sh.sePublications
Change search
Refine search result
123 1 - 50 of 150
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ahnoff, Örjan
    Södertörn University, Teacher Education.
    Resurs för orientering: Interaktivt satellitfoto i barns samtal om plats2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines a way of letting children relate to place through an activity based on one-to-one conversation with an adult, supported by interactive satellite photo on a tablet computer. The investigated activity may be seen as a research method or an educational activity. Two questions are addressed: What kinds of experiences of place are possible to communicate in the activity? and How are conditions for this communication formed through the activity? The results are compared to previous research on activities such as walks, photographs and drawings.

    Eleven children at the age of 8 participated in the activity. Screencasts and audio recordings were made and analysed in order to answer the research questions.

    The work is based on geographical theory, starting with a discussion on place and space, and is further inspired by approaches in the research field Children’s geographies. In addition to this, design activity in learning processes is used a theoretical and analytical perspective.

    I argue that interactivity with a secondary representation of place (the digital satellite photo) can be described as something in between of place-interactivity and non-place-interactivity, and in between of creativity and non-creativity. At the same time, this inbetweenness forms a specific, new condition for communication. Furthermore, through observations of how the participating children make interpretations of, and negotiate, the activity, I discuss children’s need of room for sense making. Finally, I suggest that contemporary research methodology with children can be seen as a didactic example, demanding adults to put children’s rights, interests, participation and agency first.

  • 2.
    Alhalabi, Alia
    Södertörn University, Teacher Education.
    Förskollärares användning av IKT för att synliggöra och utveckla barns skapande2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is togain more knowledge and a deeper understanding about the use of digital technology in the educational work in preschool settings. The particular objective of the study is to gain insight in preschool teachers’ view upon their work with ICT and to which extend their use of ICT tools advocates the child’s creative abilities.

    The study starts froma qualitative approach. Qualitative interviews and non-participant observations were conducted at twodifferent preschools. Interviews and observationscompleted and supported each other forgave a reliable performance. The results indicate participatingpreschool teachers’ digital skills and use of media and ICT and ICT’s effect on children’s creation. It appeared in both theoretical and empirical research material that the media educational approach is playful, with a focus on opportunities and that it organizes the children's learning.

  • 3.
    Aliaga, Valeria
    et al.
    Södertörn University, Teacher Education.
    Idle, Hodan
    "För att man saknar nästan föräldrarna...eller mycket!": En studie om hur barn berättar om sin vistelse på ob-förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: Thestudy's purpose is to with the help of interviews and conversations with children and teachers, examine the educational activities of the preschool on unsocial hours from a child's perspective, focusing on children's participation.

    Question at issue: How do children talk about their stay in the Ob-kindergarten? How does the teachers' responses relate to what the children tell?

    Method: Qualitative methods, interview, grounded theory Main theoretical connection: postmodernism, attachment theory.

    Conclusion:We have concluded that very little is known about the swedish preschool on unsocial hours(from now on uh-preschool). Based on the responses we received during our interviews, we see that children's attitudes and their willingness to be on uh-preschoolisvery much depending on the relationship between them and the teachers. We see that children who feel that they are being listened to and respected, is over all more favorable to reside inthe uh-preschool.

  • 4.
    Allaf, Zahra
    Södertörn University, Teacher Education.
    Dansa fritt: En kvalitativ studie om barns dansupplevelser på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this study is to examine how preschool children experience dance. Starting from the child's experiences and perceptions, I also want to investigate in which manner the child's creativity and learning are promoted through dancing. A qualitative approach was chosen to the study and the information was gathered through observations and open interviews with participating children. In order to understand and interpret children's experiences, a hermeneutic and phenomenological stance was taken. Data were analysed using Vygotsky's, Winnicott´s and May´s theory of play and creativity together with Dewey’s theory of experience and learning as points of view. The results indicate that dance created a forum and an opportunity for children to act out and express their creativity and learning. The children's curiosity was awakened by body movement, which allowed them to develop their creative and practical skills in an expressive, aesthetic manner. Dance enabled the children to establish a sensitive relationship and intensive interaction with each other and the surrounding world.

  • 5.
    Alnervik, Karin
    et al.
    Jönköping University.
    Öhman, Charlotte
    Jönköping University.
    Lidén, Eva
    Nilsson, Monica
    Jönköping University.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 17, no 1Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

  • 6.
    Amrén, Therése
    Södertörn University, Teacher Education.
    ”En läsande klass – Träna läsförståelse”: Autentiska frågor vs icke autentiska frågor2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, I examined how the study guide for A reading class - Practice reading comprehension is used in both theory and in practice, based on the type of questions asked. The aim of the concept is to practice reading comprehension based on five characters: foretell lady, reporter, detective, cowboy and artist. I have studied what type of questions the concept use and categorized these questions as authentic- or non-authentic questions. I have also studied how two teachers in Central Sweden use the concept, what type of questions they ask and then categorized them as authentic- or non-authentic questions. My results shows that the concept of A reading class - Practice reading comprehension use most authentic questions unlike the teachers who use slightly more non-authentic questions. The authentic questions give the students a greater opportunity to speak, unlike the non-authentic questions. When the students speaking space becomes greater the power relationship between the teacher and students becomes more equal.

  • 7.
    Amrén, Therése
    et al.
    Södertörn University, Teacher Education.
    Engman, Åsa
    Södertörn University, Teacher Education.
    Den synliga och osynliga maktutövningen i klassrummet: En undersökning av maktstrukturer, undervisningens ramar och normer i ämnet svenska i årskurs 22016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to highlight the space students receive through teachers´ questions in text conversations from a power perspective. The empirical data is based on observations in the classrooms, and student and teacher interviews. The ambition of this essay is to investigate the way power and standards reproduce and are created in classrooms. This is preformed through observations. Through interviews with students and teachers the study aims to display their experiences and reflections about the space provided. Methods used in the study are both quantitative and qualitative. The material in this study is represented by two schools and four classrooms in grade two.

    The theoretical framework is based on Foucault's theory of power and on Åsa Bartholdsson´s concept of "friendly exercise of power". The theoretical framework is also based on exercise of power as it has been analyzed in Donald Broady´s "educational frameworks" and the relationship between these frames and power, as well as the analytical concepts of speaking space, action space and interaction space.

