Tony Burner

Professor - Merittert underviser

Fakultet for humaniora, idretts- og utdanningsvitenskap
Institutt for språk og litteratur
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.

Ansvarsområder

  • Course leader: Assessment and learning (PhD course, 2021- 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 Master program, Teacher Education (2019-2022)
  • 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)

Kompetanse

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 education
Teaching:
English and English education
Subject areas:
English, Norwegian as a second language, History

CV

Education:

Work experience:

  • 2021-to date: Professor II, UiS
  • 2017-to date: Full Professor, USN
  • 2018-2020:    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:

Popular press, interviews and selected public disseminations:

  • Arbeidsvilkår for vitenskapelig ansatte, Khrono 18.07.22 og Forskerforum 01.08.22
  • Norsk Lektorlag forsterker myter om eksamen, svar til Jon Olav Lindbakk, Utdanning, 16.05.2022
  • Skoleeksamener, Utdanning, 04.05.2022
  • Akademisk ytringsfrihet, Khrono, 10.04.2022
  • Lærere under pandemien, Drammens Tidende, 10.01.2022
  • Vitenskapelige ansattes arbeidsvilkår, Khrono, 30.11.2021
  • Minoritetslærer, Drammens Tidende, 25.05.2021 (m/Prof. Audrey Osler)
  • Tilbakemeldinger, podcast (24.05.2021)
  • Karakterfrie skoler, Utdanningsnytt, 05.04.32021 (m/Dr Astrid Gillespie) og podcast (19.04.2021)
  • Reform av videregående skole, Drammens Tidende (29.03.2021) og podcast (03.04.2021)
  • Trenger vi eksamen?, Utdanningsforbundet, 10.03.2021
  • Begrunnelser og eksamener, Khrono, 18.02.2021
  • Uheldige praksiser i akademia, Forskerforum, 05.02.2021 (m/Sissil L. Heggernes & Dr. Bodil Svendsen)
  • Lærerutdannere, Drammens Tidende, 30.12.2020
  • Endringer i koronatid, Dagsavisen, 15.05.2020
  • Digitalisering av utdanning, Dagsavisen, 18.04.2020
  • Eksamen svekker god læringskultur, svar til Rita Helgesen, Khrono, 03.04.2020 (m/ Prof. Kjell Lars Berge)
  • Trenger vi eksamen?, Drammens Tidende og Khrono, 26.03.2020
  • FoU-oppgaver i lærerutdanningene, Forskning.no, 11.03.2020 (m/ Dr. Bodil Svendsen)
  • Ytringsfrihet i akademia, Khrono, 04.03.2020
  • "I mix all the språk", Bedre Skole/Utdanningsnytt, 02.01.2020 (m/ Dr. Christian Carlsen)
  • Språkopplæring for nyankomne elever, Dagsavisen, 18.11.2019 (m/ Dr. Christian Carlsen)
  • Stoltenberg-utvalgets rapport, svar til Eldar Dybvik, Tønsbergs Blad, 09.04.2019
  • Digital vurdering i høyere utdanning, YouTube-video, 08.04.2019 (m/ Dr. Bader, Dr. Varga & Dr. Iversen)
  • Vurdering og fagfornyelsen, Utdanningsforbundet, 08.04.2019
  • Mangfold i akademia, Komité for kjønnsbalanse og mangfold i akademia (KiF), 31.01.2019
  • Mangfoldskompetanse, Nasjonalt senter for flerkulturell opplæring, 19.11.2018
  • Faglig formidling, Khrono, 29.09.2018
  • Mangfoldskompetanse, Drammens Tidende og Tønsberg Blad, 23.05.2018 (m/ Hein Lindquist)
  • Rektors oppfølging av nasjonale prøver, Utdanning, 09.04.2018 (m/ Kjersti Nerhus Larsen)
  • Ytringsfrihet, Khrono, 06.04.2018
  • Utdanningskvalitet, svar til Prof. Bernt Hagtvet og Torbjørn L. Knutsen, Khrono, 25.03.2018
  • Karakterer i ungdomsskolen, Aftenposten, 20.02.2018 og Utdanning 22.02.2018
  • Fargesvakhet i skolen, Bedre Skole, 16.11.2017 (m/ Prof. Rigmor Baraas)
  • Tellekantsystemet, svar til Prof. Svein Sjøberg, Aftenposten og Universitetsavisa, 21.09.2017
  • Om medborgerskap, Dagsavisen, 09.09.2017 (m/ Prof. Audrey Osler)
  • Engelskfagets status i skolen, Drammens Tidende, 01.09.2017
  • Seksuell trakassering, Khrono, 08.07.2017
  • Læreridentitet og profesjonstenkning, Drammens Tidende, 05.06.2017
  • Multikulturalisme, svar til Røe Isaksen, Solhjell og Sjøli, VG, 10.03.2017 (m/ Dr. Lena Lybæk)
  • Makt og avmakt i akademia, Forskerforum, 20.02.2017 (m/ Bodil Svendsen)
  • Fremmedspråksdidaktikk, Store Norske Leksikon, 31.01.2017
  • Barns rett til å ikke bli overvåket, VG, 13.01.2017
  • Flerspråklighet i barnehager og skoler, Blogginnlegg for Læringsløp Drammen, 10.01.2017
  • Innvandrerforeldres ansvar for barnas yrkesvalg, Drammens Tidende, 15.10.2016 (m/ Asad Qasim)
  • Utdannings- og yrkesvalg, NRK Buskerud, radio, 13.10.2016
  • Integrering, svar til tankesmien Agenda, Bergens Tidende, 23.08.2016 (m/ Prof. Holmarsdottir (HiOA), Lindquist (HSN) og Dr. Solbue (HiB))
  • Diversitet, Drammens Tidende, 17.03.2016
  • Karakterer i skolen, Byavisa Drammen, 09.03.2016
  • Læringsfremmende tilbakemeldinger, Dagsavisen Fremtiden, 19.02.2016
  • Læreres profesjonelle utvikling, Blogginnlegg for Læringsløp Drammen, 26.01.2016
  • Morsmålsundervisning, svar til Ana Maria Silva-Harper, Drammens Tidende, 18.01.2016
  • Framtidas skole, Drammens Tidende, 30.11.2015
  • Skrivetrening i engelsk, NRK Østafjells og Vestfold, internet and radio, 21.10.2015
  • Skrivetrening i engelsk, forskning.no, 17.10.2015
  • Om lærertetthet i skolen, Drammens Tidende, 09.05.2015
  • Digitale verktøy og formativ vurdering, Bedre Skole, 02.05.2015 (m/ Pål Helland)
  • "Skolen i produktivitetsalderen", Utdanning, 18.02.2015
  • Coaching, svar til Assad Nasir, Aftenposten, 13.02.2015
  • "Skrivefeil til besvær", svar til Sanna Sarromaa, VG, 11.09.2014
  • Grunnleggende ferdigheter i skolen, Utdanning, 11.04.2014
  • Elevvurdering, NRK Vestfold, internet and radio, 15.01.2014
  • Utdanningens mål, Dagbladet, 31.08.2012 (m/ Guro Hansen Helskog)
  • Integreringsfag? Svar til Abid Raja, Aftenposten, 25.10.2010
  • Tanker om en god skole, Utdanning, 10.01.2008
  • Engelskfagets status i skolen, Utdanning, 06.11.2007
  • Engelsklæreres syn på grammatikkundervisning, Lektorbladet, 2006 (pp. 23-24)

