Δευτέρα, 25 Ιουνίου 2018

Scandinavian Journal of Educational Research (SERJ)


 Vol. 62, n°4, 8/2018

 
  • Teachers’ Implicit Meaning Systems and Their Implications for Pedagogical Thinking and Practice: A Case Study from Finland, Inkeri Rissanen, Elina Kuusisto, Eija Hanhimäki & Kirsi Tirri
  • The Finnish “Recipe” Towards Inclusion: Concocting Educational Equity, Policy Rigour, and Proactive Support Structures, Pei Wen Chong
  • Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis, T. E. Virtanen, M.-K. Lerkkanen, A.-M. Poikkeus & M. Kuorelaht
  • Students’ Experiences of Meaningful Situations in School, Ulrika Bergmark & Catrine Kostenius
  • Uncovering the Relationship Between Mathematical Ability and Problem Solving Performance of Swedish Upper Secondary School Students, Attila Szabo & Paul Andrews
  • Social Justice in Swedish Post-16 Education? New Preparatory Programmes, Inger Erixon Arreman & Marianne Dovemark
  • Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-service Teachers, Outi Tiainen, Riitta-Liisa Korkeamäki & Mariam Jean Dreher
  • Parental Involvement in Children’s Learning: The Case of Cochlear Implantation—Parents as Educators?, Marieke Bruin
  • Deliberative Communication in Elementary Classroom Meetings: Ground Rules, Pupils’ Concerns, and Democratic Participation, Tuure Tammi & Antti Rajala
  • Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession, Per Gerrevall


https://www.tandfonline.com/toc/csje20/62/4

Δημοσίευση σχολίου