Bergen Cognition and Learning Group (BCLG)

A new survey study was conducted in 2015, to maintain the knowledge base that can inform both policy and practice, and help prioritize resourcing for prisoner education and training, research was carried out to determine the educational needs of the Norwegian prison population.

Accordingly, the research examined prisoners’ educational background and employment experience, educational participation, educational preferences and motives, and educational challenges. An identical survey was carried out among prisoners in Norway from Albania, Lithuania and Poland. A series of reports and articles from the project has been published or are in press.

The study was initiated and funded by the County Governor of Hordaland, the Department of Education, which is the organization is in charge of Norwegian prison education, serving the Ministry of Education.

Several theories have been presented on how language is acquired. In this project we explore implidcit or statistical learning processes as a model for identifying and learning of words, word boundaries, and grammar when approaching a foreign language. The implicatons of a learning model for language acquisition is crucial for the understanding of language impairments, and also for development of effective language therapies. 

The project is conducted in collaboration with Drs. Elena Plante and Rebecca Gomez at the University of Arizona.

In order to establish a sound knowledge base that can inform both policy and practice, and help prioritize resourcing for prisoner education and training, research was carried out to determine the educational needs of the Norwegian prison population. Accordingly, the research examined prisoners’ educational background and employment experience, educational participation, educational preferences and motives, and educational challenges. Likewise, an identical survey was carried out among all prisoners in Norway from Lithuania, Poland and Nigeria. A series of reports and articles from the project has been published or are in press. The study was initiated and funded by the County Governor of Hordaland, the Department of Education, which is the organization is in charge of Norwegian prison education, serving the Ministry of Education.

A new project has been initiated with focus on the role of executive functions in bilingualism and second language learning. Principal investigator is Professor Arve Asbjørnsen, and the project will be conducted in close collaboration with Associate Professor Janne Torkildsen, UoB, Dr. Kristine Jensen de Lopez, University of Århus, Professor Jane Baker, University of Amsterdam, and Dr. Sharon Armon-Lotem, Bar Ilan University. The project is embedded in the COST IS0804 initiative on bilingualism and SLI, and is supported from L. Meltzer Høyskolefond.

The current study is a follow-up to the previous quantitative studies in the Nordic prisons. This time researchers in the Nordic countries have cooperated in investigating the educational background, preferences and educational requirements of some of the selected groups of ethnic minority prisoners. Many ethnic minority prisoners have educational deficiencies for a wide variety of reasons. The study, which is based on qualitative method and carried out using structured and semi-structured interviews, was coordinated by the research group Knowledge, Education and Democracy in cooperation with BCLG. Cirius Nordplus Adult programme provided financial support for implementing the project. A report is both published in Nordic languages and in English.

In this project we study the relationship between suppression of otoacoustic emissions as a measure of efferent control with inner ear functions, and auditory attention. The principle investigator is Dr. Arve Asbjørnsen, and the project is conducted in collaboration with Dr. Barbara Cone and Dr. Elena Plante from the University of Arizonba, and Dr. Ola Lind, Haukeland University Hospital.

The group has conducted two national surveys among the prison inmates in Norway, in 2004 and 2006. The main finding is that the education level among the inmates are approximately one generation behind the educatinaal level of the general population. One of the omplications of the research is that educational fascilities have been established in all correctional fascilities in Norway. A series of reports from the project have been published (in Norwegian) by the County Governor of Hordaland who is carrying the responsibility for correctional education in Norway

The Norwegian Government issued a white paper in correctional education in 2004-2005 (Stortingsmelding nr 27, 2004-2005. En ny vår...). This project addresses some of the challenges that are presented in the white paper: The level of reading, writing and matehmatics skills among the prison inmates, and how these basic skills are related to preferences for education and confidence in coping with the demands of education while serving time in prison. The data collection was conducted during the fall of 2007, involving 600 inmates in Norwegian prisons.