    The results show that speaking space in the classroom is dominated by closed questions. To answer the teacher's questions the student needs to sit still on a chair and raise the hand and also that teachers do not create enough opportunities for students to refer to each other’s reply in conversations about a text.

    The conclusion that can be drawn is that teachers teach students through hidden power shapes and democratic forms for students' future roles as democratic citizens.

  • 8.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 5, p. 648-662Article in journal (Refereed)
    Abstract [en]

    This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.

  • 9.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Equipped for responsibility: A case of business education for sustainabilityManuscript (preprint) (Other academic)
    Abstract [en]

    This paper presents a study of the roles of a business person articulated byteachers in the classroom when the concept of sustainable development is incorporated into the subject of business economics. The empirical material, consisting of video recorded observations in five teachers’ classrooms, was collected two years after the inclusion of the concept in theupper secondary school syllabus in Sweden. The concept of logics developed within a discourse theoretical framework is used to analyse the meaning of ‘doing business sustainably’ as depicted by teachers in classroom practice. The paper illustrates that different rules and conditions for doing business are foregrounded in classroom practice by distinguishing between the logics of self-interest, conscious consumers and stakeholders’ interests. Each logic positions a business person differently. These positions are analysed using a typology of responsibility. The conclusion is that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues depending on how sustainable development is integrated into the business curriculum.

  • 10.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    The Responsible Business Person: Studies of business education for sustainability2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.

  • 11.
    Andic, Berna
    Södertörn University, Teacher Education.
    Lärares arbetssätt inom området läsförståelse, med inriktning på årskurs 4, 5 och 62018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how four teachers in grade 4, 5 and 6 choose to work with reading comprehension within the Swedish subject. In this study the focus is on the following issues:

    - How do the teachers work to get the students to understand the texts they are reading?

    - How do the teachers in the Swedish subject describe reading comprehension?

    In order to conduct the survey, I have used two methods, these are interviews and observations. After carrying out four observations and four interviews, I have analyzed the empirical material by means of three theories relating to each other. These three theories are the socio-cultural perspective, reciprocal teaching and transactional strategy instruction. The result of this study shows that the four teachers primarily choose to let the students read short texts taken from a textbook, then let them answer questions related to these texts. This was reflected in the observations and interviews.

    During the interviews, all teachers said reading comprehension is a very comprehensive concept that consists of several different parts, and that these parts together constitute the concept of reading comprehension. These include for instance, understanding the texts we read and being able to use these texts according to the teachers.

     

     

  • 12.
    Annika, Bergman
    et al.
    Södertörn University, Teacher Education.
    Gudmundsson, Catarina
    Södertörn University, Teacher Education.
    "[...] det är ett ord som har kommit till och sen så ska vi fylla skiten": En diskursanalys av förskollärares tal om undervisning i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2011, it was written in the School law that pre-school teachers has the responsibility to educate in pre-schools. The purpose of this study has been to make the pre-school teachers speech about the way of educate visible. Following, we have made this speech visible by a discourse analysis. The method used in this study proceeds from a social constructionist perspective and was performed trough qualitive interviews of six pre-school teachers. These interviews were analysed and the tool that we used to elucidate different discourses when it comes to the concept of educating was a discourse analysis. We have, in this study, noticed two local discourses; a school discourse and a status discourse. Within these two discourses there are a few aspects which describes how teaching is driven at each pre-school the interviewee is working on.The results of this study also shows that the speech within the two discourses challenges each other. The variations in these different ways of speaking indicate a collision between the two discourses.

  • 13.
    Atterlid, Niclas
    Södertörn University, Teacher Education.
    Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld: En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the Swedish teaching. The collected material was analysed by using Langer’s (2005) theory about imagination worlds. Two questions were then formulated to answer the purpose of the study: How do the teachers plan their fiction read-alouds in Swedish teaching? and How do the teachers describe the implementation of their read-alouds?

    The result shows that all of the teachers plan their fiction read-alouds with different types of preparation. This preparation includes: choosing the right book, which the teachers claim is dependent on several factors such as the students’ knowledge level or interests; reading the book before the read-aloud; and introducing the book in an interesting way during the read-aloud, which creates a pre-understanding of the content. Lastly, the teachers revealed that a large part of their planning work consists of creating post-reading tasks which are primarily aimed at developing students’ writing.

    The result also shows that the teachers have distinct rules for the implementation of their read-alouds. These rules help the teachers create favourable conditions for engaging students in the world of fiction. During read-alouds, the teachers embody the text through the use of their voices and body language. The importance of conversation during the read-aloud, with the primary purpose of helping students understand the content of the story, was also emphasized. The teachers also claim that conversation also gives their students a chance to think out loud and to reflect on the reading, thus gaining the opportunity to share each other’s thoughts. 

  • 14.
    Atterlid, Niclas
    Södertörn University, Teacher Education.
    Lärares användning av digitala verktyg i svenskundervisningen: En kvalitativ studie om sex lärares svenskundervisning och hur den har förändrats genom användningen av digitala verktyg i årskurserna 1-32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to examine how teachers’ Swedish teaching has changed by the use of digital tools. Life stories as a method was used to gain a deeper insight into the teachers’ lives. The material was then analysed by using the theoretical framework TPACK. Two questions have been formulated to achieve the aim of the study:

    • How do teachers´ in grades 1-3 describe the change of their Swedish teaching by the use of digital tools?
    • What affects teachers´ use of digital tools in Swedish teaching?

    The result shows that digital tools have changed the Swedish teaching as they give the teachers´ new ways to present the subject content. By using digital tools, the teachers´ state that they now are able to capture the student group more easily than before. IPad is the digital tool the teachers´ use the most. It is used primarily in the pupils´ writing process and teachers´ emphasize that the use of iPad makes it easier to visualize and illustrate the pupils´ texts. The result also shows that teachers´ attitude towards the use of digital tools in Swedish teaching was an aspect that did not affect their use of them. Although there were several other factors that did affect their use:

    • The availability of digital tools at the school
    • The support of digital tools
    • Teachers´ views of the advantages and disadvantages of using digital tools

  • 15.
    Axelsdottir, Frida
    Södertörn University, Teacher Education.
    "Det är min kropp och jag säger faktiskt stopp!": En kvalitativ studie om pedagogers beskrivning av sitt arbete och betydelse med barns integritet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how pre-school educators relate to the work on children’s integrity and how educators describe their didactic work on the integrity of children in pre-school. The purpose of the study is to get a better understanding of how educators teach children integrity in pre-school.

