Tony Burner

Professor

Fakultet for humaniora, idretts- og utdanningsvitenskap
Institutt for språk og litteratur
Campus Drammen (5609)
My main research interests are English education, classroom assessment, R&D work (including formative interventions), diversity/multilingualism and teacher mentoring/teacher professional development. I wrote my PhD dissertation on formative assessment of writing in English. I have published scholarly articles about educational change, student-centered learning, writing assessment, portfolio assessment, peer assessment, classroom management and diversity/multilingualism, in addition to book chapters about formative assessment in foreign languages, multilingualism, classroom observation techniques, and teacher mentoring in the context of English language teaching. Currently, I work as a Professor of English at the University of South-Eastern Norway.

Ansvarsområder

  • Faculty advisor: Developing Doctoral Supervision (2017-to date)
  • Head of the research team PASIE (2016-to date)
  • Head of the research team Kompetanse for mangfold (2015-to date)
  • 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

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

CV

Education:

Work experience:

  • 2017-         : Professor, USN
  • 2015-2017: Associate Professor, USN
  • 2013-2014: Visiting Scholar, QUT, Brisbane, Australia, w/Professor Val Klenowski
  • 2011-2015: PhD Candidate, HBV/NTNU
  • 2008-2012: Assistant Professor 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:

  • 2017-          : Implementing formative assessment through digital portfolios, w/HVL, funded by Norgesuniversitetet
  • 2015-          : Kompetanse for mangfold Buskerud, Telemark and Vestfold
  • 2016-2017 : Ungdomstrinn i utvikling, Buskerud
  • 2011-2015 : Formative assessment of writing in English (PhD)
  • 2011-2012 : DelPHE Iraq: Action research project in Iraqi Kurdistan, w/University of Duhok, funded by the British Council
  • 2009-2011 : Veiledning for nyutdannede lærere
  • 2008-2011 : Utvikling av samarbeidsformer mellom universitets- og høyskolesektoren og skole- og barnehageeier (project leader 2009-2011)
  • 2007-2010: ITEPS (International Teacher Education for Primary Schools)
  • 2004-2005: The teaching and learning of English grammar (MA)

Popular press and interviews:

Publikasjoner

Selected publications:

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). Oslo: 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 [Quality and creativity in instruction – different perspectives on teaching]. Bergen: 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 [Democratic assessment in schools]. In Madsen, J. & Biseth, H. (eds.), Må vi snakke om demokrati? Om demokratisk praksis i skolen [Do we have to talk about democracy? On democratic practices in schools]. Oslo: Universitetsforlaget.

Burner, T. (2014). Formativ vurdering i språkopplæringen [Formative assessment in language education]. In Bjørke, C., Dypedahl, M., & Myklevold, G. A. (eds.), Fremmedspråksdidaktikk [Foreign language didactics] (pp. 234-247). Oslo: Cappelen Damm Akademisk.

Burner, T. (2012). “I learn a lot from portfolio assessment, and see what I have done and can improve a lot” – a study of portfolio assessment in practice. In Rønning, F., Diesen, R., Hoveid, H., & Pareliussen, I. (eds.), FoU i praksis 2011. Rapport fra konferanse om praksisrettet FoU i lærerutdanning [R&D in practice 2011. Conference proceedings from the conference on practical R&D work in teacher education] (pp. 61-70). Trondheim: Tapir Akademisk Forlag.

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

Burner, T. (2011). Observasjon og veiledning [Observation and supervision]. In Høihilder, E. K., & Olsen, K. R. (eds.), Pedagogisk veiledning. Metoder og tilnærmingsmåter [Pedagogical mentoring. Methods and approaches] (pp. 43-47). Oslo: Pedlex Norsk Skoleinformasjon.

Burner, T. (2011). School-based communities for learning and research. FoU i praksis [R&D Work in Practice], 5(1), 29-45.

Burner, T., Baraas, R. C., & Falkenberg, H. K. (2011). Studentaktive vurderingsformer i norsk lærer- og optometriutdanning [Student-centered forms of assessment in the Norwegian teacher and optometry education]. Uniped [Higher Education Pedagogy], 34(1), 44-57.

Burner, T. (2010). Fagdidaktisk veiledning [Supervision in subject didactics]. In Høihilder, E. K., & Olsen, K. R. (eds.), Veiledning av nye lærere i skole og barnehage [Mentoring newly educated teachers in schools and kindergartens] (pp. 88-93). Oslo: Pedlex Norsk Skoleinformasjon.

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

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For a complete list of publications, see Cristin

Academia.edu

ResearchGate

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