The project comprise research on

• motivation for learning (interest, achievement motivation, goal orientation)
• relatively stable individual differences in motivation (motive for success – Ms, motive to avoid failure – Maf)
• learning strategies (students’ approaches to learning – SAL, self-regulated learning strategies – SRL)
• course experience (teaching quality, workload, assessment)
• academic achievement

Central issues are as follows:

• How are motivation and learning strategies related to course experience?
• How may course experience, motivation and learning strategies affect academic achievement?

The samples so far have included university students and prison inmates under education.

In 2006 and 2007 the prison population’s educational background and preferences were mapped through comprehensive questionnaires in Denmark, Finland, Iceland, Norway and Sweden. Researchers from all Nordic countries carried out national studies and the BCLG coordinated the project and the final Nordic joint report, which was published in Nordic languages and in English. The studies were initiated by the Nordic network of prison education and funded by the Nordic Council of Ministers, Cirius Nordplus Voksen and national ministries in the Nordic countries.

Plante, E., Patterson, D., Sandoval, M., Vance, C.J., & Asbjørnsen, A. E. (accepted) An fMRI study of implicit language learning in developmental language impairment. NeuroImage: Clinical. http://dx.doi.org/10.1016/j.nicl.2017.01.027

Asbjørnsen, A.., Jones, L.Ø., Eikeland, O.J. Manger, T. (2016). Spørreskjema om voksnes lesing (SLV) som screeninginstrument for leseferdigheter: Erfaringer fra bruk i en survey blant norske innsatte. Norsk tidsskrift for logopedi, 3, 14-25

Katsos, N., Cummins, C., Ezeizabarrena, M.-J., Gavarró, A., Kraljevice, J., Kuvac, H., Gordana, Grohmann, K. K., Skordi, A., Jensen de López, K. Sundahl, L., van Hout, A., Hollebrandse, B., Overweg, J., Faber, M., van Koert, M., Smith, N., Vija, M.,Zupping, S., Kunnari, S., Morisseau, T., Rusieshvili, M., Yatsushiro, K., Fengler, A., Varlokosta, S., Konstantzou, K., Farby, S., Guasti, M. T., Vernice, M., Okabe, R., Isobe, M., Crosthwaite, P., Hong, Y., Balciuniene, I., Nizar, Y. M. A., Grech, H., Gatt, D., Cheong, W. N., Asbjørnsen, A., Torkildsen, J. v. K., Haman, E., Miekisz, A., Gagarin, N., Puzanova, J., Andelkovic, D., Savic, M.,Jošic, S., Slancová, D., Kapalková, S., Barberán, T.,Özge, D., Hassan, S.,Chan, C. Y. H., Okubo, T., van der Lely, H., Sauerland, U., & Noveck, I. (2016) Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences, EE, s. 1-6. doi: http://dx.doi.org/10.1073/pnas.1601341113

Chen, X. J., Leith, H., Aarø, L. E., Manger, T., & Gold, C. (2016). Music therapy for improving mental health problems of offenders in correctional settings: Systematic review and a meta-analysis. Journal of Experimental Psychology, 1-22, doi: 10.1007/s11292-015-9250-y

Eidsvåg, S. S., Austad, M., Plante, E., & Asbjørnsen, A. E. (2015). Input Variability Facilitates Unguided Subcategory Learning in Adults. Journal of Speech, Language and Hearing Research, 58(3), 826-839. doi: 10.1044/2015_JSLHR-L-14-0172

Plante, E., Patterson, D., Gomez, R., Almryde, K., White, M. G., & Asbjørnsen, A. E. (2015). The nature of the language input affects brain activation during learning from a natural language. Journal of Neurolinguistics, 36, 17-34. doi: http://dx.doi.org/10.1016/j.jneuroling.2015.04.005

Hetland, H., Iversen, A., Eikeland, O.-J., & Manger, T. (2014). Former welfare clients in prison: Education and learning difficulties. European Journal of Social Work. doi:10.1080/13691457.2014.897219

Manger, T., Eikeland, O.-J., Jones, L. Ø., Asbjørnsen, A. (2014). Innsette med lærevanskar ønskjer opplæring under soning [Inmates with learning difficulties wish to start an education during incarceration]. Spesialpedagogikk, 2, 70-78.

