Kimberly Norrman
Doktorand vid Institutionen för pedagogik, didaktik och utbildningssociologi
- Telefon:
- 018-471 23 31
- E-post:
- kimberly.norrman@edu.uu.se
- Besöksadress:
- Von Kraemers allé 1 A
752 37 Uppsala - Postadress:
- Box 2136
750 02 Uppsala
Kort presentation
doktorand med inriktning flerspråkighet och svenskämnet.

Publikationer
Senaste publikationer
Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students
Ingår i I skriftkulturens grenseland, s. 221-258, Cappelen Damm Akademisk, 2024
- DOI för Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students
- Ladda ner fulltext (pdf) av Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students
Praktiknära skolforskning: resultat och erfarenheter från nio forskningsprojekt
2024
Ingår i Center for Educational Policy Studies Journal (C·E·P·S Journal), 2023
- DOI för Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden
- Ladda ner fulltext (pdf) av Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden
Alla publikationer
Artiklar i tidskrift
Ingår i Center for Educational Policy Studies Journal (C·E·P·S Journal), 2023
- DOI för Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden
- Ladda ner fulltext (pdf) av Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden
Kapitel i böcker, delar av antologi
Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students
Ingår i I skriftkulturens grenseland, s. 221-258, Cappelen Damm Akademisk, 2024
- DOI för Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students
- Ladda ner fulltext (pdf) av Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students