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  • 1.
    Abrahamsson, Hans
    Göteborgs universitet.
    Dialog och medskapande i vår tids stora samhällsomdaning2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 20-40Article in journal (Refereed)
    Abstract [en]

    The Great Transformation of our time, amalgamating the local with the global demands new modes of governance and management. Increased variety and diversity of the population as well as the complexity of social issues are changing the prerequisites of social sustainability. The aim of this article is to discuss how this transformation strengthens the importance of citizens’ co-creation as regards identification of the problems, measures to be taken as well as the implementation of the same. The article furthermore discusses the role of trans-disciplinary knowledge production and its possible contribution to a socially sustainable development, as well as how current modes of governance influence the room for manoeuver and conditions for co-creation. Three mental shifts are considered necessary. The first relates to the importance of viewing city residents as citizens with rights and responsibilities and not only as customers and consumers. The second concerns the shift of the view what knowledge is and what it could be and the third relates to how the question of power should be conceptualized.

  • 2.
    Andersson, Erik
    Högskolan i Skövde; Örebro universitet.
    Rum och plats i didaktiken. Om var-frågan i svensk didaktisk forskning och undervisning - exemplet digitala medier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to argue for a systematic research approach on space and place, the WHERE-question in the Swedish research field of didactics. Two research traditions in subject and general didactics, focusing the WHAT- and the HOW-question, dominate the field. The educational situation of today is highly digitally driven which motivates the relevance of a more thorough and systematic analysis of the WHERE-question. It is argued that Swedish didactical research, and teaching in school in general, has to amplify the attention to the WHERE-question. Space and place are not empty containers in which social life happens to unfold. Space and place determines the communication, interaction and meaning making of individuals – individuals are always claimed by space and place.

  • 3.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Rum och plats i didaktiken: Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
  • 4.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Rum och plats i didaktiken: Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to argue for a systematic research approach on space and place, the WHERE-question in the Swedish research field of didactics. Two research traditions in subject and general didactics, focusing the WHAT- and the HOW-question, dominate the field. The educational situation of today is highly digitally driven which motivates the rele-vance of a more thorough and systematic analysis of the WHERE-question. It is argued that Swedish didactical research, and teaching in school in general, has to amplify the attention to the WHERE-question. Space and place are not empty containers in which social life happens to unfold. Space and place determines the communication, interaction and mea-ning making of individuals – individuals are always claimed by space and place.

  • 5.
    Andersson, Erik
    Högskolan i Skövde.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, no 1, p. 8-18Article in journal (Other academic)
  • 6.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 8-18Article in journal (Refereed)
  • 7.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 8-18Article in journal (Refereed)
  • 8.
    Andersson, Erik
    et al.
    Högskolan i Skövde.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier - kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-100Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of education in school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own education.

  • 9.
    Andersson, Erik
    et al.
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund, Skövde, Sverige.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier: kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-100Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of education in school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own education.

  • 10.
    Andersson, Erik
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund, Skövde, Sverige.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier: kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-101Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.

  • 11.
    Andersén, Annelie
    Högskolan i Skövde, Institutionen för hälsa och lärande.
    Den nya yrkeslärarutbildningen - Utkomster i form av yrkeskompetens2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 88-101Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses a group of newly trained vocational teachers' experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concering one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self confidence. They have new, broader and more improved tools to use in teaching. and they see the importance of having a vocational teacher education. Skills that are considered important in new vocational teachers' profession are for example to able to see the individual students and reach out o them with a message, and to make just assessment and set fair grades. 

  • 12.
    Andersén, Annelie
    Högskolan i Skövde.
    Den nya yrkeslärarutbildningen - utkomster i form av yrkeskompetens2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 88-101Article in journal (Refereed)
    Abstract [en]

    This article describes and discusses a group of newly trained vocational teachers’ experiences of outcomes of their teacher education in terms of professional skills. Seven students participated in focus group discussions concerning one of the professional teacher training national objectives. The results show that the newly trained vocational teachers acquired a new vision of the teaching profession and that they have strengthened both their professional identity and their self-confidence. They have new, broader and more improved tools to use in teaching, and they see the importance of having a vocational teacher education. Skills that are considered important in the new vocational teachers’ profession are for example to able to see the individual students and reach out to them with his message, and to make just assessments and set fair grades.

