Scandinavian Journal of Educational Research, Dec 1, 2010
The aim of the present study was to examine inmates' educational motives. The partic... more The aim of the present study was to examine inmates' educational motives. The participants were 467 inmates who attended education in Norwegian prisons. Three motive categories were identified: To prepare for life upon release (Factor 1), social reasons and reasons ...
Http Dx Doi Org 10 1080 09297049 2012 753997, Nov 29, 2013
The current study investigated if results on the Conners’ Continuous Performance Test (CCPT-II) c... more The current study investigated if results on the Conners’ Continuous Performance Test (CCPT-II) could discriminate between children with ADHD (n = 59), ODD (n = 10), ADHD+ODD (n = 15), and normal controls (n =160), and how the results are associated with and explained by the intellectual function of the child. The sample was derived from the Bergen Child Study (BCS), a longitudinal, ongoing, population-based study of children’s development and mental health. CCPT-II performance did not differentiate between the three diagnostic groups (i.e., ADHD, ODD, and ADHD+ODD). Children with ODD (with or without comorbid ADHD) did not differ from children in the control group on any CCPT-II parameters. Children with ADHD made statistically significant more errors of omissions and showed a more variable response time to targets than the control group. The correlations between CCPT-II measures and IQ were mild to moderate, and there was a statistically significant group difference in IQ: Children with ADHD, and children with ADHD+ODD, obtained lower IQ scores than normal controls. A hierarchical multiple regression analysis showed that IQ, but not diagnostic group status, was significant predictors of CCPT-II performance. CCPT-II performance should be interpreted with caution when assessing ADHD and/or ODD in children.
Http Dx Doi Org 10 1080 02671520210153014, Dec 1, 2010
ABSTRACT This paper reports the results of a study of community type effects on teacher involveme... more ABSTRACT This paper reports the results of a study of community type effects on teacher involvement in school development activity (SDA). The sample included 244 teachers from 12 schools in four cities, 276 teachers from 29 schools in ten smaller towns and 851 teachers from 58 schools in 25 rural municipalities in Norway. The results showed that teachers in the smaller towns were more involved in SDA than those in the rural areas, whereas the difference between cities and smaller towns was not statistically significant. The impact of urbanization was mediated through the principal's involvement in SDA and the innovation culture in the schools.
This is a protocol for a systematic review of the effects of music therapy on offenders. Based on... more This is a protocol for a systematic review of the effects of music therapy on offenders. Based on randomised controlled trials, the review aims to assess the effectiveness of music therapy on adolescent and adult offenders in custodial institutions including forensic psychiatric hospitals, and offenders or probationers in the community. The outcomes to be evaluated include alleviated symptoms of mental illness, psychosocial competencies and reduced recidivism.
The aim of the present study was to examine whether reading or writing self-efficacy rather than ... more The aim of the present study was to examine whether reading or writing self-efficacy rather than actual skills could predict participation in prison education when controlled for age, sentence length, and education level. Six hundred subjects from a representative sample of prisoners in Norway completed a questionnaire, and a subsample of 92 of these subjects also completed a standardized reading and spelling test. A logistic regression analysis indicated that higher efficacy beliefs with regard to writing increased the likeliness of participating in prison education, while actual reading or spelling skills did not predict participation. Younger prisoners were more likely participate compared to older ones. Prisoners with longer sentences, were twice as likely to participate in prison education as those with shorter sentences, and those who self-reported a diagnosis of specific reading and spelling difficulties/dyslexia were twice as likely to participate and those not reporting suc...
The present paper investigates the relationship between the revised Adult Dyslexia Check List (AD... more The present paper investigates the relationship between the revised Adult Dyslexia Check List (ADCL), and the performance on a standardized battery of reading and spelling tests in adults, when used in an incarcerated population in Norway. The paper reports two sub studies. Study 1 examined the psychometric attributes of the ADCL by analysing the internal consistency and factor structure of the questionnaire. Six hundred subjects responded to the ADCL and also rated their self-perceived reading and writing difficulties on two simple graded scales. The ADCL yielded acceptable internal consistency and a three factor solution was identified in the Norwegian version of the ADCL. In study 2 the ADCL was analysed for its ability to predict objectively measured reading and spelling skills. Ninety-two incarcerated adults completed the test. Their ADCL scores, their response on the self-perception questions and the three factors were correlated with the subjects' achieved scores on the s...
ABSTRACT The relationship between mathematical achievement and the ratio of boys to girls in scho... more ABSTRACT The relationship between mathematical achievement and the ratio of boys to girls in school classes was investigated in a sample of third-grade Norwegian elementary school students (440 girls and 480 boys). Belonging to classes with a numerical majority of boys or girls did not affect the achievement of either of the sexes. The results from the study do not support the single-sexing of mathematics teaching.
The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-... more The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-year-old students’empathy. Two instruments were used, an empathy subscale derived from Gresham and Elliot’s Social Skills Rating System and Olweus’ Empathic Responsiveness Questionnaire. Significant shifts in the direction of higher empathy were found for students in the training condition but not for students in the comparison condition. No interaction effects between condition (training or comparison) and students’ sex were found.
