Johanna Svahn

Organisationsidentiteter som en form av legitimitetsanspråk: Narrativ positionering bland privata aktörer på den svenska läxhjälpsmarknaden

Svahn, Johanna; Hallsén, Stina

Part of Pedagogisk forskning i Sverige, p. 15-35, 2022

Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem

Svahn, Johanna; Melander Bowden, Helen

Part of Classroom Discourse, p. 193-213, 2021

• DOI for Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem
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Collaborative work on an online platform in the context of video-mediated homework support

Melander Bowden, Helen; Svahn, Johanna

Part of Social Interaction Video-Based Studies of Human Sociality, 2020

• DOI for Collaborative work on an online platform in the context of video-mediated homework support
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Parental involvement in Sweden exemplified through national policy on homework support

Karlsson, Marie; Hallsén, Stina; Svahn, Johanna

Part of Parental Involvement across European Education Systems, p. 120-132, Routledge, 2019

Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'

Evaldsson, Ann-Carita; Svahn, Johanna

Part of Emotional and Behavioural Difficulties, p. 254-272, 2019

• DOI for Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'
• Download full text (pdf) of Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'

Staging social aggression: Affective stances and moral character work in girls' gossip telling

Evaldsson, Ann-Carita; Svahn, Johanna

Part of Research on Children and Social Interaction, p. 77-104, 2017

• DOI for Staging social aggression: Affective stances and moral character work in girls' gossip telling

Reported speech in girls' dispute stories: Building credibility and accounting for moral versions

Svahn, Johanna

Part of Childhood, p. 212-229, 2017

• DOI for Reported speech in girls' dispute stories: Building credibility and accounting for moral versions

Challenging the bounds of tellability: The interactional management of a bullying narrative within a girl group theme discussion

Svahn, Johanna; Karlsson, Marie

Part of Narrative Inquiry, p. 334-356, 2017

• DOI for Challenging the bounds of tellability: The interactional management of a bullying narrative within a girl group theme discussion

'Don't bother with that': the use of negative imperative directives for defusing student conflict in a special support classroom

Svahn, Johanna

Part of Classroom Discourse, p. 235-252, 2017

• DOI for 'Don't bother with that': the use of negative imperative directives for defusing student conflict in a special support classroom

"Jag har bara ADHD å så": Identitetskonstruktion och normalisering i resursskoleelevers berättelser

Svahn, Johanna

Part of Fortelling og forskning, p. 125-142, Orkana Akademisk, 2017

School bullying and the micro-politics of girls' gossip disputes

Evaldsson, Ann-Carita; Svahn, Johanna

Part of Disputes in Everyday Life, p. 297-323, Emerald Group Publishing Limited, 2012

The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives

Svahn, Johanna

2012

• Download full text (pdf) of The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives

'You could just ignore me': Situating peer exclusion within the contingencies of girls' everyday interactional practices

Svahn, Johanna; Evaldsson, Ann-Carita

Part of Childhood, p. 491-508, 2011

• DOI for 'You could just ignore me': Situating peer exclusion within the contingencies of girls' everyday interactional practices

Situated apprenticeship in the research lab: collaborative and epistemic dimensions of discovery work

Stein, Fabíola; Melander Bowden, Helen; Svahn, Johanna

Part of Developing interactional competencies at and for work, Springer, 2025

Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial

Karlberg, Martin; Klang, Nina; Svahn, Johanna

Part of BMC Psychology, 2024

• DOI for Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial
• Download full text (pdf) of Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial

Organisationsidentiteter som en form av legitimitetsanspråk: Narrativ positionering bland privata aktörer på den svenska läxhjälpsmarknaden

Svahn, Johanna; Hallsén, Stina

Part of Pedagogisk forskning i Sverige, p. 15-35, 2022

Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"

Forsberg, Eva; Hallsén, Stina; Karlsson, Marie; Melander Bowden, Helen et al.

