Huvudgrupp 1

• Avishag, Reisman, Reading Like a Historian: A Document-Based History, Ingår i: Cognition and instruction, vol. 30, nr. 1, 2012, s. 86–112Obligatorisk*
• Boaler, J, Open and closed mathematics: Student experiences and understandings, Ingår i: Journal for research in mathematics education, 1998, s. 41–62Obligatorisk*
• Deslauriers, Louis; Schelew, Ellen; Wieman, Carl, Improved learning in a large-enrollment physics class, Ingår i: Science, vol. 332, nr. 6031, 2011, s. 862–864Obligatorisk*
• Karpicke, Jeffrey D.; Blunt, Janell R., Retrieval practice produces more learning than elaborative studying with concept mapping, Ingår i: Science, vol. 331, nr. 6018, 2011, s. 772–775Obligatorisk*
• Klette, Kirsti, Trends in research on teaching and learning in schools: didactics meets classroom studies, Ingår i: European educational research journal: EERJ, vol. 6, nr. 2, 2007, s. 147–160Obligatorisk* (s. 147–160)
• Lundqvist, Eva; Almqvist, Jonas; Östman, Leif, Institutional traditions in teachers' manners of teaching, Ingår i: Cultural studies of science education, vol. 7, nr. 1, 2012, s. 111–127Obligatorisk*
• Executive Summary, Ingår i: Students, computers and learning: making the connection, Paris, OECD, 2015, s. 13Obligatorisk* (DOI: http://dx.doi.org/10.1787/9789264239555–2-en)
• Porat, D. A., It's not written here, but this is what happened: students' cultural comprehension of textbook narratives on the Israeli-Arab conflict, Ingår i: American educational research journal, vol. 41, nr. 4, 2004, s. 963–996Obligatorisk*
• Rohrer, D., Taylor, K., & Sholar, B., Tests enhance the transfer of learning, Ingår i: Journal of experimental psychology: Learning, memory, and cognition, vol. 36, nr. 1, 2010, s. 233Obligatorisk*
• Tomita, Yasuyo; Spada, Nina, Form-focused instruction and learner investment in L2 communication, Ingår i: The modern language journal, vol. 97, nr. 3, 2013, s. 591–610Obligatorisk*
• Shulman, Lee S., Those who understand: Knowledge growth in teaching, Ingår i: Educational researcher, vol. 15, nr. 1, 1986, s. 4–14Obligatorisk*
• Kansanen, Pertti, Subject‐matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge?, Ingår i: Pedagogy, culture & society., vol. 17, nr. 1, 2009, s. 29–39Obligatorisk*
• Shanahan, Timothy, What is disciplinary literacy and why does it matter?, Ingår i: Topics in language disorders., vol. 32, nr. 1, 2012, s. 7–18Obligatorisk*
• Nygren, Thomas m.fl., Critical thinking in national tests across four subjects in Swedish compulsory school., Ingår i: Education inquiry, 2018, s. 1–20Obligatorisk*
• Wineburg, S.; McGrew, S., Lateral Reading: Reading Less and Learning More When Evaluating Digital Information, Stanford History Education Group Working Paper, 2017, LänkObligatorisk*
• Carlgren, Ingrid, Undervisningsutvecklande forskning: exemplet learning study, Första upplagan, Malmö, Gleerups, [2017]Obligatorisk*
• Johnson, R. Burke; Onwuegbuzie, Anthony J., Mixed methods research:: A research paradigm whose time has come., Ingår i: Educational researcher, vol. 33, nr. 17, 2004, s. 14–26Obligatorisk*
• Creswell, John W., Research design: qualitative, quantitative, and mixed methods approaches, Fourth edition, international student edition., Los Angeles, Calif., SAGE, cop. 2014Obligatorisk* (Kapitel 1)

Ytterligare minst tre ämnesdidaktiska publikationer väljs i samråd med kursledare.

Totalt ca 1000 s.

* Obligatorisk