Elin Borg
Biographic Data
| ID | 6156864 |
|---|---|
| NAME | Elin Borg |
| GIVEN NAMES | Elin |
| FAMILY NAME | Borg |
| SIGNATURE | BORG E |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-1701-1406 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
Hvorfor lykkes ikke NAV-kontorene med å jobbe mer arbeidsrettet?
En sentral forklaring på NAVs manglende måloppnåelse om flere i arbeid og aktivitet og færre på trygd har vært omstillingsprosessen med den lokale etableringen av NAV-kontorene. I denne artikkelen drøfter vi en alternativ forklaring som involverer mer langsiktige strukturelle utfordringer for NAV-kontorene. Basert på kvalitative og kvantitative data fra ti NAV-kontorer skisserer vi tre strukturelle utfordringer: (a) Arbeids- og velferdsdirektorat…
Classroom behaviour and academic achievement
Latent profile analysis was used to identify different categories of students having different ‘profiles’ using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour categories are related to gender and school performance and whether a dual understanding of gender in school is help…
Does Working Hard in School Explain Performance Differences between Girls and Boys? A Questionnaire-based Study Comparing Pakistani Students with Majority Group Students in the City of Oslo
This study examines how working hard in school contributes to explaining gender differences in academic achievement between students of Norwegian ( n = 8,002) and Pakistani ( n = 862) descent in secondary schools in Oslo, Norway. Path analyses show that reported school effort explains a significant part of the gender differences in school achievement for the Pakistani sample, but not as much of the gender variation in the ethnic Norwegian sample.…
Classroom behaviour and academic achievement
Latent profile analysis was used to identify different categories of students having different ‘profiles’ using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour categories are related to gender and school performance and whether a dual understanding of gender in school is help…
Does Working Hard in School Explain Performance Differences between Girls and Boys? A Questionnaire-based Study Comparing Pakistani Students with Majority Group Students in the City of Oslo
This study examines how working hard in school contributes to explaining gender differences in academic achievement between students of Norwegian ( n = 8,002) and Pakistani ( n = 862) descent in secondary schools in Oslo, Norway. Path analyses show that reported school effort explains a significant part of the gender differences in school achievement for the Pakistani sample, but not as much of the gender variation in the ethnic Norwegian sample.…
Classroom behaviour and academic achievement
Latent profile analysis was used to identify different categories of students having different ‘profiles’ using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour categories are related to gender and school performance and whether a dual understanding of gender in school is help…
Hvorfor lykkes ikke NAV-kontorene med å jobbe mer arbeidsrettet?
En sentral forklaring på NAVs manglende måloppnåelse om flere i arbeid og aktivitet og færre på trygd har vært omstillingsprosessen med den lokale etableringen av NAV-kontorene. I denne artikkelen drøfter vi en alternativ forklaring som involverer mer langsiktige strukturelle utfordringer for NAV-kontorene. Basert på kvalitative og kvantitative data fra ti NAV-kontorer skisserer vi tre strukturelle utfordringer: (a) Arbeids- og velferdsdirektorat…
Academic achievement (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Psychology (2 works) · School Choice and Performance (2 works) · Bullying, Victimization, and Aggression (1 work) · Employment and Welfare Studies (1 work) · Ethnic group (1 work) · Innovation Policy and RD (1 work) · Mathematics education (1 work)