Magnar Ødegård

• Beyer, Margit Folke-Olsen; Pesonen, Henri Valtteri & Ødegård, Magnar (2026). Special Education Contents in Teacher Training Programs – Identifying the Need for Teachers’ Knowledge and Skills in Special Education in the Norwegian School Context Through Document Analysis and Interview Data. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-026-00628-9. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how the primary and lower secondary master’s degree programs in Norwegian teacher education prepare teachers to provide special education services in schools. The methods consist of semi-structured interviews with two student teachers and three newly educated teachers. In addition, we applied a document analysis of the curriculum in the primary and lower secondary teacher education, grades 5–10. The results documented that the participants acknowledged their practical training (practicum) in schools during their education as crucial to developing an understanding and experience of adapted education and special education. The study reveals that there is room for strengthening the focus on special needs education in program descriptions and course plans in Norwegian primary and lower secondary education, grades 5–10. In sum, the findings indicate that participants request more knowledge and skills related to special needs education, and that a stronger connection between theory and practice could be necessary to provide adequate adaptations and special education.

• Holter, Erika Kristina; Ødegård, Magnar & Bjørnebekk, Gunnar (2026). Collective and individual efficacy as predictors of disruptive classroom behavior: a multilevel moderation analysis of teacher- and school-level influences. Social Psychology of Education. ISSN 1381-2890. 29(1). doi: 10.1007/s11218-026-10185-2. Fulltekst i vitenarkiv Vis sammendrag

  Disruptive behavior is a significant challenge in classrooms, impairing learning and leading to teacher demotivation and stress. Self-efficacy among school staff is crucial for managing disruptive behavior; however, to address this issue, it is necessary to consider collective efficacy as a vital factor in fostering a supportive school culture. This study investigates the relationship between collective and self-efficacy, as perceived by teachers and school staff, and disruptive behavior within and across schools. Utilizing a cross-sectional design, this study analyzed questionnaire data from 1568 staff members across sixty-three schools. A multilevel modeling strategy was employed to examine individual and school-level variables, justified by significant intraclass correlations in disruptive behavior and consensus among staff members regarding collective efficacy. Analysis of collective and self-efficacy and school-level variables (aggregated collective efficacy) was conducted in steps, with the final step including the interaction between collective efficacy and self-efficacy. The findings revealed that both collective and self-efficacy were negatively related to disruptive behavior within schools; staff members with higher efficacy reported lower disruption rates. Notably, school-level collective efficacy was also negatively correlated with disruptive behavior, indicating that schools with higher average efficacy experienced fewer disruptions. Importantly, collective efficacy moderated the relationship between self-efficacy and disruptive behavior, which suggests that higher perceived collective efficacy strengthens the negative association between self-efficacy and disruptive behavior. This study highlights the need to foster both individual and a shared collective efficacy among school staff, as it may empower teachers to effectively manage disruptive behaviors in classrooms and enhance the overall school environment.

• Ødegård, Magnar; Tandberg, Håkon Naasen; Sæheim, Aleksandra & Løkke, Jon Arne (2026). Technical Pedagogy and the Dialectial Alternative in Higher Education. I Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (Red.), Pedagogical Competence Development in Higher Education Volume 1: Exploring Foundations and Dimensions of Pedagogical Practices. Routledge. ISSN 9781041153887. s. 41–52. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter, we discuss Erling Lars Dale’s “Introduction to Dialectical Pedagogy” (1972) and how his ideas on technical and dialectical pedagogy remain relevant to teaching and learning in higher education, nearly 50 years after their dissemination. Erling Lars Dale (1946–2011) earned a master’s degree in pedagogy in 1974 through the social pedagogical study program at the Faculty of Education at the University of Oslo. He was active in societal debates from the 1960s onward and was particularly concerned with foundational pedagogical issues. These metaphysical issues include the nature of knowledge (ontology), what constitutes knowledge (epistemology), what is considered good (normative premises and ethics), and the logic behind knowledge (logic). The authors of this chapter have their backgrounds from various fields, including social work, religious studies, special needs education, and pedagogical studies. What unites us is our shared experience with teaching and supervision in higher education at all levels: bachelor’s, master’s, and PhD. In 2022, we established a reading group to discuss texts on foundational pedagogical issues. After engaging in Dale’s work (1972), we sought further exploration, which led to the contribution of this chapter. The following presents a summary of Dale (1972) before discussing the main issue further

