Both of my jobs include writing and public speaking. Here are references and links to some of the things I've written and to some of my presentations - both 'acadmic' and 'popular' - approximately in reverse chronological order.

Dahl, T.I. (2003, November). Will the Quality Reform finally bring the madness of our national grading practice to an end? Talk at Kvinneforskermaraton 2003, Tromsø, Norway.

Dahl, T.I. (2003, October). 25 years of language education, 100 years of independence and 10 minutes of time. Talk at US-Norway Forum, Minneapolis, Minnesota, USA.

Rozendaal, J.S., de Brabander, C.J., & Dahl, T.I. (2003, August). Epistemological understanding and interpretive theory of mind. European Association for Research on Learning and Instruction 10th European Conference, Padua, Italy.

Dahl, T.I., & Jensen, B. (2003, May). Sociocultural theory in practice: Scandinavian language immersion in the American woods. Nordens språk som andraspråk, Lund, Sweden.

Dahl, T.I. (2003, May). Immersion and integration: meaningful interactions among target language peers. Staff development seminar, Elckerlyc School, Leiden, The Netherlands.

Dahl, T.I. (2003) What comes from the heart ... The Norseman, 43(4), 25-29.

Dahl, T.I. (2003) A questionable national grading standard: conceptions and reliability of a high stakes assessment scheme. Submitted 23.05.03 to Educational Evaluation and Policy Analysis.

Dahl, T.I., Bals, M. & Turi, A.L. (2003) Do student's beliefs about knowledge and learning influence their use of text comprehension learning strategies? Submitted 10.04.03 to The British Journal of Educational Psychology.

Dahl, T.I. (2003) The experience of situated learning: identity, access, transparency and control. Manuscript under peer review.

Silvera, D. H., Laeng, B., & Dahl, T. I. (2003). Training of doctoral students of psychology in the United States. European Psychologist.

Dahl, T.I., Araï, D., and students (2002, May). What's so seductive about seductive details? Research Colloquium Series, Department of Psychology, University of Tromsø.

Dahl, T.I. (2002, January). Motivasjon, som en del av UNIKOMs (Universitetet i Tromsø) studium i voksenpedagogikk. Bergen, Norway.

Silvera, D. H., Martinussen, M., & Dahl, T. I. (2001). The Tromsø Social Intelligence Scale, a self-report measure of social intelligence. Scandinavian Journal of Psychology, 42, 313-319.

Dahl, T.I. & Tjeldnes, S.A. (2001) Vi vil noe, og vi skal noe. Impuls, 1, 32-35.

Dahl, T.I. (2001, October). Psychology in Norway and Tromsø. Department of Psychology colloquium, Concordia College, USA.

Dahl, T.I. (2001, September). Voksnes kunnskap og læring i et psykologisk perspektiv, som en del av UNIKOMS (Universitetet i Tromsø) studium i voksendidaktikk. Arendal, Norway.

Dahl, T.I. (2001, August). Conceptions of a fuzzy standard: what students and examiners "know" about a questionable national grading practice. European Association for Research on Learning and Instruction 9th European Conference. Fribourg, Switzerland.

Dahl, T.I. (2001, August). Do students' spistemological beliefs influence the strategies they use when learning? European Association for Research on Learning and Instruction 9th European Conference, Fribourg, Switzerland.

Dahl, T. I., & Rice, C. (2000). Språk i faresoner: ulike sider av språkgjentilegnesle (Language in danger zones: Aspects of language reacquisition). Nordlyd, 28, 111-129.

Dahl, T.I. (2000, September). Address to the Concordia College Board of Regents Retreat. Concordia College, USA.

Schulze, C., & Dahl, T.I. (May, 2000). Empowering students to actively learn peacemaking skills through teaching them to others. Higher Education for Peace Conference, Tromsø, Norway.

Dahl, T.I. (2000, September). Going abroad without crossing borders. Lakeway Men's Breakfast Club, Austin, Texas, USA.

