Catharina Tjernberg

<p>Nu är vår artikel,&nbsp;<em>Synthesising inclusive and didactic research – a way to ensure the participation and learning of every student?</em>, published i Nordic Studies in Education.&nbsp;Detta är den tredje och avslutande artikeln i forskningsprojektet&nbsp;&nbsp;<em>Theory and practice in the inclusive classroom. A longitudinell Project set out from Learning processes in school, teacher education, and research</em>, där vi studerat lärandeprocesser i skola, lärarutbildning och forskning.&nbsp;<br />
<br />
Tjernberg, C. &amp; Heimdahl Mattson, E.&nbsp;(2021).&nbsp;<em>Synthesising inclusive and didactic research – a way to ensure the participation and learning of every student?</em>&nbsp;Nordic Studies in Education, 41(3), 1–16.&nbsp;<a href="https://doi.org/10.23865/nse.v41.2831&quot; target="_blank">https://doi.org/10.23865/nse.v41.2831</a></p&gt;

<ul>
<li><em>Tjernberg, C., Forsling, K. &amp; Roos, C. (2020). Design för multimodal och kreativ skrivundervisning i tidiga skolår – Lärare reflekterar i fokusgruppsamtal. Nordic Journal of Literacy Research., Vol. 6, No 1, 2020, s. 1-21.<br />
<a href="https://doi.org/10.23865/njlr.v6.2044">https://doi.org/10.23865/njlr.v6…;
<li>
<p>Tjernberg C., &amp; Heimdahl Mattson, E. (2017)&nbsp;From methods and concepts to triple learning processes in school, teachers education and research.&nbsp;<em>Nordic Studies in Education, 01</em>/2017, p 36-45.&nbsp;DOI: 10.18261/issn.1891-5949&nbsp;</p>

<p>Tjernberg, C., &amp; Heimdahl Mattson, E. (2014) Inclusion in practice: a matter of school culture.&nbsp;<em>European Journal of Special Needs Education, 29</em>, 2, 247-256.&nbsp;<span class="underline">DOI:</span>10.1080/08856257.2014.891336&nbsp;<a href="http://www.tandfonline.com/doi/full/10.1080/08856257.2014.891336">www.t…;
</li>
</ul>

<p>&nbsp;</p>