Presentationer och publikationer
Ardenlid, F. (2025, June). Differentiated instruction and giftedness in Swedish mixed‑ability classrooms: An interview study with teachers [Poster presentation]. ECHA 2025: Gifted education: Inclusion and sustainability, Karlstad University, Karlstad, Sweden.
Ardenlid, F. (2023). Differentiated Instruction and Students With High Abilities : the Work of Teachers in Swedish Compulsory School. The 2nd Conference in Educational Science for PhD Students (CESP) at Mälardalen University The 8th of June 2023. Presented at the The 2nd Conference in Educational Science for PhD students (CESP) at Mälardalen University The 8th of June 2023.
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.
Ekelund, T. (2025). Elever med särskild begåvning och dyslexi: Ömsesidig maskering i tester och skolpraktik. [Doktorsavhandling, Karlstads universitet]. https://kau.diva-portal.org/smash/get/diva2:2009054/FULLTEXT02.pdf
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
