| 1. |
- Petersson-Bloom, Linda, et al.
(författare)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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| 2. |
- Havenhand, Jonathan N., 1959, et al.
(författare)
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Ecological and functional consequences of coastal ocean acidification : Perspectives from the Baltic-Skagerrak System
- 2019
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Ingår i: Ambio. - : Springer Science and Business Media LLC. - 0044-7447 .- 1654-7209. ; 48:8, s. 831-854
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Forskningsöversikt (refereegranskat)abstract
- Ocean temperatures are rising; species are shifting poleward, and pH is falling (ocean acidification, OA). We summarise current understanding of OA in the brackish Baltic-Skagerrak System, focussing on the direct, indirect and interactive effects of OA with other anthropogenic drivers on marine biogeochemistry, organisms and ecosystems. Substantial recent advances reveal a pattern of stronger responses (positive or negative) of species than ecosystems, more positive responses at lower trophic levels and strong indirect interactions in food-webs. Common emergent themes were as follows: OA drives planktonic systems toward the microbial loop, reducing energy transfer to zooplankton and fish; and nutrient/food availability ameliorates negative impacts of OA. We identify several key areas for further research, notably the need for OA-relevant biogeochemical and ecosystem models, and understanding the ecological and evolutionary capacity of Baltic-Skagerrak ecosystems to respond to OA and other anthropogenic drivers.
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| 5. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Research from 1996 to 2019 on approaches to address conflicts in schools : A bibliometric review of publication activity and research topics
- 2022
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Ingår i: Journal of Peace Education. - : Routledge. - 1740-0201 .- 1740-021X. ; 19:2, s. 129-157
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Forskningsöversikt (refereegranskat)abstract
- The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled ‘peace and value education’, ‘classroom management from coercive discipline to relationship building’, ‘constructive conflict resolution’, ‘classroom management programmes’, ‘restorative justices and restorative approaches’, and ‘classroom challenges for teachers’. Within each research topic, a distinct number of publications were found that defined the core research.
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| 6. |
- Hamann, Maike, et al.
(författare)
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Inequality and the biosphere
- 2018
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Ingår i: Annual Review of Environment and Resources. - : Annual Reviews. - 1543-5938 .- 1545-2050. ; 43, s. 61-83
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Forskningsöversikt (refereegranskat)abstract
- Rising inequalities and accelerating global environmental change pose two of the most pressing challenges of the twenty-first century. To explore how these phenomena are linked, we apply a social-ecological systems perspective and review the literature to identify six different types of interactions (or "pathways") between inequality and the biosphere. We find that most of the research so far has only considered one-directional effects of inequality on the biosphere, or vice versa. However, given the potential for complex dynamics between socioeconomic and environmental factors within social-ecological systems, we highlight examples from the literature that illustrate the importance of cross-scale interactions and feedback loops between inequality and the biosphere. This review draws on diverse disciplines to advance a systemic understanding of the linkages between inequality and the biosphere, specifically recognizing cross-scale feedbacks and the multidimensional nature of inequality.
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| 7. |
- Hassing, Linda, 1967, et al.
(författare)
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Åldrande och kognition
- 2005
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Ingår i: Nordisk Psykologi. ; 57, s. 4-20
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Forskningsöversikt (refereegranskat)abstract
- This article provides an overview of cognitive aging research with focus on normal aging. Results from longitudinal studies have revealed that cognitive abilities are more stable than early findings from cross-sectional studies indicated. It is also clear that crystallized abilities, such as knowledge, vocabulary, and verbal abilities are mostly stable or even may show an improvement across the adult life-span, whereas fluid abilities such as speed, executive function, working memory, and episodic memory are negatively affected in aging. Although fluid cognitive abilities tend to decline with age crystallized abilities can provide cognitive support and in this respect compensate deficits in everyday problem solving. Much research has been conducted in the last decades to identify factors that contribute to cognitive aging. It is well established that genetic, health-related (e.g., hypertension, diabetes, homocysteine, and vitamin status), as well as lifestyle factors (e.g., education, substance use, physical- and social activities) are of importance for cognitive functioning. Some of the age-related variation in cognitive performance is also mediated by changes in other cognitive processes such as speed. There is, however, still age-related variation that has not been accounted for which emphasize the need for further research and suggest that multiple aging processes affect our central nervous system and thereby various mechanisms involved in cognitive functioning.
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| 8. |
- Karyotaki, Eirini, et al.
