Research on Education and Learning (CLKS)

The centre for Research on Education and Learning (CLKS) conducts research into educational science, culture, language and social studies.

About CLKS

Research at CLKS has a strong focus on the educational sciences.

CLKS works with several specialisations:

  • Learning, knowledge creation, teaching and education
  • Studies of pedagogical interventions
  • Subject didactics and didactics
  • Research on the profession, social and political steering
  • Focus on multilingualism, equality and newly arrived children in the education system.
  • Research on the use of digital teaching tools
  • Research is multidisciplinary and uses a diverse range of methods.

Additional research on the environment is also conducted although this does not directly fall under the educational sciences.

CLKS research is characterised by close collaboration with preschools, schools, municipalities and other social actors.

Colourful pens, blonde girl writing at a table. Photo.

Ties to social challenges

Research at CLKS contributes to understanding of social development in relation to various social challenges such as digitalisation, integration, globalisation and marketisation. Research also contributes to the development of practical tools and methods for teachers and educators with different forms of teaching strengths.

CLKS research is characterised by close collaboration with preschools, schools, municipalities and other social actors.

Head of research is Marie-Helene Zimmerman Nilsson.

CLKS is part of School of Education, Humanities and Social Sciences.

School of Education, Humanities and Social Sciences

Staff at CLKSopens in new window

Research projects within CLKS

Within CLKS, Research on Education and Learning (CLKS), research projects in several areas are active. Some of them are listed here:

Publications CLKS

The ten latest publications from CLKS registered in DiVA, the University's system for electronic publishing and registration of publications.

The ten latest publications:

  • Article in journal
  • Karlsson, Monica (2020).
    Can micro-teaching, teacher feedback/feedforward and reflective writing enhance pre-service teachers’ pedagogical content knowledge of grammar in English as a second language?. Journal of Language Teaching and Research. (Accepted)

    Se post i DiVA

  • Björkén-Nyberg, Cecilia (2020).
    Hearing, Seeing, Experiencing : Perspective Taking and Emotional Engagement through the Vocalisation of Jane Eyre, Heart of Darkness and Things fall apart. International Journal of Language Studies, 14 (1), s. 63 - 88.

    Se post i DiVA

  • Svensson, Birgitta; Karlsson, Monica (2020).
    Students´ relational involvement in literary worlds : Levels of engagement when reading fiction in a first and second language. International Journal of Language Studies, 14 (1), s. 1 - 24.

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  • Karlsson, Göran; Nilsson, Pernilla (2019).
    A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice. International Journal of Web-Based Learning and Teaching Technologies, 14 (3), s. 39 - 54.

    Se post i DiVA DOI: 10.4018/IJWLTT.2019070104

  • Karlsson, Monica (2019).
    An Analysis of the Relationship among Teacher Feedback, Feedforward, and Grade on Swedish University Students’ Compositions in English as a Second Language. Arab World English Journal, 10 (3), s. 3 - 20.

    Se post i DiVA DOI: 10.24093/awej/vol10no3.1

  • Chapter in book
  • Girirtli Nygren, Katarina; Olofsson, Anna; Öhman, Susanna (2020).
    Intersektionell riskteori. Genus, risk och kris. Studentlitteratur AB, Lund. S. 217 - 237.

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  • Aldrin, Emilia (2019).
    Användarnamn : att namnge sig själv. Sånt vi bara gör. Carlsson Bokförlag, Stockholm. S. 148 - 150.

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  • Conference paper
  • Widing, Lizette; Nilsson, Pernilla; Granklint Enochson, Pernilla (2019).
    A Student-Active Approach to Science Models and Representation. European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019.

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  • Olin, Anette; Rönnerman, Karin; Löfving, Christina; Berndtsen, Marina; Nehez, Jaana; Wennergren, Ann-Christine (2019).
    Action research education influencing teachers’ development work. CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future, Split, Croatia, 17-19 October, 2019.

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  • Isaksson, Anna; Nilsson, Pernilla (2019).
    Att integrera jämställdhetsperspektiv i en utbildning. Högskolepedagogisk konferens 2019, Halmstad, Sverige, 22 november, 2019.

    Se post i DiVA

updated

2019-06-13

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