Zobrazeno 1 - 10
of 53
pro vyhledávání: '"Emma Arneback"'
Publikováno v:
Scandinavian Journal of Educational Research. :1-14
Swedish compulsory schools are committed to work for equality and social cohesion. Increasing school segregation, however, challenges this commitment. Based on survey data from Swedish municipalities, this article maps and analyses local initiatives
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::09322d5f5df59039d3aa1c480a964af5
https://doi.org/10.1080/00313831.2022.2127877
https://doi.org/10.1080/00313831.2022.2127877
Publikováno v:
Education Inquiry, Vol 8, Iss 4, Pp 284-298 (2017)
In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers
Externí odkaz:
https://doaj.org/article/8804a301e0134ceab432a78f37190692
Autor:
Emma Arneback, Mona Blåsjö
Publikováno v:
Education Inquiry, Vol 8, Iss 4, Pp 299-317 (2017)
With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write in
Externí odkaz:
https://doaj.org/article/4aef0cf9f1b541a2804481bbcd195897
Publikováno v:
Education Inquiry, Vol 8, Iss 4, Pp 268-283 (2017)
This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for presc
Externí odkaz:
https://doaj.org/article/b684a5604a3441999d56a047aa67ed22
Autor:
Emma Arneback
Publikováno v:
Teachers and Teaching. 28:357-368
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::847765abfa489dd9aa953c41b26f2079
https://doi.org/10.1080/13540602.2022.2062725
https://doi.org/10.1080/13540602.2022.2062725
Autor:
Andreas Bergh, Emma Arneback
Publikováno v:
Utbildning & Demokrati, Vol 25, Iss 1, Pp 11-31 (2016)
Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational
Externí odkaz:
https://doaj.org/article/193860d1da1f4f8c92fb47efa81fc914
Autor:
Emma Arneback, Jan Jämte
Publikováno v:
Race Ethnicity and Education. 25:192-211
In this article we develop a typology of anti-racist action in education. Using teachers’ practices and experiences, we highlight six approaches on how teachers counter racism in their schools. Eac...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::beda0eca84a601876bbb6355a4300ba3
https://doi.org/10.1080/13613324.2021.1890566
https://doi.org/10.1080/13613324.2021.1890566
Publikováno v:
Journal of Education Policy. 36:822-842
The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries. Earlier research has called for better understanding of the implications of these changes which, in turn, point
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ee3040c1293dade311a2834b24cb9409
https://doi.org/10.1080/02680939.2020.1777466
https://doi.org/10.1080/02680939.2020.1777466
Autor:
Tomas Englund, Emma Arneback
Publikováno v:
Reflective Practice. 21:28-40
This article focuses on teachers’ deliberation on communicative potentials in classrooms when students express racism. More precisely, we are interested in what aspects are of importance when teach...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7810c6978b206898206859bca85a9254
https://doi.org/10.1080/14623943.2019.1708304
https://doi.org/10.1080/14623943.2019.1708304
Autor:
Olsson, Lina
The school has an anti-racist mission where teachers, especially social studies teachers, have a central role. Previous research shows, however, that the school often lacks in counteracting racism, which raises questions about how teachers see racism
Externí odkaz:
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180297
