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Master Theses


Gogliotti, Linda (2020) School material resources and student reading achievement in the United Arab Emirates: PISA 2018 data through the lens of ecological systems theory

Gondwe, Tione (2020) The role of bursaries in addressing problems emerging from injustices and inequalities: A case study approach

Isik, Kadir (2020) A cross-country study of the effectiveness of inquiry-based and traditional didactic approaches

Kakuru, Irene (2020) School bullying: Student perspectives from a Tanzanian secondary school

Kaloti, Georgia (2020) The use of diversity doll in Early Education

Kinyagu, Douglas (2020) Preventive strategies against student dropout in secondary school in Nachingwea District, Tanzania

Mack, Amanda (2020) Examining self-efficacy on science achievement in Sweden: The relationship of gender, achievement, and interest in science education

Mensah, Ernest (2020) Educational quality and equity in South Africa: Evidence from TIMSS 2015

Patsis, Panagiotis (2020) Socio-economic background, academic performance and career choices of Greek young adults: A mixed methods study

Rödström, Axel (2020) Deliberative democracy and education—in context, in theory and in empirical research

St. Germain Bergqvist, Christina (2020) From principles of responsible management education policy to practices of responsible management education: Perspectives of Swedish business schools

Zhan, Jieyun (2020) The effect of maternal absence on the left-behind children’s well-being in rural China’s secondary education in Hunan province (dissertation not available)


Ahvonen, Sofia (2019) Prerequisites for teacher–child relational touch in Swedish preschool (dissertation not available)

Allotey, Eugenia (2019) Parental experiences of raising a child with autism spectrum disorder in Ghana: A case study research analysis

Manninen, Jenni (2019) Swedish immersion education in Finland: Elementary teachers' perspectives on immersion education

Mittal, Oleksandra (2019) The mediating role of students' academic self-beliefs in studying educational equity: A comparison between Sweden and Ukraine in TIMSS 2011

Mori, Yuko (2019) Re-learning peace: Acculturation in young adult refugees' conceptions of violence following migration to Sweden

Senden, Bas (2019) Does ICT use affect social well-being and academic performance in Sweden? Empirical evidence from PISA 2015

Shengjergji, Sofije (2019) Workplace learning: How it is experienced by international employees in a Swedish context

Siebecke, Deborah Elin (2019) The well-being of academically resilient students in Germany: Reanalysis of PISA 2015 data using structural equation modeling

Tajgardoun, Reyhaneh (2019) Application of processability theory to SFI students' L2 writing competencies

Yngvesson, Tina (2019) Parent engagement in Swedish preschools: A narrative inquiry through the conceptual lens of proximal processes 


Björk, Lars Edvin (2018) Education and the cybernetic hypothesis: A synoptic view

Demir, Fatma Betül (2018) Experiences of acculturating immigrant mothers with Turkish backgrounds in Sweden: Values in a changing context

Grammatikopoulou, Elpis (2018) Factors that influence 9th grade students' higher education aspirations in Sweden: The role of gender, parental nationality, parental education and academic self-concept

Kemou, Konstantina (2018) Using storytelling to convey science among deaf pupils in Greece: A class intervention on learning the concepts of heat and thermal conductivity of materials

Kim, Jayun (2018) Making sense of gender and sexuality: Student identity work in South Korean elementary school (dissertation not available)

Liu, Xin (2018) Effect of professional development and self-efficacy on teachers' job satisfaction in Swedish lower secondary school

Mang'eni, Nancy (2018) Quest for quality education for all primary school children in Kenya: Perspectives on the Uwezo Initiative in West Pokot County

Morales Valdés, Alexis (2018) School community and experiences of participation and democracy: An ethnographic study in the Chilean educational context

Peydro Llavata, Teresa (2018) The use of textbooks in the Spanish school context: An analysis of teachers' perspectives

Rosca, Oxana (2018) Educational equity in Moldovan compulsory schools: Factors behind outcome differences in PISA 2015

Rådesjö, Megan (2018) (In)Equality and gendered identities: An exploration of school teachers' gender identity construction in Sweden (dissertation not available)

Ty, Phearom (2018) Educational action research: Discovering its applicability in Cambodian pre-tertiary education


Hage-Obeid, Sarah (2017) Implications of paper textbook multimodality for eight-year old students' language learning: A case-study content analysis

Tampaki, Eleni (2017) Working in a culturally diverse preschool: Focus on preschool teachers' experiences and perceptions

Toompalu, Aivi (2017) Student departure from teacher education: A study of compulsory school teacher education programmes in Gothenburg University

Xing Yang (2017) Education equity in Swedish compulsory school: Effects of students' background, personal and school characteristics on their academic achievement in PISA 2015


Abughalioun, Maisaa (2016) Challenges of teachers working in a multicultural pre-school literacy class with native Arabic-speaking children

Barber, Andrea (dissertation not available)

Csonka, Réka Izabella (2016) “Do we have to actually understand all this?” Students’ on-line information search and evaluating the sources when working with Controversy Mapping

Ding, Yi (2016) How do students’ mathematics self-Efficacy, mathematics self-concept and mathematics anxiety influence mathematical literacy? A comparison between Shanghai-China and Sweden in PISA 2012

Dorozynska, Anna (2016) Teacher job satisfaction in primary schools: The relation to work environment

Iatridou, Efthimia (2016) Teaching assistant role in a school in Sweden. An ethnographic case study

Kakulira, Ernest (2016) The latent and prevalent manifestations of violent conflicts in secondary schools in Uganda. A case study in Wakiso district, central Uganda

Lindqvist, Anders (2016) ILSA: The subordination of education to economic theory

Lourenwall, Elicka (2016) Instructions and generalizations: Post-simulation debriefing in maritime training

Papadopoulos, Dimitrios (2016) Agents in the classroom? An ethnographic study of teachers' and students' perceived challenges and employed strategies in the Swedish for immigrants education

Roka, Apostolia (2016) Investigation of guided school visits: focus on professional museum educators’ perspectives, practices and roles

Sīle, Linda (2016) Elusive quality of educational research in a context of bibliometrics-based research funding systems. The case of the University of Gothenburg 2005–2014



Boytsova, Ekaterina (2015) Internet and autism: The reflection of communication experiences in narrative practices

Chea, Nich (2015) Higher education in Cambodia: Poor rural female students’ challenges, motivations, and coping strategies

Kamara, Ishmail (2015) Choosing science: The role of social values

Pagidou, Anastasia (dissertation not available)

Rolfe, Victoria (2015) Predictors of early entry into special education: The role of academic self-concept, social anxiety, and cognitive ability

Součková, Daniela (2015) Language within a language: Scientific concept formation within integrated science and language learning

Take, Yukiko (dissertation not available)


Černá, Kateřina (2014) “Where here are you”: Overcoming mobility by location formulation

Gabrielsson, Marianne (2014) Discursive changes on comprehensive education from 1969–2011

Mercieca, Sarah (2014) What is possible to learn? A study of learners' perspectives of a novel technology, MIROR Body Gesture

Sundell, Peter (2014) Who’s on first Teacher professionalism in the wake of the förstelärare-reform


Lewis, Sue (2013) Ways of conceptualizing complex systems. A phenomenographic study of upper secondary school students' systems thinking in the context of the Haber process

Olsson, Elizabeth  (2013) Reconceptualizing conflict: An investigation of student teachers´understandings of conflict and conflict handling before and after mandatory training


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