  • 13.
    Andersén, Annelie
    Högskolan i Skövde.
    Temapresentation: Livslångt och livsvittlärande2014In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 8, no 1, p. 8-11Article in journal (Other academic)
  • 14.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nylund, Mattias
    Göteborgs universitet, Göteborg, Sweden.
    Yrkeslärare som värdebalanserare - värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, no 1, p. 82-101Article in journal (Refereed)
    Abstract [en]

    The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with voca-tional teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes stu-dents ́ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.

  • 15.
    Arneback, Emma
    et al.
    Örebro universitet.
    Nylund, Mattias
    Göteborgs universitet.
    Yrkeslärare som värdebalanserare - Värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 82-101Article in journal (Refereed)
    Abstract [en]

    The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with vocational teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes students´ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.

  • 16.
    Berg, Daniel
    Stockholms universitet.
    Det självständiga arbetet - en plats för emancipation eller automation?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 94-108Article in journal (Refereed)
    Abstract [sv]

    Självständighet i arbetet utgör ett högt värderat mål för alla högre utbildningar. I denna begreppsanalytiska litteraturstudie undersöks de motstridiga innebörder denna självständighet kan ges. Studien framlägger idén att begreppet ”självständighet i arbetet” kan förstås på två rent av motstridiga sätt: som automation eller som emancipation. Diskussionen om dessa två innebörder förankras dels i en historieteoretisk utläggning om det maskinella arbetetsutveckling och dels i pedagogik-filosofen Jacques Rancières tankar om demokratins förutsättningar. Begreppsanalysens diskussion appliceras därefter på ett mindre urval aktuell pedagogisk forskning om handledningen i högre utbildning. I mötet med denna litteratur väcks framförallt frågor om dialogismens pedagogiska teori vad gäller självständighet i arbetet: skapar dess metoder en emancipatorisk självständighet i Rancières definition – eller premierar de snarare det maskinella arbetets fortsatta automation av samhällslivet? Några tentativa resultat avslutar studien. Spänningen mellan emancipation och automation i självständighetsbegreppet tycks inte kunna förlösas bara genom dialogism. Men analysen av litteraturen visar samtidigt på att denna rymmer en annan väg mot emancipatorisk självständighet i den högre utbildningen, färdig att utforska: den som går genom den känslosamma läraren.

  • 17.
    Berg, Daniel
    Stockholm University, Faculty of Social Sciences, Department of Economic History.
    Det självständiga arbetet: en plats för emancipation eller automation?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 94-108Article in journal (Refereed)
    Abstract [sv]

    Här undersöks ur ett kritiskt perspektiv handledningens kunskapsöverföring inom universitetsutbildningarna i relation till två begrepp: automation och emancipation. Vilka är utbildningarnas mål? Är det att förbättra överföringen av ny kunskap till människor i takt med produktionsapparatens snabbt accellererande processer eller rymmer handledningen också andra ambitioner, mindre maskinella, mer mänskliga? Frågan aktualiseras i en tid när också mycket kognitivt arbete görs bättre av människolika maskiner än maskinlika människor. I läsningen av viss pedagogisk forskning om universitetshandledning används Jacques Rancières filosofiska skrifter kring pedagogik för att svara på frågan om handledningens framtida utmaningar.

  • 18.
    Boström, Lena
    Mittuniversitetet.
    Hur lär sig elever på sex olika yrkesprogram? En studie om skillnader och likheter i lärstilar2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 48-65Article in journal (Refereed)
    Abstract [en]

    Vocational programs are facing educational challenges. Many students leave secondary school in Sweden without completed grades, and this is problematic in many ways, e.g. in terms of equivalence and skill segregation. This study tries to see learning through students’ eyes and examined learning styles in six different vocational programs. The research questions have addressed which general learning styles traits dominates and which differentiates. The study involved 244 students. The Productivity Environmental Preference Survey (PEPS) learning styles assessment was used to identify 17 different traits. Sex groups were compared with descriptive statistics and analysed by using F-test and analysis of variance, ANOVA. The tendencies were low motivation and conformity, a high need for structure and routine, multimodal dominance, and a need for intake and movements. The most productive time of day was in the afternoon. The statistical analysis revealed that six of 17 elements differed; light, temperature, conformity, persistence, intake, time-of –day (early morning and morning). This study shows similarities and differences concerning learning styles preferences in vocational program, which can be a basis for further insights in didactics issues. This study highlights the importance of finding pedagogical model that is suitable for vocational education, expanded educational strategies and in-depth didactic discussions. The results are valuable for people involved in the planning of vocational education and for the students themselves

