Sigrun K. Ertesvåg

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Schools implementing Zero: The process of implementing an anti-bullying program in six Norwegian compulsory schools

U. V. Midthassel, Sigrun K. Ertesvåg, 2008 .

Integrating data in a complex mixed‐methods classroom interaction study

P. Sammons, Ulf Blossing, Sigrun K. Ertesvåg, 2020, British Educational Research Journal.

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

Marja‐Kristiina Lerkkanen, Sigrun K. Ertesvåg, G. S. Vaaland, 2022, International Journal of Educational Research.

Assessing Reasons for School Non-attendance

E. Bru, Sigrun K. Ertesvåg, Trude Havik, 2015 .

School factors associated with school refusal- and truancy-related reasons for school non-attendance

E. Bru, Sigrun K. Ertesvåg, Trude Havik, 2015, Social Psychology of Education.

How teachers can improve their classroom interaction with students: New findings from teachers themselves

Sigrun K. Ertesvåg, Ksenia Solheim, Grete Dalhaug Berg, 2018, Journal of Educational Change.

Trajectories of students’ perceived instructional support

Sigrun K. Ertesvåg, Trude Havik, 2018, Social Psychology of Education.

SET-bullying: presentation of a collaborative project and discussion of its internal and external validity

D. Piette, M. Eslea, Sigrun K. Ertesvåg, 2016, BMC Research Notes.

Parental perspectives of the role of school factors in school refusal

E. Bru, Sigrun K. Ertesvåg, Trude Havik, 2014 .

How teachers can improve their classroom interaction with students: New findings from teachers themselves

Sigrun K. Ertesvåg, Ksenia Solheim, Grete Dalhaug Berg, 2018, Journal of Educational Change.

Measuring authoritative teaching

Sigrun K. Ertesvåg, 2011 .

School factors associated with school refusal- and truancy-related reasons for school non-attendance

E. Bru, Sigrun K. Ertesvåg, Trude Havik, 2015 .

Perceived Classroom Interaction, Goal Orientation and Their Association with Social and Academic Learning Outcomes

Sigrun K. Ertesvåg, Trude Havik, Maren Stahl Lerang, 2018, Scandinavian Journal of Educational Research.

Teachers’ perceptions of their collective and individual learning regarding classroom interaction

Sigrun K. Ertesvåg, Ksenia Solheim, P. Roland, 2018, Educational Research.

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

Sigrun K. Ertesvåg, T. Virtanen, G. S. Vaaland, 2023, Scandinavian Journal of Educational Research.

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

Sigrun K. Ertesvåg, Trude Havik, Maren Stahl Lerang, 2023, Scandinavian Journal of Educational Research.

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

Sigrun K. Ertesvåg, T. Virtanen, Maren Stahl Lerang, 2021, Educational Psychology.

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

Sigrun K. Ertesvåg, Trude Havik, 2019, Scandinavian Journal of Educational Research.

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

Sigrun K. Ertesvåg, 2019, International Journal of Leadership in Education.

Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school

Sigrun K. Ertesvåg, T. Virtanen, G. S. Vaaland, 2019, Teaching and Teacher Education.

Trajectories of students’ perceived instructional support

Sigrun K. Ertesvåg, Trude Havik, 2018, Social Psychology of Education.

A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools

Sigrun K. Ertesvåg, Elsa Westergård, Frank Rafaelsen, 2019 .

Students who bully and their perceptions of teacher support and monitoring

Sigrun K. Ertesvåg, 2016 .

Classroom leadership: the effect of a school development programme

Sigrun K. Ertesvåg, 2009 .

Listening to Shy Voices: Shy Adolescents’ Experiences with Being Bullied at School

Sigrun K. Ertesvåg, Ingrid Lund, Erling Roland, 2010 .

Improving anti-bullying initiatives: The role of an expanded research agenda

Sigrun K. Ertesvåg, 2015 .

Improving anti-bullying initiatives: The role of an expanded research agenda

Sigrun K. Ertesvåg, Sigrun K. Ertesvåg, 2014, Journal of Educational Change.

Prevention and Reduction of Behavioural Problems in School: An evaluation of the Respect program

Sigrun K. Ertesvåg, G. S. Vaaland, 2007 .

Teachers’ collaborative activity in school-wide interventions

Sigrun K. Ertesvåg, 2014 .

The challenge of continuation: Schools’ continuation of the Respect program

Sigrun K. Ertesvåg, G. S. Vaaland, Jarmund Veland, 2010 .

Schools’ readiness and capacity to improve matter

Sigrun K. Ertesvåg, Constance Oterkiil, 2012 .

Project SET-Bullying: Exploring the relationship between the effectiveness of school-based anti-bullying interventions and time

Annie Robert, D. Piette, M. Eslea, 2017 .

Bullying and affiliation: A study of peer groups in native and immigrant adolescents in Norway

Dagmar Strohmeier, Sigrun K. Ertesvåg, Hildegunn Fandrem, 2010 .

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

S. Dyrstad, Sigrun K. Ertesvåg, Ingrid Skage, 2020, Evaluation and program planning.

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

M. Rege, Sigrun K. Ertesvåg, I. Størksen, 2021 .

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

S. Dyrstad, Sigrun K. Ertesvåg, Ingrid Skage, 2022, Teaching and Teacher Education.

Teachers’ collaborative activity in school-wide interventions

Sigrun K. Ertesvåg, 2014, Social Psychology of Education.

Development of a measurement for transformational and transactional leadership in schools taking on a school-based intervention

Sigrun K. Ertesvåg, Constance Oterkiil, 2014 .

Professional cultures and rates of bullying

Sigrun K. Ertesvåg, Erling Roland, 2015 .

Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration

Sigrun K. Ertesvåg, Eija Pakarinen, Gunita Mudhar, 2023, European Journal of Special Needs Education.

Teachers’ participation in evaluating a web-based tool to monitor intervention fidelity

Sigrun K. Ertesvåg, Jeanette Halvorsen, Pål Roland, 2023, Educational Research.

Teachers’ instructional support and students’ peer relationships in the classroom

Sigrun K. Ertesvåg, G. S. Vaaland, Maren Stahl Lerang, 2024, Teachers and Teaching.