| Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension I Bråten, Ø Anmarkrud, C Brandmo, HI Strømsø Learning and Instruction 30, 9-24, 2014 | 238 | 2014 |
| Antecedents of Norwegian beginning teachers’ turnover intentions D Tiplic, C Brandmo, E Elstad Cambridge journal of education 45 (4), 451-474, 2015 | 183 | 2015 |
| Revisiting instructional and transformational leadership M Aas, C Brandmo Journal of Educational Administration 54 (1), 92-110, 2016 | 110 | 2016 |
| Motivation to become a teacher: A Norwegian validation of the Factors Influencing Teaching Choice Scale K Nesje, C Brandmo, JL Berger Scandinavian Journal of Educational Research 62 (6), 813-831, 2018 | 93 | 2018 |
| A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers I Bråten, C Brandmo, Y Kammerer Journal of Educational Computing Research 57 (4), 877-900, 2018 | 62 | 2018 |
| Bridging classroom assessment and self-regulated learning C Brandmo, E Panadero, TN Hopfenbeck Assessment in Education: Principles, Policy & Practice 27 (4), 319-331, 2020 | 59 | 2020 |
| Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue ES Lund, I Bråten, C Brandmo, EW Brante, HI Strømsø Reading and Writing 32 (1), 335-356, 2019 | 46 | 2019 |
| Group coaching that promotes self-efficacy and role clarity among school leaders C Brandmo, M Aas, T Colbjørnsen, R Olsen Scandinavian Journal of Educational Research, 1-17, 2019 | 43 | 2019 |
| Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement I Bråten, LE Ferguson, Ø Anmarkrud, HI Strømsø, C Brandmo International Journal of Educational Research 66, 1-12, 2014 | 42 | 2014 |
| Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students C Brandmo, I Bråten, O Schewe Social Psychology of Education 22 (1), 43-61, 2019 | 37 | 2019 |
| Fostering self-regulated learning: An introduction C Brandmo, JL Berger Journal of Cognitive Education and Psychology 12 (2), 127-137, 2013 | 35 | 2013 |
| Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics. C Brandmo, I Bråten Learning and Individual Differences 62, 89-97, 2018 | 31 | 2018 |
| Om undervisning og læring L Wittek, C Brandmo Når læring er det viktigste, undervisning i høyere utdanning 2, 19-39, 2016 | 28 | 2016 |
| Ulike tilnærminger til læring: Et historisk riss L Wittek, C Brandmo Pedagogikk, en grunnbok, 113 -132, 2014 | 28* | 2014 |
| Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership C Brandmo, D Tiplic, E Elstad International Journal of Leadership in Education, Theory and Practice, 1-20, 2019 | 27 | 2019 |
| Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the … CH Cheng, I Bråten, FY Yang, C Brandmo Journal of Research in Science Teaching, 2021 | 20 | 2021 |
| Kognitive og sosialkognitive tilnærminger til læring C Brandmo Pedagogikk, en grunnbok, 179 - 196, 2014 | 19 | 2014 |
| Med skråblikk på ledelsesmodeller: «instructional» og «transformational» ledelse i norsk kontekst C Brandmo, M Aas Ledelse i fremtidens skole, 53-72, 2017 | 17* | 2017 |
| The achievement goal theory as an approach to study school principals’ leadership motivation C Brandmo, D Tiplic, E Elstad Problems of Education in the 21st Century 58, 27, 2014 | 17 | 2014 |
| Factors motivating students to become secondary school teachers: Evidence from Norway C Brandmo, K Nesje Global perspectives on teacher motivation, 94-124, 2017 | 15 | 2017 |
