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Anneke M. A. Kneppers. (2023) Pedagogic practices and learner identities in two Norwegian primary school classrooms with contrasting social compositions. British Journal of Sociology of Education 44:1, pages 60-77.
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Sigrun K. Ertesvåg. (2021) Exploring improvement in teachers’ instructional support: classifying and analyzing patterns of change in a national initiative on classroom management. International Journal of Leadership in Education 24:4, pages 533-557.
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Maren Stahl Lerang, Sigrun K. Ertesvåg & Trude Havik. (2019) Perceived Classroom Interaction, Goal Orientation and Their Association with Social and Academic Learning Outcomes. Scandinavian Journal of Educational Research 63:6, pages 913-934.
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Maria Keilow, Anders Holm, Mette Friis-Hansen & Rune Müller Kristensen. (2019) Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial. School Effectiveness and School Improvement 30:2, pages 194-211.
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Trude Havik. (2017) Bullying victims’ perceptions of classroom interaction. School Effectiveness and School Improvement 28:3, pages 350-373.
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Grete S. Vaaland. (2017) Back on track: Approaches to managing highly disruptive school classes. Cogent Education 4:1.
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Stephen James Minton. (2014) Prejudice and effective anti-bullying intervention: Evidence from the bullying of “minorities”. Nordic Psychology 66:2, pages 108-120.
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Ulf Blossing & Sigrun K. Ertesvåg. (2011) An individual learning belief and its impact on schools’ improvement work – An Individual versus a Social Learning Perspective. Education Inquiry 2:1, pages 153-171.
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Ingrid Lund, Sigrun Ertesvåg & Erling Roland. (2010) Listening to Shy Voices: Shy Adolescents' Experiences with Being Bullied at School. Journal of Child & Adolescent Trauma 3:3, pages 205-223.
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SigrunK. Ertesvåg. (2009) Classroom leadership: the effect of a school development programme. Educational Psychology 29:5, pages 515-539.
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Articles from other publishers (37)
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Mathias Twardawski & Benjamin E. Hilbig. (2022) Comparing Teachers’ and Students’ Perspectives on the Treatment of Student Misbehavior. Social Justice Research 35:3, pages 344-365.
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Bente Kirkhaug, May Britt Drugli, Bjørn Helge Handegård, Stian Lydersen, Merethe Åsheim & Sturla Fossum. (2016) Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study. BMC Psychiatry 16:1.
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Sigrun K. Ertesvåg. (2014) Profesjonelle kulturar og uro i skulen. Norsk pedagogisk tidsskrift 98:3, pages 165-177.
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