Sigrid Blömeke

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Sigrid Blömeke, Director and Professor

Centre for Educational Measurement (CEMO), University of Oslo, Norway

Bio and Research Interests

Sigrid Blömeke has been the Director of the Centre for Educational Measurement at the University of Oslo (CEMO) since 2014. Before she moved to Norway, she was Professor and Director of the Interdisciplinary Center for Educational Research at Humboldt University of Berlin in Germany (2009 – 2014) and Professor at Michigan State University in the USA (2007 – 2009). Blömeke received the Distinguished Research Awards of the University of Oslo (2019) and the German Educational Research Association (2016) as well as the University-of-the-Information-Age Research Award from the University of Paderborn (2001) and a Fulbright travel grant (2007). In 2021, she was elected to The Norwegian Academy of Science and Letters. In 2022, she was elected to the International Academy of Education.

Sigrid Blömeke’s research profile is characterized by combining basic methodological with applied quantitative research. She is specialized on the development and psychometric examination of standardized cognitive and behavioral assessments of teacher competence. She uses these assessments for cross-national examinations of the effects of teacher education, schools, and teachers on student development.

PhD

1999, University of Paderborn, Germany.

Selected Publications

Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality and students’ learning progression. Learning and Instruction.

Blömeke, S., Nilsen, T., & Scherer, R. (2021). School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction. Journal of Educational Psychology. https://psycnet.apa.org/doi/10.1037/edu0000668

Stahnke, R. & Blömeke, S. (2021). Novice and expert teachers’ noticing of classroom management: An eye-tracking study. Learning and Instruction, 74. https://doi.org/10.1016/j.learninstruc.2021.101464

Blömeke, S. & Olsen, R. V. (2019). Consistency of results regarding teacher effects across subjects, school levels, outcomes, and countries. Teaching and Teacher Education, 77, 170–182. https://doi.org/10.1016/j.tate.2018.09.018

Blömeke, S., Jenßen, L., Grassmann, M., Dunekacke, S., & Wedekind, H. (2017). Process mediates structure: Relation of preschool teacher education to preschool teachers’ knowledge. Journal of Educational Psychology, 109, 338–354. http://dx.doi.org/10.1037/edu0000147

Braeken, J. & Blömeke, S. (2016). Comparing future teachers’ beliefs across countries: Approximate measurement invariance with Bayesian elastic constraints for local item dependence and differential item functioning. Assessment and Evaluation in Higher Education, 41, 733–749. https://doi.org/10.1080/02602938.2016.1161005

Scheerens, J. & Blömeke, S. (2016). Integrating teacher education effectiveness into educational effectiveness models. Educational Research Review, 18, 70–87. https://doi.org/10.1016/j.edurev.2016.03.002

Blömeke, S., Gustafsson, J.-E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie [Journal of Psychology], 223, 3–13. https://doi.org/10.1027/2151-2604/a000194