  • 19.
    Cajander, Åsa
    et al.
    Uppsala universitet.
    Schnaas, Ulrike
    Uppsala universitet.
    Peer reflection on inclusive supervision - a study circle as a space for collegial learning2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 54-69Article in journal (Refereed)
    Abstract [sv]

    Forskarhandledare har en viktig roll för att öka genusmedvetenheten inom akademin, särskilt bland unga forskare, och för att stödja en inkluderande och genusvänlig arbetsmiljö för doktorander. Trots detta ges det sällan utrymme för en kontinuerlig reflektion kring inkluderande forskarhandledning. I artikeln beskrivs hur kollegial reflektion kring inkluderande forskarhandledning har möjliggjorts genom en studiecirkel som har arrangerats inom ramen för det europeiska jämställdhetsprojektet FESTA (Female Empowerment in Science and Technology Academia) vid Uppsala universitet. Artikelförfattarna har deltagit i studiecirkeln i rollerna som cirkelledare och kursdeltagare, och artikeln är skriven utifrån dessa perspektiv. I artikeln presenteras studiecirkelns upplägg och pedagogiska struktur samt författarnas reflektioner utifrån deras två olika perspektiv. Både våra egna reflektioner och kursvärderingen pekar på att studiecirkeln har lämpat sig väl som arena för kollegial reflektion. Artikeln avslutas med några råd för de som vill arrangera liknande studiecirklar kring inkluderande handledning.

  • 20.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Schnaas, Ulrike
    Uppsala University, University Administration, Division for Quality Enhancement.
    Peer reflection on inclusive supervision: A study circle as a space for collegial learning2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 54-69Article in journal (Refereed)
  • 21.
    Carlsson, Vanja
    et al.
    Göteborgs universitet.
    Svensson, Petra
    Göteborgs universitet.
    Johansson, Vicki
    Göteborgs universitet.
    Montin, Stig
    Göteborgs universitet.
    Handledare, vägledare eller kontrollant?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 20-38Article in journal (Refereed)
    Abstract [en]

    This article will present the argument that modern performance management systems have the potential to change and negatively affect the academic supervision process and the scientific knowledge perception within postgraduate education. Empirically, the argument focuses on how one statutory management model, the so called study plane (ISP), is designed and applied at the University of Gothenburg. Theoretically, basic assumptions inherent in the control and steering logic of the ISP-model are identified, and their potential significance for knowledge-, value- and interaction formation within the supervision and dissertation process is analyzed. Our main conclusion is that the ISP-model, if applied as intended, promotes the transformation process towards organizational professionalism within the research community. The model affects trust relations, value and knowledge formation within the supervision process, and hampers experimental and creative research and findings.

  • 22.
    Davidsson, Eva
    Malmö högskola.
    Investigating visitors' learning related to science centre exhibits - a progress report of recent research literature and possible future research foci2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 28-47Article in journal (Refereed)
    Abstract [sv]

    Forskningsfältet som rör lärande i informella miljöer växter ständigt och under den senaste tiden har antalet artiklar som fokuserar lärande i relation till ett besök på ett science center eller museum ökat kraftigt. Men vilka slutsatser kan man dra när det gäller utställningar och besökares lärande? Vilka metodologiska trender kan man se och vilka framtida forskningsområden kan tänkas utgöra intressanta fält? Denna forskningsgenomgång analyserar och diskuterar olika forskningsstudier som fokuserar besökares lärande och deras interaktioner med utställningar samt studier som utvärderar utställningsmiljöer. Vidare diskuteras trender med avseende på olika metodologiska ansatser samt föreslår framtida forskningsfokus inom fältet.

