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  • 1. Bartolo, Paul A.
    et al.
    Janik, Ivan
    Janikova, Vera
    Hofsäss, Thomas
    Koinzer, Petra
    Vilkiene, Vida
    Calleja, Colin
    Cefai, Carmel
    Chetcuti, Deborah
    Ale, Peter
    Lous, Annemieke Mol
    Humphrey, Neil
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Responding to student diversity teacher´s handbook2007Bok (Annet vitenskapelig)
  • 2. Bartolo, Paul A.
    et al.
    Janik, Ivan
    Janikova, Vera
    Hofsäss, Thomas
    Koinzer, Petra
    Vilkiene, Vida
    Calleja, Colin
    Cefai, Carmel
    Chetcuti, Deborah
    Ale, Peter
    Lous, Annemieke Mol
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Humphrey, Neil
    Responding to student diversity tutor´s manual2007Bok (Annet vitenskapelig)
  • 3. Bartolo, Paul
    et al.
    Humphrey, Neil
    Lous, Annemieke Mol
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    European teachers´ concerns and experiences in responding to diversity in the classroom2005Inngår i: 30th Annual ATEE conference, Amsterdam, Holland, 2005Konferansepaper (Fagfellevurdert)
  • 4.
    Engdahl, Karin
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ärlemalm-Hagser, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Social sustainability – language as an arena for democracy in Swedish preschool.2016Konferansepaper (Fagfellevurdert)
  • 5. Eriksson Gustavsson, Anna-Lena
    et al.
    Göransson, Kerstin
    Nilholm, Claes
    Alm, Barbro
    Asp-Onsjö, Lisa
    Bladini, Kerstin
    Hjörne, Eva
    Samuelsson, Joakim
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Specialpedagogisk verksamhet i grundskolan2011Bok (Annet vitenskapelig)
  • 6.
    Heikkilä, Mia
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lillvist, Anne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Norling, Martina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Perspektiv från tresamproduktionsprojekt, en introduktion2017Inngår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett.: Perspektiv från tre samproduktionsprojekt / [ed] M. Heikkilä & A. Lillvist, Västerås: Mälardalen Studies in Educational Sciences , 2017, s. 10-28Kapittel i bok, del av antologi (Fagfellevurdert)
  • 7. Humphrey, Neil
    et al.
    Bartolo, Paul
    Ale, Peter
    Calleja, Colin
    Hofsaess, Thomas
    Janikova, Vera
    Lous, Annemieke Mol
    Vilkiene, Vida
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Understanding and responding to diversity in the primary classroom: an international study2006Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 29, nr 3, s. 305-318Artikkel i tidsskrift (Fagfellevurdert)
  • 8.
    Lindqvist, Gunilla
    et al.
    Dalarna University, Falun, Sweden.
    Nilholm, Claes
    Jönköping University, Linköping, Sweden.
    Almqvist, Lena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Wetso, Gun-Marie
    Dalarna University, Falun, Sweden.
    Different agendas?: The views of different occupational groups on special needs education2011Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, nr 2, s. 143-157Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.