(författare)
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Internet-Based Cognitive Behavioral Therapy for Depression : A Systematic Review and Individual Patient Data Network Meta-analysis
- 2021
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Ingår i: JAMA psychiatry. - : American Medical Association. - 2168-6238 .- 2168-622X. ; 78:4, s. 361-371
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Forskningsöversikt (refereegranskat)abstract
- IMPORTANCE: Personalized treatment choices would increase the effectiveness of internet-based cognitive behavioral therapy (iCBT) for depression to the extent that patients differ in interventions that better suit them.OBJECTIVE: To provide personalized estimates of short-term and long-term relative efficacy of guided and unguided iCBT for depression using patient-level information.DATA SOURCES: We searched PubMed, Embase, PsycInfo, and Cochrane Library to identify randomized clinical trials (RCTs) published up to January 1, 2019.STUDY SELECTION: Eligible RCTs were those comparing guided or unguided iCBT against each other or against any control intervention in individuals with depression. Available individual patient data (IPD) was collected from all eligible studies. Depression symptom severity was assessed after treatment, 6 months, and 12 months after randomization.DATA EXTRACTION AND SYNTHESIS: We conducted a systematic review and IPD network meta-analysis and estimated relative treatment effect sizes across different patient characteristics through IPD network meta-regression.MAIN OUTCOMES AND MEASURES: Patient Health Questionnaire-9 (PHQ-9) scores.RESULTS: Of 42 eligible RCTs, 39 studies comprising 9751 participants with depression contributed IPD to the IPD network meta-analysis, of which 8107 IPD were synthesized. Overall, both guided and unguided iCBT were associated with more effectiveness as measured by PHQ-9 scores than control treatments over the short term and the long term. Guided iCBT was associated with more effectiveness than unguided iCBT (mean difference [MD] in posttreatment PHQ-9 scores, -0.8; 95% CI, -1.4 to -0.2), but we found no evidence of a difference at 6 or 12 months following randomization. Baseline depression was found to be the most important modifier of the relative association for efficacy of guided vs unguided iCBT. Differences between unguided and guided iCBT in people with baseline symptoms of subthreshold depression (PHQ-9 scores 5-9) were small, while guided iCBT was associated with overall better outcomes in patients with baseline PHQ-9 greater than 9.CONCLUSIONS AND RELEVANCE: In this network meta-analysis with IPD, guided iCBT was associated with more effectiveness than unguided iCBT for individuals with depression, benefits were more substantial in individuals with moderate to severe depression. Unguided iCBT was associated with similar effectiveness among individuals with symptoms of mild/subthreshold depression. Personalized treatment selection is entirely possible and necessary to ensure the best allocation of treatment resources for depression.
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| 9. |
- Kazemitabar, Maryam, et al.
(författare)
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School Health Assessment Tools: A Systematic Review of Measurement in Primary Schools
- 2020
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Ingår i: PeerJ. - : PeerJ. - 2167-8359. ; 8, s. 1-21
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Forskningsöversikt (refereegranskat)abstract
- Background: This systematic review aimed to investigate the psychometric properties of the school health’s assessment tools in primary schools through COSMIN Risk of Bias checklist. We examined the studies that have addressed the measurement properties of school-health instruments to give a clear overview of the quality of all available tools measuring school health in primary schools. This systematic review was registered in PROPERO with the Registration ID: CRD42020158158. Method: Databases of EBSCOhost, PubMed, ProQuest, Wily, PROSPERO, and OpenGrey were systematically searched without any time limitation to find all full-text English journal articles studied at least one of the COSMIN checklist measurement properties of a school-health assessment tool in primary schools. The instruments should be constructed based on a school health model. The eligible studies were assessed by COSMIN Risk of Bias checklist to report their quality of methodology for each measurement property and for the whole study by rating high, moderate or low quality. Results: At the final screening just seven studies remained for review. Four studies were tool development, three of them were rated as “adequate” and the other study as “very good”; five studies examined the content validity, three of them were appraised as “very good”, and the two remaining as “inadequate”. All seven studies measured structural validity, three of them were evaluated as “very good”, three other were scored as “adequate”, and the last study as “inadequate”. All the seven studies investigated the internal consistency, five of them were assessed as “very good”, one was rated as “doubtful”, and the last one as “inadequate”. Just one study examined the cross-cultural validity and was rated as “adequate”. Finally, all seven studies measured reliability, two of them were rated as “very good” and the rest five studies were appraised as “doubtful”. All rating was based on COSMIN checklist criteria for quality of measurement properties assessment. Conclusion: The number of studies addressing school health assessment tools was very low and therefore not sufficient. Hence, there is a serious need to investigate the psychometric properties of the available instruments measuring school health at primary schools. Moreover, the studies included in the present systematic review did not fulfill all the criteria of the COSMIN checklist for assessing measurement properties. We suggest that future studies consider these criteria for measuring psychometric properties and developing school health assessment tools.
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| 10. |
- Nielsen, Peter, et al.
(författare)
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Multi-level Theoretical Framework – Meadow Background document no1
- 2009
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Ingår i: Meadow reports. ; 1, s. 1-59
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Forskningsöversikt (refereegranskat)abstract
- This report is one outcome of workpackage 2 in the EU funded MEADOW project. Its aim has been to establish an overview of theoretical literature in surveys on organisational change, innovation and work conditions. An international team of scholars have cooperated on this task. Scholars from Aalborg University (Denmark) have coordinated the workpackage and accepted responsibility for establishing a comprehensive multilevel framework regarding theories on organisational change, innovation and work conditions.
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