Presentationer och publikationer

Ardenlid, F., Lundqvist, J., & Sund, L. (2025). A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students. International Journal of Educational Research Open, 8, Article 100439. https://doi.org/10.1016/j.ijedro.2025.100439

Ardenlid, F. (2025). Differentiated instruction for gifted students and their peers in Swedish mixed-ability classrooms: teachers’ principles and practices. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2520560

Ardenlid, F., Lundqvist, J. & Sund, L. (2024). Students with high abilities in Inclusive Education: A Scoping Review on Teachers’ Differentiated Instruction Practices. In: NERA 2024: Abstract book. Paper presented at Nordic Educational Research Association (NERA), Malmö, Sweden, 6-8 March, 2024 (pp. 606-606).

Brink, H. (2025, 30 Sep–3 Oct). Complexity as a way to meet the needs of gifted students: A framework for analysis of technology education activities (ss. 342–351). PATT42, Pupils' Attitudes Towards Technology Conference, Montreal, Canada. https://www.patt42.com/_files/ugd/b21eb8_d1a2c687467944be8a7777741bef2bdf.pdf

Brink, H. (2025). Ramverk för analys av komplexitet i teknikundervisningens aktiviteter: AKTA. Nordic Studies in Science Education, 21(2), 222–235. https://doi.org/10.5617/nordina.12225

Brink, H. (2023, 31 okt–3 nov). Gifted students' needs in technology education. PATT40, Pupils' Attitudes Towards Technology Conference, Liverpool, UK. https://openjournals.ljmu.ac.uk/PATT40/article/view/1327

Brink, H. (2025). The complexity, autonomy, authenticity, and support (CAAS) framework for gifted students’ needs in technology education: A systematic literature review. Roeper Review, 47(2), 125–135. https://doi.org/10.1080/02783193.2025.2466514

von Börtzell-Szuch, D., Allodi, M. W., & Szabo, A. (2024). Students with advanced literacy skills and related literacy instruction: a scoping review. Gifted and Talented International, 39(2), 137–161. https://doi.org/10.1080/15332276.2024.2425847

von Börtzell-Szuch, D, Westling Allodi, M, & Szabo, A. (2025,16-18 June). Academic performance, academic self-concept, motivation, and attitudes toward learning among high-ability Grade 6 students in Sweden: Descriptive analyses of data from the Evaluation Through Follow-up database.[Conference poster]. European Council for High Ability (ECHA) conference on inclusion and sustainability, Karlstad, Sweden. 

von Börtzell-Szuch, D., Westling Allodi, M., & Szabo, A. (2024, August 28-31). Research on literacy instruction for students with advanced literacy skills: A map of the field. [Conference poster]. 19th European Council for High Ability Conference Expanding Horizons: The Odyssey of Talents and Gifts, Thessaloniki, Greece.

von Börtzell-Szuch, D. (2023, 20-21 August). Strength-Based Support in Reading Literacy Instruction for Students´ Success. [Conference presentation]. 27th Conference of the Junior Researchers of EARLI, Thessaloniki, Greece. 

Mossberg, F., Lundqvist, J. & Sund, L. (2024). Early identification, outstanding abilities, inclusive education, and environmental factors: A scoping review. In: NERA 2024: Abstract book. Oral presentation at Nordic Educational Research Association (NERA), Malmö, Sweden, 6-8 March, 2024 (pp. 98-98)

Mossberg, F., Lundqvist, J., & Sund, L. (2024). An international scoping review focused on gifted and talented children: Early identification and inclusive education. Journal of Childhood, Education & Society, 5(3), 407–423. https://doi.org/10.37291/2717638X.202453488

Mossberg, F & Lundqvist, J. (2025). Identification strategies and teaching forms in inclusive preschools: Supporting gifted and talented children. In: ECHA 2025: Book of Abstracts. Oral presentation at European Council for High Ability (ECHA), Karlstad, Sweden, 16-18 June 2025 (pp. 56)

Mossberg, F., & Lundqvist, J. (2025). Giftedness and talent in inclusive preschools: A multiple-case study regarding identification, teaching, quality of interactions, and experiences of children. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202534450