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  • 1.
    Lahdenperä, Pirjo
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sandström, Margareta
    Uppsala University.
    Klassrummets mångfald som didaktisk utmaning2011In: Allmändidaktik: vetenskap för lärare / [ed] Sven-Erik Hansén och Liselott Forsman, Lund: Studentlitteratur, 2011, 1:1, p. 91-114Chapter in book (Other academic)
  • 2.
    Sandberg, Anette
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sandström, MargaretaUppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Kritiska händelser för lärande i förskolan2012Collection (editor) (Other academic)
  • 3.
    Sandström Kjellin,
    Uppsala University, Faculty of Educational Sciences.
    Focus group dialogues as a method for identifying a school's developmental needs2008In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 31, no 4, p. 379-388Article in journal (Refereed)
  • 4.
    Sandström Kjellin, Margareta
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ”Areas of Instruction": A Tool for Assessing Instructional Situations2005In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 49, no 2, p. 153-165Article in journal (Refereed)
  • 5.
    Sandström Kjellin, Margareta
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Classroom Niches for Skilled Readers and for Children with Reading and Writing Difficulties2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 2, p. 63-79Article in journal (Refereed)
  • 6.
    Sandström Kjellin, Margareta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läsutveckling hos barn2004Book (Other (popular science, discussion, etc.))
  • 7.
    Sandström Kjellin, Margareta
    Pedagogiska institutionen, Stockholms universitet.
    Läsutveckling i ett helhetsperspektiv: fjorton barns läsutveckling under första och andra skolåret2002Doctoral thesis, monograph (Other academic)
  • 8.
    Sandström Kjellin, Margareta
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Values in practice: teachers' and student teachers' understanding of a desired classroom dialogue2009In: Research in Higher Education, ISSN 0361-0365, E-ISSN 1573-188X, Vol. 4Article in journal (Refereed)
  • 9.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Granlund, Mats
    Mälardalenas högskola.
    Children's Engagement in Different Classroom Activities2006In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 21, p. 285-300Article in journal (Refereed)
  • 10.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Månsson, Niclas
    Mälardalens högskola.
    Karlsson Vestman, Ove
    Mälardalens högskola.
    Values in Student Teachers' Educational Practice2009In: Research in Higher Education, ISSN 0361-0365, E-ISSN 1573-188X, Vol. 5Article in journal (Refereed)
  • 11.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Citizenship Education: Forming Cultural Identity in five European Countries2008Book (Other academic)
  • 12.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Citizenship in the classroom: transferring and transforming transcultural values2008In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 19, no 1, p. 41-51Article in journal (Refereed)
  • 13.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Key Competences for Key Professionals2008In: The Learning Teacher Journal, ISSN 1654-0344, Vol. 2, no 3, p. 3-14Article in journal (Refereed)
  • 14.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Practice what you preach?: Managing cultural (un)awareness in a multi-cultural collaborative project2008In: The Learning Teacher Journal, ISSN 1654-0344, Vol. 2, no 3, p. 3-14Article in journal (Refereed)
  • 15.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences.
    Stier, Jonas
    Mälardalens högskola.
    Davies,
    The University of Reading.
    Asunta, Tuula
    The University of Jyväskylä.
    Teachers' and Student Teachers' View of Being a Teacher: Comparative Case Studies in England, Finland and Sweden2009In: Canadian Social Sciences, Vol. 5, no 3Article in journal (Refereed)
  • 16.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Einarson, Tanja
    Mälardalens högskola.
    Davies, Trevor
    The University of Reading.
    Asunta, Tuula
    The University of Jyväskylä.
    Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England2010In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 33, no 2, p. 201-218Article in journal (Refereed)
  • 17.
    Sandström Kjellin, Margareta
    et al.
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wennerström, Katrin
    Mälardalens högskola.
    Classroom Activities and Engagement for Children with Reading and Writing Difficulties2006In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 21, p. 187-200Article in journal (Refereed)
  • 18.
    Sandström, Margareta
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nilsson, Lena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lilja, Johnny
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Displaying Mathematical Literacy: Pupils' Talk about Mathematical Activities2013In: Journal of Curriculum and Teaching, ISSN 1927-2685, Vol. 2, no 2, p. 55-61Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to exemplify pupils’ mastering of mathematical literacy. The study is a comparative multiple case study. In pupils’ talk of mathematical activities aspects of mathematical literacy are discerned. A distinction is made between pupils: (1) pupils in mathematical difficulties, (2) pupils with another mother tongue than Swedish or (3) pupils without mathematical difficulties. The study was performed as a comparative multiple case study. The “cases” were constituted by the three groups of pupils, and these were compared. Seventy-two pupils in grade 5 in six different primary schools in Sweden participated: twenty-four pupils in mathematical difficulties (twelve girls and twelve boys), twenty-four pupils with another native language than Swedish (twelve girls and twelve boys) and twenty-four pupils without mathematical difficulties (twelve girls and twelve boys). After each of the performed lessons in which the activities were carried out the pupils were interviewed (groupwise in the above defined groups) about their experience of the activities. In the analysis of the results three ideal types were described, one for each group of pupils. The ideal types were discussed with relation to mathematical literacy.