  • 23.
    Delacour, Laurence
    Malmö högskola.
    Interpreting the curriculum - mathematics and didactic contracts in Swedish preschools2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 64-79Article in journal (Refereed)
    Abstract [sv]

    Syftet med artikeln är att belysa hur en vidgad matematikdidaktik kan ta form på några svenska förskolor. För att analysera hur några förskollärare omformar, preciserar och konkretiserar de matematiska målen i förskolans läroplan, med fokus på didaktiska frågor rörande innehåll - vad är matematik för yngre barn? och form - hur kan matematik kommuniceras, placerar jag min studie inom ramen för ett läroplansdidaktiskt perspektiv. Matematikdidaktiskt influeras jag av situationsteori och didaktiskt kontrakt är ett huvudbegrepp i analysen. Termen didaktiskt kontrakt ses som en metafor för uppsättningen av implicita och explicita regler för social och matematisk interaktion i en barngrupp. Jag använder en vidgad definition av det didaktiska kontraktet för att belysa hur förväntningar på relationen mellan lärare, barn och matematik framträder i talet om och transformeringen av de matematiska målen, med fokus på de didaktiska frågorna vad och hur. Sammantaget samspelar huvudbegreppen transformation och matematikdidaktiska kontrakt i texten. Analysen är då inriktad på hur samhälleliga förväntningar som uttrycks i nationella matematiska mål transformeras och framträder i form av didaktiska kontrakt i några förskolepraktiker.

  • 24.
    Dimenäs, Jörgen
    et al.
    Institutionen för pedagogik, Högskolan i Borås.
    Björklund, Margereth
    Högskolan Kristianstad, Sektionen för hälsa och samhälle.
    Häggkvist, Kristin
    Högskolan i Borås.
    Larsson, Ingamay
    Högskolan i Borås.
    Malm, Annika
    Högskolan i Borås.
    Rundgren, Monica
    Högskolan i Borås.
    Welin Mod, Agneta
    Högskolan i Borås.
    Retorikens beprövande erfarenhet ur yrkesverksamma lärar- och sjuksköterskehandledares perspektiv2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 1, p. 98-116Article in journal (Refereed)
    Abstract [en]

    This study aims to investigate the concept of proven experience, which is being increasingly used and emphasised in documents relating to the education of student teachers and nurses as well as in the training of these two professions. The study is aimed at academic vocational training (AVT) and is based upon interviews with the tutors of student teachers and nurses during their periods of AVT. The purpose of this study is to understand what constitutes the essence of proven experience, arising from the verbal statements given by AVT tutors in the field. The conclusion of this study is that the concept of proven experience should be considered at three levels: experience, tested experience and proven experience. Furthermore, those who use it without further consideration should understand the complexity of the concept. From a critical perspective it seems that government agencies use a concept that we assume is more characterised by ideological rhetoric than by conceptual preciseness.

  • 25.
    Dimitrova, Radosveta
    Stockholms universitet.
    Ingredients of good PhD supervision - evidence from a student survey at Stockholm university2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 40-52Article in journal (Refereed)
    Abstract [sv]

    Doktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid universitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för grupper av arbetsgivare, studentföreningar och akademiker. Denna studie undersöker centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universitet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete och en kreativ miljö för forskarutbildningen. Handledningsindikatorerna var även signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjerinom utbildning och metoder för undervisning i avsikt att kunna förbättra forskarutbildningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.

  • 26.
    Dimitrova, Radosveta
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Ingredients of good PhD supervision: evidence from a student survey at Stockholm University2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 40-53Article in journal (Refereed)
    Abstract [sv]

    Doktorandhandledning är en relevant fråga för en pedagogisk forskarutbildning vid univer-sitet vilket har betydande implikationer inom rad sammanhang, såväl inom industrin som för  grupper  av  arbetsgivare,  studentföreningar  och  akademiker.  Denna  studie  undersöker  centrala aspekter av handledning utifrån doktoranders perspektiv vid Stockholms universi-tet baserat på en undersökning med 761 forskarstuderande. En konfirmatorisk faktoranalys genomförd med strukturell ekvationsmodellering visade sig ge stöd åt en endimensionell modell för handledning som exemplifieras av givandet av konstruktiv kritik till studenter, handledarens tillgänglighet, tillräckligt med tid för handledning, möjlighet till självständigt arbete  och  en  kreativ  miljö  för  forskarutbildningen.  Handledningsindikatorerna  var  även  signifikant och positivt korrelerade. Att studera dessa indikatorer spelar stor roll för riktlinjer inom  utbildning  och  metoder  för  undervisning  i  avsikt  att  kunna  förbättra  forskarutbild-ningen. Studenter skulle kunna bli tydligt informerade om viktiga faktorer att överväga när de väljer samt påbörjar sina studier. Universitetsledning och handledare kan upprätthållas i sin roll att säkerställa en fullgod doktorandupplevelse för deras studenter.