  • 9.
    Lindqvist, Gunilla
    et al.
    Högskolan Dalarna, Sweden.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    How do Teachers and Personnel in Preschool and School in a Swedish Municipality Look upon their Work with Children in Need of Special Educational Support?2009Konferansepaper (Annet vitenskapelig)
  • 10. Ljungström, Barbro
    et al.
    Sommansson, Agneta
    Wetso, Gun-Marie
    Högskolan Dalarna.
    Liv med autism: Lärarhandledning2013Annet (Annet (populærvitenskap, debatt, mm))
  • 11.
    Lundgren, Mats
    et al.
    Högskolan Dalarna, Sweden.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Arvidson, Markus
    Dialogue as a strategy for collective learning - Some reflections on a Dialogue Course for Local authority staff2001Inngår i: Högskola och Samhälle i Samverkan (HSS), Halmstad, 2001Konferansepaper (Annet vitenskapelig)
  • 12.
    Olsson, Maria
    et al.
    Högskolan Dalarna, Sweden.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Challenges of Creating a Collaborative Learning Process within a Participatory-Oriented Research Project2013Inngår i: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF/NERA , 2013, s. 1-2Konferansepaper (Fagfellevurdert)
  • 13.
    Olsson, Maria
    et al.
    Högskolan Dalarna, Sweden.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Teachers' Leadership in the Heterogeneous Pedagogical Environments2012Konferansepaper (Fagfellevurdert)
  • 14.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Aktivitetsteori som vägledning och metod2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 73-77Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Att anta utmaningen2007Inngår i: Skolportens årsbok 2007 / [ed] Lytsy, Anna, Stockholm: Skolporten , 2007, s. 215-222Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Att bemöta elevers olika förutsättningar och behov.: handbok för lärare och studerande2007Rapport (Annet vitenskapelig)
  • 17.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Att skapa motivation för lärande i teori och praktik2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 65-72Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 18.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Högskolan Dalarna, Sweden.
    Att utveckla lekprocesser: en utmaning i förskolan och skolan2007Inngår i: Mellanrummet: Tidsskrift om barn- og ungdomspsykoterapi, ISSN 1404-5559, nr 17, s. 121-135Artikkel i tidsskrift (Fagfellevurdert)
  • 19.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Develop the proximal zon in pedagogical practice2006Inngår i: 31st Annual ATEE conference, 2006Konferansepaper (Fagfellevurdert)
  • 20.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Exemplet - Att utveckla komptens om ledarskap2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 79-86Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Exemplet - Forskning i specialpedagogik2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 87-94Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 22.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Exemplet - Specialpedagogiskt ledarskap i förskola och skola2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 95-112Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 23.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Lekprocessen - specialpedagogisk intervention i (för)skola: när aktivt handlande stimulerar lärande, social integration och reducerar utslagning2006Doktoravhandling, monografi (Annet vitenskapelig)
  • 24.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Livsberättelser: om några elevers erfarenheter av skolan och specialpedagogiska insatser för lärande2018Inngår i: Att förstå barns vägar till lärande under övergångar från förskola till skola / [ed] Garpelin, Anders: Sandberg, Gunilla, 2018, s. 173-196Kapittel i bok, del av antologi (Fagfellevurdert)
  • 25.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Lärares ledarskap med datorer i undervisningen!: En aktionsstudie i tre klassrum i grundskolan (1-9) och ett i gymnasieskolan2014Rapport (Annet vitenskapelig)
    Abstract [en]

    The article describes a municipal school development and research project. The study uses interviews with teachers, conversations with students and classroom observations to examine how four primary/secondary/upper secondary schools deal with implementing computers in daily work. The study uses activity theory. Results are presented by compairing the four groups.  

  • 26.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    "Mainstream" - ett projekt om jämställdhet AMV Dalarna: en utvärderande studie2001Rapport (Annet vitenskapelig)
  • 27.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Playprocess, intervention of special educational activities in preschool and school.2008Konferansepaper (Fagfellevurdert)
  • 28.
    Wetso, Gun-Marie
    Högskolan Dalarna, Pedagogik.
    Pojken med tidningarna2011Inngår i: Specialpedagogisk verksamhet i grundskolan / [ed] Eriksson Gustavsson, Anna-Lena; Göransson, Kerstin; Nilholm, Claes, Lund: Studentlitteratur , 2011, s. 97-110Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 29.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Professionsuppdraget pedagogiskt ledarskap2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola och skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 17-24Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 30.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    "Rökta ägg": en utvärderande studie2001Rapport (Annet vitenskapelig)
  • 31.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Specialpedagogiskt ledarskap för rektorer och förskolechefer2015Inngår i: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, s. 147-160Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 32.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Struggling for the proximal zone in pedagogical practise2005Inngår i: International Society for Cultural and Activity Research (ISCAR), Sevilla, Spanien, 2005Konferansepaper (Fagfellevurdert)
  • 33.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    Teacher’s leadership and computers in the classroom: Combining theory and practice for development and learning in an R&D project2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The article describes a Swedish research project (year 2010-2012) founded on classroom observations and conversations with teachers. The objective is to follow up work on implementing computers as a learning tool in three pre/primary classes and one secondary school class, whilst teachers take part in a university course on ICT-knowledge, special education and measures programmes. Activity theory is used to highlight the relationship between human, environment and activity and the needs and motives that bring about changes in the work (Leontiev, sv 1986). The study includes 15 primary teachers, two preschool teachers and five secondary school teachers. The results show that the teachers' thinking and acting changed over time to be more aware of the possibility to create an inclusive environment in the classrooms (Wetso 2012a). Some teachers showed that they (year one) could balance the challenge to meet the children’s different needs for learning with the computer as a learning tool as well as caring for the transformation of the school the be more inclusive. They took the pedagogical leadership and left it up to a kind of wellbeing process for the school and created a multi-learning environment in the school context. Second year many teachers changed their strategies to promote the children’s learning more successfully. Third year almost all teachers had changed their procedure in practice to be more inclusive. A few teachers still sort children in categories. They had difficulties to see their own leadership and effects of activities related to process making for learning.