    Through interviews with educators who work actively with the children in preschool, it showed how the educators described their work with children's integrity. The result showed that the educators work to teach children the integrity but in different ways. Educators are aware that children need to learn integrity but the knowledge about how to teach the children integrity is not there yet. 

    With good communication and interaction with the children, educators can show the children how to show respect towards themselves and each other and how to be a good friend in pre-school.

    With this study, the idea is to contribute knowledge and awareness about how teachers in pre-school can work with children´s integrity and for the children to learn to respect their body and other bodies.

     

  • 16.
    Basa, Maral
    et al.
    Södertörn University, Teacher Education.
    Kerstof, Emilie
    Södertörn University, Teacher Education.
    "Trygghet är att vara säker och inte känna sig rädd": En hermeneutisk studie om trygghet i förskolan ur barns perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to reach an understanding of some children´s experience of safety in preschool and important factors for their experience of safety. Our study is a qualitative study with a hermeneutic approach. We chose to perform semi-structured group- and couple interviews with children in order to hear their thoughts about safety as well as their experiences of it. In the analysis of our material, we have used the hermeneutical circel and the RUS-model. We have done so in order to interpret the children´s experiences and thoughts about safety in preschool within certain limited areas. The results show us that good peer relations and meaningful activities had significant roles for the children´s experience of security. Indirect factors that we interpreted were important for the children´s experiences of security were the educators, the physical environment and functioning routines. 

  • 17.
    Benyamine, Isak
    et al.
    Stockholms universitet.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan2017In: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg, Malmö: Gleerups Utbildning AB, 2017, 1, p. 113-131Chapter in book (Other academic)
  • 18. Bergdahl, Lovisa
    Public Education/Private Religion: Redefining Borders in Religious Education2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: [Religionshistoriska avdelningen, Uppsala universitet] , 2009, p. 60-67Chapter in book (Refereed)
  • 19.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    An Ethographic Eye on religion in Everyday life2014In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, no 1, p. 39-52Article in journal (Refereed)
    Abstract [en]

    There are many pitfalls associated with teaching about religions. Onesuch pitfall entails the risk of presenting religions as stereotypicalmonolithic systems; that is, all who belong to a particular religioustradition think and act in the same way. I like to call this sort ofstereotyping the ‘robotic tendency’ because it has a habit of reducingpractitioners to robot-like beings that uniformly perform identicalactions. This article concerns how the adoption of what I have termedan ‘ethnographic eye’ can help educators to avoid both unfortunatestereotypes and the robotic tendency when teaching about religions.

  • 20. Berglund, Jenny
    Det primära är inte att förstå: Koranundervisning i en svensk friskola2006In: Den mångtydiga skolan: Utbildning i det postmoderna samhället / [ed] Carl Anders Säfström, Lund: Studentlitteratur , 2006, p. 191-210Chapter in book (Other academic)
  • 21.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Islamic Education in Sweden2013In: Islamic Education in Secular Societies / [ed] Aslan, Ednan & Rausch, Margaret, Framkfurt am Main: Peter Lang Publishing Group, 2013, p. 163-181Chapter in book (Refereed)
  • 22.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    "Snow, Kind Policemen and Health Care Facilities": Choosing Teaching Material for IRE in Muslim Schools in Sweden2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: Swedish Science Press [distributör] , 2009, p. 107-118Chapter in book (Other academic)
  • 23.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teaching Islam: Approaching Secular Hegemony in Education2008In: Postcolonial Challenges to the Study of Religion / [ed] Willy Pfändtner & David Thurfell, Uppsala: Swedish Science Press [distributör] , 2008, p. 29-48Chapter in book (Refereed)
  • 24.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teaching Islam: Islamic Religious Education at Three Muslim Schools in Sweden2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study concerns the formulation of Islamic religious education (IRE) at three Swedish Muslim schools which offered IRE as an extra curricular subject, one to three hours per week. The study contributes to the understanding of how IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. The meaning of the studied IRE was construed as a way of building connectedness between pupils to both the common Islamic tradition and the Swedish society, but also highlighting and establishing connections between these two entities. The primary finding is that it is inaccurate to speak about IRE in homogeneous terms since the content varies distinctively between different schools. In addition, it has been found that the educational questions considered by the involved teachers are similar to those considered by many other types of teachers. Although classroom observations and teacher interviews showed that the general content of all three IRE classrooms included the teaching of the Quran, Islamic history through religious narratives and song, specific content variations were evident. Differences concerned approaches to the teaching of the Quran, ways of using religious narratives and genre of songs. Therefore pupils in each school received somewhat different answers to local and global questions that were raised in the classrooms, indicating somewhat different interpretations of Islam. These differences suggest that the depiction of IRE as a transmission of Islam to the younger generation is not accurate since it leads to the impression that religions are insulated entities that are capable of being passed from one generation to the next without any change taking place. Instead this study shows that the teachers translate the content of IRE according to their perception of what is vital for their pupils to know and suitable for them to comprehend since they constantly choose content and negote its meaning.

  • 25.
    Björck, Emelie
    Södertörn University, Teacher Education.
    Läs texten och svara sedan på frågorna: en innhållsanalys av läsförståelseböcker och tillhörande uppgifter för årskurs 42018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading is not just about decoding letters correctly but also to understand what you are reading. With a broadened view on the reading and writing development which includes the four literacy practices: the reader as a code breaker, text participant, text user and text analyst, this study’s purpose is to examine how educational books made for reading comprehension are designed, and which of the four literacy practices named above are represented in the books. To examine this a quantitative and qualitative content analysis on three textbooks and associated assignments have been made, and the following questions answered. How are the books designed and which kind of assignments are in them? Which literacy practices can be found in the books and which of these are given most room? Can the four practices be said to interact?

