Theses

Educating young adults to undertake actions for human rights : students at the Non-Military Service Center

Moving Maths - Effects and experiences of physical activity integrated into primary school mathematics lessons

The role of metacognitive monitoring in regulation at multiple levels of collaborative learning

Treading gently between the wor(l)ds: autoethnographically exploring “strange dialogues” within the modern university

Structured fabrics of everyday life: Subject-scientific perspective on maintaining and changing life conditions in learning contexts of adulthood

"Everyone needs friends". Friendships of pupils with intellectual disabilities

"There is a lot to practice". A nexus analytical study on promoting multiliteracy in health education

(Un)becoming an asylum seeker: Nomadic research with men awaiting an asylum decision

Multisided touch in preschools' relations - Stories from the everyday life of early childhood and care

Educational possibilities of media-based public discussion. A phenomenological-philosophical analysis of the givenness of others

Education and intelligence: Reconstructing John Dewey’s theory of intelligence from an educational perspective

Self-formation and emancipation: formative teaching and social criticism in critical-constructive didactics

Towards nontraditional teachership: co-teaching enhancing teachers' collaboration and inclusion in schools

Animals as stakeholders in education. Towards an educational reform for interspecies sustainability

Motivation regulation and study well-being during nurse education studies

Student interpretations of their self-regulated learning in individual and collaborative learning situations

Pre-service primary school teachers’ teacher identity development in the context of science education

Doing joy. Performances of joy in children’s relations in early childhood and education settings

Patterns of adaptive regulation in collaborative learning – a multimodal methodological approach

The line between general and special support. Teachers’ and principals’ experiences of intensified support in primary education