Munkvold, L. H., Manger, T.,  Lundervold, A. J. (2014). Conners' continuous performance test (CCPT-II) in children with ADHD, ODD, or a combined ADHD/ODD diagnosis. Child Neuropsychology, 20(1), 106-126. doi:10.1080/09297049.2012.753997

Nordahl, K. B., Janson, H., Manger, T., & Daae Zachrisson, H. (2014). Family concordance and gender differences in parent-child structured interaction at 12 months. Journal of Family Psychology, 28(2), 253-259. doi:10.1037/a0035977 

Roth, B. B., & Manger, T. (2014). The relationship between prisoners' educational motives and previos incarceration, sentence length, and sentence served. London Review of Education, 12(2), 209-220.

Chen, X. J., Leith, H., Aarø, L. E., Manger, T., & Gold, C. (2013). Music therapy for improving mental health problems of offenders in correctional settings: Systematic review and a meta-analysis. Manuscript submitted for publication.

Asbjørnsen, A., Eikeland, O.-J., & Manger, T. (2012). The influence of educational disadvantages on educational motives among incarcerated adults. Manuscript submitted for publication.

Bjørknes, R., & Manger, T. (2013). Can Parent Training Alter Parent Practice and Reduce Conduct Problems in Ethnic Minority Children? A Randomized Controlled Trial. Prevention Science, 14(1), 52-63. doi:10.1007/s11121-012-0299-9

Johnsen, G. E., Kanagaratnam, P., & Asbjørnsen, A. E. (2013). Posttraumatisk stressforstyrrelse er forbundet med kognitive dysfunksjoner [PTSD are related to cognitive impairment]. Tidsskrift for Norsk Psykologforening, 50(3), 201-207. http://www.psykologtidsskriftet.no/?seks_id=315543&a=2

Jones, L. O., Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (2013). Participation in Prison Education: Is it a Question of Reading and Writing Self-Efficacy Rather Than Actual Skills? Journal of Correctional Education, 64(2), 41-62.

Lillejord, S., Manger, T., & Nordahl, T. (2013). Livet i skolen 2. Grunnbok i pedagogikk og elevkunnskap. Lærerprofesjonalitet [Life in school 2. Elementary book in pedagogy and the understanding of pupils. Teacher professionality] (2 utg.). Bergen: Fagbokforlaget.

Manger, T. (2013). Motivasjon for skulearbeid. I R. Krumsvik, & R. Säljö (Red.), Praktisk-pedagogisk utdanning. En antologi [Practical-pedagogical education. An anthology] (s. 145-169). Bergen: Fagbokforlaget.

Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (2013). Effects of Educational Motives on Prisoners' Participation in Education and Educational Desires. European Journal of Criminal Policy and Research, 19(3), 245-257. doi:10.1007/s10610-012-9187-x

Manger, T., Lillejord, S., Nordahl, T., & Helland, T. (2013). Livet i skolen 1. Grunnbok i pedagogikk og elevkunnskap. Undervisning og læring [Life in school 1. Elementary book in pedagogy and the understanding of pupils. Teaching and learning] (2 utg.). Bergen: Fagbokforlaget.

Jones, L. Ø., Varberg, J., Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (2012). Reading and writing self-efficacy of incarcerated adults. Learning and Individual Differences, 22(3), 343-349. http://dx.doi.org/10.1016/j.lindif.2012.01.008

Manger, T. (2012). Dette vet vi om motivasjon og mestring [This is what we know about motivation and achievement]. Oslo: Gyldendal Akademisk.

Manger, T. (2012). Ei kunnskapsbasert kriminalomsorg og opplæring [Knowledge-based imprisonment and education]. I S. Olsen (Red.), Virker straff? [Does punishment work?]. Oslo: Scandinavian Academic Press.