• Ødegård, Magnar; Pesonen, Henri Valtteri & Solberg, Stine (2025). Identifying Strategies Teachers Apply to Establish Positive Relationships with Students. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-025-00514-w. Fulltekst i vitenarkiv Vis sammendrag

  This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured interviews with 40 teachers, the study identified key strategies that could develop positive TSRs. These include building meaningful connections (such as effective time management and displaying genuine interest in students’ lives) and adaptive and engaging interaction (including sensitive communication and facilitating informal interactions). Building TSRs was also identified as an ongoing and multifaceted process that requires continuous effort from teachers. Positive TSRs involve balancing professional boundaries with relatability and approachability, which can be used to nurture trust and openness in schools. Finally, we apply artificial intelligence (AI) in our approach to qualitative data analysis.

• César, Jamile & Ødegård, Magnar (2025). Branded Clothing and the Identification Process: Ambivalence Between What I Want and What Society Wants from Me. Trends in Psychology. doi: 10.1007/s43076-025-00484-6. Fulltekst i vitenarkiv Vis sammendrag

  This work aims to understand how adolescents use branded clothing to negotiate the ambivalence between individual aspirations and social expectations. To achieve this, we employ a theoretical framework that integrates psychoanalysis and cultural semiotic psychology, focusing on the concepts of identifications and social suggestions. The data obtained through qualitative methodology, specifically semi-structured interviews conducted with Brazilian adolescents between 16 and 20 years old, were analyzed on two levels: individual and collective. This analysis enables us to imply that, in the context of this research, branded clothing is adopted as a tool in a deep and intricate identification process related to social suggestions. Furthermore, this work enabled us to develop a model of “limiting factors” affecting the expression of social suggestions and a better understanding of the dialogical nature of the identification process.

• Boquist, Trine Andrea; Ødegård, Magnar & Pesonen, Henri Valtteri (2025). Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens. Education Sciences. 15(1). doi: 10.3390/educsci15010043. Fulltekst i vitenarkiv Vis sammendrag

  It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research, our study examined pedagogical leaders’ approaches to promoting inclusion of children with autism in kindergartens. The method of empathy-based stories (MEBS) was used to collect stories from 32 participants working in kindergartens. Qualitative analysis of participant produced stories revealed that inclusion of children with autism consisted of two themes: (1) professional framework for inclusion and (2) empathetic approaches to inclusion. The findings provide suggestions for further research and development work related to inclusion of children with ASD in early childhood education.

• Jacobson, Josefin; Pesonen, Henri Valtteri & Ødegård, Magnar (2025). Early childhood teachers’ perspectives on supporting children with special needs in Norwegian early childhood education and care. Journal of Early Childhood Education Research (JECER). 14(1), s. 47–72. doi: 10.58955/jecer.148414. Fulltekst i vitenarkiv Vis sammendrag

  Early childhood teachers’ (ECTs) increased responsibilities in providing special educational support have made their role complex. Particularly, there seem to be uncertainties about who is to provide special education, as usually in Norwegian early childhood education and care (ECEC), this is often considered to be the responsibility of the special teacher. Despite the recognition that ECTs face challenges, research specifically focusing on how they view their work with children with special needs is scarce. The aim of this study was to examine ECTs’ perspectives on supporting children with special needs in ECEC. The study involved semi-structured interviews with five ECTs. A qualitative analysis of the extensive interview data produced eight dimensions, divided into three thematic categories: (1) work during times of turmoil, (2) understanding of children’s special needs and (3) aspirations for collaboration between professionals. We were interested in hearing what ECTs had to say, and our research provides encouraging findings to further investigate their role in supporting children with special needs, especially when considering the current ‘chaotic’ circumstances in ECEC and the unclear professional responsibilities in providing this support. Important practical implications are also given.

