an International Language, ITEPS (2015-2016)
  • Course leader: English Education, PGCE (PPU) (2007-2011)

Competences

Libraries in Viken, Vestfold and Telemark can book the following talks for general audience.

Areas of interest:

English education, theories of learning, curriculum studies, assessment, second language acquisition, diversity, multilingualism, Cultural-Historical Activity Theory, interventionist research, research methods (quantitative, qualitative, mixed), school development, teacher professional development, doctoral supervision
Teaching:
English and English education
Subject areas:
English, Norwegian as a second language, History

CV

Education:

Work experience:

  • 2021-to date: Adjunct Professor (professor II), UiS
  • 2017-to date: Full Professor, USN
  • 2018-2020:    Adjunct Professor (professor II), OsloMet
  • 2015-2017:    Associate Professor, USN
  • 2013-2014:    Visiting Scholar, QUT, Brisbane, Australia, w/Professor Val Klenowski
  • 2011-2015:    PhD Candidate, HBV/NTNU
  • 2008-2012:    Adjunct Assistant Professor (høgskolelektor II), HiT (online teaching)
  • 2007-2011:    Assistant Professor, HiBu
  • 2007-2010:    English teacher at various high schools 
  • 2006-2007:    Teacher at Bjertnes senior high school (Norwegian, Social Science and English)
  • 2004-2005:    Teacher at Nordberg junior high school (Social Science and English)
  • 2003-2005:    Teacher at Rosenhof and Folkeuniversitetet Adult Education (Norwegian as a Second Language)
  • 2003:             Teacher at Sogn senior high school (English in vocational programs)

Professional tasks and memberships:

Projects:

Publications

Selected publications:

Burner, T. (2022). Assessments of and for LBC. In Reinders, H., Lai, C., & Sundqvist, P. The Routledge Handbook of Language Learning and Teaching Beyond the Classroom (pp. 286-296). Routledge.

Burner, T. & Svendsen, B. (2022). Social change through education: A Scandinavian approach. In Baikady R., Sajid S., Nadesan V., Przeperski J., Rezaul I., & Gao J. (eds.), The Palgrave Handbook of Global Social Change. Palgrave Macmillan. 

Burner, T. & Carlsen, C. (2022). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism, 19(1), 35-49.

Bader, M., Iversen, S. H. & Burner, T. (2021). Students' perceptions and use of a new digital tool in teacher educationNordic Journal of Digital Literacy16(1), 21-33.

Burner, T. and Osler, A. (2021). Language, citizenship and schooling: A minority teacher’s perspectiveLondon Review of Education, 19(1), 7, 1-14.

Burner, T. & Svendsen, B. (2020). A Vygotskian perspective on teacher professional development. Education, 141(1), 11-21.

Burner, T. & Svendsen, B. (2020). Activity Theory - Lev Vygotsky, Aleksei Leont'ev, Yrjö Engeström. In Apkan, B. & Kennedy, T. J. (eds.), Science Education in Theory and Practice. An Introductory Guide to Learning Theory (pp. 311-322). Springer. 

Burner, T., Bjerkholt, E., Gaathaug, A. V., Kleiven, S. & Ljoså, T. M. (2020). Doctorateness across higher education institutions in NorwayUniped, 43(1), 3-18. 

Tavakoli, E., Amirian, M. R., Burner, T., Davoudi, M. & Ghaniabi, S. (2019). Formative Assessment of Writing (FAoW): A confirmatory factor structure studyInternational Journal of Assessment Tools in Education, 6(3), 344-361.

Gillespie, A. & Burner, T. (2019). Principals' views on the implementation of grade-free middle schools in Norway: Justifications, challenges and opportunitiesNordic Journal of Education and Practice, 13(2), 21-38.

Burner, T. (2019). Assessment in secondary education (Norway). In Corsaro, W. & Hognestad, K. (eds.), Bloomsbury Education and Childhood Studies. Bloomsbury Academic.

Burner, T. (2019). Aligning assessment and learning using cultural-historical activity theoryAssessment Matters, 13(1), 91-112.

Burner, T., Carlsen, C. & Kverndokken, K. (eds.) (2019). 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget.

Burner, T. (2019). PhD revisited: Formative assessment of writing in English: A school-based study of perceptions, practices and transformations. In Rindal, U. & Brevik, L. M. (eds.), English didactics in Norway - 30 years of doctoral research, Chapter 4.  Universitetsforlaget. 

Bader, M., Burner, T., Iversen, S. H. & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfoliosAssessment & Evaluation in Higher Education, 44(7), 1017-1028.

Tavakoli, E., Amirian, M. R., Burner, T., Davoudi, M. & Ghaniabadi, S. (2018). Operationalization of formative assessment in writing: An intuitive approach to the development of an instrumentTaḥqīqāt-i kārburdī dar zabān-i ingilisī [Applied Research on English Language], 7(1), 265-290. 

Burner, T., Skjelbred, T., & Aamaas, Å. (2018). Critical perspectives on perceptions and practices of diversity in educationNordic Journal of Comparative and International Education2(1), 3-15.

Burner T. (2018). Why is educational change so difficult and how can we make it more effective? Research and Change1(1), 122–134.

Burner, T. (2018). Formative assessment in English. In Bøhn, H., Dypedahl, M., & Myklevold, G. A. (eds.), Teaching and learning English (pp. 248-265). Cappelen Damm Akademisk.

Burner, T., Madsen, J., Zako, N., & Ismail, A. (2017). Three secondary school teachers implementing student-centered learning in Iraqi KurdistanEducational Action Research, 25(3), 402-419.

Burner, T., & Biseth, H. (2016). A critical analysis of an innovative approach: A case of diversity in Norwegian educationSAGE OpenSpecial issue on student diversity, 1-11.

Burner, T. (2016). Ethical dimensions when intervening in classroom research. Problems of Education in the 21st century, 73, 18-26.

Burner, T. (2016). Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research, 60(6), 626-648.

Burner, T. (2015). Processes of change when using portfolios to enhance formative assessment of writing. Assessment Matters, 9(2), 53-79.

Burner, T. (2014). The potential benefits of portfolio assessment in second and foreign language writing contexts: A review of the literatureStudies in Educational Evaluation, 43(4), 139-149.

Burner, T. (2011). English – so much more than Great Britain and the USA. Communicare, 1, 14-16. National center for foreign languages in education. Østfold University College.

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For a complete list of publications, see Cristin

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