Geir Nyborg

• Nyborg, Geir; Mjelve, Liv Heidi; Coplan, Robert J.; Edwards, Anne & Crozier, Ray (2024). Exploring Norwegian teachers’ perceptions of shy students at recess and their strategic responses. International Journal of Inclusive Education. ISSN 1360-3116. p. 1–16. doi: 10.1080/13603116.2024.2343089. Full text in Research Archive
• Nyborg, Geir; Mjelve, Liv Heidi; Ray Crozier, Crozier; Arnesen, Anne; Coplan, Robert J. & Edwards, Anne (2023). Teachers’ Strategies for Helping Shy Students: Findings from a National Survey in Norway. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2196534. Full text in Research Archive
• Sørensen, Petter Toivo; Nyborg, Geir; Lorentsen, Torleif; Olasveengen, Theresa M.; Langerud, Anne Kathrine & Aarhus, Mads [Show all 9 contributors for this article] (2022). Vasospasm Surveillance by a Simplified Transcranial Doppler Protocol in Traumatic Brain Injury. World Neurosurgery. ISSN 1878-8750. 164, p. e318–e325. doi: 10.1016/j.wneu.2022.04.108. Show summary

  Objective To detect post-traumatic vasospasm in patients with traumatic brain injury (TBI), we implemented a simplified transcranial Doppler (TCD) surveillance protocol in a neurointensive care setting. In this study, we evaluate the yield of this protocol. Methods Adult patients with TBI admitted to the neurointensive care unit were examined with TCD by 2 intensive care nurses trained in TCD examinations. Flow velocities of the middle cerebral arteries were recorded. TCD suspected vasospasm was defined as the mean flow velocity >120 cm/s, and when detected, the protocol recommended a supplementary computed tomography angiography. The rate of detection of TCD suspected vasospasm and the subsequent rate of radiological diagnosis of vasospasm were recorded. In multivariate logistic regression analysis, we evaluated age, initial Glasgow Coma Scale, craniotomy, and decompressive craniectomy as potential predictors of developing increased TCD velocity. Results A total of 84 patients with TBI with a median initial Glasgow Coma Scale score of 6 were examined by TCD. TCD suspected vasospasm was found in the middle cerebral arteries of 18% of examined patients. Two-thirds of patients with TCD suspected vasospasm were investigated with a subsequent computed tomography angiography, and 80% of these patients received a radiological diagnosis of vasospasm. In logistic regression analysis, decompressive craniectomy was significantly associated with increased risk of developing TCD suspected vasospasm (odds ratio: 11.57, 95% confidence interval: 2.59–51.73, P = 0.001). Conclusions The implementation of a simplified TCD surveillance protocol in a neurointensive care setting yielded an 18% detection rate of TCD suspected vasospasm. In our cohort of patients with TBI, decompressive craniectomy was associated with increased risk of developing TCD suspected vasospasm.

