Zobrazeno 1 - 10
of 29
pro vyhledávání: '"Mari-Anne Sørlie"'
Publikováno v:
Nordic Studies in Education, Vol 42, Iss 3, Pp 272-288 (2022)
The psychometric properties of the short Collective Teacher Efficacy Scale (CTE; Goddard, 2002) were examined in a sample of 1,524 teachers from 65 Norwegian primary schools. Associations between items were investigated using network analysis, and mu
Externí odkaz:
https://doaj.org/article/827cf6a55543450395b0b0d315953e22
Autor:
Mari-Anne Sørlie
Publikováno v:
International Journal of Educational Research Open, Vol 2, Iss , Pp 100082- (2021)
Optimal intervention effects require adequate implementation fidelity, and high sustained implementation fidelity is hypothesized a pre-requisite for long-term positive intervention effects. However, implementing interventions with high fidelity seem
Externí odkaz:
https://doaj.org/article/7fe04b37cce742f9bb36fcabcb7df87f
Autor:
Terje Ogden, Mari-Anne Sørlie
Publikováno v:
International Journal of Emotional Education, Vol 10, Iss 2, Pp 111-117 (2018)
This postscript presents the implementation and evaluation of family and community based intervention programs for children and young people implemented in Norway. The Norwegian experiences and results illustrate how evidence-based programs develope
Externí odkaz:
https://doaj.org/article/99ab05f3ca9942dd8057d1823afc1b31
Publikováno v:
SAGE Open, Vol 6 (2016)
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior man
Externí odkaz:
https://doaj.org/article/332746d8a2bd43469fa9ef656994d91e
Publikováno v:
Journal of Education. 203:211-221
Gender differences in teacher ratings of academic performance, social skills, and externalizing behavior were examined from fourth through seventh grade in a group of 1,023 students from 65 primary schools. Cohen’s d and t tests and were used to re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96f09007382dd7397f3e5121fa362d60
https://doi.org/10.1177/00220574211025071
https://doi.org/10.1177/00220574211025071
Autor:
Kristin Berg Nordahl, Mari-Anne Sørlie
Publikováno v:
Tidsskriftet Norges Barnevern. 98:90-103
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::648b9eabdbd4dfd184c8fd62b8ace100
https://doi.org/10.18261/issn1891-1838-2021-02-02
https://doi.org/10.18261/issn1891-1838-2021-02-02
Autor:
Mari-Anne Sørlie, Ivar Frønes, Lars Johannessen Kirkebøen, Nicolai T. Borgen, Terje Ogden, Oddbjørn Raaum
Publikováno v:
Journal of Research on Educational Effectiveness. 14:379-409
To address social and behavioral problems in schools, more than 26,000 schools around the world have implemented School-Wide Positive Behavior Support (SWPBS). Previous studies have focused on the effects of SWPBS on short-term teacher-rated behavior
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c63025e321c424f2ebb891dde0b52c50
https://doi.org/10.1080/19345747.2020.1862375
https://doi.org/10.1080/19345747.2020.1862375
Publikováno v:
International Journal of School & Educational Psychology
This study examined the development of social skills across five measurement points from 4th through 7th grade, and the influence of child gender and school-related factors on the level and growth of social skills, in a large sample of normally devel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5a88acd77beb6985b93c3e94ae920bdc
https://hdl.handle.net/11250/2735624
https://hdl.handle.net/11250/2735624
Publikováno v:
Prevention Science
The aims of this study were to assess the longitudinal trajectories of externalizing problem behavior during middle childhood among typically developing children and to examine subgroup differences in the effectiveness of the School-Wide Positive Beh
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4e392907ee1d1c9ba2067b51985d6c0f
https://doi.org/10.1007/s11121-018-0938-x
https://doi.org/10.1007/s11121-018-0938-x
Autor:
Mari-Anne Sørlie, Lars Johannnessen Kirkebøen, Nicolai T. Borgen, Terje Ogden, Oddbjørn Raaum
Publikováno v:
International journal of psychology : Journal international de psychologieREFERENCES. 55
Problem behaviour in schools may have detrimental effects both on students' well‐being and academic achievement. A large literature has consistently found that school‐wide positive behaviour support (SWPBS) successfully addresses social and behav
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::254e4d5eb2b6b6aeefa59f69b3c0b4c8
https://pubmed.ncbi.nlm.nih.gov/30963574
https://pubmed.ncbi.nlm.nih.gov/30963574