The results will be published in international referee-based scientific journals and books, this will be the main channel for publishing research findings. International conferences will be an arena for presenting and discussing early drafts of our publications.
Moreover, we intend to make our findings and their implications for practice available for practitioners through publications in vocational journals and books. We will also will communicate our main finding to a wider of readers through media e.g. newspaper feature articles, debates and interviews.
A special Facebook page (Norwegian only) are created to communicate activity in the project. The Facebook page will inform about "what's new" in the project. Moreover, Pod-casts, videos, articles, informative descriptions, findings etc. will be posted in the CIESL web-page (both Norwegian and English).
Research group members lecture at teacher education at the University of Stavanger or Telemark University College and give guest lectures elsewhere. Knowledge on classroom interaction may prevent beginning teachers from struggling and eventually leaving teaching, and support teachers throughout their career and contribute to increase learning among students.
Additionally, researchers at The Norwegian Centre for Learning Enviroment and Behavioural Research in Education (NCLEBR) lecture at master and PhD level. Through NCLEBRs' position as a National Centre for Learning Environment and Behavioural Research there will be possibilities to spread knowledge from this project throughout the entire country through courses, seminars and interventions.
Given the need for research and knowledge on these issues in Teacher Education, it is reason to assume that the project will add to the knowledge of improving classroom management generally, and specifically in the field of classroom organization and support in many teacher educations throughout the nation.
Given this, results will be disseminated to a large number of users internationally and throughout the country, both staff at different levels in the school system as well as staff and students in Teacher Education and researchers. As such, the project has potential to benefit both pre-service training and professional development throughout teachers' career in a field that teachers' world-wide report to struggle.