Oyler, J. D., Obrzut, J. E., & Asbjørnsen, A. E. (2012). Verbal Learning and Memory Functions in Adolescents With Reading Disabilities. Learning Disability Quarterly, 35(3), 184-195. doi:10.1177/0731948712436815

Asbjørnsen, A. E. (2011). Dichotic listening performance suggests right hemisphere involvement in PTSD. Laterality: Asymmetries of Body, Brain and Cognition, 16(4), 401-422. doi:10.1080/13576501003702655

Johnsen, G. E., Kanagaratnam, P., & Asbjørnsen, A. E. (2011). Patients with Posttraumatic Stress Disorder Show Decreased Cognitive Control: Evidence from Dichotic Listening. Journal of the International Neuropsychological Society, 17(2), 344-353. doi:10.1017/S1355617710001736

Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (2011). Utdanningskompetanse hos innsette i norske fengsel [Educational competence among inmates in Norwegian prisons]. Spesialpedagogikk, 76, 20-29.

Munkvold, L. H., Lundervold, A., & Manger, T. (2011). Oppositional Defiant Disorder - Gender Differences in Co-occurring Symptoms of Mental Health Problems in a General Population of Children. Journal of Abnormal Child Psychology, 39(4), 577-587. doi:10.1007/s10802-011-9486-6

Asbjørnsen, A. E. (2010, January) Challenges in test development: some psychometric properties of the quantification task. Paper presented at the Conference of COST A 33 "Let the Children Speak: Learning of Critical Language Skills across 28 Languages", London, UK.

Asbjørnsen, A. E., Jones, L. Ø., Munkvold, L. H., Obrzut, J. E., & Manger, T. (2010). An Examination of Shared Variance in Self-Report and Objective Measures of Attention in the Incarcerated Adult Population. Journal of Attention Disorders, 14(2), 182-193. doi:10.1177/1087054709356395

Dalen, K., & Jones, L. Ø. (2010). Ethical Monitoring: Conducting Research in a Prison Setting. Research Ethics Review, 6(1), 10-16. doi:10.1177/174701611000600103

Jones, L. O., Asbjørnsen, A., Manger, T., & Eikeland, O.-J. (2010). An Examination of the Relationship between Self-reported and Measured Reading and Spelling Skills among Incarcerated Adults in Norway. The Journal of Correctional Education, 62(1), 26-50. http://www.jstor.org/stable/23282820

Kittleson, M., Aguilar, J. M., Tokerud, G. L., Plante, E., & Asbjørnsen, A. E. (2010). Implicit Language Learning: Adult’s ability to statistically segment words in Norwegian. Language and Cognition, 13(4), 513-523. doi:10.1017/S1366728910000039

Manger, T., Eikeland, O.-J., Diseth, Å., Hetland, H., & Asbjørnsen, A. (2010). Prison Inmates' Educational Motives: Are They Pushed or Pulled? Scandinavian Journal of Educational Research, 54(6), 535-547. doi:10.1080/00313831.2010.522844

Iversen, A. C., Hetland, H., Havik, T., & Stormark, K. M. (2010). Learning difficulties and academic competence among children in contact with the child welfare system. Child and Family Social Work, 15(3), 307-314. doi:10.1111/j.1365-2206.2009.00672.x

Asbjørnsen, A. E., Obrzut, J. E., Eikeland, O.-J., & Manger, T. (2009). Can solving of wordchains be explained by phonological skills alone? Dyslexia, 16(1), 24-35. doi:10.1002/dys.394

Hetland, H., & Hetland, J. (2009). Basale behov i en arbeidslivskontekst. I P. Saksvik, & K. Nytrø (Red.), Klinisk Organisasjonspsykologi [Clinical Organizational Psychology] (s. 140-158). Oslo: Cappelen Akademisk Forlag.

