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  • 251.
    Haffling, Simone
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns grovmotoriska utveckling i förskolan: En undersökning om hur pedagoger arbetar med barns grovmotoriska utveckling2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 252. Hakvoort, I.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Giving voice to children´s perspectives on peace2001In: In D. J. Christie, R. Wagner & D. D. Winter, Peace, conflict and violence. Peace psychology for the 21st century. Prentice Hall, p. 324-330 / [ed] D. J. Christie, R. Wagner & D. D. Winter, 2001Chapter in book (Other academic)
  • 253. Hakvoort, Ilse
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Peace and war described y seven-to-seventeen-year-old Dutch and Swedish girls and boys2001In: Peace and Conflict. Journal of Peace Psychology, Vol. 2001, 7 (1)Article in journal (Refereed)
  • 254. Hakvoort, Ilse
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Oppenheimer, Louis
    Dutch and Swedish adolescents´ understanding of peace and war1998In: Adolescents, cultures and conflicts: Growing up in Contemporary Europe / [ed] Jan Erik Nurmi, New York: Garland Publishing. 1996 , 1998Chapter in book (Other academic)
  • 255. Halász, G.
    et al.
    Santiago, P.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Matthews, P.
    McKenzie, P.
    Attracting, Developing and Retaining Effective Teachers: Country Note: Germany2004Report (Refereed)
  • 256. Hameyer, U.
    et al.
    Andersson, R.
    , van den Akker
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Portraits of of Productive Schools. Activity Based Learning in Elementary Science - Sustained Improvement in Four Countries1995Book (Refereed)
  • 257.
    Hansson, Susanne
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den nödvändiga osäkerheten: Elevers perspektiv på respekt i relationer i skolan2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis deals with students’ views on respect as an element in their relationships with teachers and peers. The purpose of the thesis is to gain further knowledge of relationships in school by applying concepts of the theory of ethical demand in the analysis of students’ descriptions of respect in their relationships with their teachers and peers.

    The theoretical basis of the study is the theory of the ethical demand (Løgstrup, 1997) which is supplemented with Thomas Ziehe’s (1986/2003, 1993) theoretical concepts of proximity and distance in relationships. An important point of departure for the study is the meaning of relationships in education. According to Løgstrup, interrelationship is seen as a characteristic feature of human existence, and respect and trust as the natural basis in human relationships.

    The empirical material consists of 21 group interviews with 69 students aged 14 attending two Swedish schools. The interviews were conducted as semi-structured qualitative interviews aiming to understand the students’ perspective on respect in relationships in school.

    The results show that respect is described as a reciprocal phenomenon in the students’ relationships. The students’ starting-point was in experiences of disrespect, which indicates that it is difficult to describe respect. The students picture respectful relationships to teachers with a wish of being seen for who they are, e.g. by equal treatment, being listened to and existentially confirmed. The students’ disrespectful relationships to teachers deal with descriptions of teachers’ inability to listen, abuse of power, and teachers’ inability to teach with structure and planning. Respect in peer relations is described as allowing a person to be the way she or he is. Honesty is important in peer relations due to the students’ need to see the other person’s true self in order to get to know him or her, which is their starting point for respectful peer relations. The theoretical interpretation of these results gives an understanding of respect as an essentially human need to reciprocally affirming the life of one another.

    The overall conclusion is that respect is given a deeper understanding as a human phenomenon in relationships, something that goes beyond the students’ volition. Disrespectful relationships force the students to harbour mistrust and insecurity when interacting with peers and teachers. Respectful relationships in school are seen as necessary for the students’ possibilities to enjoy life.

