Sigrun K. Ertesvåg

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Professor (Full)

University of Stavanger

Norway

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Recent Grants

Grant: Close

INTERACT - Enhancing Upper Secondary Students’ Engagement and Learning through Video-based Professional Development on Teaching Interactions

Open Date: 2021-06-01

Close Date: 2025-05-01

Grant: Close

Quality of school-based field experiments

Open Date: 2021-01-01

Close Date: 2023-12-01

Grant: Close

Systematic observation in video based coaching of teacher education students

Open Date: 2020-01-01

Close Date: 2020-12-01

Grant: Close

Resilient: Improving youth well-being, motivation and academic achievement through social and emotional learning

Open Date: 2019-01-01

Close Date: 2024-01-01

Grant: Close

The Western Norway Workshop on Systematic observation.

Open Date: 2018-03-01

Close Date: 2018-09-01

Articles (10)

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2021

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2021

Year:

2021

Year:

2021

Year:

2021

Year:

2020

Collaborators (3)

Trude Havik

University of Stavanger

NORWAY

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Sanni Pöysä

University of Jyväskylä

FINLAND

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Tuomo Erkki Virtanen

University of Stavanger

NORWAY

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Sigrun K. Ertesvåg

Research Interests

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Contact this professor

Recent Grants

Articles (10)

Students’ reports of off-task behavior and teachers’ instructional support

Students’ situational engagement and its association with overall engagement: the application of the InSitu instrument in the context of a Norwegian lower secondary school

Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention: Protocol for a mixed-methods cluster randomized controlled trial and process evaluation

The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons

Exploring improvement in teachers’ instructional support: classifying and analyzing patterns of change in a national initiative on classroom management

Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care

Integrating data in a complex mixed-methods classroom interaction study

Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration

Students’ Proactive Aggressiveness, Mental Health Problems and Perceived Classroom Interaction

Implementation of physically active lessons: A 2-year follow-up.

Collaborators (3)

Trude Havik

Sanni Pöysä

Tuomo Erkki Virtanen

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