Manger, T., Eikeland, O.-J., & Vold, V. (2009). A web-based national test of English reading as a foreign language: Does it test language ability or computer competence? Nordic Journal of Digital Literacy, 3-4(4), 143-158. http://www.idunn.no/ts/dk/2009/03-04/art02

Munkvold, L., Lundervold, A., Lie, S. A., & Manger, T. (2009). Should there be separate parent and teacher-based categories of ODD? Evidence from a general population. Journal of Child Psychology and Psychiatry and Allied Disciplines, 50(10), 1264-1272. doi:10.1111/j.1469-7610.2009.02091.x

Reber, R., Hetland, H., Chen, W., Norman, E., & Kobbeltvedt, T. (2009). Effects of Example Choice on Interest, Control, and Learning. Journal of the Learning Sciences, 18(4), 509-548. doi:10.1080/10508400903191896

Saksvik, I., & Hetland, H. (2009). Exploring Dispositional Resistance to Change. Journal of Leadership & Organizational Studies, 60(2), 175-183. doi: 10.1177/1548051809335357

Saksvik, I., & Hetland, H. (2009). Endringsmotstand - begrepet analysert i et personlighetsperspektiv. I P. Saksvik, & K. Nytrø (Red.), Klinisk Organisasjonspsykologi [Clinical Organizational Psychology] (s. 123-138). Oslo: Cappelen Akademisk Forlag.

Johnsen, G. E., & Asbjørnsen, A. E. (2009). Verbal learning and memory impairment in posttraumatic stress disorder: The role of encoding strategies. Psychiatry Research, 165(1-2), 68-77. doi:10.1016/j.psychres.2008.01.001

Asbjørnsen, A. (2008, July). ADHD among prison inmates: A matter of importance in correctional education? Workshop held at the 63rd International Correctional Education Association Conference, Denver, CO, US.

Asbjørnsen, A. E., Manger, T., Jones, L. Ø., Munkvold, L. H., & Obrzut, J. E. (2008, February). Can a rating scale for attention deficits identify attention problems among prison inmates? Paper presented at the 36th Annual Meeting of the International Neuropsychological Society, Waikoloa, HI, US.

Diseth, Å., Eikeland, O.-J., Manger, T., & Hetland, H. (2008). Education of prison inmates: course experience, motivation, and learning strategies as indicators of evaluation. Educational Research and Evaluation, 14(3), 201-214. doi:10.1080/13803610801956614

Helland, T., Asbjørnsen, A. E., Hushovd, A. E., & Hugdahl, K. (2008). Dichotic Listening and School Performance in Dyslexia. Dyslexia, 14(1), 42-53. doi:10.1002/dys.343

Hetland, H. (2008). Transformasjonsledelse - Inspirasjon til endring. [Transformational leadership - Inspiration to change]. Tidsskrift for Norsk Psykologforening, 45(3), 265-271. http://www.psykologtidsskriftet.no/?seks_id=40578&a=2

Hetland, J., Hetland, H., Mykletun, R. J., Aarø, L. E., & Matthiesen, S. B. (2008). Emplyees' job satisfaction after the introduction of a total smoke-ban in Norway. Health Promotion International, 23(4), 302-310. doi:10.1093/heapro/dan028

Hetland, H., Sandal, G. M., & Johnsen, T. B. (2008). Followers’ Personality and Leadership. Journal of Leadership and Organizational studies, 14(4), 322-331. doi:10.1177/1548051808315550

Johnsen, G. E., & Asbjørnsen, A. E. (2008). Consistent impaired verbal memory in PTSD: A meta-analysis. Journal of Affective Disorders, 111(1), 74-82. doi:10.1016/j.jad.2008.02.007

Lundervold, A., Heimann, M., & Manger, T. (2008). Behaviour-emotional characteristics of primary school children rated as language impaired by their teachers. British Journal of Educational Psychology, 78(4), 567-580. doi:10.1348/000709908X320480

Manger, T., Asbjørnsen, A., & Munkvold, L. (2008). Lese- og skrivevansker og atferdsvansker. I F. E. Tønnesen, E. Bru, & E. Heiervang (Red.), Lesevansker og livsvansker: om dysleksi of psykisk helse [Reading problems and life difficulties: dyslexia and mental health] (s. 121-133). Stavanger: Hertervig akademisk.

