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About Linnaeus University
Work at the university
Department of Education and Teachers' Practice
Faculty of Social Sciences
+46 470-76 72 06
Article in journal (Refereed)
University-Supported Networks as Professional Development for Teachers in School-Age Educare
International Journal for Research on Extended Education
. 8. 66-79.
Who owns the knowledge? : Knowledge construction as part of the school improvement process
Finding their flock : professional learning for experienced teachers
European Journal of Curriculum Studies
. 5. 834-852.
Stagg Peterson, S., Mcintyre, L.J.,
Collaborative action research in Northern Canadian rural and Indigenous schools : learning about young children’s oral language in play contexts
Educational action research
. 26. 787-802.
Conference paper (Other academic)
Curriculum, professional learning and experienced teachers.
Who owns the knowledge? Implementing research- based policy in a time of accountability
, Stagg Peterson, S. (2017).
Collaborative action research in Northern Canadian rural and Indigenous schools
, Aalbers, W., Chen, Y., Kooy, M. (2014).
Transforming Pedagogical Knowledge and Praxis from theGround Up: Sustained Teacher Learning in a Multi-modal,Social Context
Doctoral thesis, monograph (Other academic)
Teacher to learner and back again : a narrative inquiry into teacher voice in professional learning
. Doctoral Thesis. University of Toronto Press.
Article in journal (Other (popular science, discussion, etc.))
What You Pay Attention to, You Reinforce
Canadian Special Interest Group in Literacy Newsletter
Report (Other (popular science, discussion, etc.))
Creating Spaces for Professional Learning in Our Schools : Report submitted to
(a branch of the Ontario Principals Association) as part of the Ontario/New South Wales Principals’ Exchange, May 2013
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