Christian Brandmo
Dados Biográficos
| ID | 6549569 |
|---|---|
| NOME | Christian Brandmo |
| PRENOMES | Christian |
| SOBRENOME | Brandmo |
| ASSINATURA | BRANDMO C |
| AFILIAÇÕES | University of Oslo |
| ORCID | 0000-0003-3641-6414 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Educational-Psychological Counsellors as Street-Level Bureaucrats
Children’s right to be heard and to participate in decisions affecting them is enshrined in the United Nations Convention on the Rights of the Child (CRC 1989) and is incorporated into Norwegian legislation. The aim of this study was to explore the approaches used by Norwegian Educational-Psychological Services (EPS) to ensure children’s right to participation. We conducted a reflexive thematic analysis of 28 transcribed interviews with EPS couns…
Students' perceptions and outcome of teacher feedback
This systematic review examines students' perceptions and outcomes of teacher feedback in elementary and lower secondary education (ages 10–16). The study explores how different feedback types and personal and relational factors influence students' achievement and their cognitive, emotional, and behavioral outcomes. Following PRISMA guidelines and the PICO framework, 96 empirical studies were analyzed, focusing on feedback-related student outcome…
The impact of interprofessional collaboration on EPS counselors’ job satisfaction
Educational Psychological Services (EPS) counselors play an essential role in supporting students with special educational needs through assessments, interventions, and collaboration with key stakeholders. This study examines the relationship between interprofessional collaboration, job satisfaction, and intention to leave among EPS counselors, including the variables knowledge about collaboration, trust, affective commitment, and time pressure. …
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific kno…
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific kno…
Students' perceptions and outcome of teacher feedback
This systematic review examines students' perceptions and outcomes of teacher feedback in elementary and lower secondary education (ages 10–16). The study explores how different feedback types and personal and relational factors influence students' achievement and their cognitive, emotional, and behavioral outcomes. Following PRISMA guidelines and the PICO framework, 96 empirical studies were analyzed, focusing on feedback-related student outcome…
The impact of interprofessional collaboration on EPS counselors’ job satisfaction
Educational Psychological Services (EPS) counselors play an essential role in supporting students with special educational needs through assessments, interventions, and collaboration with key stakeholders. This study examines the relationship between interprofessional collaboration, job satisfaction, and intention to leave among EPS counselors, including the variables knowledge about collaboration, trust, affective commitment, and time pressure. …
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
Educational-Psychological Counsellors as Street-Level Bureaucrats
Children’s right to be heard and to participate in decisions affecting them is enshrined in the United Nations Convention on the Rights of the Child (CRC 1989) and is incorporated into Norwegian legislation. The aim of this study was to explore the approaches used by Norwegian Educational-Psychological Services (EPS) to ensure children’s right to participation. We conducted a reflexive thematic analysis of 28 transcribed interviews with EPS couns…
Psychology (4 obras) · Social Psychology (4 obras) · Computer Science (3 obras) · Structural equation modeling (3 obras) · Education and Critical Thinking Development (2 obras) · Educational Strategies and Epistemologies (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Mathematics education (2 obras) · Norwegian (2 obras) · Sociology of scientific knowledge (2 obras)