  • 258.
    Hansson, Susanne
    Karlstad University, Faculty of Arts and Education, Department of Education.
    To be seen as you are: Respect in relationships in school2010Conference paper (Other (popular science, discussion, etc.))
    Abstract

    This is an on-going project with the purpose to study respect in relationships between students and between students and teachers. The theoretical frame consists of the theory of the ethical demand by the Danish theologian and philosopher K.E. Løgstrup. The basic assumption is that there is an ontologically given fundamental trust between human beings and due to that fact the ethical demand is for everyone to take care of the other persons showed trust. There are also two distinctive conceptions, sovereign and obsessive life expressions which are attitudes and actions that either unite or separate human beings from each other. Examples of sovereign life expressions are love, respect, charity, frankness, solidarity and examples of obsessive life expressions are jealousy, hatred, envy and self-righteousness.



    In the spring of 2007, I conducted 21 group interviews with 69 students in the age of 14. The interviews focused questions about respect and qualities of relationships between students and between students and teachers. Preliminary results indicate that basic trust functions as a condition for the students ability to show respect towards their fellow students and teachers. Moreover, respect in the relationships mentioned concerns being truly seen as the person one really is. To be seen as a true and real person is challenged and complicated by prejudices and stereotyped ideas that the students carry in mind about each other. The students describe actions of sovereign life expressions as a way to show each other respect in good relationships in school. In contrast, they also describe actions of obsessive life expressions as a way to disrespect each other.

  • 259. Harcourt, D
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Exploring Children's Rights in Context2012Conference paper (Refereed)
  • 260.
    Harcourt, Deborah
    et al.
    Australian Catholic University, Australia.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's rights education: Rhetoric or action in early childhood education2011In: ECER European Conference on Educational Research, 2011Conference paper (Refereed)
  • 261. Hargreaves, D.
    et al.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    El-Khawas, E.
    National Review on Educational R&D:: Examiners´ Report on Denmark2004Report (Refereed)
  • 262. Hearn, Jeff
    et al.
    Pringle, Keith
    Ferguson, Harry
    Kolga, Voldemar
    Lattu, Emmi
    Müller, Ursula
    Novikova, Irina
    Oleksy, Elzbieta H.
    Tallberg, Teemu
    Kambourov, Dimitar
    Nordberg, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Smidnova, Iva
    Kazik, Joanna
    Niemi, Hertta
    Configurations of Europe2006In: European Perspectives on Men and Masculinities. National and Transnational Approaches / [ed] Jeff Hearn and Keith Pringle with members of CROME, Houndmills, Basingstoke and New York: Palgrave macmillan , 2006Chapter in book (Refereed)
  • 263. Hearn, Jeff
    et al.
    Pringle, Keith
    Nordberg, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Smidnova, Iva
    Müller, Ursula
    Oleksy, Elzbieta H.
    Lattu, Emmi
    Tallberg, Teemu
    Ferguson, Harry
    Kolga, Voldemar
    Novikova, Irina
    Home and Work2006In: European Perspectives on Men and Masculinities. National and Transnational Approaches / [ed] : Jeff Hearn and Keith Pringle with members of CROME, Houndmills, Basingstoke and New York: Palgrave macmillan , 2006Chapter in book (Refereed)
  • 264.
    Heimdahl, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ett kärnämnes uppgång och fall: Kritisk diskursanalys av texter med relevans för Estetisk verksamhets införande och borttagande2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to gain insight into how come the course Artistic Activites was considered important enough to be introduced as a core subject in the Swedish upper secondary school in 1994, and how come it was no longer considered important and thus removed in 2011. Through critical discourse analysis the study investigates arguments for and against the course as presented in texts from government, parliament and media sources at these points in time, with emphasis on the status of the course in the Swedish upper secondary school, as well as in the political debate on education.

    The study shows that when Artistic Activities was introduced in 1994 the purpose was to allow students to experience and create art, based in a humanist discourse. When the course was dropped in 2011 it was to give room for other subjects considered more essential in preparing the students for university studies or their chosen profession, based in a free market economy discourse. The focus on what was considered important in the upper secondary school shifted during the intervening seventeen years, and the new curriculum’s orientation towards utilitarian education allowed no space for Artistic Activities. The political approach to knowledge changed from a democratic idea where everyone was to be given the same opportunities, to a differentiated ideal where individual knowledge must be measurable and useful to society.