  • 27.
    Dovemark, Marianne
    et al.
    Göteborgs universitet.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Förortens skola - möjligheternas skola?2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 62-78Article in journal (Refereed)
    Abstract [en]

    Loss of equivalence in Swedish education has been highlighted in both research and media. Arguably, one explanation for this is related to the free choice reform which has led to competition and homogenization of schools. In combination with peer effects and teachers’ different expectations this has led to a gap between schools in the way they adapt their marketing towards specific groups of students. Some students become more desirable than others. The polarization between “winners” and “losers” has thereby increased the importance of school selection with regards to learning outcomes and future educational life chances. This article focuses on students in Ash Public, a public upper secondary school located in a stigmatized immigrant suburb. The study is based on formal interviews, field interviews and observations, and contrary to its negative reputation, the school and its pedagogical practice were generally described in positive terms by the involved school actors. Teachers mentioned motivated and ambitious students and students described a school where they felt safe and included and where collaborative work was in focus. Ash Public proved to be a school for everyone except for “Swedes”.

  • 28.
    Ekecrantz, Stefan
    Stockholms universitet.
    Feedback and student learning? A critical review of research2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 15-34Article in journal (Refereed)
    Abstract [sv]

    Formativ bedömning i allmänhet och feedback i synnerhet har sin givna plats i rådande utbildningsvetenskapliga paradigm. Genom stora översikter, meta-studier och synteser ses feedback på och för lärande som ett empiriskt synnerligen väl grundat fenomen. Den typen av närmast konsensusliknande försanthållanden riskerar att undslippa kritisk granskning över tid. I den här studien görs en uppföljande närläsning av ett särskilt inflytelserikt segment inom feedbackforskningen. Resultatet visar att den underliggande primärforskningen i det fallet inte alls bygger på forskning om elevers och studenters lärande, tvärtemot hur denna forskning har refererats och använts vidare i efterföljande meta-analyser av till exempel Hattie (2009) och Hattie och Timperley (2007). Konsekvenser därav för forskning och evidensbaserad praktik diskuteras.

  • 29.
    Ekecrantz, Stefan
    Stockholms universitet.
    Temapresentation: Examination och bedömning för lärande?2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 8-14Article in journal (Other academic)
  • 30.
    Elvstrand, Helene
    Linköpings universitet.
    Att göra delaktighet i skolan - elevers erfarenheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 102-115Article in journal (Refereed)
    Abstract [en]

    This article examines the practice of pupils’ participation in school with a focus on pupils’ own experiences. According to UNCRC, it is important to study pupils’ own experiences, both from a children’s rights perspective, and with a view to learning about democratic processes in school. The empirical data in the article are drawn from a two-year field study among 10- to 12-year-old pupils in their classrooms. The data consist of field notes, interviews, and drawings and essays produced by the pupils. The result shows that informal participation was the most common democratic form where the pupils and teachers negotiated for influence through different processes. These processes are intertwined and take place through interaction. The result also shows that participation is a privilege that pupils must earn in some way, for example by behaving well. Further on, pupils’ participation can also be understood as an individualized process where some pupils have a lot influence and others have only limited influence. Finally, from the pupils’ perspective, it is important that the democratic processes in the classroom be comprehensible and visible, which creates a sense of trust.

  • 31.
    Eriksson, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Gustavsson, Susanne
    Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, no 1, p. 70-87Article in journal (Refereed)
  • 32.
    Eriksson, Anita
    et al.
    Högskolan i Borås.
    Gustavsson, Susanne
    Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 70-87Article in journal (Refereed)
    Abstract [en]

    The degree project represents an important part of higher education since it will examine the student's knowledge in relation to the degree goals and the student's ability to work independently under supervision. The supervision that is requested and given constitutes a central part of the student's working process and depending on the supervision's character it can also impact on the student's possibilities to independence. Using as a point of departure the intention to make visible and to problematize our students’ ability to be independent, the aim of the study presented here is to identify the specific features of the written supervision which we as supervisors give to students in the form of comments. The attempt is auto-ethnographic, which means that we reflect over our own way to supervise. As support for the analysis parts of Bernstein's theory have been used. The article describes and problematizes how we as supervisors have used comments in form of demands, exhortations and questions, the motives for the different kinds of comments and how different comments impact on the student's possibility to use and show his/her ability to work independently. The article contributes with knowledge about what is happening during the supervision, it can be used as foundation for discussion about supervision in relation to the student´s independence and gives an example on self-reflection over one's supervision.

