1. |
- Sandemose, Aksel
(creator_code:aut_t)
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Vi pynter oss med horn
- 1999
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swepub:Mat_book_t (swepub:level_popularscientific_t)
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2. |
- Bäckström, Per, 1959-
(creator_code:aut_t)
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Norsk avantgarde – en innledning
- 2011
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record:In_t: Norsk avantgarde. - Oslo : Novus Forlag. - 9788270996490 ; , s. 9-20
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swepub:Mat_chapter_t (swepub:level_scientificother_t)
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3. |
- Bäckström, Per, 1959-, et al.
(creator_code:aut_t)
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Samspill mellom kunstartene : Innledning
- 2010
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record:In_t: Modernisme i nordisk lyrikk 4. - Helsingfors : Finska, finskugriska och nordiska institutionen, Helsingfors universitet. - 9789521067433
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swepub:Mat_chapter_t (swepub:level_scientificother_t)
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4. |
- Madsen, Roar, et al.
(creator_code:aut_t)
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Editorial Nordidactica 2020:1
- 2020
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record:In_t: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:1, s. i-vii
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swepub:Mat_article_t (swepub:level_scientificother_t)
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5. |
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Norsk avantgarde
- 2011
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swepub:Mat_collectioneditorial_t (swepub:level_scientificother_t)
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6. |
- Stabel Jørgensen, Camilla, et al.
(creator_code:aut_t)
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Editorial Nordidactica 2019:1
- 2019
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record:In_t: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2019:1, s. i-iii
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swepub:Mat_article_t (swepub:level_scientificother_t)
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7. |
- Starrin, Bengt, et al.
(creator_code:aut_t)
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Sosial kapital i et velferdsperspektiv
- 2009
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record:In_t: Sosial kapital i et velferdsperspektiv. - Oslo : Gyldendal Akademisk. - 9788205392489
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swepub:Mat_chapter_t (swepub:level_refereed_t)
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8. |
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9. |
- Vuorenpää, Sari, et al.
(creator_code:aut_t)
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Kartläggning av en nyanländ elevs litteracitet i Sverige
- 2019
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record:In_t: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 5:3, s. 49-49
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swepub:Mat_article_t (swepub:level_refereed_t)abstract
- Mapping of a newly arrived pupil’s literacy in Sweden The focus of this study is a newly arrived pupil’s encounter with Swedish schooling and the mapping of her literacy skills. The study is a descriptive case study inspired by ethnographic principles including video recordings of the mapping conversations. The pupil, one of her parents, an interpreter and a mapper participated in the recorded conversations. During the conversations numerous questions were asked but there was little time or scope given to developing responses or for more in-depth or follow-up questions. The pupil speaks several different languages and has had both French and Arabic as a language of instruction. She has had five years of schooling before arriving in Sweden. Her experiences of education in literacy seem to be restricted to reading aloud and copying the teachers’ text from a blackboard. This is one reason why it is difficult for her to understand the mapper’s questions connected to reading texts and text analysis. It is obvious that there are considerable differences between her previous school experiences and the school that awaits her in Sweden.
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