Johanna Svahn

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

Svahn, Johanna; Hallsén, Stina

Ingår i Pedagogisk forskning i Sverige, s. 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

Ingår i Classroom Discourse, s. 193-213, 2021

• DOI för Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem
• Ladda ner fulltext (pdf) av 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

Ingår i Social Interaction Video-Based Studies of Human Sociality, 2020

• DOI för Collaborative work on an online platform in the context of video-mediated homework support
• Ladda ner fulltext (pdf) av Collaborative work on an online platform in the context of video-mediated homework support

Parental involvement in Sweden exemplified through national policy on homework support

Karlsson, Marie; Hallsén, Stina; Svahn, Johanna

Ingår i Parental Involvement across European Education Systems, s. 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

Ingår i Emotional and Behavioural Difficulties, s. 254-272, 2019

• DOI för Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'
• Ladda ner fulltext (pdf) av 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

Ingår i Research on Children and Social Interaction, s. 77-104, 2017

• DOI för 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

Ingår i Childhood, s. 212-229, 2017

• DOI för 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

Ingår i Narrative Inquiry, s. 334-356, 2017

• DOI för 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

Ingår i Classroom Discourse, s. 235-252, 2017

• DOI för '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

Ingår i Fortelling og forskning, s. 125-142, Orkana Akademisk, 2017

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

Evaldsson, Ann-Carita; Svahn, Johanna

Ingår i Disputes in Everyday Life, s. 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

• Ladda ner fulltext (pdf) av 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

Ingår i Childhood, s. 491-508, 2011

• DOI för '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

Ingår i 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

Ingår i BMC Psychology, 2024

• DOI för Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial
• Ladda ner fulltext (pdf) av 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

Ingår i Pedagogisk forskning i Sverige, s. 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.

Ingår i ECNU Review of Education, s. 494-519, 2021

• DOI för Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"
• Ladda ner fulltext (pdf) av 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

Ingår i Classroom Discourse, s. 193-213, 2021

• DOI för Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem
• Ladda ner fulltext (pdf) av 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

Ingår i BMC Psychology, 2024

• DOI för Positive behavior support in school: a quasi-experimental mixed methods study and a randomized controlled trial
• Ladda ner fulltext (pdf) av 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

Ingår i Pedagogisk forskning i Sverige, s. 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.

Ingår i ECNU Review of Education, s. 494-519, 2021

• DOI för Läxhjälp as Shadow Education in Sweden: The Logic of Equality in "A School for All"
• Ladda ner fulltext (pdf) av 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

Ingår i Classroom Discourse, s. 193-213, 2021

• DOI för Interactional and epistemic challenges in students' help-seeking in sessions of mathematical homework support: Presenting the problem
• Ladda ner fulltext (pdf) av 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

Ingår i Social Interaction Video-Based Studies of Human Sociality, 2020

• DOI för Collaborative work on an online platform in the context of video-mediated homework support
• Ladda ner fulltext (pdf) av 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

Ingår i Emotional and Behavioural Difficulties, s. 254-272, 2019

• DOI för Tracing unique trajectores of participation for a 'girl with ADHD': From 'unwilling student' to 'agentive learning'
• Ladda ner fulltext (pdf) av 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

Ingår i Research on Children and Social Interaction, s. 77-104, 2017

• DOI för 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

Ingår i Childhood, s. 212-229, 2017

• DOI för 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

Ingår i Narrative Inquiry, s. 334-356, 2017

• DOI för 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

Ingår i Classroom Discourse, s. 235-252, 2017

• DOI för '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

Ingår i Text & Talk, s. 793-815, 2013

• DOI för 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

Ingår i Childhood, s. 491-508, 2011

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

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

Svahn, Johanna

2012

• Ladda ner fulltext (pdf) av The Everyday Practice of School Bullying: Children's participation in peer group activities and school-based anti-bullying initiatives

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

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

Ingår i 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

Ingår i Parental Involvement across European Education Systems, s. 120-132, Routledge, 2019

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

Svahn, Johanna

Ingår i Fortelling og forskning, s. 125-142, Orkana Akademisk, 2017

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

Evaldsson, Ann-Carita; Svahn, Johanna

Ingår i Disputes in Everyday Life, s. 297-323, Emerald Group Publishing Limited, 2012

The Many Faces of Shadow Education: a Nordic Case

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

2019