(18.02.2013) A subproject in SKOLEKLAR concentrates on identifying children with high academic potential. This project was presented at the 13th International ECHA Conference in Munster, Germany in September 12 - 15, 2012.
(03.01.2013) A new study shows that more than 3 000 teachers in Norwegian primary school experience lack of control in the classroom.
(10.08.2010) The objective of this discussion is to raise ethical, methodological, and practical issues concerning research with young children and the use of Q methodology through our experiences with a study of young children’s feelings when in situations related to parental divorce.
(10.02.2009) This study focuses on Norwegian preschool- and schoolteachers’ priorities, beliefs and their subjective opinions about discipline and behavior management, group/classroom practices, beliefs about children, and teachers’ instructional and disciplinary self-efficacy beliefs.
(13.11.2008) A recently published study indicate that the Respect–program intended to prevent and reduce problem behaviour have effect on these types of behaviour. The effects of the program is sustained and even further improved after the program period.
(02.07.2008) Results of this study indicate that the headteacher’s role is important. The schools which were familiar with anti-bullying work and had firm leadership seem to have implemented the programme most successfully.
(05.09.2007) The fight against bullying has to be won every day, says Professor Erling Roland at the Center for Behavioral Research at UiS. Together with internationally recognized colleagues he now asks the world to confront the problem.
(11.07.2007) New research shows that immigrant boys in Norway bully because they want to belong to a group. Therefore they seem to have a different motive for bullying than ethnic Norwegian boys have.
Norwegian Centre for Learning Environment and Behavioural Research in Education produces research based knowledge on the devel-opment of social and emotional problems among children and adolescents, and the reduction and prevention of such issues.
At CBR the researchers study bullying, learning and inclusion, school development, social and language skills, special school settings, discipline, motivation, management and practice.
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