  • 265. Hellsten, J-O.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Gymnasieskola för alla - andra. En studie om marginalisering och utslagning i gymnasieskolan1998Report (Refereed)
  • 266.
    Hermansson, Carina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The literacy child- who is that?2009In: Det politiska barnet : bidrag till utforskandet av barn och barndom som politiska kategorier / [ed] Saar, T., Hägglund, S. & Löfdahl, A, Karlstad: Karlstad University Studies , 2009, no 2009:39, p. 56-65Chapter in book (Other academic)
  • 267.
    Hermansson, Carina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Digi-läsning: Om läsning, kropp och rum i en digitaliserad förskola2019In: Digitalisering i förskolan på vetenskaplig grund / [ed] Kjällander, S. & Riddersporre, B., Stockholm: Natur och kultur, 2019, p. 74-93Chapter in book (Refereed)
  • 268.
    Hermansson, Carina
    et al.
    Malmö Högskola.
    Saar, Tomas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rethinking 'Method' in Early Childhood Writing Education2014In: Educare : vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 121-146Article in journal (Refereed)
  • 269. Heyman, Ingrid
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Berättelser om yrken: En antologi från ett seminarium: Utbildning - profession - praktik2000Report (Other academic)
  • 270. Heyman, Ingrid
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om berättelser som redskap i pedagogisk forskning1998Report (Refereed)
  • 271.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Undervisning i förskolan - i riktning mot förskolefiering2017Conference paper (Refereed)
    Abstract [sv]

    Syfte/mål

    Delstudien ingår i ett större projekt där vi på olika vis synliggör och problematiserar undervisningsbegreppet i förskolan. Syftet med denna delstudie är att undersöka hur förskolechefer tolkar och förstår undervisning och vilka innebörder som framträder.

    Metod

    Det empiriska materialet består av enkäter med öppna svarsalternativ samt fördjupande intervjuer där förskolechefer ombeds resonera kring sin förståelse och användning av begreppet undervisning i förskolan.

    Teoretisk inramning

    Teoretiskt placerar vi studien inom ett läroplansteoretisk ramverk där vi avser att studera hur en statlig intention görs i den lokala kontexten, dvs vad blir det av formuleringar i en myndighetsrapport när formuleringen ska realiseras i förskolans vardagliga praktik.

    Förväntade slutsatser

    Våra preliminära resultat visar på hur förskolecheferna strävar efter att anpassa undervisningsbegreppet till en redan befintlig förskoleverksamhet. I motsats till att skolifiera förskolan så innebär denna strävan att undervisningen förskolefieras vilket i sin tur stärker förskolan som särart.

    Relevans för pedagogiskt arbete

    Genom att belysa förskolechefens resonemang synliggörs delar av de förutsättningar som ramar in förskollärarnas ansvar i den vardagliga praktiken.

  • 272.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidshemmet: lärande i samspel med skolan2011Report (Other (popular science, discussion, etc.))
  • 273.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidspedagoger om genus och jämställdhet - resultat från en nationell enkätstudie2011In: Fritidspedagogik - fritidshemmets teorier och praktiker / [ed] Klerfelt, Anna & Haglund, Björn, Stockholm: Liber , 2011, p. 224-242Chapter in book (Other academic)
  • 274.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidspedagogers skattningar av sitt yrkeskunnande.: Resultat från en nationell enkätundersökning.2010In: Kapet, ISSN 1653-4753, Vol. 1, no 1, p. 39-58Article in journal (Other academic)
    Abstract [sv]