Dahl, T.I. (2000, February). Epistomologiske tro og læring: Hvordan våre tanker om hvordan ting er påvirker det vi gjør på universitetet (Epistomological beliefs and learning: How our thoughts about the way things are influence the things we do at the university). UNIPED (The University pedagogical seminar for faculty), The University of Tromsø.

Dahl, T. I., & Rice, C.   (November, 1999).   Språk i faresoner:   Ulike sider ved språkgjentilegnelse (Language in danger zones:   Aspects of language reacquisition).   Møtet om norsk språk (MONS) (Meeting on the Norwegian Language), Tromsø, Norway.

Dahl, T.I. (1999, October). Evaluering: Veien fra en idé mot praksis på Institutt for psykologi (IPS). UNIKOM, The University of Tromsø, Norway.

Dahl, T.I. (1999, October). Tilstand Alvorlig: Hugin og Munin kvalt under Akademiets tilsyn. Kreative UKE, The University of Tromsø, Norway.

Dahl, T.I. (1999, September). Voksnes kunnskap og læring i et psykologisk perspectiv, som en del av UNIKOMS (Universitetet i Tromsø) studium i voksendidatikk. Bergen, Norway.

Dahl, T.I. (1999, July). creating positive language learning atmospheres. Concordia Language Villages Teacher Seminars, Bemidji, Minnesota, USA.

1999, May. Co-organizer of the Evalueringskonferansen for Institutt for psykologi, Trondheim, Norway.

Dahl, T. I., & J. Liskin-Gasparro.   (1999, April).   Situated cultural encounters:   Feeling at home in a new place.   American Educational Research Association Annual Meeting, Montreal, Canada.

Dahl, T.I. (1999, January). Når andre ikke vet at jeg ikke vet (When others don't know that I don't know). Forskningsseminar, Institutt for psykologi, The University of Tromsø, Norway.

Dahl, T. I.   (1999, January).   A situated learning approach to the study of second language acquisition.   Ecology of Language Acquisition Workshop, Amsterdam, The Netherlands.

Dahl, T. I.   (1998, April).   Meeting the situation in situated learning.   American Educational Research Association Annual Meeting, San Diego, California.

Dahl, T. I.   (1998, February).   «I wanted to look cool, but I didn’t know what to do.»   American Camping Association Annual Conference, Dallas, Texas.

Dahl, T. I. (1997, November).   In search of the Holy Grail:   Designing curriculum from the bottom up.   Wisconsin Association of Foreign Language Teachers.   Appleton, Wisconsin, USA.

Dahl, T. I.   (1997, November).   Situated learning in immersion environments.   The American Council on the Teaching of Foreign Languages 31 st Annual Meeting.   Nashville, Tennessee, USA.  

Dahl, T. (1994). Working together: Motivation, goals and volition. In S. Tøsse, B. Wahlgren, J. Manninen, & M. Klasson (Eds.), Social change and adult educational research -—Adult education research in Nordic countries 1992/93 (pp. 132-145). Trondheim, Norway: Norwegian Institute for Research on Adult Education.

Dahl, T. (1993). Enhancing motivation and competence with goal harmony. Trondheim, Norway: Norwegian Institute for Research on Adult Education. 106pp.

Dahl, T. (1993). Motivasjons betydning for voksnes læring ( The role of motivation in adult learning ). In V. Haugerud & J. Kvam (Eds.), Folkeopplysning — Voksenpedagogikk — Kompetanse (pp. 71-89). Trondheim, Norway: Norwegian Institute for Research on Adult Education.

Dahl, T., Gullichsen, A. H., & Tøsse, S. (1993). Tre innfallsvinkler til kompetanse ( Three perspectives on competence ). Studienytt, 1, 20-23.

Dahl, T., Jorgensen, K., & Cantrell, T. (1993). Reisemål Norge ( Destination Norway ). Moorhead, Minnesota: Concordia Language Villages.

Dahl, T.   (1993, March).   Does motivation for learning differ among students attending high schools and folk high schools?   21 st Congress of the Nordisk Forening for Pedagogisk Forskning (Nordic Association for Educational Research).   Linköping, Sweden.