• Nyborg, Geir; Mjelve, Liv Heidi; Arnesen, Anne; Crozier, W. Ray; Bjørnebekk, Gunnar & Coplan, Robert J. (2022). Teachers’ strategies for managing shy students’ anxiety at school. Nordic Psychology. ISSN 1901-2276. doi: 10.1080/19012276.2022.2058072. Full text in Research Archive
• Mjelve, Liv Heidi; Nyborg, Geir; Arnesen, Anne; Bjørnebekk, Gunnar; W. Ray, Crozier & Coplan, Robert (2022). Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools . Journal of Research in Childhood Education. ISSN 0256-8543. doi: 10.1080/02568543.2022.2027582. Full text in Research Archive
• Nyborg, Geir; Mjelve, Liv Heidi; Edwards, Anne; Crozier, W. Ray & Coplan, Robert J. (2022). Working relationally with shy students: Pedagogical insights from teachers and students. Learning, Culture and Social Interaction. ISSN 2210-6561. 33. doi: 10.1016/j.lcsi.2022.100610. Full text in Research Archive
• Solberg, Stine; Nyborg, Geir; Mjelve, Liv Heidi; Edwards, Anne & Arnesen, Anne (2022). Teachers’ experiences of school-based support in their work with shy students. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 111. doi: 10.1016/j.tate.2021.103628. Full text in Research Archive
• Cordier, Reinie; Speyer, Renee; Mahoney, Natasha; Arnesen, Anne; Mjelve, Liv Heidi & Nyborg, Geir (2021). Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis. PLOS ONE. ISSN 1932-6203. 16(7), p. 1–42. doi: 10.1371/journal.pone.0254117. Full text in Research Archive
• Solberg, Stine; Edwards, Anne; Mjelve, Liv Heidi & Nyborg, Geir (2020). Working Relationally with Networks of Support Within Schools: Supporting Teachers in their Work with Shy Students. Journal of Education for Students Placed at Risk. ISSN 1082-4669. doi: 10.1080/10824669.2020.1854760. Full text in Research Archive
• Solberg, Stine; Edwards, Anne & Nyborg, Geir (2020). Leading for School Inclusion and Prevention? How School Leadership Teams Support Shy Students and Their Teachers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1788156. Full text in Research Archive
• Nyborg, Geir; Mjelve, Liv Heidi; Edwards, Anne & Crozier, Ray (2020). Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient? International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2020.1711538. Full text in Research Archive
• Mjelve, Liv Heidi; Nyborg, Geir; Edwards, Anne & Crozier, Ray (2019). Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion. British Educational Research Journal (BERJ). ISSN 0141-1926. doi: 10.1002/berj.3563. Full text in Research Archive Show summary

  Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural-historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allowing teachers to interpret behaviours of children; and (ii) why they employ the concept, what demands were being addressed. Data were gathered through post-observation stimulated-recall interviews with eight teachers; and three focus group sessions with 11 teachers. Seeing shyness as a tool for identifying the demands made by children regarded as shy, revealed sets of child behaviours which required two distinct forms of differentiation: (i) augmenting cognitive support with psychosocial feedback to help the child overcome the behaviours impeding their engagement as active learners; and (ii) making extra efforts when eliciting children’s understandings in order to give formative feedback and support progress through pedagogic sequences. By identifying the behaviours underpinning broad descriptions of shyness, such as anxiety, the analyses show that teachers employ shyness as an over-arching concept which reveals psychosocial demands that may not be entirely addressed by the repertoires of responses available to them.

• Nyborg, Geir & Mjelve, Liv Heidi (2017). Innagerende atferdsvansker og inkludering. In Nilsen, Sven (Eds.), Inkludering og mangfold - sett i spesialpedagogisk perspektiv. Universitetsforlaget. ISSN 978-82-15-02776-0. p. 181–195.
• Nyborg, Geir (2014). Spesifikke språkvansker og atferds-, emosjonelle og sosiale vansker : et arbeidsseminar for lærere. Psykologi i kommunen (PIK). ISSN 1892-3364. 49(4), p. 49–61.
• Nyborg, Geir (2013). Spesifikke språkvansker og atferd, emosjonelle og sosiale vansker: Et oppfølgingsopplegg for barn og foreldre. Psykologi i kommunen (PIK). ISSN 1892-3364. 48(5), p. 61–73.
• Nyborg, Geir (2011). TEACHERS’ USE OF MOTIVATIONAL UTTERANCES IN SPECIAL EDUCATION IN NORWEGIAN COMPULSORY SCHOOLING. A CONTRIBUTION AIMED AT FOSTERING AN INCLUSIVE EDUCATION FOR PUPILS WITH LEARNING DIFFICULTIES? International Journal of Special Education. ISSN 0827-3383. 26(3).
• Nyborg, Geir (2011). Lærerens bruk av motiverende ytringer i spesialundervisning. Psykologi i kommunen (PIK). ISSN 1892-3364. 46(4), p. 17–30.
• Nyborg, Geir (2011). The quality of mediational teaching practiced by teachers in special education. An observational study in Norwegian primary schools. International Journal of Special Education. ISSN 0827-3383. 26(1), p. 101–111.
• Nyborg, Geir (2010). Interaksjon mellom lærere og elever i spesialundervisning organisert som eneundervisning. Spesialpedagogikk. ISSN 0332-8457. p. 30–45.