     

    Keywords; ICT –knowledge, in-teacher training at university level, teachers’ leadership, special education, activity theory

  • 34.
    Wetso, Gun-Marie
    Dalarna university, Sweden.
    Teacher´s need to support play: The activity of formal learning to reach distinguishing2009Inngår i: Камень который презрели строители: Тезисы - Х Международных чтений памяти Л.С. Выготского, Moscow, 2009Konferansepaper (Annet vitenskapelig)
  • 35.
    Wetso, Gun-Marie
    Dalarna university, Falun.
    TEACHERS REFLECTIONS on USING the COMPUTER  for WORK and LEARNING: In Primary and Secondary school in Sweden2014Konferansepaper (Annet vitenskapelig)
  • 36.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Högskolan Dalarna, Falun, Akademin för Hälsa och Utbildning.
    The boy without words.: A casestudy2013Inngår i: The boy without words. Paper. NFPF-Conference, Lillehammar, Norge (2013): A casestudy, 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper is built on a case study done in Sweden. The aim of this paper is to present actions undertaken in early childhood to support a child and his schooling. It describes the work with the school team, school leaders and parents. The child got diagnose autism syndrome in the age of three.

    In Swedish media there is an ongoing debate (2013) regarding independent schools excluding children in need of special support or with diagnoses, which is contrary to the school law. It is not legal to sort out children. This paper, will as contrast, to this give an example of successful inclusive education. It can be challenging to work with inclusive education but this paper shows a successful approach in a small municipality school.       

    The empirical data in the first study was gathered through action research. The data gives a picture of a child’s experiences and the results of the interventions of activities in preschool and school (1994-2000). The researcher worked as special educator and participant observer in the pre- school, pre-school class and school. In addition to the previous study, built on observations and interviews with parents and teachers, interviews with the child and parents are done 2013. In the second study the child as a grown up, gives his thoughts and retrospective pictures. In the interview we got the motives for learning and reflections on opportunities in a lifelong perspective.

    Activity theory (Leontiev 1986) and theory about interplay (play process Wetso 2006) and teachers leadership (Fischbein, Österberg, Wetso unpublished manuscript 2013) are used to analyze the material. The result underlines necessity of cooperation among all involved and highlights the relationship between the individual, material, activities in home- and school environment.   

  • 37.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    The computer as a learning tool - a pedagogical challenge for all teachers: Combining theory and practice for development and learning in an R&D project2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The article describes a Swedish research project founded on classroom observations and conversations with teachers. The objective is to follow up work on implementing computers as a learning tool in pre/primary and secondary school classes, whilst teachers take part in a university course on ICT-knowledge, special education and measures programmes. Activity theory is used to highlight the relationship between human, environment and activity and the needs and motives that bring about changes in the work.

  • 38.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    The computer as learning tool - Comparing four school classes: (pre-secondary school)2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The article describes a municipal school development and research project. The study uses interviews with teachers, conversations with students and classroom observations to examine how four primary/secondary schools deal with implementing computers in daily work. The study uses activity theory and results are presented by comparing the four groups.

