Bjørn A. Viinholt

发表

Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review

C. Torgerson, J. Dietrichson, T. Filges, 2019, Campbell systematic reviews.

Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review

J. Dietrichson, Bjørn A. Viinholt, N. Dalgaard, 2022, Campbell systematic reviews.

PROTOCOL: Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review

J. Dietrichson, Bjørn A. Viinholt, N. Dalgaard, 2020, Campbell systematic reviews.

PROTOCOL: Outreach programmes to improve life circumstances and prevent further adverse developmental trajectories of at‐risk youth in OECD countries: A systematic review

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2020, Campbell systematic reviews.

PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

J. Dietrichson, Elizabeth Bengtsen, Bjørn A. Viinholt, 2022, Campbell systematic reviews.

Parenting interventions to support parent/child attachment and psychosocial adjustment in foster and adoptive parents and children: A systematic review

T. Filges, Bjørn A. Viinholt, Maiken Pontoppidan, 2021 .

PROTOCOL: Performance pay and employee health: A systematic review

T. Jeppesen, Bjørn A. Viinholt, Karsten Albæk, 2022, Campbell systematic reviews.

The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2022, Campbell systematic reviews.

PROTOCOL: The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2021, Campbell systematic reviews.

PROTOCOL: The effects of small class sizes on students' academic achievement, socioemotional development, and well-being in special education.

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2021, Campbell systematic reviews.

UNIVERSAL PRESCHOOL PROGRAMS AND LONG‐TERM CHILD OUTCOMES: A SYSTEMATIC REVIEW

J. Dietrichson, Bjørn A. Viinholt, Ida Lykke Kristiansen, 2020 .

Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review

Martin Bøg, Jens Dietrichson, Trine Filges, 2020, Campbell systematic reviews.

Service learning for improving academic success in students in grade K to 12: A systematic review

Jens Dietrichson, Trine Filges, Bjørn C. A. Viinholt, 2021, Campbell systematic reviews.

Parenting interventions to support parent/child attachment and psychosocial adjustment in foster and adoptive parents and children: A systematic review

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2022, Campbell systematic reviews.

PROTOCOL: Parenting interventions to support parent/child attachment and psychosocial adjustment in foster and adoptive parents and children: A systematic review

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2020, Campbell systematic reviews.

PROTOCOL: Interventions to improve the economic self‐sufficiency of unemployed immigrants from non‐Western countries

Frederik Thuesen, Vibeke Jakobsen, Bjørn A. Viinholt, 2020, Campbell systematic reviews.

PROTOCOL: Service learning for improving academic success in students in grade K to 12: a systematic review

J. Dietrichson, T. Filges, Bjørn A. Viinholt, 2021, Campbell systematic reviews.

PROTOCOL: Testing frequency and student achievement: A systematic review

J. Dietrichson, Bjørn A. Viinholt, Anja Bondebjerg, 2022, Campbell systematic reviews.

Outreach programs to improve life circumstances and prevent further adverse developmental trajectories of at‐risk youth in OECD countries: A systematic review

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2022, Campbell systematic reviews.

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

M. Bøg, J. Dietrichson, T. Filges, 2021, Campbell Systematic Reviews.

The effects of small class sizes on students' academic achievement, socioemotional development and well‐being in special education: A systematic review

T. Filges, Bjørn A. Viinholt, N. Dalgaard, 2023, Campbell systematic reviews.

PROTOCOL: Occupational health and safety regulatory interventions to improve the work environment: An evidence and gap map of effectiveness studies

H. Burr, P. Hasle, E. Tompa, 2022, Campbell systematic reviews.

Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review

M. Bøg, J. Dietrichson, T. Filges, 2020, Campbell systematic reviews.

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

M. Bøg, J. Dietrichson, T. Filges, 2021, Campbell systematic reviews.

Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review

J. Dietrichson, T. Filges, C. Nielsen, 2019 .

PROTOCOL: Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0 – 5 years: A systematic review

J. Dietrichson, Bjørn A. Viinholt, N. Dalgaard, 2020 .

Feedback-informed treatment: A systematic review and meta-analysis of the partners for change outcome management system.

J. Pejtersen, Bjørn A. Viinholt, Helle Hansen, 2020, Journal of counseling psychology.