• Ødegård, Magnar & Solberg, Stine (2024). Identifying teachers’ reactive strategies towards disruptive behavior in classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 145. doi: 10.1016/j.tate.2024.104627. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we identify strategies teachers apply after disruptive behavior has occurred in classrooms. The sample consists of 40 Norwegian teachers in lower and upper secondary schools. Semi-structured qualitative interviews were the method of inquiry. Our findings indicate that many teachers predominantly use individually oriented strategies. This is supported by teachers applying subtle cues, reorientation, and sanctions toward disruptive students. This indicates that teachers seldom apply collectively oriented strategies towards disruptive behavior and that disruptive behavior is mainly interpreted as an individual phenomenon although it impairs the learning of the class.

• Dahl-Nielsen, Ane Linn & Ødegård, Magnar (2024). Muligheter og utfordringer ved en samskapende tilnærming til utviklingsarbeid i barnehage. I Fjeld, Hilde Sofie; Staal, Sigrun & Ødegård, Magnar (Red.), Å lære i fellesskap - Muligheter og spenninger i partnerskap mellom barnehager, skoler og høgskole. Universitetsforlaget. ISSN 9788215066769. s. 80–100. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2024). Teaching Practice and Coping with Disruptive Behavior: An Analysis in Light of the Dreyfus Model of Skill Acquisition. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-024-00435-0. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we build on The Model of Skill Acquisition (The Skill Model), presented by H. L. Dreyfus and S. E. Dreyfus (1986) in their book “Mind over Machine”. We also build and expand on Benner, P. in (From novice to expert: Excellence and power in clinical nursing practice 2001), Duesund, L. in (Kropp, kunnskap og selvoppfatning. [Body knowledge and self-concept] 1995), Duesund, L., & Jespersen, E. in (Skill acquisition in ski instruction and the skill model’s application. Bulletin Sci Technol & Soc, 24(3):225–233, 2004), and Ødegård, M. in (A comparative stuy of disruptive behavior between schools in Norway and the United States, 2017) who apply the Skill Model to teaching practice. The model has been applied in many areas, like sports, engineering, moral judgment, nursing, medical practices, and professional development. In this article, we connect the model to narratives gathered in the research project “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. The interview data come from 40 Norwegian teachers working in lower and upper secondary schools and high schools. We apply the data anecdotally to display teachers’ development and utilization of their skills when coping with disruptions in class. Implications for teacher education and practice are discussed, particularly highlighting the movement from novice to expert.

• Myhre, Julianne Solvik & Ødegård, Magnar (2023). Mentalizing and Binge Eating Disorder. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-023-00393-z. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Binge eating disorder (BED) is presumed to be the most common kind of eating disorder. However, the knowledge of BED in general society is low, and treatment options have been lacking or not been of sufficient quality. This article applies mentalizing as a theoretical framework to analyze descriptions of BED. The study suggests that descriptions of social, emotional, and cognitive characteristics of BED can be interpreted as impaired mentalizing. However, several of these impaired mentalizing traits can also be seen as a result of cultural and social tendencies, more so than a pathological component solely linked to BED. This article aims to gain deeper insights into the social, emotional, and cognitive aspects of BED. We refer to interviews with three adult females who earlier struggled with BED. Our theoretical and empirical exploration indicates that BED touches upon a wide array of areas related to mentalizing, such as inner confusion, psychological reality, and (social) self-concept.

• Ødegård, Magnar (2020). Mood, Being-with-others and Disruptive Behavior in the Classroom: A Psychological Perspective Encounters Phenomenology. Encyclopaideia. Journal of phenomenology and education. ISSN 1590-492X. doi: 10.6092/issn.1825-8670/10815. Fulltekst i vitenarkiv Vis sammendrag

  This article is part of the project “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. Questions raised are how disruptive behavior could affect teachers’ being-with-students and how moods could influence how they cope with such behavior. I argue that classroom practices are characterized by “shared attunement” and that there is an interdependence between teachers and students. Another argument is that disruptive behavior could influence teachers’ moods negatively. I also explore how teachers could navigate these moods when they encounter student-behavior they perceive as challenging. The analysis in the article has its roots within the field of psychology. It is interested in crossing this with phenomenology in the context of how teachers cope with disruptive behavior in classrooms.

