Magnar Ødegård
Biographic Data
| ID | 6508348 |
|---|---|
| NAME | Magnar Ødegård |
| GIVEN NAMES | Magnar |
| FAMILY NAME | Ødegård |
| SIGNATURE | ØDEGÅRD M |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-7608-7507 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mentalizing and Binge Eating Disorder
Binge eating disorder (BED) is presumed to be the most common kind of eating disorder. However, the knowledge of BED in general society is low, and treatment options have been lacking or not been of sufficient quality. This article applies mentalizing as a theoretical framework to analyze descriptions of BED. The study suggests that descriptions of social, emotional, and cognitive characteristics of BED can be interpreted as impaired mentalizing.…
Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Int…
This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the…
Collective and individual efficacy as predictors of disruptive classroom behavior
Disruptive behavior is a significant challenge in classrooms, impairing learning and leading to teacher demotivation and stress. Self-efficacy among school staff is crucial for managing disruptive behavior; however, to address this issue, it is necessary to consider collective efficacy as a vital factor in fostering a supportive school culture. This study investigates the relationship between collective and self-efficacy, as perceived by teachers…
Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens
It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research,…
Identifying Strategies Teachers Apply to Establish Positive Relationships with Students
This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured int…
Teaching Practice and Coping with Disruptive Behavior
In this paper, we build on The Model of Skill Acquisition (The Skill Model), presented by H. L. Dreyfus and S. E. Dreyfus (1986) in their book “Mind over Machine”. We also build and expand on Benner, P. in (From novice to expert: Excellence and power in clinical nursing practice 2001), Duesund, L. in (Kropp, kunnskap og selvoppfatning. [Body knowledge and self-concept] 1995), Duesund, L., & Jespersen, E. in (Skill acquisition in ski instruction a…
Identifying teachers’ reactive strategies towards disruptive behavior in classrooms
In this article, we identify strategies teachers apply after disruptive behavior has occurred in classrooms. The sample consists of 40 Norwegian teachers in lower and upper secondary schools. Semi-structured qualitative interviews were the method of inquiry. Our findings indicate that many teachers predominantly use individually oriented strategies. This is supported by teachers applying subtle cues, reorientation, and sanctions toward disruptive…
Being-Disrupted and Being-Disruptive
In the light of Martin Heidegger and Hubert Dreyfus’s concepts of being-in-the-world and skillful coping, this article addresses disruptions students face in modern society. Such disruptions involve pressure for achievement and lack of belonging to communities. In the discussion, the article presents the terms being-disrupted and being-disruptive. These terms outline ways students could cope with disruptions in their everyday practices. These pra…
Identifying teachers’ reactive strategies towards disruptive behavior in classrooms
In this article, we identify strategies teachers apply after disruptive behavior has occurred in classrooms. The sample consists of 40 Norwegian teachers in lower and upper secondary schools. Semi-structured qualitative interviews were the method of inquiry. Our findings indicate that many teachers predominantly use individually oriented strategies. This is supported by teachers applying subtle cues, reorientation, and sanctions toward disruptive…
Being-Disrupted and Being-Disruptive
In the light of Martin Heidegger and Hubert Dreyfus’s concepts of being-in-the-world and skillful coping, this article addresses disruptions students face in modern society. Such disruptions involve pressure for achievement and lack of belonging to communities. In the discussion, the article presents the terms being-disrupted and being-disruptive. These terms outline ways students could cope with disruptions in their everyday practices. These pra…
Teaching Practice and Coping with Disruptive Behavior
In this paper, we build on The Model of Skill Acquisition (The Skill Model), presented by H. L. Dreyfus and S. E. Dreyfus (1986) in their book “Mind over Machine”. We also build and expand on Benner, P. in (From novice to expert: Excellence and power in clinical nursing practice 2001), Duesund, L. in (Kropp, kunnskap og selvoppfatning. [Body knowledge and self-concept] 1995), Duesund, L., & Jespersen, E. in (Skill acquisition in ski instruction a…
Identifying teachers’ reactive strategies towards disruptive behavior in classrooms
In this article, we identify strategies teachers apply after disruptive behavior has occurred in classrooms. The sample consists of 40 Norwegian teachers in lower and upper secondary schools. Semi-structured qualitative interviews were the method of inquiry. Our findings indicate that many teachers predominantly use individually oriented strategies. This is supported by teachers applying subtle cues, reorientation, and sanctions toward disruptive…
Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens
It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research,…
Identifying Strategies Teachers Apply to Establish Positive Relationships with Students
This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured int…
Mentalizing and Binge Eating Disorder
Binge eating disorder (BED) is presumed to be the most common kind of eating disorder. However, the knowledge of BED in general society is low, and treatment options have been lacking or not been of sufficient quality. This article applies mentalizing as a theoretical framework to analyze descriptions of BED. The study suggests that descriptions of social, emotional, and cognitive characteristics of BED can be interpreted as impaired mentalizing.…
Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Int…
This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the…
Collective and individual efficacy as predictors of disruptive classroom behavior
Disruptive behavior is a significant challenge in classrooms, impairing learning and leading to teacher demotivation and stress. Self-efficacy among school staff is crucial for managing disruptive behavior; however, to address this issue, it is necessary to consider collective efficacy as a vital factor in fostering a supportive school culture. This study investigates the relationship between collective and self-efficacy, as perceived by teachers…
Psychology (6 works) · Mathematics education (3 works) · Norwegian (3 works) · Behavioral and Psychological Studies (2 works) · Bullying, Victimization, and Aggression (2 works) · Clinical Psychology (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Counseling, Therapy, and Family Dynamics (2 works) · Developmental psychology (2 works)