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School factors associated with school refusal- and truancy-related reasons for school non-attendance
The primary aim of this study was to investigate how students’ perceptions of relationships with peers at school and teachers’ classroom management are associated with school refusal-related reasonsExpand
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Assessing Reasons for School Non-attendance
The aim of the present study is to assess reasons for school non-attendance including somatic symptoms, subjective health complaints, truancy, and school refusal and to investigate the relationshipExpand
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Bullying and affiliation: A study of peer groups in native and immigrant adolescents in Norway
This study (1) investigated the extent to which native Norwegian and immigrant girls and boys bully others and (2) examined peer groups to find out with whom pupils affiliate with when bullyingExpand
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Schools implementing Zero: The process of implementing an anti-bullying program in six Norwegian compulsory schools
In 2002 the Prime Minister of Norway initiated a central Manifesto against bullying and invited all schools to participate in anti-bullying programs. Two programs were supported by the centralExpand
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Parental perspectives of the role of school factors in school refusal
The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR withExpand
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Measuring authoritative teaching
Abstract High quality measurements are important to evaluate interventions. The study reports on the development of a measurement to investigate authoritative teaching understood as a two-dimensionalExpand
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Prevention and Reduction of Behavioural Problems in School: An evaluation of the Respect program
Disobedient pupils, off‐task behaviour, and bullying are common problems in schools in many countries; they interfere with teaching, create an unsafe learning environment, and challenge the staff.Expand
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Professional cultures and rates of bullying
Preventing and reducing bullying requires long-term and systematic school-wide actions. Researchers on bullying have given little attention to the school organization and its influence on the abilityExpand
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A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools
ABSTRACT Observations seem particularly susceptible to rater error due to the level of subjectivity involved in assessment. Thus, the present paper aims to investigate: (1) inter-rater agreementExpand
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Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Abstract Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacher–student interactions and the wellbeing of Norwegian lower secondary schoolExpand
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