• Ødegård, Magnar (2019). Being-Disrupted and Being-Disruptive: Coping Students in Uncertain Times. Sage Open. 9(1), s. 1–9. doi: 10.1177/2158244018822378. Fulltekst i vitenarkiv Vis sammendrag

  In the light of Martin Heidegger and Hubert Dreyfus’s concepts of being-in-the-world and skillful coping, this article addresses disruptions students face in modern society. Such disruptions involve pressure for achievement and lack of belonging to communities. In the discussion, the article presents the terms being-disrupted and being-disruptive. These terms outline ways students could cope with disruptions in their everyday practices. These practices include students’ relations to society and other people. Further elements addressed in the discussion are students’ interrelatedness with the world, their moods, and willingness to take risks. The article is part of the research project “A Comparative Study of Disruptive Behavior Between Schools in Norway and the United States.”

• Duesund, Liv & Ødegård, Magnar (2018). Students’ perception of reactions towards disruptive behaviour in Norwegian and American schools. Emotional and Behavioural Difficulties. ISSN 1363-2752. 23(4), s. 410–423. doi: 10.1080/13632752.2018.1469847. Fulltekst i vitenarkiv Vis sammendrag

  Findings from this comparative study include students’ perceived experience on the disruptive behaviour during class by utilizing a questionnaire administered in Norwegian and American schools. The sample in the study is 1153 students between 15–17 years old. We present the student perspective of how students and teachers react towards disruptive behaviour. In both countries, reactions from students indicated a tendency to escalate disruptive behaviour, while the reactions from teachers mostly decreased disruptive behaviour. We analyse these findings in light of the concept of emotional involvement.

• Duesund, Liv & Ødegård, Magnar (2018). Students’ perceived experience of disruptive behavior in schools : a comparative study between schools in the US and Norway. Nordic Studies in Education. ISSN 1891-5914. 38(2), s. 138–154. doi: 10.18261/issn.1891-5949-2018-02-04. Fulltekst i vitenarkiv Vis sammendrag

  This article reports findings from a comparative study of disruptive behaviors in schools in Norway and the United States. The study investigated students’ perceived experience of the phenomenon during class. In total, 1,153 students participated in the study (544 in Norway and 609 in the US). The majority of students in both countries claimed to have been disturbed during the last week and also said that this occurred one or more times every day. Discrepancies in the results were found in that American students report a higher prevalence of disruptive behavior, while Norwegian students seem to find disruptive behavior more disturbing than their American counterparts.

• Ødegård, Magnar (2014). Uro i skolen og den menneskelige væremåte. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 203–212. Fulltekst i vitenarkiv

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• Ødegård, Magnar & Øzerk, Gül (2025). Kunne Spesialpedagogikk. Universitetsforlaget. Fulltekst i vitenarkiv
• Fjeld, Hilde Sofie; Staal, Sigrun & Ødegård, Magnar (2024). Å lære i fellesskap - Muligheter og spenninger i partnerskap mellom barnehager, skoler og høgskole. Universitetsforlaget. ISBN 9788215066769. 224 s. Fulltekst i vitenarkiv

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• Wandem, Fredrik Solli & Ødegård, Magnar (2025). Kort forklart: Uro i skolen – et signal eller et problem? Fulltekst i vitenarkiv Vis sammendrag

  60 prosent av elever i norsk skole opplever å bli forstyrret av uro i klasserommet. Men hva er egentlig uro? Og hva kan vi gjøre for å håndtere og forebygge den?

