Esther T Canrinus
Dados Biográficos
| ID | 1043508 |
|---|---|
| NOME | Esther T Canrinus |
| PRENOMES | Esther T |
| SOBRENOME | Canrinus |
| ASSINATURA | CANRINUS E T |
| AFILIAÇÕES | University of Agder |
| ORCID | 0000-0002-9827-6886 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 23 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Research Review
BACKGROUND: Language is an essential skill for learning and academic achievement; therefore, children with developmental language disorder (DLD) are at risk for learning difficulties. Previous research has indicated a higher prevalence of mathematical difficulties in children with DLD compared to control children without such difficulties. However, the extent to which DLD and mathematical difficulties co-occur, as well as the nature of the diffic…
Triggering the Duty to Act
Chapter 9A of the Norwegian Education Act obligates teachers to act upon any suspicion of deficits in the school environment. This cross‐sectional study explores teachers' ( n = 140) perceptions and motivations in terms of initiating cases according to 9A, considering both accountability and responsibility. Teachers' job satisfaction and self‐efficacy are associated with their approach to 9A. The strongest predictor of case initiation is how diff…
Locating Motivation for English as a Foreign Language Over Time
This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was m…
Teacher identity in work with students' psychosocial environment
This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies ( n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency o…
Accommodating Students With Special Educational Needs During School Closures Due to the Covid-19 Pandemic in Norway
The purpose of the two interrelated studies reported here was to explore the approaches that schools and teachers adopted to accommodate students with special educational needs (SEN) during school closings in Norway, as well as the consequences of the pandemic for children with SEN and their peers. Study 1 was a mixed-methods case study of a lower-secondary school in which students with SEN ( n = 14) and students performing at or above grade-leve…
Perceived classroom goal structures as predictors of students’ personal goals
This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards and social comparison- mastery goals are enhanced. Thi…
A capital framework for professional learning and practice
Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation
Background Around the world, policy makers and teacher educators are paying increasing attention to how teacher candidates learn to study and enact teaching and to grounding preparation more deeply in teachers’ classroom practice. Evidence from the United States and the Netherlands suggests that efforts to tie preparation to practice may significantly impact pupils’ learning. However, the nature of teacher candidates’ opportunities to study, prac…
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education
This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals betw…
Diversity in Coherence
Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different c…
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
Activating the implementers
Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms
Self-efficacy, job satisfaction, motivation and commitment
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relatio…
Diversity in Coherence
Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different c…
Activating the implementers
Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms
Self-efficacy, job satisfaction, motivation and commitment
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relatio…
The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms
Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
Activating the implementers
Diversity in Coherence
Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different c…
Perceived classroom goal structures as predictors of students’ personal goals
This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards and social comparison- mastery goals are enhanced. Thi…
A capital framework for professional learning and practice
Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation
Background Around the world, policy makers and teacher educators are paying increasing attention to how teacher candidates learn to study and enact teaching and to grounding preparation more deeply in teachers’ classroom practice. Evidence from the United States and the Netherlands suggests that efforts to tie preparation to practice may significantly impact pupils’ learning. However, the nature of teacher candidates’ opportunities to study, prac…
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education
This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals betw…
Accommodating Students With Special Educational Needs During School Closures Due to the Covid-19 Pandemic in Norway
The purpose of the two interrelated studies reported here was to explore the approaches that schools and teachers adopted to accommodate students with special educational needs (SEN) during school closings in Norway, as well as the consequences of the pandemic for children with SEN and their peers. Study 1 was a mixed-methods case study of a lower-secondary school in which students with SEN ( n = 14) and students performing at or above grade-leve…
Teacher identity in work with students' psychosocial environment
This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies ( n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency o…
Locating Motivation for English as a Foreign Language Over Time
This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was m…
Triggering the Duty to Act
Chapter 9A of the Norwegian Education Act obligates teachers to act upon any suspicion of deficits in the school environment. This cross‐sectional study explores teachers' ( n = 140) perceptions and motivations in terms of initiating cases according to 9A, considering both accountability and responsibility. Teachers' job satisfaction and self‐efficacy are associated with their approach to 9A. The strongest predictor of case initiation is how diff…
Research Review
BACKGROUND: Language is an essential skill for learning and academic achievement; therefore, children with developmental language disorder (DLD) are at risk for learning difficulties. Previous research has indicated a higher prevalence of mathematical difficulties in children with DLD compared to control children without such difficulties. However, the extent to which DLD and mathematical difficulties co-occur, as well as the nature of the diffic…
Psychology (13 obras) · Pedagogy (10 obras) · Mathematics education (8 obras) · Teacher Education and Leadership Studies (6 obras) · Political science (5 obras) · Social Psychology (5 obras) · Sociology (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Computer Science (3 obras) · Early Childhood Education and Development (3 obras)