Scandinavian Journal of Educational Research, Dec 1, 2010
The aim of the present study was to examine inmates' educational motives. The partic... more The aim of the present study was to examine inmates' educational motives. The participants were 467 inmates who attended education in Norwegian prisons. Three motive categories were identified: To prepare for life upon release (Factor 1), social reasons and reasons ...
Http Dx Doi Org 10 1080 09297049 2012 753997, Nov 29, 2013
The current study investigated if results on the Conners’ Continuous Performance Test (CCPT-II) c... more The current study investigated if results on the Conners’ Continuous Performance Test (CCPT-II) could discriminate between children with ADHD (n = 59), ODD (n = 10), ADHD+ODD (n = 15), and normal controls (n =160), and how the results are associated with and explained by the intellectual function of the child. The sample was derived from the Bergen Child Study (BCS), a longitudinal, ongoing, population-based study of children’s development and mental health. CCPT-II performance did not differentiate between the three diagnostic groups (i.e., ADHD, ODD, and ADHD+ODD). Children with ODD (with or without comorbid ADHD) did not differ from children in the control group on any CCPT-II parameters. Children with ADHD made statistically significant more errors of omissions and showed a more variable response time to targets than the control group. The correlations between CCPT-II measures and IQ were mild to moderate, and there was a statistically significant group difference in IQ: Children with ADHD, and children with ADHD+ODD, obtained lower IQ scores than normal controls. A hierarchical multiple regression analysis showed that IQ, but not diagnostic group status, was significant predictors of CCPT-II performance. CCPT-II performance should be interpreted with caution when assessing ADHD and/or ODD in children.
Http Dx Doi Org 10 1080 02671520210153014, Dec 1, 2010
ABSTRACT This paper reports the results of a study of community type effects on teacher involveme... more ABSTRACT This paper reports the results of a study of community type effects on teacher involvement in school development activity (SDA). The sample included 244 teachers from 12 schools in four cities, 276 teachers from 29 schools in ten smaller towns and 851 teachers from 58 schools in 25 rural municipalities in Norway. The results showed that teachers in the smaller towns were more involved in SDA than those in the rural areas, whereas the difference between cities and smaller towns was not statistically significant. The impact of urbanization was mediated through the principal's involvement in SDA and the innovation culture in the schools.
This is a protocol for a systematic review of the effects of music therapy on offenders. Based on... more This is a protocol for a systematic review of the effects of music therapy on offenders. Based on randomised controlled trials, the review aims to assess the effectiveness of music therapy on adolescent and adult offenders in custodial institutions including forensic psychiatric hospitals, and offenders or probationers in the community. The outcomes to be evaluated include alleviated symptoms of mental illness, psychosocial competencies and reduced recidivism.
The aim of the present study was to examine whether reading or writing self-efficacy rather than ... more The aim of the present study was to examine whether reading or writing self-efficacy rather than actual skills could predict participation in prison education when controlled for age, sentence length, and education level. Six hundred subjects from a representative sample of prisoners in Norway completed a questionnaire, and a subsample of 92 of these subjects also completed a standardized reading and spelling test. A logistic regression analysis indicated that higher efficacy beliefs with regard to writing increased the likeliness of participating in prison education, while actual reading or spelling skills did not predict participation. Younger prisoners were more likely participate compared to older ones. Prisoners with longer sentences, were twice as likely to participate in prison education as those with shorter sentences, and those who self-reported a diagnosis of specific reading and spelling difficulties/dyslexia were twice as likely to participate and those not reporting suc...
The present paper investigates the relationship between the revised Adult Dyslexia Check List (AD... more The present paper investigates the relationship between the revised Adult Dyslexia Check List (ADCL), and the performance on a standardized battery of reading and spelling tests in adults, when used in an incarcerated population in Norway. The paper reports two sub studies. Study 1 examined the psychometric attributes of the ADCL by analysing the internal consistency and factor structure of the questionnaire. Six hundred subjects responded to the ADCL and also rated their self-perceived reading and writing difficulties on two simple graded scales. The ADCL yielded acceptable internal consistency and a three factor solution was identified in the Norwegian version of the ADCL. In study 2 the ADCL was analysed for its ability to predict objectively measured reading and spelling skills. Ninety-two incarcerated adults completed the test. Their ADCL scores, their response on the self-perception questions and the three factors were correlated with the subjects' achieved scores on the s...
ABSTRACT The relationship between mathematical achievement and the ratio of boys to girls in scho... more ABSTRACT The relationship between mathematical achievement and the ratio of boys to girls in school classes was investigated in a sample of third-grade Norwegian elementary school students (440 girls and 480 boys). Belonging to classes with a numerical majority of boys or girls did not affect the achievement of either of the sexes. The results from the study do not support the single-sexing of mathematics teaching.
The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-... more The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-year-old students’empathy. Two instruments were used, an empathy subscale derived from Gresham and Elliot’s Social Skills Rating System and Olweus’ Empathic Responsiveness Questionnaire. Significant shifts in the direction of higher empathy were found for students in the training condition but not for students in the comparison condition. No interaction effects between condition (training or comparison) and students’ sex were found.
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