  • 33.
    Eriksson, Anita
    et al.
    Högskolan i Borås .
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Krav, uppmaningar och frågor: en autoetnografisk reflektion över handledning av självständiga arbeten2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 70-87Article in journal (Refereed)
  • 34.
    Eriksson, Inger
    Stockholms universitet.
    Lärares medverkan i praktiknära forskning: Förutsättningar och hinder2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 27-40Article in journal (Refereed)
    Abstract [en]

    In contemporary society there is a growing idea of the importance of teachers’ participation in practice relevant research aiming for a science-based teaching. However, there is no clear common understanding of the meaning of teachers’ participation. The aim of the article is to contribute to the discussion such a meaning through an analysis of three collaborative practice-developing research projects. What conditions facilitate or prevent teachers’ participation as members of a research group? Besides time and support from the headmaster, the analysis indicates some important aspects: a) teachers need to be involved from the start, already in identifying the problem and in the overall research planning, b) especially the researchers must take responsibility for securing that teachers can cooperate as members of the research group on equal basis, bearing in mind that it is easy for teachers to positions themselves as learners and c) the research aim needs to be shared between teachers and researchers. Further, ethical issues need to be considered thoroughly, since e.g. aspects of anonymity are challenged if teachers’ contribution are to be acknowledged.

  • 35.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lärares medverkan i praktiknära forskning: Förutsättningar och hinder2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 27-40Article in journal (Refereed)
    Abstract [en]

    In contemporary society there is a growing idea of the importance of teachers’ participation in practice relevant research aiming for a science-based teaching. However, there is no clear common understanding of the meaning of teachers’ participation. The aim of the article is to contribute to the discussion such a meaning through an analysis of three collaborative practice-developing research projects. What conditions facilitate or prevent teachers’ participation as members of a research group? Besides time and support from the headmaster, the analysis indicates some important aspects: a) teachers need to be involved from the start, already in identifying the problem and in the overall research planning, b) especially the researchers must take responsibility for securing that teachers can cooperate as members of the research group on equal basis, bearing in mind that it is easy for teachers to positions themselves as learners and c) the research aim needs to be shared between teachers and researchers. Further, ethical issues need to be considered thoroughly, since e.g. aspects of anonymity are challenged if teachers’ contribution are to be acknowledged.

  • 36.
    Fatheddine, Djamila
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Göteborgs universitet.
    Bortom horisonten: Litteraturläsandets kroppsliga och bildande dimensioner2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 62-75Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss the importance of Bildung in relation to children’s literature reading. Drawing on empirical data consisting of interviews with seven children aged 10-11, based on hermeneutical and phenomenological theoretical perspectives, the article highlights children’s experiences of reading fiction and how these are articulated. The results show that the children’s reading is intertwined with their bodily existence. This embodied reading is manifested through on the one hand, the significance of a physically comfortable place when reading fiction, and on the other hand, through the reading experience itself as a process over time. The reading of literature makes it possible for the children to reach and interpret new kinds of horizons, which they have not met before in real life. Further, the results also show the importance of highlighting other aspects of reading than reading comprehension and reading comprehension strategies.

  • 37.
    Forsberg Ahlcrona, Mirella
    Högskolan i Skövde.
    "Spindlarna i Falköping" - en studie om hur dockan som medierande redskap bidrar till utveckling av förskolans kommunikativa miljö2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 48-63Article in journal (Refereed)
    Abstract [en]

    This article illustrates different communicative contents based on children’s motivation and intention that through the puppet play speak and act linguistically. In the empirical section, the puppet consists and functions as a starting point for children’s interaction and narratives. The research interest is directed towards children’s ways of expressing the meaning of the puppet and motives that are generated in the interaction between the puppet and the children in their mutual play. The study result shows that children in interaction with the puppet broaden the linguistic environment in the preschool when they express their knowledge and experience belonging to other contexts than preschool.