Part of ECNU Review of Education, p. 494-519, 2021

• DOI for Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"
• Download full text (pdf) of Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"

Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem

Svahn, Johanna; Melander Bowden, Helen

Part of Classroom Discourse, p. 193-213, 2021

• DOI for Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem
• Download full text (pdf) of Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem

Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial

Karlberg, Martin; Klang, Nina; Svahn, Johanna

Part of BMC Psychology, 2024

• DOI for Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial
• Download full text (pdf) of Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial

Organisationsidentiteter som en form av legitimitetsanspråk: Narrativ positionering bland privata aktörer på den svenska läxhjälpsmarknaden

Svahn, Johanna; Hallsén, Stina

Part of Pedagogisk forskning i Sverige, p. 15-35, 2022

Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"

Forsberg, Eva; Hallsén, Stina; Karlsson, Marie; Melander Bowden, Helen et al.

Part of ECNU Review of Education, p. 494-519, 2021

• DOI for Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"
• Download full text (pdf) of Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"

Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem

Svahn, Johanna; Melander Bowden, Helen

Part of Classroom Discourse, p. 193-213, 2021

• DOI for Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem
• Download full text (pdf) of Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem

Collaborative work on an online platform in the context of video-mediated homework support

Melander Bowden, Helen; Svahn, Johanna

Part of Social Interaction Video-Based Studies of Human Sociality, 2020

• DOI for Collaborative work on an online platform in the context of video-mediated homework support
• Download full text (pdf) of Collaborative work on an online platform in the context of video-mediated homework support

Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'

Evaldsson, Ann-Carita; Svahn, Johanna

Part of Emotional and Behavioural Difficulties, p. 254-272, 2019

• DOI for Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'
• Download full text (pdf) of Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'

Staging social aggression: Affective stances and moral character work in girls' gossip telling

Evaldsson, Ann-Carita; Svahn, Johanna

Part of Research on Children and Social Interaction, p. 77-104, 2017

• DOI for Staging social aggression: Affective stances and moral character work in girls' gossip telling

Reported speech in girls' dispute stories: Building credibility and accounting for moral versions

Svahn, Johanna

Part of Childhood, p. 212-229, 2017

• DOI for Reported speech in girls' dispute stories: Building credibility and accounting for moral versions

Challenging the bounds of tellability: The interactional management of a bullying narrative within a girl group theme discussion

Svahn, Johanna; Karlsson, Marie

Part of Narrative Inquiry, p. 334-356, 2017

• DOI for Challenging the bounds of tellability: The interactional management of a bullying narrative within a girl group theme discussion

'Don't bother with that': the use of negative imperative directives for defusing student conflict in a special support classroom

Svahn, Johanna

Part of Classroom Discourse, p. 235-252, 2017

• DOI for 'Don't bother with that': the use of negative imperative directives for defusing student conflict in a special support classroom

Talking moral stances into being: the interactional management of moral reasoning in Aggression Replacement Training (ART) classroom sessions

Svahn, Johanna; Evaldsson, Ann-Carita

Part of Text & Talk, p. 793-815, 2013

• DOI for Talking moral stances into being: the interactional management of moral reasoning in Aggression Replacement Training (ART) classroom sessions

'You could just ignore me': Situating peer exclusion within the contingencies of girls' everyday interactional practices

Svahn, Johanna; Evaldsson, Ann-Carita

Part of Childhood, p. 491-508, 2011

• DOI for 'You could just ignore me': Situating peer exclusion within the contingencies of girls' everyday interactional practices

Situated apprenticeship in the research lab: collaborative and epistemic dimensions of discovery work

Stein, Fabíola; Melander Bowden, Helen; Svahn, Johanna

Part of Developing interactional competencies at and for work, Springer, 2025

Parental involvement in Sweden exemplified through national policy on homework support

Karlsson, Marie; Hallsén, Stina; Svahn, Johanna

Part of Parental Involvement across European Education Systems, p. 120-132, Routledge, 2019

"Jag har bara ADHD å så": Identitetskonstruktion och normalisering i resursskoleelevers berättelser

Svahn, Johanna

Part of Fortelling og forskning, p. 125-142, Orkana Akademisk, 2017

School bullying and the micro-politics of girls' gossip disputes

Evaldsson, Ann-Carita; Svahn, Johanna

Part of Disputes in Everyday Life, p. 297-323, Emerald Group Publishing Limited, 2012

The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives

Svahn, Johanna

2012

• Download full text (pdf) of The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives

The Many Faces of Shadow Education: a Nordic Case

Forsberg, Eva; Hallsén, Stina; Karlsson, Marie; Melander Bowden, Helen et al.

2019