Oreg et al. (2008). Dispositional Resistance to Change: Measurement Equivalence and the Link to Personal Values Across 17 Nations. Journal of Applied Psychology, 93(4), 935-944. Co-author responsible for Norwegian data. doi:10.1037/0021-9010.93.4.935

Oyler, J. D., Obrzut, J. E., & Asbjørnsen, A. E. (2008, February). Verbal Memory Impairments in Reading Disabled Adolescents. Paper presented at the 36th Annual Meeting of the International Neuropsychological Society, Waikoloa, HI, US.

Saksvik, I. B., & Hetland, H. (2008). Instrumentet "Motstand mot endring" [The instrument "Resistance to change"]. Tidsskrift for Norsk Psykologforening, 45(3), 341-342. http://www.psykologtidsskriftet.no/?seks_id=42660&a=2

Wormnes, B., Dundas, I., & Manger, T. (2008). Placeborespons kan förstärka medicinsk terapi [Placebo responses may enhance medical treatment]. Läkartidningen, 50(105), 3638-3642.

Eikeland, O.-J., Manger, T., & Fjeldstad, J. (2007). Innsette og rett til vidaregåande opplæring [Prison inmates and the right to upper secondary school]. Spesialpedagogikk, 5, 42-47.

Hetland, H., Eikeland, O.-J., Manger, T., Diseth, Å., & Asbjørnsen, A. (2007). Educational background in a prison population. Journal of Correctional Education, 58(2), 145-156.

Kittleson, M., Aguilar, J. M., Tokerud, G. L., Asbjørnsen, A., & Plante, E. (2007, January). Implicit language learning: adult’s ability to statistically segment words in norwegian. Poster presented at the 18th Annual Undergraduate Biology Research Program (UBRP) Conference, Tucson, AZ, US.

Manger, T., Eikeland, O.-J., Asbjørnsen, A., & Langelid, T. (2006). Educational Intentions Among Prison Inmates. Journal of Criminal Policy and Research, 12(1), 35-48. doi:10.1007/s10610-006-9007-2

Langelid, T., & Manger, T. (2005). Læring bak murene. Fengselsundervisningen i Norge [Learning behind bars. Prison education in Norway]. Bergen: Fagbokforlaget.

Manger, T., & Eikeland, O.-J. (2005). Utdanning hos innsette i fengsel [Inmates' educational level]. Spesialpedagogikk, 3, 13-19.

Some of the reports from our work on prison education have also been translated into English, and are available electronically, or can be ordered in print from Fylkesmannen i Hordaland, Utdanningsavdelinga.

Westrheim, K., & Manger, T. (Eds.) (2013). Ethnic minority prisoners in Nordic prisons: Educational background, preferences and Needs. A qualitative study of prisoners from Iraq, Poland, Russia, Serbia and Somalia (Report 1/13). Bergen: County Governor of Hordaland, Department of Education

Eikeland, O.-J., Manger, T., & Asbjørnsen, A. (Eds.) (2009). Education in Nordic Prisons. Prisoners’ Educational Backgrounds, Preferences and Motivation (TemaNord 2009:508). Copenhagen: Nordic Council of Ministers.

Evaluations of prison education 2004-2013.

Eikeland, O.-J., Manger, T., Gröning, L., Westrheim, K., & Asbjørnsen, A. (2014). Innsatte frå Litauen, Polen og Nigeria: Utdanning, arbeid og kompetanse [Prisoners from Lithuania, Poland and Nigeria: Education, work and competence]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Eikeland, O.-J., Manger, T., & Asbjørnsen, A. (2013). Nordmenn i fengsel: Utdanning, arbeid og kompetanse (Rapport nr. 3/13) [Norwegians in prison. Education, work and competence]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Manger, T., Eikeland, O.-J., Roth, B. B., & Asbjørnsen, A. (2013). Nordmenn i fengsel: Motiv for utdanning (Rapport nr. 4/13) [Norwegians in prison: Motives for education]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Jones, L. Ø., Asbjørnsen, A., Manger, T., & Eikeland, O.-J. (2013). Innsatte i norske fengsel: Lese- og skriveferdigheter og forventningers betydning for deltagelse i utdanning (Rapport nr. 2/13) [Inmates in Norwegian prisons: Reading and writing difficulties and self-efficacy as predictors of participating in education]. Bergen: Fylkesmannen i Hordaland, Utdanningsavelinga.