  • 38.
    Forsberg Ahlcrona, Mirella
    University of Skövde, School of Humanities and Informatics.
    "Spindlarna i Falköping": en studie om hur dockan som medierande redskap bidrar till utveckling av förskolans kommunikativa miljö2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 48-62Article in journal (Refereed)
    Abstract [en]

    This article illustrates different communicative contents based on children’s motivation and intention that through the puppet play speak and act linguistically. In the empirical section, the puppet consists and functions as a starting point for children’s interaction and narratives. The research interest is directed towards children’s ways of expressing the meaning of the puppet and motives that are generated in the interaction between the puppet and the children in their mutual play. The study result shows that children in interaction with the puppet broaden the linguistic environment in the preschool when they express their knowledge and experience belonging to other contexts than preschool.

  • 39.
    Gardesten, Jens
    et al.
    Linnéuniversitetet.
    Hegender, Henrik
    Linnéuniversitetet.
    Underkännanden inom verksamhetsförlagd lärarutbildning - resultat från en forskningsexpedition i svårframkomlig terräng2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 69-86Article in journal (Refereed)
    Abstract [en]

    This study examined the case of teacher student failures in School Based Teacher Education (SBTE). A questionnaire was distributed to administrators within Swedish teacher education campuses, asking how often failures occur and what procedures following a failure exam. The results show a rather similar share of failures within TE programs, from within 1-3 percent. The results reveal different methods when failure is at risk, including prevention strategies and certain formative interventions to support the students’ further development. Normally the cooperating teacher contact the university to inform that a failure is at risk, but some TE programs let the teacher educators themselves makes early visits in the school placements to make sure if support is needed. Some informants emphasize how important it is to avoid “late failures” when students might feel mistreated, no longer having the chance to correct or adjust the performances before course ending. Finally, some informants explicit note that a failure always is a possible outcome, while other claim the most important task is to support the students' development in different ways. In conclusion, the TE gate keeping function seems to be more or less emphasized.

  • 40.
    Gardesten, Jens
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Hegender, Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Underkännanden inom verksamhetsförlagd lärarutbildning: Resultat från en forskningsexpedition i svårframkomlig terräng2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 2, p. 68-85Article in journal (Refereed)
  • 41.
    Gardesten, Jens
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning.2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 25-40Article in journal (Refereed)
    Abstract [en]

    In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants. The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

  • 42.
    Gardesten, Jens
    et al.
    Linnéuniversitetet.
    Nordänger, Ulla-Karin
    Linnéuniversitetet.
    Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 25-40Article in journal (Refereed)
    Abstract [en]

    In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants.The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

  • 43.
    Graeske, Caroline
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vidgade kunskapsklyftor?: Fiktionernas funktioner i läromedel efter gymnasiereformen 20112013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 32-47Article in journal (Refereed)
  • 44.
    Graeske, Caroline
    Luleå tekniska universitet.
    Vidgade kunskapsklyftor? Fiktionernas funktioner i läromedel efter gymnasiereformen 20112013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 32-47Article in journal (Refereed)
    Abstract [en]

    In this article teaching aids for vocational and college preparatory programs produced after the (2011) Swedish school reform are studied. The purpose is to examine how fictions are used in six different new textbooks, how students are expected to work with fictions and how knowledge about fictions is designed and organised. The analyses use Basil Bernstein’s theories relating to horizontal and vertical forms of knowledge. The study shows that fictions such as literature, drama, film and other media, in the selected textbooks, are few and receive little space, where summaries and short extracts are common. The study also shows that students attending vocational programs have access to a different knowledge of fictions than those attending pre-university programs, despite knowledge objectives being the same in Svenska 1. In textbooks for vocational programs, common sense knowledge is focused, where the students are expected to compare the fictions with their own life and situation. Knowledge about style, form and historical context are marginalised in these textbooks. Knowledge about fictions in teaching aids for college preparatory programs, on the other hand, is organised in a vertical discourse, where style, form and historical context are in focus and the students are expected to work with fictions in a critical and analytical way. This is remarkable, since the learning objectives are the same. This means that central values of equal education are eliminated after the reform, and the knowledge gap between different groups of students likely is to increase.