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• Nyborg, Geir & Bjørnebekk, Gunnar (2023). Forskningsprosjekt om stille og innadvendte elever i ungdomsskolen.
• Nyborg, Geir; Solberg, Stine & Stien-Leenderts, Andreas (2022). De stille elevene - hvordan fremme muntlig aktivitet. [Internet]. Podcast Utforsk Aschehoug Undervisning.
• Nyborg, Geir; Mjelve, Liv Heidi; Crozier, Ray; Arnesen, Anne & Coplan, Robert (2021). Teachers’ strategies for helping shy students: Results from a national survey in Norway.
• Vartun, Marika; Nyborg, Geir & Mjelve, Liv Heidi (2020). Stille og innadvendte elever trenger ekstra støtte fra læreren.
• Nyborg, Geir; Mjelve, Liv Heidi; Colvin, Shane David & Vartun, Marika (2020). Slik kan læreren hjelpe de stille elevene til å mestre skolen. [Internet]. Institutt for spesialpedagogikk, UIO, hjemmeside.
• Arnesen, Anne; Mjelve, Liv Heidi; Nyborg, Geir; Crozier, Ray; Bjørnebekk, Gunnar & Coplan, Robert (2020). Student-teacher relationships and (early) adolescents’ school engagement.
• Nyborg, Geir; Mjelve, Liv Heidi & Arnesen, Anne (2019). Skolens arbeid med den stille, innadvendte elevgruppen.
• Arnesen, Anne; Nyborg, Geir & Mjelve, Liv Heidi (2019). Stille og innadvendte elever: Hvordan se og hjelpe dem i skolen?
• Mjelve, Liv Heidi & Nyborg, Geir (2019). Barn med stille og innadvendt atferd i skolen - læreres tilnærming.
• Smedstad, Tormod; Nyborg, Geir & Mjelve, Liv Heidi (2018). Hvordan gi stille og sjenerte barn god læringsstøtte? [Business/trade/industry journal]. Skolelederen.
• Mjelve, Liv Heidi & Nyborg, Geir (2018). Oral activity and anxiety reduction for shy students in elementary school.
• Nyborg, Geir & Mjelve, Liv Heidi (2016). Innagerende atferdsvansker og utfordringer ved inkludering.
• Nyborg, Geir (2009). Interaksjon mellom lærere og elever i spesialundervisning. En studie av kvalitet av medierende undervisning.
• Nyborg, Geir (2002). Gruppekonsultasjon. En arbeidsmåte for økt mestring av undervisningssituasjoner. Spesialpedagogikk. ISSN 0332-8457. p. 40–45.
• Nyborg, Geir (2001). Gruppebasert konsultasjon med lærere. Norsk Skoleblad. ISSN 0029-2117. p. 26–28.
• Nyborg, Geir (1999). Veiledning ved hjelp av videoanalyse i skolen. Norsk Skoleblad. ISSN 0029-2117. p. 26–28.
• Nyborg, Geir (2008). Interaksjon mellom lærere og elever i spesialundervisning. En studie av kvalitet av mediert undervisning. Unipub forlag.
• Nyborg, Geir (2002). Gruppekonsultasjon. Oslo kommune, skoleetaten. Pedagogisk-psykologisk tjeneste. ISSN 82-7994-005-7. Show summary

  Prosjektrapport tilknyttet til SAMTAK

• Nyborg, Geir (1997). "Slowlearners" i den palestinske skolen. En intervjuundersøkelse blant lærere på Vestbredden. Institutt for spesialpedagogikk.

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