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Institutt for ledelse og organisasjon

Leila Eve Ferguson

Leila Ferguson, ansatt på Høyskolen Kristiania


Basiskompetanse i høyskolepedagogikk og bachelor i pedagogikk

938 65 459


I study phenomena such as reading comprehension, motivation, reading approach, attention to and use of source information, beliefs, (meta)cognition, argumentation and critical thinking, in students and teachers, using approaches such as think aloud studies, experiments, questionnaires, interviews and essays questions.

My research to date spans across the domains of educational psychology, learning sciences and teacher education, and falls into three main and related areas:

The answer to virtually any question is just a few clicks away nowadays, but finding the “right answer” is not always so simple when “anyone” can publish on the internet. My research on multiple text comprehension focuses on how students approach and learn from text-based information when they are faced with conflicting information about unsettled socio-scientific issues presented in different information sources.

Never before have critical thinking and argumentation been such necessary or attractive skills. I study underlying skills and ways of thinking in critical thinkers, as well as the teaching and learning of critical thinking and argumentation.

There is growing evidence to suggest that teachers’ beliefs mediate how they conceive of and engage in teaching. I study beliefs about knowledge, learning, teaching, intelligence and related concepts, such as motivation, in relation to teaching.

Ongoing projects

INTERACT – Improving student to student interaction in the social media classroom environment. Project leader: Caleb Ferguson, UTS, Australia.

KATS – Providing guidance and scaffolding for new students as they embark upon their higher education careers as independent, critical-analytical learners and thinkers. Project leader: Leila Ferguson.

KILTED (A Longitudinal Mixed Methods Study of Student Teachers’ Beliefs about Knowledge, Intelligence, Learning and Teaching) – A study of the development of and relations between student teachers’ beliefs about central concepts in education. Project leader: Leila Ferguson.


  • Associate Professor
    Kristiania University College
    2017 –
  • Postdoctoral Research Fellow
    University of Oslo
    2013 – 2017
  • Associate Professor (20%)
    Telemark University College
  • Regular external examiner
    Østfold University College
  • Doctoral Research Fellow
    University of Oslo
    2009 – 2013
  • Special Education Teacher
    Groruddalen skole

Visiting Research Experience

  • Visiting Research Fellow
    Victoria University of Wellington, NZ
  • Visiting Research Fellow
    University of Valencia, Spain
  • Visiting Research Fellow
    Muenster University, Germany


  • PhD, Education
    University of Oslo
  • MA, Education (pedagogical-psychological counselling)
    University of Oslo
  • BA, Education
    University of Oslo
  • BA (hons), Business law with finance
    University of Stirling



Communications: The European Journal of Communication Research, Computers and Education, Educational Psychology, English for Specific Purposes, European Journal of Psychology of Education, Higher Education Quarterly, Instructional Science, International Journal of Computer Supported Collaborative Learning, Journal of Curriculum Studies, Learning and Individual Differences, Nordic Journal of Digital Literacy, Reading & Writing: An Interdisciplinary Journal, Teaching and Learning in Medicine, Universal Journal of Educational Research


American Educational Research Association (Divisions C & K), International Conference of the Learning Sciences

Teaching and Supervision

Current teaching:

  • Responsible for BA module “Perspectives on learning and educational-sociology” (net).
  • Developing and teaching a university course in critical thinking.

Previous experience:

Lecturing, seminar leader and examiner (traditional and net-based) at bachelor level: Education (Child, language and learning, How people learn, Introduction to Education) and Special Education (reading and writing). Examiner and seminar leader at master level: MA in reading and writing, pedagogical-psychological counselling, academic writing, special education in teacher education. I have supervised (1) and co-supervised (1) MA theses to completion.

I am available for MA and PhD supervision.

Recent publications

  • Bråten, I., & Ferguson, L.E. (2015). 
    Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 50, 13-23.
  • Ferguson, L.E. (2015).
    Epistemic beliefs and their relation to multiple-text comprehension: A Norwegian program of research. Scandinavian Journal of Educational Research, 59, 731-752.
  • Kienhues, D., Ferguson, L.E., Stahl, E. (2016).
    Diverging information and epistemic change (p318-330). In J.A. Greene, W.A. Sandoval, & I. Bråten. Handbook of epistemic cognition. NY: Routledge.
  • Lunn Brownlee, J., Ferguson, L.E., & Ryan, M. (2017, online first). 
    Changing teachers’ epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist.  doi: 10.1080/00461520.2017.1333430

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