Main group 1

• Avishag, Reisman, Reading Like a Historian: A Document-Based History, Part of: Cognition and instruction, vol. 30, no. 1, 2012, p. 86–112Compulsory*
• Boaler, J, Open and closed mathematics: Student experiences and understandings, Part of: Journal for research in mathematics education, 1998, p. 41–62Compulsory*
• Deslauriers, Louis; Schelew, Ellen; Wieman, Carl, Improved learning in a large-enrollment physics class, Part of: Science, vol. 332, no. 6031, 2011, p. 862–864Compulsory*
• Karpicke, Jeffrey D.; Blunt, Janell R., Retrieval practice produces more learning than elaborative studying with concept mapping, Part of: Science, vol. 331, no. 6018, 2011, p. 772–775Compulsory*
• Klette, Kirsti, Trends in research on teaching and learning in schools: didactics meets classroom studies, Part of: European educational research journal: EERJ, vol. 6, no. 2, 2007, p. 147–160Compulsory*
• Lundqvist, Eva; Almqvist, Jonas; Östman, Leif, Institutional traditions in teachers' manners of teaching, Part of: Cultural studies of science education, vol. 7, no. 1, 2012, p. 111–127Compulsory*
• Executive Summary, Part of: Students, computers and learning: making the connection, Paris, OECD, 2015, p. 13Compulsory*
• Porat, D. A., It's not written here, but this is what happened: students' cultural comprehension of textbook narratives on the Israeli-Arab conflict, Part of: American educational research journal, vol. 41, no. 4, 2004, p. 963–996Compulsory*
• Rohrer, D., Taylor, K., & Sholar, B., Tests enhance the transfer of learning, Part of: Journal of experimental psychology: Learning, memory, and cognition, vol. 36, no. 1, 2010, p. 233Compulsory*
• Tomita, Yasuyo; Spada, Nina, Form-focused instruction and learner investment in L2 communication, Part of: The modern language journal, vol. 97, no. 3, 2013, p. 591–610Compulsory*
• Shulman, Lee S., Those who understand: Knowledge growth in teaching, Part of: Educational researcher, vol. 15, no. 1, 1986, p. 4–14Compulsory*
• Kansanen, Pertti, Subject‐matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge?, Part of: Pedagogy, culture & society., vol. 17, no. 1, 2009, p. 29–39Compulsory*
• Shanahan, Timothy, What is disciplinary literacy and why does it matter?, Part of: Topics in language disorders., vol. 32, no. 1, 2012, p. 7–18Compulsory*
• Nygren, Thomas et al., Critical thinking in national tests across four subjects in Swedish compulsory school., Part of: Education inquiry, 2018, p. 1–20Compulsory*
• Wineburg, S.; McGrew, S., Lateral Reading: Reading Less and Learning More When Evaluating Digital Information, Stanford History Education Group Working Paper, 2017, LänkCompulsory*
• Carlgren, Ingrid, Undervisningsutvecklande forskning: exemplet learning study, Första upplagan, Malmö, Gleerups, [2017]Compulsory*
• Johnson, R. Burke; Onwuegbuzie, Anthony J., Mixed methods research:: A research paradigm whose time has come., Part of: Educational researcher, vol. 33, no. 17, 2004, p. 14–26Compulsory*
• Creswell, John W., Research design: qualitative, quantitative, and mixed methods approaches, Fourth edition, international student edition., Los Angeles, Calif., SAGE, cop. 2014Compulsory*

* Compulsory