     

    Earlier studies have shown that educational textbooks often direct the content of the teaching and are often seen as a guarantee that the content in the curriculum is brought up. Other studies have shown the importance of different components and literacy practices presence when teaching in reading comprehension. The study concludes that all of the analysed books are designed in similar ways with a design consisting of tasks to be done before reading the text and tasks and questions to be answered after reading. The study also concludes that the literacy practice which is given most room in the books are the practice called text participant and primarily in the form of tasks that consist of questions about the text for the pupils to answer.

  • 26.
    Björnsdotter Göransson, Sofia
    et al.
    Södertörn University, Teacher Education.
    Kullberg, Jenna
    Södertörn University, Teacher Education.
    Hur möblerar ni bort spring? Vi möblerar för spring!: En studie av pedagogers syn på fysisk aktivitet i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate preschool teachers’ knowledge and experiences of physical activity in the preschool indoor environment. To clarify this, we ask the following questions:

    1. What view of the concept of physical activity do preschool teachers has?
    2. What perceptions are made visible when preschool teachers interpret the objective in the curriculum?
    3. What didactic opportunities do preschool teachers see to carry out physical activity in the indoor environment?
    4. What norm-critical perspectives are visible in the preschool teachers’ answers?

    In our study we have chosen to use phenomenography as our theoretical method. We want to see if there are patterns in the preschool teachers’ answers, if they have similar experiences or knowledge, or they differ. Our study is therefore based on a qualitative research effort with both interviews and observations as a collection method. Our collected material has then been analyzed using our theoretical method and previous research to visualize the preschool teacher’s conceptions of the world around them. Our study´s main theme is therefore based on a scientific, didactic and cultural perspective. Our study shows that the knowledge and the definition of physical activity vary between preschool teachers which further affect how it is implemented. Children thus have different access to physical activity depending on which preschool they go in and what knowledge preschool teachers have. Preschool teachers varying interpretations of the objective in the curriculum have been shown to contribute to the design of the didactic learning environment. Missing knowledge probably leads to the objectives of the curriculum being interpreted on the basis of individual perceptions. Preschool teachers’ knowledge to physical activity and their norms and values will contribute to the emotional culture of which children become a part of. Therefore, norm-critical perspectives, intercultural leadership and child view have been relevant to our study. Our results have shown that norms on health and body ideals form preschool teachers' childcare and physical activity views. Preschool teachers show that despite obstacles, they focus on possibilities instead of limitations.

  • 27.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det är inte trevligt att sitta med jacka på sig inomhus”: En samtalsanalytisk studie om konstruktionen av genus på utbildningen Svenska för invandare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine, with a gender theoretical and conversational analytical framework, how teachers in Swedish for immigrants (SFI) distribute positive and negative assessments towards men and women in the classroom and what causes them. The purpose is further to examine how the assessments construct and actualize gender patterns in the education.

     

    The thesis is divided into two major issues: How are positive and negative assessments ​​distributed between men and women in a class at Swedish for immigrants (SFI) and what causes these? How can the assessments ​​be related to constructing and actualizing gender? In order to achieve the research questions, four teachers have been observed in three different classrooms.

     

    The result shows how assessments ​​in classrooms are caused by fostering the students into a gender-normative behavior and also into a desirable classroom behavior. Furthermore, the assessments ​​are caused by evaluating students work efforts in school work. The result also show how women are given more positive assessments ​​and men more negative, even though there are no major differences between how assessments are distributed between male and female students. In total, women are given more assessments than men in the classroom. With the hidden curriculum as an analytic tool, the results show how hidden teaching agendas and the teachers’ assessments to foster the students into these exists within an educational context for adult students. The study has also made visible how gender is both actualized and constructed in the assessments ​​the teachers express in conversation with the students.

  • 28.
    Blåbäck, Therese
    Södertörn University, Teacher Education.
    Smartare än fröken: En kvalitativ undersökning om synen på särskild begåvning och anpassningar i undervisningen av särskilt begåvade barn på två förskolor2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how adaptations in the teaching of gifted children of two preschools can be understood from the perspective of teachers, parents and children. The intent with the study was also to examine how the teachers worked to follow the curriculum and adapt the teaching, how the children could be affected by being seen as gifted and how the parents experienced the cooperation with the preschool regarding the teaching of their gifted children.

    Through observations and interviews four themes were discovered – characteristics and to be seen, teacher's knowledge and education on giftedness, working methods and adaptations, and transition from preschool to school. The study’s results showed that the different perspectives differ, both between parents, educators and children, but also between the two preschools and their surrounding culture. The surrounding culture had a larger impact than expected.

    The analysis, based on Stern’s theory of intersubjectivity and intercultural perspective, also showed the importance of gifted children to be seen as gifted and to interact with other gifted children.

  • 29.
    Bonow, Madeleine
    Södertörn University, School of Life Sciences, Geography.
    Fieldtrips as a pedagogic tool2007In: Relationen mellem læreruddannelsen og skoleudviklingen: Kongresrapport til den 10. nordiske læreruddannelses kongres / [ed] Kristín Jónsdóttir, Þuríður Jóhannsdóttir, Reykjavik: School of Education, University of Iceland , 2007, p. -10Conference paper (Other academic)
  • 30.
    Burman, Anders
    et al.
    Södertörn University, School of Culture and Communication, History of ideas.
    Graviz, AnaSödertörn University, School of Culture and Communication, Education.Rönnby, JohanSödertörn University, School of Culture and Communication, Archaeology.
    Tradition och praxis i högre utbildning: Tolv ämnesdidaktiska studier2010Collection (editor) (Other academic)
    Abstract [sv]

    I denna bok undersöker lärare vid Södertörns högskola tradition och praxis inom undervisningen i tio ämnen: arkeologi, filosofi, företagsekonomi, genusvetenskap, geografi, historia, idéhistoria, journalistik, medie- och kommunikationsvetenskap samt musikutbildning. Vissa av bidragsgivarna har valt att göra en bred översikt av det egna ämnets pedagogiska utveckling medan andra har fördjupat sig i ett visst problem. Några har intervjuat sina kolleger, andra redogör för pedagogiska utvecklingsprojekt och åter andra tar avstamp i egna reflektioner och tidigare litteratur på området. Gemensamt är att samtliga utgår från ett historiskt perspektiv och att tyngdpunkten ligger på didaktiska frågor om den konkreta undervisningens innehåll och utformning.