• Ødegård, Magnar (2025). "Spesialpedagogisk rydding". Fulltekst i vitenarkiv
• Ødegård, Magnar (2025). Resultat fra undersøkelse av tidligere elever. Fulltekst i vitenarkiv
• Ødegård, Magnar & Johannesen, Nina (2025). Inkludering og utfordringer som kommer til syne. Fulltekst i vitenarkiv
• Johannesen, Nina & Ødegård, Magnar (2025). Spesialpedagogikk og inkludering. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2025). Inkludering og rådgivning. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2025). Universell pedagogikk - Kjernen i en inkluderende barnehage. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2024). Normalitet og avvik [Audio podcast]. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2024). Studieteknikk på et klikk [Audio podcast]. Fulltekst i vitenarkiv
• Ødegård, Magnar (2024). Uro i skolen - den viktige samtalen. Fulltekst i vitenarkiv
• Ødegård, Magnar & Dyrnes, Eva Martinsen (2024). Berikelsesperspektivet og inkluderende praksis. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2024). Universell pedagogikk, fellessamling. Fulltekst i vitenarkiv
• Fjeld, Hilde Sofie; Staal, Sigrun & Ødegård, Magnar (2024). Innledning: om barnehage- og skoleutvikling. I Fjeld, Hilde Sofie; Staal, Sigrun & Ødegård, Magnar (Red.), Å lære i fellesskap - Muligheter og spenninger i partnerskap mellom barnehager, skoler og høgskole. Universitetsforlaget. ISSN 9788215066769. s. 15–30. Fulltekst i vitenarkiv
• Ødegård, Magnar (2024). Lærerhjertet og urokråkene. [Internet]. NRK. Fulltekst i vitenarkiv
• Ødegård, Magnar & Tandberg, Håkon Naasen (2024). Dialectical pedagogy – Dale 50 years later. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Ødegård, Magnar & Tandberg, Håkon Naasen (2024). Dialectical pedagogy – Dale 50 years later. Fulltekst i vitenarkiv
• Tandberg, Håkon Naasen; Stenbock-Haakestad, Heidi & Ødegård, Magnar (2024). Uro i skolen - den viktige samtalen. Fulltekst i vitenarkiv Vis sammendrag

  Dramatisk færre og færre vil bli lærere, men er det egentlig så overraskende? Uroen vokser både i skolesektoren og i klasserommet, og sammen med deg ønsker vi å identifisere problemer og foreslå løsninger.

