Most read article

We are happy that our article is on the second place of the Most read article in the European Journal of Special Needs Education​.

Tjernberg, C., & Heimdahl Mattson, E. (2014) Inclusion in practice: a matter of school culture. European Journal of Special Needs Education, 29, 2, 247-256

http://www.tandfonline.com/doi/full/10.1080/08856257.2014.891336#abstract

Class of 2015

Artikeln "Inclusion in practice: a matter of school culture" har idag, 24 juni, 2015, 5169 views. Den ligger därmed på andra plats på tidskriftens topp 20 lista för mest nedladdade artiklar sedan augusti 2011.

Tjernberg, C., & Heimdahl Mattson, E. (2014) Inclusion in practice: a matter of school culture. European Journal of Special Needs Education, 29, 2, 247-256.

Tillgänglig på: www.tandfonline.com/doi/full/10.1080/08856257.2014.891336.

Class of 2015

Detta mail  fick Eva Heimdahl Mattson (evaheimdahl.blogspot.com) och jag från Routledge Education Journals den 17 februari 2015:

”Congratulations, your article, 'Inclusion in practice: a matter of school culture' published in European Journal of Special Needs Education, was the journal's Most Read article throughout 2014.

We have taken the Most Read article throughout 2014 from all of our education journals to establish a collection called the 'Class of 2015'. These articles have been made free for the year and will be promoted until the end of 2015.”

 Volymen innehåller flera intressanta artiklar i utbildningsvetenskap!

Tjernberg, C., & Heimdahl Mattson, E. (2014) Inclusion in practice: a matter of school culture. European Journal of Special Needs Education, 29, 2, 247-256.

Tillgänglig på: www.tandfonline.com/doi/full/10.1080/08856257.2014.891336.

Inclusion in Practice: a Matter of School Culture

'Inclusion in Practice: a Matter of School Culture' är nu publicerad i 'European Journal of Special Needs Education'.

"The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive."

"The successful results of the teachers’ work showed the importance of mentorship,  co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded." 

(Tjernberg & Heimdahl Mattson, 2014)

Publicerad på Taylor & Francis Online. Tillgänglig på: http://www.tandfonline.com/doi/full/10.1080/08856257.2014.891336.