  • 45.
    Grysell, Tomas
    Göteborgs universitet.
    Temapresentation: Den reflekterande handledaren - myt eller verklighet?2016In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 8-19Article in journal (Other academic)
  • 46.
    Gunnarsson, Karin
    Stockholms universitet.
    Med rörelse och engagemang: En sociomateriell hållning till praktiknära skolforskning2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 71-86Article in journal (Refereed)
    Abstract [en]

    In this article, I elaborate on the encounter of practice-based research and a sociomaterial approach. In order to do this I start by outlining the theoretical assumptions building on actor-network theory and its performative ontology as well as a post-qualitative methodology. With these theoretical and methodological starting points, I discuss how practice-based research, especially educational action research, is composed in relation to the research project I am working with. This project is located within the research field of subject-matter didactics and has a specific focus on the school subject social studies. Within the project I collaborated with one teacher by taking part in the planning of a teaching unit and the actual teaching. The analysis focuses on practice, proximity and collaboration and explores how these phenomena can be unfolded when doing practice-based research. This raises specific methodological questions on how to interweave theory and practice, how the researcher position becomes enacted and how responsibility is performed. In conclusion, some preliminary proposals are presented for practice-based research in relation to the sociomaterial approach.

  • 47.
    Gunnarsson, Karin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Med rörelse och engagemang: En sociomateriell hållning till praktiknära skolforskning2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 71-86Article in journal (Refereed)
    Abstract [en]

    In this article, I elaborate on the encounter of practice-based research and a sociomaterial approach. In order to do this I start by outlining the theoretical assumptions building on actor-network theory and its performative ontology as well as a post-qualitative methodology. With these theoretical and methodological starting points, I discuss how practice-based research, especially educational action research, is composed in relation to the research project I am working with. This project is located within the research field of subject-matter didactics and has a specific focus on the school subject social studies. Within the project I collaborated with one teacher by taking part in the planning of a teaching unit and the actual teaching. The analysis focuses on practice, proximity and collaboration and explores how these phenomena can be unfolded when doing practice-based research. This raises specific methodological questions on how to interweave theory and practice, how the researcher position becomes enacted and how responsibility is performed. In conclusion, some preliminary proposals are presented for practice-based research in relation to the sociomaterial approach.

  • 48.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Blivande yrkeslärares beskrivningar av yrkesämnets didaktik2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 66-86Article in journal (Refereed)
    Abstract [en]

    The vocational education in upper secondary school contains general and vocational subjects. Its aim is to give the students relevant vocational competence and employability. This study investigates the nature of didactical choices in vocational subjects as described by student teachers (future vocational teachers). Social cultural approach and pedagogic content knowledge (PCK) are used as theoretical perspective and analysing model, respectively. The analysis shows that the choice of content in vocational subjects is the specialised vocational content as it relates to the general content. Teaching also focuses on silent knowledge as a useful competence. In the pedagogical practice the student and the students' needs are central for teachers' choices of methods and also the approach. The vocational teacher emphasises that the students develop relevant and useful vocational competence. Employability is related to the student´s possibility to succeed in the coming profession.

  • 49.
    Gustavsson, Susanne
    University of Skövde, School of Humanities and Informatics.
    BLIVANDE YRKESLÄRARES BESKRIVNINGAR AV YRKESÄMNETS DIDAKTIK2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 66-86Article in journal (Refereed)
    Abstract [en]

    The vocational education in upper secondary school contains general and vocational subjects.Its aim is to give the students relevant vocational competence and employability. This study investigates the nature of didactical choices in vocational subjects as described bystudent teachers (future vocational teachers). Social cultural approach and pedagogic content knowledge (PCK) are used as theoretical perspective and analysing model, respectively. The analysis shows that the choice of content in vocational subjects is the specialised vocational content as it relates to the general content. Teaching also focuses on silent knowledge as a useful competence. In the pedagogical practice the student and the students’ needs are central for teachers´ choices of methods and also the approach. The vocational teacher emphasises that the students develop relevant and useful vocational competence. Employability is related to the student´s possibility to succeed in the coming profession.

  • 50.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Temapresentation: Perspektiv på gymnasial yrkesutbildning2013In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 7, no 1, p. 8-12Article in journal (Other academic)
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