• Løkke, Jon Arne; Tandberg, Håkon Naasen; Ødegård, Magnar & Sæheim, Aleksandra (2023). Bedre enn Nostradamus? [Internet]. Khrono. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2023). Inkludering og spesialpedagogikk [Audio podcast]. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2023). Psykososiale vansker [Audio podcast]. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2023). Resiliens [Audio podcast]. Fulltekst i vitenarkiv
• Ødegård, Magnar (2023). Ferdighetslæring, uro og etisk ekspertise. Fulltekst i vitenarkiv
• Ødegård, Magnar (2023). Inkludering og organisasjonsutvikling. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2023). Kompetanseløftet for spesialpedagogikk og inkluderende praksis - Samarbeidsprosjekt Alver kommune og Institutt for spesialpedagogikk. Fulltekst i vitenarkiv
• Ødegård, Magnar (2023). Håndtering av uro i klasserommet. Fulltekst i vitenarkiv
• Ødegård, Magnar (2022). Teachers' Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms: Student Involvement. Fulltekst i vitenarkiv
• Ødegård, Magnar (2022). Hva gjør vi med uro i klasserommet? [Radio]. Rekk opp hånda!. Fulltekst i vitenarkiv
• Ødegård, Magnar & Dahl-Nielsen, Ane Linn (2022). Prosessveiledning. Fulltekst i vitenarkiv
• Cecilie, Olandersson & Ødegård, Magnar (2022). Inspirerende forskerseminar om Partnerskap i lærerutdanningene. [Internet]. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Solberg, Kine & Ødegård, Magnar (2021). Skolen som emosjonell arena – læreres åpenhet om emosjonelle reaksjoner på uro i skolen. Spesialpedagogikk. ISSN 0332-8457. Fulltekst i vitenarkiv
• Solberg, Kine & Ødegård, Magnar (2021). Skolen som emosjonell arena – hvordan uro i skolen kan påvirke lærere emosjonelt. Spesialpedagogikk. ISSN 0332-8457. Fulltekst i vitenarkiv
• Ødegård, Magnar (2021). Disse seks grepene fra læreren skaper ro i klasserommet. [Journal]. Forskning.no. URL: https://forskning.no/arbeid-barn-og-ungdo. Fulltekst i vitenarkiv
• Ødegård, Magnar (2019). Lærerrommets episode 17: Uro i klasserommet. [Radio]. Utdanningsforbundet. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elever forstyrres av uro i klasserommet. [Internet]. Forskning.no. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). 60 % av elevene blir forstyrret av uro i klasserommet. [Journal]. Bodøposten. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). 60 % av elevene blir forstyrret av uro i klasserommet. [Internet]. Det utdanningsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elever forstyrres av uro i klasserommet. [Journal]. Klassekampen. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elever forstyrres av uro. [Internet]. Klartale.no. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elever forstyrres av uro i klasserommet. [Internet]. TV2 Nyhetene. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elevar blir forstyrra av uro i klasserommet. [Internet]. Framtida.no. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). 60 % av elevene blir forstyrret av uro i klasserommet. [Internet]. NTB. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). 60 % av elevene blir forstyrret av uro i klasserommet. [Internet]. Skolemagasinet. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elever forstyrres av uro i klasserommet. [Internet]. Avisenagder.no. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). 60 % av elevene blir forstyrret av uro i klasserommet. [Internet]. Utdanningsforskning.no. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti forstyrres av uro i klasserommet. [Internet]. P4.no. Fulltekst i vitenarkiv
• Ødegård, Magnar (2018). Seks av ti elever forstyrres av uro i klasserommet. [TV]. TV2 Nyhetene. Fulltekst i vitenarkiv
• Ødegård, Magnar & Duesund, Liv (2018). Seks av ti elever forstyrres av uro i klasserommet. [Journal]. Adressa.no. Fulltekst i vitenarkiv
• Ødegård, Magnar (2017). Åpen dag 9. mars - Uro i skolen ved Magnar Ødegård. [TV]. Det utdanningsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Ødegård, Magnar (2013). Tar doktorgrad på uro i skolen. [Journal]. Porsgrunns Dagblad. Fulltekst i vitenarkiv
• Ødegård, Magnar & Dyrnes, Eva Martinsen (2024). Berikelsesperspektivet og inkluderende praksis: Rapport fra studie ved Asker videregående skole. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Øzerk, Gül & Ødegård, Magnar (2024). Arbeidshefte. Universitetet i Oslo. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2024). Kompetanseløftet for spesialpedagogikk og inkluderende praksis Prosjekt Universell pedagogikk – samarbeid mellom Institutt for spesialpedagogikk og Alver kommune – delrapport 2. Universitetet i Oslo. Fulltekst i vitenarkiv
• Ødegård, Magnar & Øzerk, Gül (2023). Prosjekt universell pedagogikk - delrapport. Institutt for spesialpedagogikk. Fulltekst i vitenarkiv
• Ødegård, Magnar & Dyrnes, Eva Martinsen (2022). Rapport fra undersøkelse om inkludering og spesialundervisning. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Ødegård, Magnar (2022). Rapport fra utviklingsprosjekt: Arbeid med uro i barneskolen. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Ødegård, Magnar & Dahl-Nielsen, Ane Linn (2022). Samarbeid mellom Høgskolen i Østfold og Pedagogisk-psykologisk tjeneste: Rapport fra undersøkelse knyttet til PPTs systemarbeid. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Ødegård, Magnar (2022). Uro i skolen - rapport fra utviklingsprosjekt. Høgskolen i Østfold. Fulltekst i vitenarkiv
• Ødegård, Magnar (2017). A Comparative Study of Disruptive Behavior between Schools in Norway and the United States. A conceptual and empirical exploration of disruptive behavior in schools (Doctoral dissertation). Universitetet i Oslo. Fulltekst i vitenarkiv

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