| School factors associated with school refusal-and truancy-related reasons for school non-attendance T Havik, E Bru, SK Ertesvåg Social psychology of education 18, 221-240, 2015 | 362 | 2015 |
| Assessing reasons for school non-attendance T Havik, E Bru, SK Ertesvåg Scandinavian journal of educational research 59 (3), 316-336, 2015 | 238 | 2015 |
| Parental perspectives of the role of school factors in school refusal T Havik, E Bru, SK Ertesvåg Emotional and behavioural difficulties 19 (2), 131-153, 2014 | 196 | 2014 |
| Prevention and reduction of behavioural problems in school: An evaluation of the Respect program SK Ertesvåg, GS Vaaland Educational psychology 27 (6), 713-736, 2007 | 125 | 2007 |
| Measuring authoritative teaching SK Ertesvåg Teaching and teacher education 27 (1), 51-61, 2011 | 116 | 2011 |
| Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school TE Virtanen, GS Vaaland, SK Ertesvåg Teaching and Teacher Education 77, 240-252, 2019 | 101 | 2019 |
| Ledelse av endringsarbeid i barnehagen SK Ertesvåg, P Roland Gyldendal akademisk, 2013 | 88 | 2013 |
| Leiing av endringsarbeid i skulen SK Ertesvåg Gyldendal akademisk, 2012 | 86 | 2012 |
| Classroom leadership: The effect of a school development programme SK Ertesvåg Educational Psychology 29 (5), 515-539, 2009 | 76 | 2009 |
| Professional cultures and rates of bullying SK Ertesvåg, E Roland School Effectiveness and School Improvement 26 (2), 195-214, 2015 | 75 | 2015 |
| How teachers can improve their classroom interaction with students: New findings from teachers themselves K Solheim, SK Ertesvåg, G Dalhaug Berg Journal of Educational Change 19 (4), 511-538, 2018 | 70 | 2018 |
| A preliminary validity of the classroom assessment scoring system in Norwegian lower-secondary schools E Westergård, SK Ertesvåg, F Rafaelsen Scandinavian Journal of Educational Research 63 (4), 566-584, 2019 | 56 | 2019 |
| Schools implementing Zero: The process of implementing an anti-bullying program in six Norwegian compulsory schools UV Midthassel, SK Ertesvåg Journal of Educational Change 9, 153-172, 2008 | 55 | 2008 |
| Students who bully and their perceptions of teacher support and monitoring SK Ertesvåg British Educational Research Journal 42 (5), 826-850, 2016 | 51 | 2016 |
| Bullying and affiliation: A study of peer groups in native and immigrant adolescents in Norway H Fandrem, SK Ertesvåg, D Strohmeier, E Roland European Journal of Developmental Psychology 7 (4), 401-418, 2010 | 50 | 2010 |
| Development of a measurement for transformational and transactional leadership in schools taking on a school-based intervention C Oterkiil, SK Ertesvåg Educational Management Administration & Leadership 42 (4_suppl), 5-27, 2014 | 49 | 2014 |
| Schools’ readiness and capacity to improve matter C Oterkiil, SK Ertesvåg Education Inquiry 3 (1), 71-92, 2012 | 44 | 2012 |
| The challenge of continuation: Schools’ continuation of the Respect program SK Ertesvåg, P Roland, GS Vaaland, S Størksen, J Veland Journal of educational change 11, 323-344, 2010 | 40 | 2010 |
| Perceived classroom interaction, goal orientation and their association with social and academic learning outcomes MS Lerang, SK Ertesvåg, T Havik Scandinavian Journal of Educational Research 63 (6), 913-934, 2019 | 37 | 2019 |
| Teachers’ perceptions of their collective and individual learning regarding classroom interaction K Solheim, P Roland, SK Ertesvåg Educational Research 60 (4), 459-477, 2018 | 33 | 2018 |
Trude HavikLæringsmiljøsenteret, Universitetet i StavangerVerified email at uis.no