Publikasjoner

Selected publications:

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

Burner, T. & Carlsen, C. (2022). Integrating migrant children in primary education: An educator survey in four European countries. In Dypedahl, M. (ed.), Moving English Language Teaching Forward (pp. 69-90). Cappelen Damm Akademisk.

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.

Burner, T. & Svendsen, B. (2021). Faglærer i grunnskolen. Fagbokforlaget.

Bader, M., Iversen, S. H. & Burner, T. (2021). Students' perceptions and use of a new digital tool in teacher education. Nordic Journal of Digital Literacy, 16(1), 21-33.

Burner, T. and Osler, A. (2021). Language, citizenship and schooling: A minority teacher’s perspective. London 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 Norway. Uniped, 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 study. International 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 opportunities. Nordic 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 theory. Assessment Matters, 13(1), 91-112.

Burner, T. (2019). Vurdering. In Postholm, M., Haug, P., Munthe, E. & Krumsvik, R. J. (eds.), Lærer i skolen 5-10. Lærerarbeid og læringsmiljø (pp. 297-312). Cappelen Damm Akademisk.

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 portfolios. Assessment & 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 instrument. Taḥqīqāt-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 education. Nordic Journal of Comparative and International Education, 2(1), 3-15.

Burner T. (2018). Why is educational change so difficult and how can we make it more effective? Research and Change, 1(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., & Carlsen, C. (2017). English instruction in introductory classes in Norway. In Kverndokken, K, Askeland, N. & Siljan, H. H. (eds.), Kvalitet og kreativitet i undervisningen – ulike perspektiver på undervisning (pp. 193-208). Fagbokforlaget.

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

Burner, T., & Biseth, H. (2016). A critical analysis of an innovative approach: A case of diversity in Norwegian education. SAGE Open. Special 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 literature. Studies in Educational Evaluation, 43(4), 139-149.

Bueie, A., & Burner, T. (2014). Demokratisk vurdering i skolen. In Madsen, J. & Biseth, H. (eds.), Må vi snakke om demokrati? Om demokratisk praksis i skolen. Universitetsforlaget.

Burner, T. (2014). Formativ vurdering i språkopplæringen. In Bjørke, C., Dypedahl, M., & Myklevold, G. A. (eds.), Fremmedspråksdidaktikk (pp. 234-247). Cappelen Damm Akademisk.

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.

Burner, T. (2011). School-based communities for learning and research. FoU i praksis, 5(1), 29-45.

Burner, T., Baraas, R. C., & Falkenberg, H. K. (2011). Studentaktive vurderingsformer i norsk lærer- og optometriutdanning. Uniped, 34(1), 44-57.

Burner, T. (2006). Is the teaching of English grammar neglected in today’s foundation course? Språk og Språkundervisning, 2, 9-13.

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For a complete list of publications, see Cristin

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