Sigrun K Ertesvåg
Biographic Data
| ID | 4639139 |
|---|---|
| NAME | Sigrun K Ertesvåg |
| GIVEN NAMES | Sigrun K |
| FAMILY NAME | Ertesvåg |
| SIGNATURE | ERTESVÅG S K |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0001-7804-8571 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A study of teachers’ regard for adolescent perspectives in Norwegian upper secondary classrooms
This study examines teachers' perceived improvement in regard for adolescent perspectives (RAP) among students (N = 1341) of teachers (N = 98) participating in the evaluation of the INTERACT teacher coaching intervention. RAP is understood within the Teaching Through Interactions framework, and the study investigates its relation to students' psychological needs. Using an explanatory sequential mixed methods design, we analyzed student reports fr…
Teacher coaching in upper secondary school
Classroom management for first-year pre-service teachers
Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments o…
Teachers’ instructional support and students’ peer relationships in the classroom
The study aimed to investigate the association between teachers’ instructional support and peer relationships among Norwegian students in grades 5–10 (ages 10–15). The mediating role of student engagement was investigated. Furthermore, we investigated the effect of student behaviour on peer relationships and whether these associations were mediated by instructional support. The quality of instructional support was measured using the Classroom Ass…
Enhancing upper secondary students’ engagement and learning through the Interact online, video-based teacher coaching intervention
This protocol outlines a mixed-methods cluster randomized controlled trial (CRCT) in upper secondary schools that will investigate how video-based online coaching can support teachers’ competences in teacher-student interactions (TSIs) and thereby improve student engagement and learning. The intervention will take place over a school year with at least 100 teachers and 2,000 of their students. During the implementation and one-year follow-up, we …
The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons
Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care
The emerging interest in implementation processes in the social, health, and educational sciences has increased the recognition of implementation science. Still, the literature provides limited practical insights on how to successfully develop and conduct interventions within educational settings in randomized controlled trials (RCTs) in line with implementation science. This paper uses the Agder RCT study to provide such insights. We describe ho…
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
Implementation of physically active lessons
Combining physical activity and academic content is a promising way to improve health and academic learning in schoolchildren. This paper examined the continuation of physically active lessons (PAL) in five Norwegian elementary schools, two years after a 10-month intervention period, which consisted of weekly minimum 2 x 45 min of PAL. Data were collected through semi-structured interviews with nine teachers and five school leaders. The Level of …
Trajectories of students’ perceived instructional support
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile analysis identified four subgroups. Teacherestudent interactions and the teachers' wellbeing were inter-related in that teachers who were observed to be high in all the interaction domains (Emotional Support, Classroom Organization, an…
Project SET-Bullying
Students who bully and their perceptions of teacher support and monitoring
The aim of this study was to assess students who bully and their perception of the emotional support, monitoring and instructional support offered by their teachers. Although research on bullying has increased over the past few decades, research on students who bully and their perceptions of their teachers’ support and monitoring is scarce. Moreover, few if any studies of these associations consider the nested structure (students nested within cl…
School factors associated with school refusal- and truancy-related reasons for school non-attendance
Teachers’ collaborative activity in school-wide interventions
Schools’ readiness and capacity to improve matter
The literature reveals that up to half of all evidence-based programmes introduced in schools will fail to reach their expected outcomes due to poor implementation. Addressing the reasons why school change works in some schools and not in others is therefore important. It is argued in this article that if a school’s readiness and capacity for improvement is identified, it may predict the outcome of a future change initiative when adequate support…
An individual learning belief and its impact on schools’ improvement work – An Individual versus a Social Learning Perspective
Why do some schools fail to improve even after taking knowledge-based improvement initiatives? In this article, we argue that some schools do not improve because their staff members have an individual learning belief. An individual learning approach to school improvement will disrupt development processes. Whereas, as we argue, a social learning understanding of school improvement based on the theory of Community of Practice and its application m…
Listening to Shy Voices
Measuring authoritative teaching
Measuring authoritative teaching
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile analysis identified four subgroups. Teacherestudent interactions and the teachers' wellbeing were inter-related in that teachers who were observed to be high in all the interaction domains (Emotional Support, Classroom Organization, an…
School factors associated with school refusal- and truancy-related reasons for school non-attendance
Students who bully and their perceptions of teacher support and monitoring
The aim of this study was to assess students who bully and their perception of the emotional support, monitoring and instructional support offered by their teachers. Although research on bullying has increased over the past few decades, research on students who bully and their perceptions of their teachers’ support and monitoring is scarce. Moreover, few if any studies of these associations consider the nested structure (students nested within cl…