    Sammantaget ger de tolv bidragen en fördjupad förståelse av varför högskolepedagogiken idag ser ut som den gör samtidigt som det öppnar upp för alternativa pedagogiska förhållningssätt och praktiker. Genom att studera det som har varit får vi perspektiv på det som är och i bästa fall också redskap för att tänka nya tankar om hur det skulle kunna vara i stället.

  • 31.
    Ceken, Fatma
    et al.
    Södertörn University, Teacher Education.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    The use of the theory of conceptual profiles to assess learning outcome2016In: Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future, Part 16 / [ed] J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.); co-eds. P. Kariotoglou & T. Russell, Helsinki: University of Helsinki, 2016, p. 2716-2721Conference paper (Refereed)
    Abstract [en]

    The Swedish Schools Inspectorate (2012) made an evaluation of the quality in science teaching in year 1–3 in the Swedish compulsory school. Large differences were found among the 30 schools studied. Often teaching only consisted of mediating facts or experiments made by the teacher. The students rarely got an opportunity to learn through systematic investigations. Less than 60% of the lessons observed involved activities were the students to large extent met scientific methods. Also, good examples were found in schools were the teachers consciously let the students make hypotheses about what will happen in an experiment. In many schools the teacher use readymade teaching packages. Generally, they consist of instructions for how series of lessons with different themes may be planned and performed by using the material included. Some of the packages also include education of the teachers. According to the School Inspectorate teachers without education in science claim that with help of the packages they have been able to teach in all areas of school science. Teachers sometime use the packages as inspiration, but chose other methods for their teaching. The purpose of this study was to examine how students in primary school use concepts and to study their conceptual development during two sequences of lessons, primarily based on the student’s own documentations. Written diaries and reports of the students were analysed in order to construct their conceptual profiles and to follow their development. The assessment of the performances in relation to the knowledge requirement evaluated students ability to discuss simple questions concerning chemical processes, plan simple experiments and formulate simple question. The study shows that observations, discussions, and written documentation of simple experiments promotes conceptual development.

  • 32.
    Cordova Almonacid, Jennifer
    Södertörn University, Teacher Education.
    ”Som jag gör nu får man inte göra.”: En kvalitativ undersökning om hur pedagoger i förskolan utövar sin makt över barn i konfliktsituationer2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how pedagogues practice their authority over children in conflict situations at preschools. How are children treated based solely on them being children? And how do preschool teachers validate children’s experiences of conflicts? To get answers I proceeded by using a qualitative data collection method and a hermeneutical analysis. I collected the material for the study by observing and interviewing pedagogues to both get an idea of ​​how they act in practice and how they reason about conflict situations in the preschool. The essay is based on a childhood sociological theoretical perspective that recognizes the importance of social and cultural context. The study’s results show that pedagogues practice their authority over children in conflict situations, but that it is done in different ways. How they practice authority, treat and validate children’s experiences depend on the pedagogues’ child perspective. Even though all the pedagogues in the study want what’s best for the children, the various conflict situations have completely different outcomes, since the pedagogues interpret children and their actions in very different ways, resulting in different responses and attitudes towards the children. The consequences of these different ways to respond need to be questioned and reflected upon. It’s time that the way pedagogues practice their authority and the way they see children is brought up for discussions within the world of preschool education.

  • 33.
    Cordy, Erica
    Södertörn University, Teacher Education.
    I linje med läroplanen?: En kvalitativ innehållsanalys av det engelska läromedlet Magic! 1-32019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to answer whether the teaching material Magic! 1 – 3 can be used without complementary material to convey the subject content and the didactic elements presented as central in the curriculum. The questions the study aims to answer are how well Magic! 1 – 3 is in line with the curriculum's central content and whether it can be used in teaching without complementary teaching material.

    This study is carried out through a qualitative content analysis of the English teaching material Magic! intended for grades 1, 2 and 3. The teaching material Magic! includes a printed and a digital copy where the content is analyzed qualitatively. Each task is quantified as possible elements for the student to practice a skill and can be categorized several times.  

    The theoretical starting points of the thesis are based on curriculum theory with a focus on the formulation arena and the transformation arena. The curriculum is a result of the decisions that have been made within the formulation arena and, based on that, the textbook authors are a part of the transformation arena, i.e. those who transform the content of the curriculum. By using the theory of constructive alignment, the questions of the study can be answered.   

    The tasks in Magic! 1–3 conveys all the points that are written out as central content in the curriculum, but there are some instances where the teacher needs to actively decide whether it is enough for his/her classroom.

  • 34.
    D. Engblom, Alexandra
    Södertörn University, School of Culture and Education.
    ”Jag har en farmor i Grekland och en hund som heter Petter”: En studie om planerade högläsningssituationers didaktiska funktion, förekomst och utformning i förskolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to gain insight into how two different preschools work with planned reading aloud. My questions were: To what extent does planned reading aloud occur at the preschools? How do the planned situations when they read aloud look like? How do they make the choice of children’s literature to the planned reading aloud sessions? And; how can these different factors affect children's learning and development? This I have tried to find out by using a qualitative method. My material was collected through interviews and observations, these have been audio recorded and transcribed and supplemented with notes. I have during the study had three informants, Informant A, Informant B, and Informant C. The Informants Informant A and Informant B have participated in each separate interview, and at the departments where they work I have made two observations each. Informant C has been my backup informant and has participated in an interview, but I did not do any observations on the department where he/she works.

    My collected material was then analyzed with the help of the socio-cultural perspective and the theories of learning, development and interaction that that involves. My results showed that the two preschools worked in both partly similar and in different ways with reading aloud. These different yet similar approaches had different characteristics that showed that the work of reading aloud can be varied, enjoyable and a learning experience in many ways. The teacher plays an important role in children's learning and development in the reading aloud situations because he/she has the opportunity to see and support the child and control what books are being used and how they are used. The child also gets a chance to gain access to different cultures and contexts through the books content and can thereby learn. The study also showed that children get the opportunity to broaden their experiences and ideas in conversations with other children and adults in the situation if the teacher gives the children space to talk to each other and him/her.