    Den här artikeln bygger på resultat från en nationell enkätundersökning och behandlar fritidspedagogers skattningar av sitt yrkeskunnande i förhållande till en rad aspekter i arbetet. De fåtal studier som har riktat intresse mot området har dels visat att fritidspedagoger kopplar sin yrkeskompetens till barns sociala lärande, gruppdynamik och relationella aspekter, dels att fritidspedagoger kan ha svårt att definiera och beskriva sitt professionella kunnande. Genom tillämpning av faktoranalys skapades fyra faktorer; social kompetens, arbetssätt och metoder, jämställdhet och mångfald samt ämneskunskap och bedömning. Undersökningen bekräftar delvis vad tidigare studier visat, att fritidspedagoger ser sig som skickliga på att skapa trygghet, skapa ett positivt klimat och stödja barns självförtroende. Samtidigt nyanserar den tendenser och slutsatser från tidigare forskning genom att enkätens uppgiftslämnare tycks känna en påtaglig tilltro till sitt yrkeskunnande, när det handlar om arbetsuppgifter som knyter an till samtliga nämnda faktorer.

  • 275.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förändrade krav i läraryrket?2009In: Genus i förskola och skola: förändringar i policy, perspektiv och praktik / [ed] Inga Wernersson, Göteborg: Acta Universitatis Gothoburgensis , 2009, p. 105-120Chapter in book (Other academic)
  • 276.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Manligt kön är en merit2011In: Pedagogiska Magasinet, ISSN 1401-3320, no 1, p. 55-60Article in journal (Other academic)
  • 277.
    Holmdahl, Gudrun
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skolutveckling som diskursiv praktik: Några ideologiska implikationer2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study aims at highlighting the ideological implications of school development as a discursive practice. More comprehensively the aim is also contributing to rearrangements and shifts in perspective when school development is the matter. One of today´s most widespread and dominant discourses are said to be the one which concerns development, and according to many interpreters, development is one of the most prominent commandments in the modern as well as the post-modern narratives. School development as a concept has for the last 15 years established itself firmly in both Swedish school policy and in Swedish school research. It may sound obvious and commendable but also such axioms may be questioned.

    The design of the study lies in the field of discourse research and more specifically within critical discursive psychology, which draws on both a post-structural and a postmodern conception of discourse. The study is based on the idea that the ideological potential of arguments occurs, develops and changes in discursive practices and not anywhere else or at any abstract level. The starting point is a perception that certain issues and topics within e.g. conversation, depending on time and context will be seen as controversial, while others will be taken for granted.

    One part of the basis of the study consists of texts with a direct bearing on a specific school research and development project which took place between 2003 and 2008. Participating partners in the collaboration were the Swedish National Agency for School Improvement, Karlstad University, Dalarna University and 13 municipalities in Sweden. Another part of the basis of the study consists of texts in which  ‘school development’ is considered and negotiated in more general terms, usually without reference to the project. All texts derive from the period 2003 – 2006.

    The analysis shows that school development as discursive practice often rely on a set of stereotypical expressions and ways of arguing. Stereotypes, which among other things, tend to divide people into suitable and non-suitable, capable and non-capable, which may be regarded as a somewhat unexpected implication of school development. The material has been dramatized by an intrigue inspired by the sociologist Zygmunt Bauman´s texts. He has written extensively on the modern in relation to the postmodern and about the ambivalence which resides in between and school development as discursive practice can be understood in much the similar way.