The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
Teachers’ collaborative activity in school-wide interventions
Schools’ readiness and capacity to improve matter
The literature reveals that up to half of all evidence-based programmes introduced in schools will fail to reach their expected outcomes due to poor implementation. Addressing the reasons why school change works in some schools and not in others is therefore important. It is argued in this article that if a school’s readiness and capacity for improvement is identified, it may predict the outcome of a future change initiative when adequate support…
Listening to Shy Voices
Measuring authoritative teaching
An individual learning belief and its impact on schools’ improvement work – An Individual versus a Social Learning Perspective
Why do some schools fail to improve even after taking knowledge-based improvement initiatives? In this article, we argue that some schools do not improve because their staff members have an individual learning belief. An individual learning approach to school improvement will disrupt development processes. Whereas, as we argue, a social learning understanding of school improvement based on the theory of Community of Practice and its application m…
Schools’ readiness and capacity to improve matter
The literature reveals that up to half of all evidence-based programmes introduced in schools will fail to reach their expected outcomes due to poor implementation. Addressing the reasons why school change works in some schools and not in others is therefore important. It is argued in this article that if a school’s readiness and capacity for improvement is identified, it may predict the outcome of a future change initiative when adequate support…
Teachers’ collaborative activity in school-wide interventions
School factors associated with school refusal- and truancy-related reasons for school non-attendance
Students who bully and their perceptions of teacher support and monitoring
The aim of this study was to assess students who bully and their perception of the emotional support, monitoring and instructional support offered by their teachers. Although research on bullying has increased over the past few decades, research on students who bully and their perceptions of their teachers’ support and monitoring is scarce. Moreover, few if any studies of these associations consider the nested structure (students nested within cl…
Project SET-Bullying
Trajectories of students’ perceived instructional support
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile analysis identified four subgroups. Teacherestudent interactions and the teachers' wellbeing were inter-related in that teachers who were observed to be high in all the interaction domains (Emotional Support, Classroom Organization, an…
Implementation of physically active lessons
Combining physical activity and academic content is a promising way to improve health and academic learning in schoolchildren. This paper examined the continuation of physically active lessons (PAL) in five Norwegian elementary schools, two years after a 10-month intervention period, which consisted of weekly minimum 2 x 45 min of PAL. Data were collected through semi-structured interviews with nine teachers and five school leaders. The Level of …
Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care
The emerging interest in implementation processes in the social, health, and educational sciences has increased the recognition of implementation science. Still, the literature provides limited practical insights on how to successfully develop and conduct interventions within educational settings in randomized controlled trials (RCTs) in line with implementation science. This paper uses the Agder RCT study to provide such insights. We describe ho…
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
Enhancing upper secondary students’ engagement and learning through the Interact online, video-based teacher coaching intervention
This protocol outlines a mixed-methods cluster randomized controlled trial (CRCT) in upper secondary schools that will investigate how video-based online coaching can support teachers’ competences in teacher-student interactions (TSIs) and thereby improve student engagement and learning. The intervention will take place over a school year with at least 100 teachers and 2,000 of their students. During the implementation and one-year follow-up, we …
The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons
Teacher coaching in upper secondary school
Classroom management for first-year pre-service teachers
Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments o…
Teachers’ instructional support and students’ peer relationships in the classroom
The study aimed to investigate the association between teachers’ instructional support and peer relationships among Norwegian students in grades 5–10 (ages 10–15). The mediating role of student engagement was investigated. Furthermore, we investigated the effect of student behaviour on peer relationships and whether these associations were mediated by instructional support. The quality of instructional support was measured using the Classroom Ass…
A study of teachers’ regard for adolescent perspectives in Norwegian upper secondary classrooms
This study examines teachers' perceived improvement in regard for adolescent perspectives (RAP) among students (N = 1341) of teachers (N = 98) participating in the evaluation of the INTERACT teacher coaching intervention. RAP is understood within the Teaching Through Interactions framework, and the study investigates its relation to students' psychological needs. Using an explanatory sequential mixed methods design, we analyzed student reports fr…
Psychology (16 works) · Mathematics education (10 works) · Computer Science (9 works) · Pedagogy (9 works) · Early Childhood Education and Development (8 works) · Norwegian (8 works) · Medicine (7 works) · Teacher Education and Leadership Studies (7 works) · Medical education (6 works) · Developmental psychology (5 works)