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List of papers
7KLV3K'WKHVLVLQFOXGHVWKHIROORZLQJSDSHUV
Paper 1
9DDODQG*6,GVRH7 5RODQG($JJUHVVLYHQHVVDQG GLVREHGLHQFHScandinavian Journal of Educational Research, 55
Paper 2
9DDODQG*6 5RODQG(3XSLO$JJUHVVLYHQHVVDQGSHUFHSWXDO RULHQWDWLRQWRZDUGVZHDNQHVVLQDWHDFKHUZKRLVQHZWRWKHFODVVTeaching and Teacher Education, 29,
Paper 3
9DDODQG*6(2017). %DFNRQWUDFN$SSURDFKHVWRPDQDJLQJKLJKO\
GLVUXSWLYHVFKRROFODVVHVCogent Education, 2017(4). DOI: https://
doi.org/10.1080/2331186X.2017.1396656
Contents
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Introduction
1 Introduction
A mother, who was also a 1st grade teacher, was engaged ensuring small children’s traffic safety on their way to school. During a discussion, all parties agreed that a six-year-old child can be taught and trained how to cross the road safely. The mother then asked some further questions: given that it is safe for one 1st grader to cross the road, is it also safe if two children are together?
Three? Four? Five? Six? The point is that there may be some differences between six single pupils crossing the road independently and a group of six children crossing together. If the risk for accidents increases due to group behaviour, can this problem be solved through further individual training?
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2.1.2 Authority is anti-authoritarian
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2.1.3 A historical view of teacher authority
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2.1.4 Preliminary criticism of authority
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2.1.5 Teacher authority and classroom management
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2.2.1 Conceptual meaning of aggression and aggressiveness
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2.2.2 Forms of aggression
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2.3.3 Prevalence and challenges
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