In Didactic classroom studies a group of researchers from the University of Gothenburg who are working in the Scandinavian didactics tradition show how pupil perspectives, teacher priorities, content and context interrelate, and have different didactical consequences for teaching and learning.

Using practical examples the authors examine the nature of classroom work at various levels of education and in the full range of subject areas, including mathematics, science, languages, social science, and home economics. The editors then single out the importance of classroom studies as a potential research direction in didactic studies. Finally, the essays are placed in an international and historical context by Professor Kirsti Klette, University of Oslo.

The authors of this volume all active at the Department of Pedagogical, Curricular and Professional Studies set out to show the strong contribution made by classroom studies to didactic research. At the same time, their empirical studies contribute concretely to the further development of didactic classroom studies as a research area.

Editors
Christina Osbeck, University of Gothenburg
Åke Ingerman, University of Gothenburg
Silwa Claesson University of Gothenburg  

Contributors
Shirley Booth University of Gothenburg
Sylvana Sofkova Hashemi University of Gothenburg
Anna Maria Hipkiss University of Gothenburg
Britt Holmberg University of Gothenburg
Cecilia Kilhamn University of Gothenburg & Uppsala University
Kirsti Klette Oslo University
Angelika Kullberg University of Gothenburg
Annika Lilja University of Gothenburg
Rimma Nyman University of Gothenburg
Miranda Rocksén University of Gothenburg
Elisabeth Rystedt University of Gothenburg & Stockholm University
Christina Skodras University of Gothenburg