  • 278. Hägglund, S.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre-school children's peer cultures2006Conference paper (Refereed)
  • 279.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att arbeta med barnets rättigheter i vardagen2010In: Locus, ISSN 1100-3197, no 2 och 3, p. 91-95Article, book review (Refereed)
  • 280.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Banal mobbning en vardagsföreteelse i förskola och skola2007In: I C. Thors (red.) Utstött. En bok om mobbning. Pedagogiska Magasinets skriftserie nummer sex. Stockholm: Lärarförbudets förlag. 97-107 / [ed] C. Thor, Stockholm: Lärarförbudets förlag , 2007Chapter in book (Other academic)
  • 281.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, rättigheter och medborgarskap. Några tankar om medborgarskap som status och som praktik2009In: Barn, barndom och föräldraskap / [ed] A.-M. Markström, I. Söderlind, E. Änggård, M. Simonsson, Stockholm: Carlssons , 2009, p. 81-104Chapter in book (Other academic)
  • 282.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnet och rättigheterna. Om en särskild relation och dess motsägelser, ofullkomligheter och möjligheter2007In: Bidrag till symposiet Humanism- Etik Pedagogik, ttillägnat Sven Hartman. Stockholm: Lärarhögskolan. 9-19Article in journal (Other (popular science, discussion, etc.))
  • 283.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnets rättigheter - utvecklingsarbete och forskningsprojekt i barns vardagsmiljöer2002Report (Other academic)
  • 284.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnkonventionen 20 år- vad har vi lärt oss?2009In: FörskoleforumArticle in journal (Other (popular science, discussion, etc.))
  • 285.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns föreställningar om fred. Om betydelsen av kognitiv förmåga och socio-kulturell kontext2000In: En skola för alla / [ed] Ulla Tebelius et al, Lund: Studentlitteratur, 2000 , 2000Chapter in book (Other academic)
  • 286.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Comment: contribution of psychology to peace education2004In: Journal of Peace Education. 1 (1), 124-125Article in journal (Other (popular science, discussion, etc.))
  • 287.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Det hela barnet vem är det? Reflektioner kring några texter av Nel Noddings2006In: Utbildning & Demokrati, 15 (1), 43-60Article in journal (Refereed)
  • 288.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Developing concepts of peace and war: Aspects of gender and culture1996In: The Peabody Journal of Education, Vol. 71 (3), 29-41Article in journal (Refereed)
  • 289.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Far away and near. Some comments on the sociological turn in child studies and its implications for research on childrens perspectives on rights and life2007Conference paper (Refereed)
  • 290.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    FN:s Konvention om barnets rättigheter: en källa till viktiga forskningsfrågor om barn och barns villkor2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 2, p. 3-8Article in journal (Other academic)
  • 291.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    FN:s Konvention om barnets rättigheter. Några tankar om ett barnpolitiskt styrinstrument och dess karaktär av demokratisk resurs med distributiva förtecken2007In: KAPET, Karlstads Universitets Pedagogiska Tidskrift, 3 (1), 21-34Article in journal (Other academic)
  • 292.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Making sense of peace. On school and peer-cultures as contexts for children´s elaboration of social norms and values2003Conference paper (Refereed)
  • 293.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    När mobbning är ok. Om mobbning som uttryck för kollektiv kunskap och delade värdesystem2004Report (Refereed)
  • 294.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    När var tar sin... Några 10-åringar om kamratrelationer i skolan2002In: LOCUS. Tidskrift för forskning om barn och ungdomar, Vol. 2002, 4 (1)Article in journal (Other academic)
  • 295.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om flickors och pojkars rätt att komma till tals och göra sina röster hörda i skolan2001In: I Förstamajblommans Tidskrift, 2 2001Article in journal (Other (popular science, discussion, etc.))
  • 296.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Peace as individual and shared knowledge1999Conference paper (Other (popular science, discussion, etc.))
  • 297.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Peace knowledge as ideas, values and actions. On children´s construction of meanings of peace in Northern Europe2001Conference paper (Other (popular science, discussion, etc.))
  • 298.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Peer-relationships and children´s understanding of peace: A socio-cultural perspective1999In: Children´s and adolescents´understanding of war, conflict and peace: International perspectives / [ed] A. RAviv, L. Oppenheimer, D. Bar-Tal, San Francisco: Jossey Bass, 1999 , 1999Chapter in book (Other academic)
  • 299.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perspektiv på mobbning1996Report (Refereed)
  • 300.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social responsibility in the class-room. The presence of social representations in communication and interaction2000In: Social representations and communicative processes / [ed] M. Chaib, B. Orfali, Jönköping: Jönköping University Press, 2000 , 2000Chapter in book (Other academic)
3456789 251 - 300 of 838
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