  • 39.
    Wetso, Gun-Marie
    Dalarna university, Sweden.
    Time for reflection and some comparisons through the eyes of a participant2009Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 40.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    To take care of children in risk for marginalization2007Inngår i: International Conference 'Teacher Education for Responding to Student Diversity', Malta, 2007Konferansepaper (Fagfellevurdert)
  • 41.
    Wetso, Gun-Marie
    Dalarna university, Sweden.
    Vygotskyian Theory in Practice using Play-Process, Tutoring and Education: positive Effects in Children`s and Teachers Learning2009Konferansepaper (Annet vitenskapelig)
  • 42.
    Wetso, Gun-Marie
    Högskolan Dalarna, Sweden.
    With the dialogue as a tool and stratergy for children´s learning and special education work2003Inngår i: Annual conference of the Association for Teacher Education in Europe (ATEE), Malta, 2003Konferansepaper (Fagfellevurdert)
  • 43.
    Wetso, Gun-Marie
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Haffling, Greta
    Hallberg, Lena
    Jakobsson, Per
    Electude in education – students and teachers challenges implementing a new digital tool for learning. The transition process handling a new tool in a Swedish certified Motorbranchcollage2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The aim of this R & D project is to utilize the experiences generated when students and teachers handle a new digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) introduced in a Swedish gymnasium.    

    The objective is to document classroom work; aiming to find in which activities the digital tool is used and what is the challenges for students and teachers in the transition process? Data were collected in observations and questioners (N 76) conversations with students and teachers (N50). Activity theory (Leontiev, 1986) and social constructivist knowledge (Vygotsky, 1981) building is viewpoints.

    The results showed that the transition to use digital program had some obstacles to overcome. Several imbalances between the top down expectations and the bottom up outcomes became clear. The students had different school backgrounds, home languages, and experience of computers as learning tools. The digital program was based on “self-instruction” questions in Swedish. It was hard to manage for the students. The teachers had a monitor- based overview in the classroom supporting each learner step by step. The students wanted more of teacher training and hands on work in the garage. Students and teachers find it tricky to handle the affordance, instructions were overloaded with information and underloaded with no clear instruction how to make animations in the program to function. A lot of trial and error time reduced students spirit to learning. Time for student interchange was missing they worked in their own past solving questions. Learning in collaboration was lost. 

  • 44.
    Wetso, Gun-Marie
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Haffling, Greta
    Hallberg, Lena
    Jakobsson, Per
    Electude in education – students and teachers challenges implementing a new digital tool for learning. The transition process handling a new tool in a Swedish certified Motorbranchcollage2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this R & D project is to utilize the experiences generated when students and teachers handle a new digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) introduced in a Swedish gymnasium.    

    The objective is to document classroom work; aiming to find in which activities the digital tool is used and what is the challenges for students and teachers in the transition process? Data were collected in observations and questioners (N 76) conversations with students and teachers (N50). Activity theory (Leontiev, 1986) and social constructivist knowledge (Vygotsky, 1981) building is viewpoints.

    The results showed that the transition to use digital program had some obstacles to overcome. Several imbalances between the top down expectations and the bottom up outcomes became clear. The students had different school backgrounds, home languages, and experience of computers as learning tools. The digital program was based on “self-instruction” questions in Swedish. It was hard to manage for the students. The teachers had a monitor- based overview in the classroom supporting each learner step by step. The students wanted more of teacher training and hands on work in the garage. Students and teachers find it tricky to handle the affordance, instructions were overloaded with information and underloaded with no clear instruction how to make animations in the program to function. A lot of trial and error time reduced students spirit to learning. Time for student interchange was missing they worked in their own past solving questions. Learning in collaboration was lost. 

  • 45.
    Wetso, Gun-Marie
    et al.
    Högskolan Dalarna, Pedagogiskt Sweden.
    von Schanz, I
    von Ahlefelt Nisser, D.
    School and development work in special education: between possibility and utopia2004Inngår i: Annual conference of the Association for Teacher Education in Europe (ATEE), 2004Konferansepaper (Fagfellevurdert)
  • 46.
    Wetso, Gun-Marie
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ärlemalm-Hagser, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Att realisera förskolans interkulturella uppdrag2018Inngår i: Den interkulturella förskolan: mål och arbetssätt, Liber, 2018, s. 26-41Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 47.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Engdahl, Karin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Projektrapport Social hållbar utveckling: Språket som demokrati och inkluderingsarena2017Rapport (Annet vitenskapelig)
  • 48.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Engdahl, Karin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Social hållbar utveckling – språket som demokrati och inkluderingsarena2017Inngår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt, Västerås: Mälardalens högskola , 2017, s. 114-145Kapittel i bok, del av antologi (Fagfellevurdert)
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