Forskningslitteratur

Bowles, S. & H. Gintis (2002). Schooling in Capitalist America Revisited. Sociology of Education, 75(1), 1–18.

Bringedal, Heidi (2015). En skolehverdag uten karakterer i orden og at-ferd. Mastergradsoppgave i utdanningsvitenskap. Universitetet i Stavanger.

Bru, E., Tvedt, M. S., Byrkjedal-Sørby, L. J., Tharaldsen, K. B., & Kolstø-Johansen, A. K. (2019). Erfaringer med å fjerne karakter i orden og atferd. Evaluering av et forsøk ved seks videregående skoler i Rogaland. Nasjonalt senter for læringsmiljø og at-ferdsforskning. Universitetet i Stavanger.

Bru, E., & Tvedt, M. S. (2017). Evalueringen av forsøket uten karakterer i orden og at-ferd i videregående skoler i Rogaland 2016–2017. Stavanger: Læringsmiljøsenteret.

Card, D. (2001). Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems. Econometrica, 69(5), 1127–1160.

Chang, M.-L. (2013). Toward a Theoretical Model to Understand Teacher Emotions and Teacher Burnout in the Context of Student Misbehavior: Appraisal, Regulation and Coping. Motivation and Emotion, 37, 799–817

Cheung, C.-K. & S.-C. Llu (2000). Acculturation, Social Integration and School Achieve-ment among Low-ability Seventh Graders’ School Achievement in Hong Kong. In-ternational Journal of Adolescence and Youth, 8(1), 81–108.

Close, D. (2009). Fair Grades. Teaching Philosophy, 32(4), 361–398.

Craig, A. & D. Martin (2023). Discipline Reform, School Culture, and Student Achieve-ment. IZA Discussion Paper Series, no. 15906

Cunha, F. & J. Heckman (2007). The Technology of Skill Formation. American Economic Review, 97(2), 31-47.

Deci, E. L., & Ryan, R. M. (2000). The ‘‘what” and ‘‘why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268

Deming, D. J. (2017). The growing importance of social skills in the labor market. The Quarterly Journal of Economics, 132(4), 1593-1640.

Federici, R. A., & Skaalvik, E. M. (2013). Lærer-elev-relasjonen-betydning for elevenes motivasjon og læring. Bedre skole, 1(1), 58-63.

Hagenauer, G., T. Hascher, & S. E. Volet (2015). Teacher Emotions in the Classroom: Associations with Students’ Engagement, Classroom Discipline and the Interper-sonal Teacher-Student Relationship. European Journal of Psychology of Education, 30, 385-403.

Hanushek, E. A., G. Schwerdt, S. Wiederhold, & L. Woessmann (2015). Returns to Skills around the World: Evidence from PIAAC. European Economic Review, 73, 103–130.

Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826

Kautz, T., J. J. Heckman, R. Diris, B. ter Weel, & L. Borghans (2014). Fostering and Meas-uring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Suc-cess. NBER Working Paper no. 20749.

Kosse, F., T. Deckers, P. Pinger, H. Schildberg-Horisch, & A. Falk (2020). The Formation of Prosociality: Causal Evidence on the Role of Social Environment. Journal of Politi-cal Economy,  128(2), 434–467.

Kristoffersen, J. H. G., Krægpøth, M. V., Nielsen, H. S., & Simonsen, M. (2015). Disruptive school peers and student outcomes. Economics of Education Review, 45, 1-13.

Landersø, R. & J. J. Heckman (2017). The Scandinavian Fantasy: The Sources of Inter-generational Mobility in Denmark and the US. The Scandinavian Journal of Econom-ics, 119(1), 178–230.

Lazear, E. P. (2001). Educational production. The Quarterly Journal of Econom-ics, 116(3), 777-803.

Ogden, T. (2012). Klasseledelse Praksis, teori og forskning. Oslo: Gyldendal Akademisk.

Protsch, P. & H. Solga (2015). How Employers Use Signals of Cognitive and Noncogni-tive Skills at Labour Market Entry: Insights from Field Experiments. European Soci-ological Review, 31(5),  521–532.

Resnjanskij, S., J. Ruhose, S. Wiederhold, & L. Woessmann (2021). Can Mentoring Alle-viate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects. CESifo Working Paper no. 8870.

Schoner, F., Mergele, L. & Zierow, L. (2021). Grading Student Behavior, CESifo Working Paper, No. 9275, Center for Economic Studies and ifo Institute (CESifo), Munich.

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.

Taylor, R.D. & Dymnicki, A.B. (2007). Empirical evidence of school and emotional learning’s influence on school success. Journal of Edu. and Psychological Consulta-tion, 17, 225–231.

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the Association Between Teachers’ Perceived Student Misbehavior and Emotional Exhaustion: The Importance of Teacher Efficacy Beliefs and Emotion Regulation. Educational Psychology, 30(2), 173–189

Urabe, M. (2006). Cultural Barriers in Educational Evaluation: A Comparative Study on School Report Cards in Japan and Germany. International Education Journal 7(3), 273–283.