This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged

Purpose: Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is

This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education progra

This study investigated differences and similarities in outcomes of analyses based on phenomenography and variation theory. We used the same data for both analyses to highlight the assumptions of each approach. Participants were 198 students (grades 7–9) who provided written answers to the question ‘What is learning?’. The phenomenographic analysis identified qualitatively different categories rep

Technology volition is the will to develop knowledge of, and use, the physical world to design products, processes and systems. The aim of this study was to contribute new knowledge of children’s technology volition when they identify, build and improve technical constructions, and how teachers support this learning. Analysis focused on moments when children’s volition was expressed in a construct

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant

Purpose: The purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics teachers, aiming to describe the character of the development addressed and its quality issues. Design/methodology/approach: The most frequently cited articles were chosen for their impact on the scientific discourse; they

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development

Pictures are often integrated in digital learning materials with the purpose of enhancing learning. This mixed methods study uses quantitative eye-tracking data and qualitative data such as oral answers to discover whether characteristics of pictures influence patterns of text–picture transition in readers with (n=10) and without (n=14) dyslexia, and how reading comprehension is affected. Most par

This study investigated beliefs about climate change among Swedish secondary school students at the end of their K-12 education. An embedded mixed method approach was used to analyse 51 secondary school students’ written responses to two questions: (1) What implies climate change? (2) What affects climate? A quantitative analysis of the responses revealed that ‘Earth’, ‘human’ and ‘greenhouse effe

In this study, I reflect critically on my own experiences as a university teacher of students’ expressed knowledge about the academic subject of didactics at the beginning and end of their first semester as students in the Master’s Programme in Didactics. My reflections are made using a phenomenographic approach to learning, which regards learning as a qualitatively deeper and different way of und

Multiple episodes of Enterococcus faecalis bacteremia (EfsB) may indicate a relapse and be due to an undiagnosed infective endocarditis (IE). The aims were to study the clinical presentation of patients with EfsB with focus on the risk of recurrent infection and IE, identify potential improvements of the management, and to investigate whether E. faecalis isolates from different episodes in the sam

Purpose – The purpose of this paper is to report a case study that qualitatively describes and analyses teachers’ discussions when planning and evaluating lessons under supervision, and what is described is the focus on their reasoning, the activities decided upon and how they decided to assess the pupils’ learning outcomes when transforming formal curriculum objectives for English as a foreign la

We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learn

This study aims to describe how the learning study model can be used to improve lesson design and childrens learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before t

Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understa

Purpose – The purpose of this paper is to describe a learning study with a complex object of learning – democracy. Design/methodology/approach – The study consists of four research lessons in four different classes in grade 6. In the study two teachers, 78 students and two researchers participated. In the first lesson (A) 21 students participated, in the second class (B) 17, in the third class (C)

The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three differen

This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children's learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved cognitive outcomes. The research questions are (1)

The main focus of this study is preschool teachers' own learning from a specific course aimed to develop their knowledge of how to use learning study (LS) in preschool. The study included 24 qualified and experienced preschool teachers who took part in the course. The course was funded by the Swedish National Agency for Education and the teachers were chosen by their municipal employers. An analys