Dahl, T.   (1993, October).   Seeing eye to eye on what it takes to succeed:   Context and competency priorities and growth as viewed by students and their teachers.   Frontlinjer i pedagogisk forskning ( Front lines in educational research ).   Røros, Norway.

Dahl, T.   (1992, November).   Motivasjons betydning for voksnes læring ( The role of motivation in adult learning ).   NVI’s November Conference.   Trondheim, Norway.

Dahl, T., & Schallert, D. L.   (1990, December).   Constructing ideas in different languages.   National Reading Conference.   Miami, Florida.

Dahl, T. (1992). Making the lesson come alive. In Handbook for volunteer reading aides .Revised Edition . Minneapolis, Minnesota. Augsburg Fortress Publishing.

Dahl, T. (1992). Helping your students take responsibility for their own learning. In Handbook for volunteer reading aides .Revised Edition . Minneapolis, Minnesota. Augsburg Fortress Publishing.

Dahl, T. (1992). What role do age and context play in self-regulated learning? In J. Tuomisto (Ed.), Social change and adult educational research -—Adult education research in Nordic countries 1990/91 (pp. 154-164). Linköping, Sweden: National Agency for Education.

Dahl, T. (1992). Hvilken rolle spiller alder og kontekst i elevers innstilling til læring? (What role do age and context play in students’ dispositions for learning? ). Trondheim, Norway: Norwegian Institute for Research on Adult Education. 68pp.

Dahl, T. (1991). Kontekst eller alder? Variasjoner i elevers mål, motivasjon og selvstyring (Context or age? Variations in students’ goals, motivation and self-directedness). Trondheim, Norway: Norwegian Institute for Research on Adult Education.

Dahl, T. (1991). The implication of language for theories of comprehension and the cognitive construction of ideas. Ann Arbor, MI: University Microfilms. [Winner of the ACTFL-MLJ Emmar Marie Birkmaier Award for Doctoral Dissertation Research in Foreign Language Education, 1992]

Dahl, T.   (1990, November).   What learning strategies do students know about and use when   learning a foreign language?   American Council on the Teaching of Foreign Languages Annual meeting.   Nashville, Tennessee.

Dahl, T.   (1990, January).   Idea acquisition and retention:   Does the language we acquire ideas in affect how we process them?   Southwest Educational Research Association Annual Meeting.

Dahl, T.   (1990, January).   What kids know about how to learn and what they do with that knowledge.   Southwest Educational Research Association Annual Meeting.

Weinstein, C. E., Ridley, D.S., Dahl, T., & Weber, E. S. (1989). The role of the learner in knowledge acquisition: Implications for classroom teachers. Educational Leadership, 46, pp. 17-19. Reprinted in R. S. Brandt (Ed.), Readings from Educational Leadership: Teaching thinking. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Weinstein, C. E., Dahl, T., Ross, V., Johnson, K., & Bachar, A.   (1989, April). Using learning strategies:   Is knowing WHAT to do enough?   American Educational Research Association Annual Meeting.   San Francisco, California.

Dahl, T.   (1989, January).   Exploring the relationship between self-efficacy and cognitive processing. Southwest Educational Research Association Annual Meeting.

Paredes, V., & Dahl, T.   (1988, March).   Facilitating transfer of learning skills:   A.S.A. P.   Seventh Annual Conference on Academic Support Programs jointly sponsored by the Texas Association for Developmental Education and the WCRLA.   El Paso, Texas.

Dahl, T., Gagné, E., & Rholes, S.   (1987, January).   The influence of thinking aloud and motivational tendencies on text comprehension of fifth and sixth graders.   Southwest Educational Research Association Annual Meeting.

Schallert, D. L., Reed, J. H., Young, E. L., & Dahl, T.   (1986, November).   Differences in people’s schema for writing from kindergarten through graduate school.   National Reading Conference.

Dahl, T. (1984). Skogfjorden Norwegian Language Advanced Curriculum. Moorhead, Minnesota: International Language Villages.

I did write a curriculum when I was in 2nd grade, too, but copies are hard to come by!