  • 35.
    Djedovic, Irma
    Södertörn University, Teacher Education.
    Analys av ämnesspecifika begrepp i kraft: En jämförelse mellan två läroböcker i fysik för årskurs 4-62016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to compare the subject-specific concepts and their use in two chapters dealing with the subject force in two different physics textbooks for grades 4-6. To achieve the aim, the following questions have been formulated:

    • What subject-specific concepts are used and how often?
    • What representations are used to clarify the subject-specific concepts?

    To achieve the purpose and the issues raised in the paper, the chapter will be analysed with two different content analysis. The material will then be analysed based on Vygotsky's theory of the development of scientific concepts.

    The results show that both chapters have about as many subject-specific concepts in comparison to the rest of the words in the chapters. One of the chapters show greater variety of representations with different contexts than the second chapter. Both chapters have used everyday contexts when the subject-specific concepts were explained, but one of the chapters show that different contexts were used depending on the subject-specific concepts.

  • 36.
    Djedovivc, Irma
    Södertörn University, Teacher Education.
    Ämnesinnehållet i läroböcker: En undersökning av de ämnesspecifika begreppen i kemi2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to analyse the use of subject-specific concepts in chemistry books within a chosen topic. The following questions have been formulated:

    • What subject-specific concepts are present and with what frequency?
    • In what way, do they clarify the subject-specific concepts?

    To achieve the purpose and the issues raised in the paper, the chapter will be analysed with two different content analysis. The material will then be analysed based on Vygotsky's theory of the development of scientific concepts.The results show that the chapters use different subject-specific concept.

    In addition, the amount also varied significantly. The frequency of the subject-specific concepts was low in all three chapters. The chapter had a large variety of representations, but the chapters showed no resemblance to how they were clarified. The study can be interpreted as demonstrating that the textbooks have very different subject content, which in turn, given the role of the textbook in the study, can influence the subject knowledge acquired as a student.

  • 37.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    I Have Read the Chapters, But I Do Not Remember: Factors Affecting Intake, Retention and Recall of New Information Among Swedish University Students2016In: INTED2016 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia, Spain: IATED Academy , 2016, p. 504-509Conference paper (Refereed)
    Abstract [en]

    The affluence of information sources we currently experience due to economic prosperity of western cultures and modern information technologies seems to have, apart from its positive effects associated with the ready availability of information, some negative ones as well. These seem to be related to the counterproductive way students utilize these sources, which, in some cases, may hinder their progress, reduce the efficiency of the overall educational process, and render teachers frustrated due to their students not coming prepared to their seminars.

    Besides looking into factors affecting intake, retention and recall of new information among Swedish university students, which appear to be directly associated with the scarcity principle and perceived value of the information sources the students use, the paper also discusses their inability to deploy relevant cognitive and metacognitive strategies in the process of learning, the impact of exposure to a certain assessment, learning and grading culture, as well as possible solutions to the issue.

  • 38.
    Dvorák, Martin
    Masaryk University, Brno.
    Attention Boosters in ESP Lectures2006In: LSP in Higher Education, Searching for Common Solutions, Brno, 2006, p. 68-70Conference paper (Other academic)
    Abstract [en]

    To prove successful, language teaching requires a great deal of students’ participation in the process. However, students’ attention, a pre-requisite for such participation, tends to gradually wane as the lesson proceeds – a phenomenon that becomes yet more marked at lectures due to these not requiring listeners’ active involvement.The paper focuses on the means and techniques of keeping students attentive at ESP lectures (whose primary purpose is to acquaint them with IT-related vocabulary and advanced grammar structures) such as message encryption and decryption, use of metaphors, deviation from the expected, incorporation of grammar in the relevant socio-cultural context, etc.

  • 39.
    Dvorák, Martin
    Masaryk University, Brno.
    ESP and Automated Large-Scale Testing2007In: Profilingua 2007: sbornik prispevku z konference, Pilsen, 2007, p. 6-9Conference paper (Other academic)
    Abstract [en]

    Due to the nature of most university examinations, students often tend to concentrate their preparation efforts into a one-off act. This approach, however, proves ineffective when it comes to languages. The author introduced a method of regular testing that boosts the efficiency of English-teaching process in that it makes students prepare on a regular basis and minimizes the burden of handling numerous tests submitted in every round. The paper discuses the methodology of systematic computerized testing by means of answer sheets whose contents can be scanned and automatically evaluated.

  • 40.
    Dvorák, Martin
    Masaryk University, Brno.
    Language Acquisition in a Toddler and Factors Affecting its Speed2008In: Sociokulturni kompetence ve vyuce cizich jazyku, Praha, 2008, p. 5 s.-Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the factors affecting the speed at which a toddler acquires language, chiefly new expressions and collocations. A special attention is paid to the individual functions of the child’s early language as described by M.A. K. Halliday (instrumental, regulatory, interactional, etc.) and the situations determining these. It also aims to point out idiosyncrasies of the acquisition process in terms of the infant’s exposure to two different languages – a major one (spoken by most of the members of the infant’s community) and the minor one (spoken by one of his/her parents only). Besides the theoretical background, the paper presents author’s practical examples and authentic recordings.

  • 41.
    Dvorák, Martin
    Masaryk University, Brno.
    Language Acquisition in an Infant: Role of Context2009In: Janua linguarum reserata: linvisticke, lingvodidakticke a literarni reflexe pro nove milenium, Pilsen, 2009, p. 14-20Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the role different kinds of context (situational, physical, social, and linguistic) play in the development of infant's language during its individual stages (cooing, babbling, word and sentence formation) and attempts to delineate those contextual factors that the author considers most fruitful in the language acquisition process. Some attention is also paid to the peculiarities of bilingual upbringing such as language games the child himself/herself invents in the context of two languages (Czech vs. English) and calque creation. The paper lists numerous examples and its presentation is accompanied by audio and video material collected during research.