Westrheim, K., & Manger, T. (Red.) (2012). Utenlandske innsatte i nordiske fengsler: Utdanningsbakgrunn, kompetanse og behov. En kvalitativ studie av innsatte fra Irak, Polen, Russland, Serbia og Somalia (Rapport nr. 3/12) [Ethnic minority prisoners in Nordic prisons: Education, competence and educational motives. A qualitative study of prisoners from Iraq, Poland, Russia, Serbia and Somalia]. Nordisk nettverk for fengselsundervisningen.

Westrheim, K., Manger, T., Eikeland, O.-J., Hetland, H., & Ludvigsen, K. (2012). Innsatte med irakisk bakgrunn i norske fengsel: En kvalitativ undersøkelse av utdanningsbakgrunn, ønsker og behov (Rapport nr. 2/12) [Iraqi prisoners in Norwegian prisons: A qualitative study of educational background, educational wishes and needs]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Asbjørnsen, A., Eikeland, O.-J., & Manger, T. (2011). Innsatte i norske fengsel: Leseferdigheter og oppmerksomhetsvansker (Rapport nr. 1/11) [Inmates in Norwegian prisons: Reading skills and attention problems]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Manger, T., Eikeland, O.-J., & Asbjørnsen, A. (2010). Innsette i norske fengsel: Motiv for utdanning under soning (Rapport nr. 3/10) [Inmates in Norwegian prisons: Educational motives while incarcerated]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Eikeland, O.-J., Manger, T., & Asbjørnsen, A. (2010). Innsette i norske fengsel: Kompetanse gjennom utdanning og arbeid (Rapport nr. 1/10) [Inmates in Norwegian prisons: Competence through education and work]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Asbjørnsen, A., Jones, L. Ø., & Manger, T. (2008). Innsatte i Bergen fengsel: Delrapport 3: Leseferdigheter og grunnleggende kognitive ferdigheter [Inmates in Bergen Prison: Report 3: Reading abilities and basic cognitive skills]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Eikeland, O.-J., Manger, T., & Asbjørnsen, A. (Red.) (2008). Innsatte i nordiske fengsler: Utdanning, utdanningsønske og –motivasjon (TemaNord 2008:592) [Inmates in Nordic prisons: Education, educational wishes- and motivation]. København: Nordisk Ministerråd.

Asbjørnsen, A. E., Jones, L. Ø., & Manger, T. (2007). Innsatte i Bergen fengsel: Delrapport 2: Lesevaner, leseerfaringer og leseferdigheter [Inmates in Bergen Prison: Report 2: Reading habits, reading experiences and reading skills]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Asbjørnsen, A., Manger, T., & Jones, L. Ø. (2007). Innsatte i Bergen fengsel: Leseferdigheter og lesevansker [Inmates in Bergen prison. Reading abilities and reading difficulties] Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Diseth, Å., Eikeland, O.-J., & Manger, T. (2006). Innsatte i norske fengsel: Utdanningskvalitet, læringsstrategier og motivasjon [Inmates in Norwegian prisons: Teaching quality, approaches to learning and motivation]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Eikeland, O.-J., Manger, T., & Diseth, Å. (2006). Innsette i norske fengsel: Utdanning, utdanningsønske og rett til opplæring [Inmates in Norwegian prisons: Educational background, educational wishes and right to education]. Bergen. Fylkesmannen i Hordaland, Utdanningsavdelinga.

Manger, T., Eikeland, O.-J., Diseth, Å., & Hetland, H. (2006). Innsette i norske fengsel: Motiv for utdanning [Inmates in Norwegian prisons: Educational motives]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.

Eikeland, O.-J., & Manger, T. (2004). Innsette i norske fengsel: Utdanning og utdanningsønske [Inmates in Norwegian prisons: Educational background and educational wishes]. Bergen: Fylkesmannen i Hordaland, Utdanningsavdelinga.