  • 19.
    Sandström, Margareta
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nilsson, Lena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Inkludering: möjligheter och utmaningar2014 (ed. 1:1)Book (Other (popular science, discussion, etc.))
  • 20.
    Sandström, Margareta
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    Mälardalens högskola.
    Sandberg, Anette
    Mälardalens högskola.
    Working with Gender Pedagogics at 14 Swedish Preschools2013In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 11, no 2, p. 123-132Article in journal (Refereed)
    Abstract [en]

    In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17 preschool teachers to describe the situations revolving around gender issues that they have experienced, using the critical incident method. In all, 34 critical incidents were described and subsequently discussed in groups of 6–10 individuals. Afterward, the data were analyzed qualitatively, with the objective to explore the preschool teachers’ understanding of gender approaches. The analysis led us to single out four “ideal type approaches,” that is, “instrumental,” “co-productive,” “facilitative,” “proactive,” and “agitative” gender approach. The gender approaches were made up by the different ways of interacting with the children as regards gender described by the preschool teachers and by the different ways of reflecting over the described situations. We argue that the four different types of gender interaction emanate from corresponding underlying conceptions of gender, and that they may exercise influence on the children’s identity process.

  • 21.
    Sandström, Margareta
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Stier, Jonas
    University of Skövde.
    Yaman, Banu
    Trakya University.
    Kizildag, Ayse
    Aksaray University.
    A Comparison of Critical Incidents for Learning in Swedish and in Turkish Schools2011In: The Learning Teacher Journal, ISSN 1654-0344, Vol. 5, no 2, p. 33-46Article in journal (Refereed)
  • 22.
    Stier, Jonas
    et al.
    Mälardalens högskola.
    Sandström Kjellin, Margareta
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Communicative Challenges in multinational project work: Obstacles and tools for reaching common understandings2009In: Journal of Intercultural Communication, ISSN 1404-1634, E-ISSN 1404-1634, Vol. 21Article in journal (Refereed)
  • 23.
    Stier, Jonas
    et al.
    Mälardalens högskola.
    Sandström Kjellin, Margareta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Interkulturellt samspel i skolan2009 (ed. 1:1)Book (Other academic)
  • 24.
    Stier, Jonas
    et al.
    Mälardalen university.
    Tryggvason, Marja-Terttu
    Mälardalen university.
    Sandström, Margareta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sandberg, Anette
    Mälardalen university.
    Diversity management in preschools using a critical incident approach2012In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 23, no 4, p. 285-296Article in journal (Refereed)
  • 25.
    Stier, Jonas
    et al.
    Mälardalens högskola.
    Tryggvason, Marja-Terttu
    Mälardalens högskola.
    Sandström, Margareta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sandberg, Anette
    Mälardalens högskola.
    Diversity management in preschools using a critical incident approach2012In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 23, no 4, p. 285-296Article in journal (Refereed)
    Abstract [en]

    Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and Bennett). Four different understandings and approaches to ethnic and cultural diversity were discernible in the empirical material (i.e. ‘instrumental,’ ‘co-productive,’ ‘facilitative proactive,’ and ‘agitative proactive’). The data suggest that preschool teachers, in order to be interculturally competent, need to work systematically with intercultural pedagogy, intercultural communication skills, and with their discursive awareness. Moreover, it is concluded that if preschool teachers fail to scrutinize their own values, modes of behavior, and a-priori understanding of what ‘is’ cultural behavior, they may sustain cultural stereotypes.

  • 26.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalens högskola.
    Sandberg, Anette
    Mälardalens högskola.
    Sandström, Margareta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att utmana förskollärares föreställningar: om lärprocessen i tre forskningscirklar2011In: Forskningscirkel: arena för verksamhetsutveckling i mångfald / [ed] Pirjo Lahdenperä, Västerås: Mälardalens högskola , 2011, p. 133-152Chapter in book (Other academic)
1 - 26 of 26
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