  • 42.
    Dvorák, Martin
    et al.
    Masaryk University, Brno.
    Smrzova, Jana
    www.nefrologie.eu: Building an Electronic Source of Information on the Principles of Andragogy2010In: Alternativni metody vyuky 2010, Prague, 2010Conference paper (Refereed)
    Abstract [en]

    The cooperation between a patient and their physician represents a pre-requisite for successful treatment. Provided the patient is well-informed and willing to cooperate, their illness turns out to progress more slowly and, as a result, they usually live longer than the one who is not as they are more likely to take precautions against medical complications associated with it. Moreover, the quality of such a person’s life is higher and treatment less expensive.The nefrologie.eu portal aims to educate patients, their relatives and other people interested in the area of kidney diseases. Apart from the provision of information on how to prevent and alleviate kidney-related disorders, the portal conducts a perpetual needs analysis thereby ensuring it is the areas that interest patients most that are widely covered by it. In this respect, it also serves as a needs analysis tool for doctors to monitor the fields patients most frequently lack information about allowing them to pinpoint and focus on these during their sessions with their own patients.As the counseling section comprises answers to the questions (800 up to now) the visitors (more than 200 a day) have posted via the site and thus contains concrete information relevant to the individual visitors’ past, present and future lives, its educational impact is facilitated through the personalization factor. What also contributes to the efficiency of the educational process is the fact the information is presented through multiple presentation channels and thus ensures sufficient repetitions and variations on themes.The paper also discusses other principles of andragogy that appear crucial in building a publicly available electronic information source targeting medical education of adults.

  • 43.
    Dökümcü, Songül
    Södertörn University, Teacher Education.
    Partiklars rörelser i fast form, flytande form och gasform: En multimodal analys av tre läroböcker inom naturorienterande ämnen för årskurserna 4-62017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to study, from a multimodal perspective, how the particle theory of matter is portrayed by different representational modes (text, pictures, etc.) in science textbooks for Swedish compulsory school grades 4–6.

    This study aims to answer the following questions:

    •       How are representational modes used in the presenting of the particle movements in science textbooks?

    •       How does representational modes interact in the presenting of the particle movements in science textbooks?

    This study is based on a qualitative multimodal text analysis of selected textbooks using a model that takes into consideration the use of and interplay between text, illustrations, pictures and other forms of presentation.

    Results show that the particle theory is presented in similar way in each of the texts. Particle theory of matter is presented mainly by means of illustrations supplemented and reinforced with text. Motion of the particles are indicated using different representations and the particles themselves described as diversely as candies or butter. Textbooks use the reader’s general knowledge as a base and to connect with the specific subject content. The interplay between modes can be contradictory such as in the case where text describes molecular concepts and the illustrations focus on particles.

  • 44.
    Ebersköld, Emelie
    Södertörn University, Teacher Education.
    Formativ bedömning i skolan: En studie om hur elever i årskurs 5 och i årskurs 6 uppfattar formativ bedömning i svenskundervisningen2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore students perception of parts of formative assessment which involve the subject of Swedish writing. The study include students from grade 5 to grade 6, and the study has the following questions:

    • How do students perceive the third key strategy in formative assessment which includes using feedback in new learning situations in narrative text?
    • How do students perceive the forth key strategy in formative assessment which includes activating the students as learning resources for each other in narrative text in the Swedish subject?
    • How do students perceive the fifth key strategy which includes taking responsibility for their own learning in narrative text in the Swedish subject?

    The study has a student perspective of the formative assessment by letting the students answer a survey. The theoretical framework consist of the framework for formative assessment and the sociocultural perspective of learning, proximal development zone. The result shows that students perception of feedback from the teacher is positive, and the students view of the peer assessment has both positive and negative elements. The positive is that a classmate has done the task and more often than not has the same perspective of things. The majority of students in grade 6 thought that they learned to write their texts better after a peer assessment which students in grade 5 didn’t think. If students perception of key strategies became visible in teaching it could lead to more students taking benefits in their learning process. The study shows that some students are afraid of receiving peer assessment because they have contained bad comments, and it’s difficult to give peer assessment. Many of the students think that it´s much better to receive feedback from the teacher, rather than a peer. As a Swedish teacher or as a future Swedish teacher to be, it´s important to make these key strategies visible and turn the negative into positive so the students can take benefit from them.

  • 45.
    Eklund, Caroline
    Södertörn University, Teacher Education.
    "En modern pedagog lägger inte svaren i munnen på barnen": En studie om den medforskande pedagogen i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate two Reggio Emilia-inspired preschools. The study intends to investigate how a pronounced co-researching pedagogue role affects preschool teachers’ didactic approach, planning and implementation. Three preschool teachers were interviewed in order to make visible their way of perceiving and defining the co-researching pedagogue role. Activities within the field of science were also  observed in order to examine the practical application of this teacher role. Science as a subject has been chosen based on previous research and to create a mutual and solid base for the study. The research questions are formulated as:

    • What defines a co-researching pedagogue according to the preschool teachers?
    • How do preschool teachers describe their co-researching attitude in relation to children’s learning in science activities?
    • How do preschool teachers interact with children, materials and the environment during the implementation of these activities?

    The essay uses a triangulation of two qualitative methods – interviews and observations. The results, which derives from a phenomenographical analysis as well as an analysis on concepts of developing pedagogy, shows that children’s interests plays an important part in teachers planning and implementation. The results also show that this specific teacher role is based on a pluralistic view on knowledge. One of the conclusions is that the teachers' attitudes create favourable conditions for children's learning in general, even though the opportunities to teach children subject-specific knowledge are not always administered.

  • 46.
    Ekström, Andrea
    Södertörn University College, Lärarutbildningen.
    ”Det finns ju inte med i boken, ska jag kunna det ändå?!”: en studie om elevers övertro till läroboken som angivare av kunskapsmål samt vilken misstro detta skapar till all undervisning som går utanför dess ramar2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to get a deeper insight into how students reason about the textbook and teaching that goes beyond its content. This in order for the teacher to be able to consider and respond to these important attitudes already at the planning stages of such teaching situations. This approach will aid to help students overcome the distrust of things that are not in the textbook.

    The study shows that students have an attitude of overconfidence to the textbook's reliability. It is considered to be controlled in its content as well as being a reference on the extent of the knowledge content.

    The general approach to teaching that deviates from textbook structure is that it is welcomed as an interesting feature. However, a questioning attitude soon appears about whether the element will be included in any requirements for knowledge or tests.

    The following important conclusions can be drawn after this study was carried out:

    • Very clearly communicate the purpose of all education that deviate from the textbook.
    • Inform students about the textbook's deficiencies and the need for supplementing.
    • Accept and respond to students' focus in that grades are the main driving force for the acquisition of knowledge in high school.
  • 47.
    Engman, Åsa
    Södertörn University, Teacher Education.
    Hur undervisningen i matematik avspeglas i elevers förståelse av subtraktionsbegreppet2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how the teaching of mathematics is reflected in the students' understanding of the concept of the subtraction. The empirical data is based on observations in the classroom and student interviews. The understanding of the concept of the subtraction is shown through vocabulary and choice of examples and representations. The study used both qualitative methods and quantitative reports. The data is represented by one school and one classroom in grade three.  The theoretical framework is based on Liping Mas Subject Matter Knowledge and the variation theory of Marton and Booth and the relationship between these frameworks and concepts of variation, concretization, aids, subtraction and types of subtraction.  The results show that the impact of education is that subtraction is understood as the invers of addition. Complement and add to, is the type of strategy most frequently used, followed closely by the strategy remove and count down. The strategy compare is the least used. The observations in the classrooms shows several aspects and variations of the concept of the subtraction. Although the number line, and various forms of representation used in teaching has shown small effects of these aids in the students' own counting. The conclusions that can be drawn is that more and other metaphors and tools are needed in education to deepen students' understanding of the concept of the subtraction. They also need to be connected in the teaching. The language and the mathematical ideas discussed plays a critical role in the pupils’ acquisition of understanding.   

  • 48.
    Eriksson, Linnéa
    Södertörn University, Teacher Education.
    "Skönt med en så fri uppsats" eller?: En studie om musikens mångtydiga plats i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how the music as a discipline has been given a certain role in the preschool setting both from the curriculum, but also when it comes to how the preschool teachers, with different musical background, reflects upon and practice their knowledge or non-knowledge of popular music in preschool.

    Through case study with observations and interviews, four themes have been explored from Foucault’s theory of discourse, discipline, knowledge and non-knowledge, 1. The curriculum’s contribution of shaping music as a discipline. 2. The instrumental use of music and it’s unspecific place 3. Music as knowledge and non-knowledge, and 4. Inadequacy and free interpretation of the curriculum. The result of this study showed that the curriculum contributes to make music as a discipline ambiguous through how the music is portrayed in relation to other subjects as mathematics. The pedagogue’s different practices and reflections about the music shows on widely different pictures of what working with music involves and all of this makes the music's status unclear and therefore takes many different shapes and definitions with the work of music where the perception of musical work can change a lot from pre-school to pre-school.

  • 49.
    Eriksson, Miriam
    Södertörn University, Teacher Education.
    Bryt den hungriga ditt bröd: En diskursanalys av förskolans värdegrund i nutida och historiska läroplanstexter2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is a study of the core values of the Swedish preschool curriculum. The national preschool curriculum begins by outlining the foundation of core values which the preschool education rests on. In the new national preschool curriculum Lpfö18, which takes effect in the summer of 2019, the core values have been changed to some extent. This raises the questions: where do these core values come from and how different are they from previous core values? Therefore, the main research questions of this study are: what core values discourse is created in Lpfö18 and how does it compare to core values discourses from previous preschool curricula?

    The empirical data used for this study consists of extracts from different national preschool curricula and similar pedagogical texts in which core values are presented. To process the empirical data, the study used discourse analysis. In particular, the study used the terms “nodal points” and “floating signifiers” from theorists Laclau & Mouffe (2008) and was also inspired by the practices of text analysis outlined by Fairclough (2013). Through the use of discourse analysis, it has been possible to study continuity and change in the core value discourses as expressed in preschool curricular texts. The results show that the values most central to the core value discourse in the new national curriculum, such as democracy and human rights, can be traced back to the core value discourses in previous curricula and also to an international children’s rights discourse. The study also found that some core values from earlier curricula were still left as traces in the new text. Core values related to human rights in particular were found to be important in every version of core values discourse studied. However, there were also values which had been included in the discourse more recently or which had been excluded, which shows that there is both continuity and change in the preschool core values discourse.

  • 50.
    Ertis, Irina
    Södertörn University, Teacher Education.
    Förskolebarns meningsskapande kring skriftspråket: En jämförande studie om två förskolebarngruppers förståelse och användning av skriftspråket2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Children`s meaning making practices may be difficult to understand, but we need to take account of these in order to understand their learning process. Examples of children's beliefs about written language and children`s practices of their name writings were investigated in this study. This was done with special regard to printed media (newspapers and letters) and children`s practices on letter writing, with a focus on children`s name writing. Emphasis was placed on children`s perspectives. The empirical material has been collected through qualitative interviews with two different groups of children at two preschools. Furthermore, observations have been made with special regards to children`s use of name pictures and digital or handwriting tolls in their name writing.

    Piaget`s stage theory of cognitive growth and also his structuralism contribute to the present study`s theoretical frame. In Piaget`s terms, knowledge is developed by restoring imbalances and adaptive responses to the environment. Children`s thinking and abstract explanations about written language are explained in Piaget`s terms of visual perspective-taking, egocentric holdings on visual perceptions and unrealistic or plausible explanations of reality. All Piaget`s assumptions appear to be reflected in young children`s beliefs, but my study shows that children seem to be not so dependent on visual experience as Piaget believed them to be and that children are able to explain the function of written language and printed media in an abstract way.

    Two preschool groups` name writing was compared and the study`s findings suggest that there are significant differences in children`s name writing representations. Name pictures may contribute to a great extent to the children`s name writing learning processes and support their initial writing of their own names. Children can also write their names by copying.  The current study`s findings suggest that children`s awareness of the written language seem to develop best in the action of writing that is dealing with letter writing, digital tools and name pictures.

123 1 - 50 of 150
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf